CDSCode|LEA|PriorityNumber|Summary|Performance|AdditionalInfo|Year
44104470136572|Santa Cruz County Career Advancement Charter|6|The enrollment specialist and the academic teacher reach-out to the student’s service providers and facilitate effective collaborations, in order to create a “net of support” that will work with the student into, through and beyond their high school career. - Probation - Enrollment specialist collaborates with P.O. officers to assist students with enrollment into school.  - Mental Health - Teachers and the enrollment specialist partner with County Mental Health service providers to help support students maintain  - Homeless and Foster Youth - Enrollment Specialist collaborates with PVUSD and COE case managers to identify the needs of Foster Youth and/or homeless students - Migrant Education: Enrollment Specialist partners with PVUSD Migrant Education for Out of School Youth - Main/Rountree/Blain Jail Sites: Teachers partner with the Department of Corrections and the Department of Probation to offer wrap around services to identify and meet each students’ academic, social-emotional, and health needs.   Students, staff, and community stakeholders were involved in the development of the 2018-19 LCAP for the Career Advancement Charter (CAC). They were involved through surveys, discussions, and the analysis of qualitative and quantitative data at various forums that included Advisory Council, staff meetings, a Google LCAP Survey and other stakeholder meetings.|Met||2018
29664150000000|Twin Ridges Elementary|6|The Twin Ridges Elementary School District does take the California Healthy Kids Survey, but does not receive valid data. With one school having six students and the other under 100 our participating class sizes are to small to generate data. Numbers are not provided because they have not reached the minimum for reporting purposes. This often happens in our Smarter Balanced Results as well. We continure to take the survey to assist the county office of education in having a 100% participation rate for grant purposes.|Met||2018
04100410136820|Achieve Charter High|6|ACHS is a a new school.  This year we will use suspension data, attendance, and data from the CA Healthy Kids Survey to measure school climate.|Met|Because of the Camp Fire in Paradise, our students are displaced and some are traveling 2 hours to attend school. While we planned to use truancy data to track school climate before the fire, many students will be absent and or tardy due to distance.|2018
04615310110338|Achieve Charter School of Paradise Inc.|6|Last year we implemented a new student survey for middle school students that was recommended to us because it's a national standardized survey that provides comparison data. The results provided valuable feedback for our middle school program, which is the program with the largest percentage of students new to Achieve after kindergarten.  84% of 6-8th graders reported feeling safe at school  We believe this low percentage may have been influenced by a new teacher in the middle school this past year that was not well liked by some students.  Staff is analyzing this data and feedback from parents to make Social Emotional Learning curriculum decisions.  We also use suspension data to track school climate. Last year the K-8 suspension rate dropped from 2% to 1%  This year school climate will be measured by The CA Healthy Kids Survey in 6-8 at the K-8 and 9th grade at ACHS This year suspension and truancy data will be tracked at the K-8 and ACHS|Met|Our attendance and truancy data will be largely affected this year by the wide spread displacement of our families requiring them to travel far distances to get to school.|2018
04614240118042|Forest Ranch Charter|6|Each year Forest Ranch Charter delivers a Family (parent/guardian) Survey and a Student Survey. One purpose of the surveys is to allow students and family members to provide anonymous information about how safe and comfortable they feel in our school community and how effective our campus wide PBIS and Social Emotional Learning programs have been in that school year. At this time we have no ability to break out subgroups, other than class level, as the survey is delivered blindly. We also do not have an overall score as the survey is a locally created, non-nationally normed survey. We discussed switching to the California Healthy Kids Survey for this year at a regularly scheduled board meeting as this would solve these issues. However, we decided against this due to the many advantages customization allow for collection of specific data we need for multiple purposes at the same time. Most of the students in grades 3-8 participated in the 2017-18 School Satisfaction Survey. Students filled out an anonymous on-line survey where they first indicated their teacher’s name so they could be linked to a specific classroom. They were given time in class to complete the survey but their teacher was not present so that they would feel more comfortable giving feedback. Students were told that we valued the feedback and used it to make changes and improvements so please be as honest as possible. Seventy six  percent of our third through eighth graders completed the survey. Ninety seven percent of them were either happy or very happy with Forest Ranch Charter School. The survey included many items surrounding academics, L-CAP goals, and school climate. Specific items that measured feelings of safety at school and connectedness were included.|Met||2018
01612596113807|American Indian Public Charter|6|We conduct annual surveys to get results on the school climate.  The survey is given to students and families.  Below are the results for students and families:  Student survey 1: At school, I am able to do my work without worrying about my physical and/or emotional safety. 80.85% of the students agreed or strongly agreed with the statement.   2: I feel I am part of this school. 82.98% of the students agreed or strongly agreed with the statement.  3: Teachers and other grown-ups at school care about me. 81.91% of the students agreed or strongly agreed with the statement.   Family Survey 1: At school my child is able to do his/her work without worrying about his/her physical or emotional safety 94.56% of the families agreed or strongly agreed with the statement.  2: This school has a supportive learning environment for my child. 90.11% of the families agreed or strongly agreed with the statement.|Met|Providing students a healthy and inviting learning environment where they are protected from physical and emotional harm is essential to the mission of our school. Safe schools are not just places with advanced security procedures. They are also places that help students develop that allow them to succeed even in difficult circumstances. Safe schools encourage healthy behaviors that help students learn about fitness, nutrition, and healthy choices.|2018
38684780101774|Five Keys Charter (SF Sheriff's)|6|Through a student satisfaction survey that was distributed school wide at the end of the previous school year (June 2018), students provided feedback on school safety, connectedness, and motivation. This includes students in-custody and in the community, in both northern and southern California counties. Their responses indicate that Five Keys provides a safe, welcoming, and respectful environment for students. 98.4% strongly agreed/agreed that they feel safe at school, with “my teacher” being the most common response to “What motivates you to come to school?” When asked, “When you are absent from school, what are the reasons?” the majority of students (64%) reported illness. However, there was a small percentage (less than 2.5%) of students who indicated that that their absences are sometimes due to social problems with friends, even bullying or peer pressure. Although this is a fraction of our students, we are taking action to address this school wide, as evidenced through School Culture and Restorative Justice being among the top three priorities for the 2018-19 year in both regions. Another area for growth identified through the survey was in one-on-one teacher-student relationship/rapport building. Results were fair in this area, with responses ranging from 75-79% to questions where students indicated whether or not there was at least one staff member who cared about them, who held them accountable for their actions, who believed they could be successful. Strategies to increase student engagement and retention, with an emphasis on building rapport and daily connections with students, have been at the forefront of our professional development offerings.  Other indications of student satisfaction with school safety and connectedness include student participation in the various measures our school has taken to intentionally create a positive school climate. These include programs such as Back on Track, Keys to Change, and Keys to College, which are therapeutic community dorms made up of students who have agreed to hold themselves and others accountable to specific standards of living and learning. These housing units receive special services and programming, including instruction around social skills, cognitive behavioral support, and community building, as well as access to wraparound services and regular meetings with teachers and case managers. Our school corridor is the safest part of the jail and the safest place for teachers to teach. There are fewer fights compared to the general housing units in custody and compared to public schools, in general.|Met||2018
01612590111856|American Indian Public High|6|We conducted an annual survey to get results on school climate.  The survey is given to 9th-12th students/families.  Below are the results for students and families.  Student Survey 1: At school, I am able to do my work without worrying about my physical and/or emotional safety. 82.11% of the students agreed or strongly agreed with the statement.   2: I feel I am part of this school. 64.14% of the students agreed or strongly agreed with the statement.   3: Teachers and other grown-ups at school care about me. 71.56% of the students agreed or strongly agreed with the statement.   Family Survey 1: At school, my child is able to do his/her work without worrying about his/her physical or emotional safety 91.18% of the families indicated that they agreed or strongly agree with the statement.   2: This school has a supportive learning environment for my child. 73.52% of the families indicated that they agreed or strongly agree with the statement.   In response to student and parent surveys, AIPHS has made significant steps towards offering a wide array of extracurricular and social activities towards its students.  Namely, in August 2017, AIPHS became a member of the Bay Area Charter School Athletic Conference (BACSAC) and participates in five athletic programs (Boys and Girls Cross Country, Girls Volleyball, Boys and Girls Soccer, and Boys and Girls Swimming).    The AIPHS Student Government Association (SGA) is more active and successfully planned and implemented its first ever homecoming week.  AIPHS also offers nearly 10 active student clubs to its student body.    AIPHS has hired a credentialed socio-emotional counselor to provide wrap-around support to our high school students.|Met|We strive to provide students with a healthy and inviting learning environment where they are protected from physical and emotional harm. Safe schools are not just places with advanced security procedures. They are also places that help students develop, allowing them to succeed even in difficult circumstances. Safe schools encourage healthy behaviors that help students learn about fitness, nutrition, and healthy choices and are essential to the mission of our schools.|2018
01612590114363|American Indian Public Charter II|6|We conduct annual surveys to get results on the school climate.  The survey is given to K-8th students/families.  Below are the results for students and families:  Student survey 1: At school, I am able to do my work without worrying about my physical and/or emotional safety. 92.08% of the students agreed or strongly agreed with the statement.   2: I feel I am part of this school. 86.83% of the students agreed or strongly agreed with the statement.  3: Teachers and other grown-ups at school care about me. 86.63% of the students agreed or strongly agreed with the statement.   Family Survey 1: At school my child is able to do his/her work without worrying about his/her physical or emotional safety 96.23% of the families agreed or strongly agreed with the statement.  2: This school has a supportive learning environment for my child. 91.87% of the families agreed or strongly agreed with the statement.|Met|Providing students a healthy and inviting learning environment where they are protected from physical and emotional harm is essential to the mission of all three of our schools. Safe schools are not just places with advanced security procedures. They are also places that help students develop that allow them to succeed even in difficult circumstances. Safe schools encourage healthy behaviors that help students learn about fitness, nutrition, and healthy choices.  We began implementation of Restorative Justice Practices for K-8, and provided professional development for teachers in leading those practices in each classroom.   At the 2-5 grade levels, we hired a Restorative Justice Coordinator.  This person is responsible for leading professional development workshops for teachers.  Teachers were trained on how to deal with conflict, build community, and create community bonding circles.  Community circles are required monthly to help build strong relationships in the classroom and are often used to deal with issues such as bullying.    Character Trait Walls were created to showcase students who displayed excellent community and relationship building skills during a particular month.  Restorative Justice Saturday School continued to be used for students as a way to give back to the community.  We continued to partner with Oakland Public Works and tackled many projects such as cleaning up local parks and Lake Merritt, planting flowers, and working with the community.|2018
48104880000000|Solano County Office of Education|6|Students are surveyed annually to assess their perception about safety, level of engagement, emotional and social well-being, effective communication, and satisfaction with services. Students also completed the California Healthy Kids Survey (CHKS) in 2017-18. The responses are used to develop priorities for services in the LCAP. • 77% of students reported on the LCAP Student Survey that they receive extra help when they are struggling academically. • 77% of students reported that the school involves them in the development, review and ongoing monitoring of their individual learning plans. • 69% of students reported that the school prepares them for a successful transition to their next milestone (e.g. transition to high school of residence, college, workplace, or other). • 67% of students reported that the school effectively provides them with career readiness instruction. • 48% of students reported that the career readiness workshops demonstrate a connection to their real life. • 66% of students reported that the school supports their social-emotional needs. • 56% of students reported on the (CHKS) that they feel there is a teacher or adult who notices them when they are not there. • 54% of students reported on the CHKS that they feel safe at school. • 54% of students reported on the CHKS that there is a teacher or adult who really cares about them.|Met|Survey data show that most of our students feel satisfied with the academic and emotional support they receive at school. On the CHKS most students feel safe at school and have a connection with at least a teacher. It is our goal to improve on all these results, by involving students in engaging activities and training our staff to provide effective social-emotional support.|2018
19647331931047|Birmingham Community Charter High|6|Birmingham Community Charter High School participated in the California Healthy Kids Survey (CHKS) in spring of 2018.  A total of 1890 students in grades 9-12 participated in the survey.  674 or 85% of 9th grade students participated, 460 or 61% of 10th grade students participated, 534 or 67% of 10th grade students participated and 222 or 31% of 12th grade students participated in the survey.   School Connectedness Scale Questions Students responded to the statement “I feel close to people at this school” as follows: 57% of 9th graders agree or strongly agree, 57% of 10th graders agree or strongly agree, 58% of 11th graders agree or strongly agree and 55% of 12th graders agree or strongly agree.  About 65% of students in all grade levels agreed or strongly agreed with the statement “I am happy to be in school”.  About 49% of students grades 9 through 12 agreed or strongly agreed with the statement “I feel like I am a part of this school”.  Approximately 58% of students in grades 9 through 12 felt that teachers treat them fairly at school.   School Engagements and Supports 52% of 9th graders reported feeling connected to school and 56% of 10th graders felt connected.  Upper classmen also reported feeling connected with 54% of 11th grade students and 55 % of 12th grade students feeling connected to school.  An average of 76% of students across all grade levels reported that “Academic motivation” is high.  Specifically, 78% of 9th graders, 77% of 10th graders, 80% of 11th graders and 70% of 12th graders agreed with the statement “I am always trying to do better in my schoolwork”.  Based on the survey results, students feel connected to school and try hard to succeed academically.  As a faculty, we need to do more to capitalize on students’ desire to do well in school.  School Safety  A high percentage of students across all grade levels answered in the affirmative when asked if “School is perceived as very safe or safe”.  Specifically, 63% of 9th graders agree or strongly agree that they feel safe at school and 63% of 10th graders agree or strongly agree that they feel safe at school.  In the upper grades, 62% of 11th graders agree or strongly agree that they feel safe at school and 60% of seniors agree or strongly agree that they feel safe at school.  While about 23% of students across grade levels reported experiencing some type of harassment or bullying, a very low percentage of students were afraid of being assaulted at school.  Specifically, only 2% of 9th grade students, 2% or 10th grade students, 1% of 11th grade students and 2% of 12th grade students were afraid of being assaulted on campus.  It appears from the data that our students do feel safe at school.|Met|Birmingham launched Positive Behavior Intervention and Support (PBIS) in the fall of 2017 to improve school-wide behavior and teacher student relationships while providing academic support so that academic achievement increases.  The overarching goal of the program is to create a positive school culture where appropriate behavioral expectations are clear for students.  Positive behavior is then acknowledged and reinforced so that inappropriate behavior is minimized.|2018
07617620000000|Oakley Union Elementary|6|The California Healthy Kids Survey (CHKS) was administered to fifth and seventh grade students. At the elementary school level, a district total of 269 5th grade students completed the CHKS for a response rate of 49%. Females made up 62% of responders with males making up the remaining 38%.  At the middle school level, a District total of 473 7th grade students completed the CHKS for a response rate of 84%. Females made up 46% of responders with males making up the remaining 54%.  Middle school students self-identified as: 7% African American, 6% Asian, 46% Latino, and 27% White.  Key Indicators of School Engagement and Supports indicate that 79% of elementary students and 55% of middle school students feel a sense of School Connectedness; 75% of elementary students and 67% of middle school students reported that a teacher or other adult listens to them; and elementary and middle school students reported they were treated with respect by adults at the rate of 88% and 56% respectively.    In the area of School Safety, 79% of elementary students and 56% of middle school students reported feeling safe at school.  At the elementary school level, 80% of girls and 76% of boys reported feeling safe at school.  Middle school girls reported feeling safe at the rate of 52%, whereas 59% of middle school boys reported feeling safe.  By ethnicity, middle school students reported feeling safe as follows: African Americans – 50%; Asians – 60%; Hispanics – 56%; and Whites – 50%.  School Climate is our fourth LCAP goal.  We aspire to provide a safe and inclusive environment for all students.  School safety, particularly at the middle school level will continue to be an area of focus.|Met||2018
37683380127647|e3 Civic High|6|Key reflections from our survey revealed that e3 staff gave the school an overall rating of an A-B grade at 88%.  90 % of staff said they would recommend the school to a friend or family member.  In contrast, 88% of parents also gave the school an overall rating of A-B grade.  88% of parents stated they would recommend the school or a friend or family member.  50% of parents also revealed that they chose e3 Civic High based upon academics with the College and Career readiness as their primary goal.   The data revealed strength in our overall academic program, college and career readiness, and school climate.  In addition data revealed that faculty are knowledgeable, respectful and care about their scholars.  An area for growth was the need for more timely communication from the school.   Our site has implemented a variety of actions to address our growth needs.  We implemented a schoolwide auto communication for family with weekly updates on Saturday.  In addition the system is used for text messages, mass email messages and phone calls. Each week, the school sends a newsletter to update on all activities.  Finally, we have instituted a 12 month Parent Institute to provide a robust training plan for all families in both English and Spanish.|Met||2018
36750440112441|Pathways to College|6|The school did not administer a local climate survey this year.|Met||2018
47703750000000|Klamath River Union Elementary|6|The LEA has administered a local climate survey every year to follow the progress of safety and connectedness.  We use the California Healthy Kids Survey with all of our students.  The students as a whole feel safe and a vibrant part of the student body. With less than 20 students, it is easy to feel part of of all activities, events and interactions on campus. We will continue to monitor the emotional health of our students with face to face interactions|Met|The LEA has administered a local climate survey every year to follow the progress of safety and connectedness.  We use the California Healthy Kids Survey with all of our students.  The students as a whole feel safe and a vibrant part of the student body. With less than 20 students, it is easy to feel part of of all activities, events and interactions|2018
01612590132514|Francophone Charter School of Oakland|6|In using local surveys designed by FCSO personnel, the LEA has identified high rates of students reporting a sense of safety at school. May 2018 survey findings showed 95% of respondents agreed with to a survey question asking about the student's sense of safety at school.|Met|In the 2018-2019 school year, FCSO has selected and provided teacher training and family education on two signature practices aimed at sustaining school climate and student connectedness, which are restorative practices and positive behavior intervention and support (PBIS).  To assess PBIS implementation, FCSO is administering the PBIS Tiered Fidelity Inventory (TFI) three times annually in 2018-2019.  The TFI requires student interviews and thus captures students' impressions of school climate, albeit indirectly.   In addition, to assess all stakeholder perceptions of school climate, FCSO has requested an MOU from WestEd to permit the use of the California Healthy Kids Survey, the California School Staff Survey, and the California School Parent Survey.   These surveys, to be conducted annually, will provide the LEA with reliable, comparable, and actionable data to inform school climate initiatives and to assess the LEA's progress on fostering an safe, caring, and supportive school climate.|2018
19768850132928|Anahuacalmecac International University Preparatory of North America|6|AIUP is committed to ensuring that all students access academic, cultural, and community resources aimed at strengthening student educational achievement and overall school climate. Anahuacalmecac developed and carried out its own unique climate survey because the California Healthy Kids Survey fails to address concerns specific to our student population with regards to indigenous identity, generational trauma and community- informed trauma. Anahuacalmecac is a sanctuary for our students. Trauma caused by violent experiences our students may have faced outside of our school context also impact learning. As one example almost half of our students body TK-12 reported to have heard gunshots at least once in their life within their community. This simple question leads us to inquire into other levels of exposure to traumatic incidents our students may experience outside of the school which may also impact learning or more clearly indicate what needs our school can work to address to increase school and community safety.  While a climate survey is not a yearly requirement, our school has a great interest in school connectedness & safety for students. Last year and this year we have administered a school climate survey.  Anahuacalmecac administered the survey at least one grade level within our grade spans, TK-12. Additionally we conducted focus groups for at least one of the grade spans.  An outstanding 97% of student respondents strongly agreed, agreed or were neutral and felt that students in the school “get along well” with each other. Approximately 81% of all students agreed that “indigenous students are valued at this school.” An astounding 71% of all the student respondent feels the school creates opportunities for students to get to know each other. Of all 9-12 grade span, 60% of student respondents agreed with this question. In a focus group of 11th grade students 90% agreed with this question, students stated that “the schools provides activities, workshops and assemblies where we get to know one another.”  An amazing 79% of all students surveyed agreed that teacher in their school actively work to create a safe and welcoming environment for every students. An astounding 81% of TK-8th grade respondents agreed with this question.  In a focus group of 11th grade students 95% agreed with this question, students stated that “here everyone makes us feel safe .” Key in our school wide strategy is to provide access to cultural ceremonies and other community-based learning experiences.|Met|AIUP develops culturally responsive alternatives to suspensions such as 1) high school students mentoring middle school students to support positive development, conflict resolution, time management, goal setting, and 2) restorative justice opportunities guided by school staff. Further, we train staff on how to create opportunities for students to access academic, cultural and community resources such as the Los angeles Teen Court Program of the Los Angeles Superior Court guided at our school by two Native American judges, Native Youth to College - Pitzer summer program, Gathering of The Tribes - UC Riverside, FORM Academy - UCLA and American Indian Health Career Ladder - Western University. We have increased the number of clubs offered at Anahuacalmecac and some of the new clubs are science focused. With access to an inquiry-based, internationally-minded college preparatory course of study embedded with and responsive to student needs as Indigenous Persons, students develop a strong sense of self and community. Additionally, AIUP provides access to cultural ceremonies and other community-based learning experiences. Student and parent surveys indicate that curriculum rooted in Indigenous knowledge is a priority and an important element of our charter school’s design.|2018
30666706119127|El Sol Santa Ana Science and Arts Academy|6|El Sol Academy used the 40 developmental assets as a tool to capture student perceptions of school safety and connectedness- We used the Developmental Assets Framework.  Search Institute has identified 40 positive supports and strengths that young people need to succeed. Half of the assets focus on the relationships and opportunities they need in their families, schools, and communities (external assets). The remaining assets focus on the social-emotional strengths, values, and commitments that are nurtured within young people (internal assets).  The key learnings we found were the following - 1. The students in grades 6-8th showed an interest and commitment to learning.  They are motivated to do well in their classes and are participating in clubs or extra curricular activities.  The area of growth was social competencies, specifically Peaceful conflict resolution—Young person seeks to resolve conflict nonviolently. For that reason, this year we implemented restoratives practices circles.  Restorative Practices is a social science that studies how to improve and repair relationships between people and communities. The purpose is to build healthy communities, increase social capital, decrease crime and antisocial behavior, repair harm and restore relationships.  The students participate in groups or circles and share their concerns.  Its done in a respectful way and facilitated by a teacher or staff members.  The Restorative Circles allows the students to restore relationships and create a safer school environment.  In the younger grades k-5 the teachers used the circles a tool to check in or to check out of the classrooms.  The circles allows for students to share their frustrations and or ideas in a positive, respectful way.  We have found them to be very productive in the classroom and outside in small groups to resolve differences among students.|Met||2018
53105380125633|California Heritage Youthbuild Academy II|6|CHYBA administers a local school climate survey every year that provides a valid measure of perceptions of school safety and connectedness to ALL students within the grade spans that CHYBA serves (9–12), and reports the results to its local governing board at a regularly scheduled meeting of the local governing board and to stakeholders and the public through the California School Dashboard. CHYBA summarizes the data by grade span and makes it public. This priority ensures that CHYBA measures students’ perceptions of school safety, resilience, protective factors, risk behaviors, and school climate. The data source is the local survey completed by 9th-12th grade students attending CHYBA.  This survey was administered June 2017 and again during Youth Policy Council meetings September- November 2018 to collect additional data. CHYBA tracks progress in meeting Priority 6 standards by undertaking a qualitative and quantitative review of student suspension rates, student expulsion rate, truancy rates and the CHYBA Survey Report, as well as the new survey created in collaboration with the CHYBA Youth Policy Council.  Survey results from parents, students, teachers, and staff are reviewed to assess the sense of safety and school connectedness. Special attention is paid to the number/percentage of students by subgroup involved in electives, counselling services, mentoring, Restorative Justice activities, etc. Full data reports are available, along with the Local Indicators Report, that was presented to the Board for approval. The Bar Graph shows the results of the surveys and an analysis is also attached. California Heritage YouthBuild is an alternative high school serving students in grades 9-12. The 2017-18 Local Control Accountability Plan (LCAP) includes metrics that serve as local indicators for school climate. Two areas of strength identified through the survey for grades 9-12 include the connection students have with caring adults in school and the high expectations adults have for student success in life. Two areas of focus revealed the need to further focus on methods to increase motivation and involvement in the educational process. An area of needed growth also indicates the need to further focus on Restorative Justice Practices and to include all students in Restorative Practices activities so that these practices become an integral part of each student’s experience at CHYBA.   CHYBA is considered to have met the standard as a survey was distributed to all grade levels in all available grade spans and results were analyzed and reported. Further, this local indicator was described as a metric in CHYBA’s Local Control Accountability Plan (LCAP) and outcome goals have been created.|Met||2018
20652010000000|Chowchilla Union High|6|Chowchilla Union High School District recently administered the Healthy Kids Survey to students along with a WASC Student Survey. The survey results highlighted several key learnings in addition to areas of strength and growth. Areas of strength included school safety and a safe learning environment. Students feel safe on campus and in their classrooms. Additionally, students felt that their lessons included a significant number of activities and strategies and that teachers effectively communicated the standards that were being covered. Other strengths included language support for English Learners, information about school rules and policies and having an adult they go to for help with school, work. Students feel they are able to access information and get support from their teachers. They also can find out pertinent information from our school's website. Areas of growth that were identified through the surveys include the cleanliness of the school and that staff members do not take student complaints and suggestions seriously. Students also stated that they felt more time with counselors to review their four-year plan was necessary and that lessons taught were not always interesting. Chowchilla Union High School District continues to make cleanliness a priority on campus and has implemented a Positive Referral Certificate program to acknowledge positive student behaviors such as keeping the campus clean. The Professional Development time provides teachers opportunities to further develop engaging and rigorous lessons. The counselors have developed a schedule to be in the classroom setting by grade level and departments several times a year. This provides multiple opportunities for each student to have access to counselors in addition to individual appointments.|Met||2018
43104390135087|Opportunity Youth Academy|6|OYA has not participated in the California Healthy Kids Survey but will do so this year.   OYA created and administered a student survey last school year.  Approximately 50% of OYA students took the survey in June of 2018.  The survey results overwhelmingly demonstrate that college/career planning is key to improving outcomes for all OYA students.  In addition, the majority of OYA students reported they felt safe and supported by OYA staff.|Met||2018
35752590000000|Aromas - San Juan Unified|6|Data: School Engagement and Supports  Highest to lowest              Expectations                Academic motivation              Caring Adult Relationships              School connectedness  School Safety and Substance Use Highest to lowest   School perceived as very safe or safe   Had mean rumors or lies spread about you   Experienced any harassment or bullying   Been in a physical fight   Seen a weapon on campus   Been afraid of being beaten up  Mental and Physical Health Highest to lowest  Experienced chronic sadness/hopelessness  Current alcohol or drug use  Meaning: Students are engaged in academic motivation, school connectedness, have high expectations, and surrounded by caring adults. Safety is showing mixed data results with schools perceived to be very safe or safe, but there is a concern about rumors, harassment or bullying, with some indicating fights have occurred.   Use: The District is utilizing this information in its implementation of MTSS and PBIS. The District has districtwide training in 2018-19 in both areas.|Met||2018
49708700106344|Northwest Prep Charter|6|NWP LCAP Goal 1 is to create a positive, learning-focused environment and culture for all students. NWP has taken various steps to provide training and professional development in order to improve the school learning environment. In the past year, NWP increased training, professional development, and additional services in order to improve the school culture and learning environment. NWP provided three more schoolwide field trips this year than in previous years. We also increased our enrollment by doing outreach and marketing presentations at all POUSD District elementary schools. In addition, NWP added more interest-based electives.   NWP’s Crossroads program was very successful – contributing to our significantly improved graduation rates. In our Crossroads program, grade 7 and 8 students focused on exploring their individual interests, abilities, and talents. Grades 9 and 10 focused on exploration of the vast range of jobs and careers available and the different types of colleges and training programs that prepare students for them. Grades 11 and 12 learned how to identify and secure professional internships with organizations and companies that they have targeted. NWP staff provided students with the opportunity to apply the many practical benefits from their academic PBL experience, provide a service to their mentors and their organizations, and to further develop their professional and academic skills and goals.   School Culture was measured by student, teacher, and parent Quaglia My Voice surveys. NWP’s My Voice student survey results indicated significant increases in scores over the previous year. This data (from the Spring 2018 NWP surveys) indicate that overall students feel safe and respected at school. Eighty percent of students reported feeling that “school is a welcoming and friendly place” and 76% felt that “teachers respect students.” 96% of students say they are encouraged to practice good citizenship at school, and 82% of students feel accepted for who they are at school. Counselor and teaching staff involvement and use of Leadership Skills as the backbone of the NWP program are key elements that promote positive culture at NWP. NWP attendance and truancy rates showed improvement as a result of more effective social emotional and behavioral intervention and strategies. The NWP suspension rate was continued to decline to 3% – another indication of an improved climate and culture at NWP.|Met||2018
19101990115030|Magnolia Science Academy 3|6|Annually, MSA-3 conducts the CORE Districts survey instrument to students in grades 6-12, analyzes survey results such as participation rates and average approval rates for each topic and question on the survey, documents our findings (e.g., greatest progress and needs, comparisons with the prior year and CORE district results) and shares the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings. MSA-3 disaggregates the results by grade and student group and also uses open-ended questions to further understand students’ perceptions.  MSA-3 strives to improve our students’ perceptions of school safety and connectedness. Student: 59% Family: 91% Staff: 72% In 2017-18, 86.3% of our students participated in the survey and their responses provided an average approval rating of 59% on the eight topics of the survey, with a rating of 57% on Topic 3 (Safety) and a rating of 50% on Topic 4 (Sense of Belonging / School Connectedness).|Met|Stakeholder voices (i.e., voices of our students, families, staff, and other school community members) play a powerful role in helping us learn how to improve our teaching, leadership, and other school practices. Surveys have been the primary means of collecting student, family, and staff opinions about what we are doing great and should keep doing, and what are areas for improvement so we can continue to provide our students with the best quality education. MSA-3 uses an online platform to provide students, families, and staff with groups of questions that measure their perceptions of teaching and learning, as well as their perceptions of school climate and students’ own strengths and weaknesses. MSA-3 uses the CORE survey instrument for school climate indicators which include the following four topics for students, families, and staff: Topic 1: Climate of Support for Academic Learning; Topic 2: Knowledge and Fairness of Discipline, Rules and Norms; Topic 3: Safety; Topic 4: Sense of Belonging (School Connectedness). In a separate survey students are also asked questions in additional four topics which include indicators for social-emotional competencies: Topic 5: Growth Mindset; Topic 6: Self-Efficacy; Topic 7: Self-Management; Topic 8: Social Awareness. Annually, we analyze survey results and share the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings.|2018
19647330115030|Magnolia Science Academy 3|6|Annually, MSA-3 conducts the CORE Districts survey instrument to students in grades 6-12, analyzes survey results such as participation rates and average approval rates for each topic and question on the survey, documents our findings (e.g., greatest progress and needs, comparisons with the prior year and CORE district results) and shares the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings. MSA-3 disaggregates the results by grade and student group and also uses open-ended questions to further understand students’ perceptions.  MSA-3 strives to improve our students’ perceptions of school safety and connectedness. Student: 59% Family: 91% Staff: 72% In 2017-18, 86.3% of our students participated in the survey and their responses provided an average approval rating of 59% on the eight topics of the survey, with a rating of 57% on Topic 3 (Safety) and a rating of 50% on Topic 4 (Sense of Belonging / School Connectedness).|Met|Stakeholder voices (i.e., voices of our students, families, staff, and other school community members) play a powerful role in helping us learn how to improve our teaching, leadership, and other school practices. Surveys have been the primary means of collecting student, family, and staff opinions about what we are doing great and should keep doing, and what are areas for improvement so we can continue to provide our students with the best quality education. MSA-3 uses an online platform to provide students, families, and staff with groups of questions that measure their perceptions of teaching and learning, as well as their perceptions of school climate and students’ own strengths and weaknesses. MSA-3 uses the CORE survey instrument for school climate indicators which include the following four topics for students, families, and staff: Topic 1: Climate of Support for Academic Learning; Topic 2: Knowledge and Fairness of Discipline, Rules and Norms; Topic 3: Safety; Topic 4: Sense of Belonging (School Connectedness). In a separate survey students are also asked questions in additional four topics which include indicators for social-emotional competencies: Topic 5: Growth Mindset; Topic 6: Self-Efficacy; Topic 7: Self-Management; Topic 8: Social Awareness. Annually, we analyze survey results and share the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings.|2018
47704580000000|Seiad Elementary|6|Second thru Eighth grade students feel a connection to the school in regards to academics as well as being able to talk to the school staff regarding issues outside of school.  Most indicated that feel safe at school and like school.  More school clubs were requested.|Met||2018
14101400117994|YouthBuild Charter School of California|6|YCSC has now conducted LCAP surveys for the past 3 years that have included question around school climate and safety. This disaggregated survey data was fundamental in helping YCSC develop its 18/19 LCAP goals and actions.   The most noteworthy revision/actions that have been implemented in the 18/19 LCAP were the following:  1) a set of tutors (near peers) could create a more positive school climate around academics and connectedness.  2) a set of college advisors (also near peers) that could create more intrinsic layers of post-secondary plans with young people.|Met||2018
39686760124958|TEAM Charter|6|"Team Charter Academy and Team Charter School administered the Leader in Me Survey to students grades 3-8. The findings were that 58.5% of our students felt like they have leadership opportunities,  the school culture feels safe and inviting, and they feel like they are active participants in the school and classrooms. The results show a strength in the area of Leadership with over half our students feeling like they have opportunities to lead. An area for growth is that only a little over half of our students feel that our culture is safe and inviting and have rigorous academics. The data was used by a leadership team of teachers to identify ways that our schools can build student voice in the schools. and implement social emotional training for staff members. A school wide focus for both schools for the 2018-19 school year has been ""Building Relationships and Building Community"". At TEAM Charter School K-5, we are introducing community circles in each class room and staff meeting for 2018-2019 school year. Staff will receive training on Social Emotional Learning practices."|Met||2018
37681630138628|JCS - Cedar Cove|6|1. Last year when JCS-Cedar Cove was part of Julian Charter School, we completed an online survey related to health, safety and school-connectedness. Approximately 30% of parents and 33% of students responded to the online survey. Overall parents feel that JCS does a good job of supporting students, keeping students safe, and keeping parents informed. Parents feel that JCS has high expectations for students but also that they care for students. Overall students feel that JCS does a good job of keeping them safe and keeping their parents informed. They also feel teachers care about them and have high expectations for them, but also make them feel like they are able to achieve. In all grade bands, students report that bullying is a small problem. Drug and alcohol use, as reported by students, is not a problem.   2. Students in all grades reported that they don't feel they have a voice in class/school rules and activities (~45%). Additionally many students in grades 6-8 reported that class activities are not very engaging and/or don't make a difference. High school students last year reported depression (35%) and suicidal thoughts (18%) in significant enough numbers that we want to continue to focus on early intervention in middle school to help students feel connected and safe.  3. Areas of growth have been identified and are part of our LCAP goal #3 to provide ongoing social-emotional learning for K-8 students and training to staff on recognition, prevention and intervention in bullying, sexual harassment, and suicide ideation.   In mid-November JCS-Cedar Cove will be sending out a survey for families in all grades to complete about health, wellness and connectedness to our school. This will give us slightly different information than that we got last year as part of Julian Charter School, and we believe it will be that much more relevant.|Met||2018
38769270132183|The New School of San Francisco|6|In the Spring of 2018, our staff  and third grade students were provided with the School Climate Assessment Instrument (SCAI). This survey gathers data related to the school’s Physical Appearance, Faculty Relationships, Student Interactions, Leadership & Decision-Making, Discipline, Learning & Assessment, Attitude & Culture, Community Decisions, and Special Education. The NSSF staff were asked to provide a score of 1-5 on questions related to these 9 dimensions.  The dimensions related to student perceptions of school safety and connectedness are detailed below.  Staff SCAI survey scores indicating student sense of safety and student connectedness:   The 3rd dimension of the survey focused on ‘Student Interactions’ and provides data from staff regarding our K-2 students’ sense of safety and connectedness, as evidenced by: - 4.05 out of 5: Equity and Connectedness of Student Groups - 4.74 out of 5: Student Sense of Belonging - 4.63 out of 5: Student Sense of Safety   The 5th dimension of the survey focused on ‘Discipline,’ and staff indicated that NSSF students are building a strong sense of classroom community, as evidenced by: - 4.83 out of 5: Sense of Classroom Community  - 4.72 out of 5: Supportive and Respectful Interactions with Students   The 7th dimension of the survey focused on ‘Attitude and Culture’ and indicated that NSSF students feel supported at their school, as evidenced by: - 4.94 out of 5: Sense of Classroom Belonging  - 4.75 out of 5: Students Seek Support of Adults  - 5 out of 5: Students Speak Proudly of the School - 5 out of 5: Students Think Their School is Best  The SCAI is directly administered to students starting in 3rd grade. NSSF had grown to a k-3 school in 2018-2018, allowing students to take the SCAI survey for the first time.  Student SCAI survey scores indicating student sense of connectedness and safety:   The 3rd dimension of the survey focused on ‘Student Interactions’ and provides data from students regarding our K-3 students’ sense of safety and connectedness, as evidenced by: - 3.53 out of 5: Equity and Connectedness of Student Groups - 4.20 out of 5: Student Sense of Belonging - 3.87 out of 5: Student Sense of Safety   The 5th dimension of the survey focused on ‘Discipline,’ and students indicated that they are building a strong sense of classroom community, as evidenced by: - 4.33 out of 5: Sense of Classroom Community  - 4.27 out of 5: Supportive and Respectful Interactions with Students   The 7th dimension of the survey focused on ‘Attitude and Culture’ and indicated that NSSF students feel supported at their school, as evidenced by: - 4.20 out of 5: Students Seek Support of Adults  - 4.40 out of 5: Students Speak Proudly of the School|Met||2018
39686760136283|Team Charter Academy|6|"Team Charter Academy and Team Charter School administered the Leader in Me Survey to students grades 3-8. The findings were that 58.5% of our students felt like they have leadership opportunities,  the school culture feels safe and inviting, and they feel like they are active participants in the school and classrooms. The results show a strength in the area of Leadership with over half our students feeling like they have opportunities to lead. An area for growth is that only a little over half of our students feel that our culture is safe and inviting and have rigorous academics. The data was used by a leadership team of teachers to identify ways that our schools can build student voice in the schools. and implement social emotional training for staff members. A school wide focus for both schools for the 2018-19 school year has been ""Building Relationships and Building Community""."|Met||2018
12629270000000|Loleta Union Elementary|6|School Climate has been a primary focus of our LCAP. Loleta used the California Healthy Kids Survey to show how students felt about safety and connectedness. The majority of students K-8 indicated an average to below average feeling of safety in the school. Only 25% felt a feeling of high connectivity to the school. Another 50% felt medium to low. These results when disaggregated by race and ethnicity showed that the Native American and Hispanic populations comprised the majority of respondents indicating they did not feel safe or connected. The LEA has jump-started its MTSS strategies this year and already seen change. Teachers are being coached on areas to increase their relationships with students as the first step to achieving a difference in connectivity and safety. Strategies for verbal conflict resolution, Second Step and increased access to counseling are all efforts being made to meet the needs of our most at risk students. Discipline flow charts have been re-evaluated with restorative practices being put into place to supplant suspensions. Community circles are being taught to act as classroom meetings and will later be used as restorative harm circles. Our newly appointed climate director makes reports to our board and with our administration works for the delivery of  meaningful professional development including trainings on intrinsic bias, racism, Crisis Prevention Intervention, microaggressions and how poverty affects achievement. The diversity of the staff is increasing as well to bring in local people and further our community development.|Met||2018
45698800000000|Black Butte Union Elementary|6|Climate survey was provided to 3rd - 8th grade students and to all parents within the LEA. Students indicated that they had overall positive relationships with school teachers and support staff. Parents indicated that they would like to have more communication between home and school. The LEA will revise website to be more user friendly, all call system will be utilized, teachers will use media sources to communicate with parents, JH parents/students have access to on-line progress monitoring (assignments/grades). Out come will be determined in the spring with next survey results.|Met||2018
49709120113530|Santa Rosa Charter School for the Arts|6|"California Healthy Kids survey results were aggregated for school year 2017-2018.  In general, scores have dropped in all areas but two major factors could be the cause. Surveys were taken in Jan-Feb instead of October and the October fires brought down the mood of the community as evidence demonstrated under ""Experience chronic sadness/hopelessness"". In response, the school has added a full time counselor to our staff.  We continue to provide professional development focused on trauma informed practices for all staff."|Met||2018
19647330108928|Larchmont Charter|6|Larchmont Charter School greatly values the input of all stakeholders, and assesses stakeholder satisfaction and perception of school climate twice yearly. In the fall and spring of each academic year, parents, students, and staff complete our respective surveys to provide feedback on the school’s academic environment, communication processes, physical environment including perceptions of safety and cleanliness, leadership structure, student engagement and connectedness to school, and overall satisfaction with the school. Students in grades 2 through 12 are given the survey, and therefore all grade spans of Larchmont are represented. In the last seven administrations spanning the 2015-16 to 2018-19 school years, 70% to 87% of students responded positively to survey items related to feeling safe at school, and 70% to 89% of students responded positively to survey items related to feeling engaged during class. Students reported overall satisfaction with Larchmont Charter School at rates of 72% to 90% in the last seven administrations. Once survey results are available, they are reported at regular meetings of the board of directors following the completion of the survey result analysis. Students who respond “agree” or “strongly agree” are considered as responding positively to an item, such that the percentages represent the proportion of students who agree that the school is safe, and that they are engaged in classes, for example. Given the consistently high ratings among students of Larchmont’s school climate and their sense of connectedness to the school, we believe we have met the standard emphasized by Priority 6, determining that students have continuously high perceptions of Larchmont’s safety and student engagement. These high perceptions of safety and engagement are areas of strength. In response to the results of the survey, improvements have been made to communication processes involving staff and parents, as well as revisions to the survey itself to limit the number of items such that more respondents will complete the survey and provide valuable feedback to the school.|Met||2018
19647330131870|Resolute Academy Charter|6|"Resolute Academy administered a survey to students in grade 7. The survey was based on the Healthy Kids Survey and was administered with a particular focus on social-emotional supports and relationship building. During the 2018-2019 school year, Resolute Academy began the implementation of an advisory curriculum that occurs four days per week. Resolute used the survey to determine areas of strength and weakness as it pertains to school culture and climate.  85% of students stated that ""There is at least one adult on campus whom they trust and have a positive relationship with"". 100% of students stated that ""Teachers know my name and treat me with respect"" and 80% of students stated that ""Advisory has helped them form stronger relationships with their grade level peers."" While the results of the survey showed positive trends, we are looking to increase those numbers, particularly around the relationship building with their peers."|Met||2018
19101990134361|LA's Promise Charter Middle #1|6|"The School Climate and Culture survey provided data around the way that parents and students perceive their school environment. Overall Student Engagement was one of the highest rated categories in the survey with 70% of students indicating that they felt ""motivated to learn and that the teachers support them to meet high expectations.""   The school worked throughout the year to improve the learning climate for middle school learners through teacher training, hiring of additional staff members to monitor student safety, counseling interns, and the introduction of PBIS and restorative practice. Changes have been made to the daily bell schedule to provide longer instructional blocks, Promise Time (Advisory), Power Hour (Academic Intervention), and a longer professional development block.  School climate surveys are administered and acted upon to incorporate feedback from all students. Based on the results, the school formed a  PBIS team to participate in training through LACOE, to create and implement a PBIS plan. The school received a social-emotional learning grant to implement the three tiers of SEL and hire a part-time coordinator to further the initiatives.   The need for building a positive school culture and climate is based on research on effective young adolescent learning, as well as survey data from existing students and families that underscores the need to provide learners with a safe, clean, and nurturing learning climate. As a start-up charter school, the need to establish a supportive learning environment sets the stage for sustaining a high performing learning community. This prompted the school to provide additional resources to enhance the learning climate through expanded support for students well-being in order to build a positive school climate and culture. These services fulfill our mission of meeting the holistic needs of learners. The need for increased academic support and interventions were validated through the stakeholder engagement process."|Met||2018
49709536111678|Sonoma Charter|6|2017-18 was not a scheduled year (based on every other year survey model) for Sonoma Charter School to administer the California Health Kids Survey (CHKS). The school will be administering the CHKS during the 2018-19 school year.|Met||2018
53716700000000|Coffee Creek Elementary|6|California Healthy Kids Survey is given every 2 years.  It will be administered in the 2018-19 school year.|Met||2018
44697650000000|Live Oak Elementary|6|"The Live Oak School District administers the California Healthy Kids Survey every other year in grades 5 & 7. This survey was last administered in 2017. Key findings include the following strengths: the majority of students feel happy and safe while at school; they feel like they are treated fairly by their teachers and are cared about; alcohol, drug, and tobacco use is minimal. Areas for improvement include: supporting students' ability to stop bullying when they see it and making students feel like their ""voice"" is valued and included in decision-making. In 2017, for the first time, the District received School-level Reports and was able to analyze differences among the elementary schools. Principals met as a team to review and discuss the results. The District's LCAP Committee on Wellness has reviewed the survey data annually to advise the District on what actions to include in the following year’s plan."|Met||2018
49708706109144|Morrice Schaefer Charter|6|"Schaefer’s LCAP Goal 1 is to create a positive, learning-focused environment and culture for all students. Schaefer has taken various steps to provide training and professional development in order to improve the school learning environment. The Quaglia My Voice Surveys (students, teachers and parents) indicated that: 29% of students in grades 3-5 reported that they ""feel important"" in their classrooms; 33% of students in grade 6 reported that they are ""a valued member of"" their school community; 44% of students in grades 3-5 reported that they are ""comfortable asking questions in class;"" and 59% of students in grade 6 reported that they are ""comfortable asking questions in class."" Although these numbers indicate a decrease in some student learning environment measures, the surveys were given during the timeframe in which Schaefer was reopening and returning to school after being displaced for three months due to the Northern California fires. Additional supports were put in place to help with student recovery and provide trauma-based interventions, but the severity of the experience may still have impacted student survey responses. Schaefer’s Healthy Kids Survey was administered during 2017-2018. Schaefer attendance and truancy rates showed improvement as a result of more effective social emotional and behavioral intervention and strategies. Schaefer will continue to focus on school culture to reduce the number of behavior referrals to the office and support teachers in developing inclusive teaching strategies by increased counseling services and coaching."|Met|The Piner-Olivet Union School District was significantly impacted by the Northern California wildfires during 2017-18. The Tubbs Fire destroyed over 5,500 structures and Coffey Park (a neighborhood directly across the street from Schaefer School and our district office), was one of the most densely populated areas in Santa Rosa affected by the fire. About 1,500 homes were destroyed in the small neighborhood. Our resilient community has come through this natural disaster with hope and unity despite for three months being displaced from Morrice Schaefer Charter School (as a result of the fires) to other POUSD campuses.|2018
36678270137216|Mojave River Academy - Rockview Park|6|The Mojave River Academy- Rockview Park (MRA) opened in August 2018. A majority of the students that attend MRA attended the original Mojave River Academy. The students, parents, and staff participated in the California Healthy Kids Survey in the 2017-2018 school year.  Students at Mojave River Academy feel connected to school (91%) and also feel that their school is safe (91% agree or strongly agree).  Parents and staff also feel that Mojave River Academy is a safe place for all students. 97% of parents feel that the school is a safe place for students and 98% of parents feel that there is a caring adult at their student’s school. 100% of staff feel that their school is a safe environment for all students.  The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they both academic and emotional.  In the 2018-2019 school year, additional counselors were hired to work with their students regarding social-emotional concerns, attendance post-high school planning, and academics.  Teacher and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication.|Met||2018
36678270137208|Mojave River Academy - Route 66|6|The Mojave River Academy- Route 66 (MRA) opened in August 2018. A majority of the students that attend MRA attended the original Mojave River Academy. The students, parents, and staff participated in the California Healthy Kids Survey in the 2017-2018 school year.  Students at Mojave River Academy feel connected to school (91%) and also feel that their school is safe (91% agree or strongly agree).  Parents and staff also feel that Mojave River Academy is a safe place for all students. 97% of parents feel that the school is a safe place for students and 98% of parents feel that there is a caring adult at their student’s school. 100% of staff feel that their school is a safe environment for all students.  The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they both academic and emotional.  In the 2018-2019 school year, additional counselors were hired to work with their students regarding social-emotional concerns, attendance post-high school planning, and academics.  Teacher and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication.|Met||2018
36678270137224|Mojave River Academy - Silver Mountain|6|The Mojave River Academy- Silver Mountain  (MRA) opened in August 2018. A majority of the students that attend MRA attended the original Mojave River Academy. The students, parents, and staff participated in the California Healthy Kids Survey in the 2017-2018 school year.  Students at Mojave River Academy feel connected to school (91%) and also feel that their school is safe (91% agree or strongly agree).  Parents and staff also feel that Mojave River Academy is a safe place for all students. 97% of parents feel that the school is a safe place for students and 98% of parents feel that there is a caring adult at their student’s school. 100% of staff feel that their school is a safe environment for all students.  The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they both academic and emotional.  In the 2018-2019 school year, additional counselors were hired to work with their students regarding social-emotional concerns, attendance post-high school planning, and academics.  Teacher and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication.|Met||2018
50757390131185|Fusion Charter|6|Fusion Charter students participated in the California Healthy Kids Survey in the spring of 2018. Results of the survey were reported at the November 2018 board meeting. The survey was made available to all students in Grades 7-12 with 92 students responding, 68% of the total 136 students enrolled. Students answered questions about perceptions of school safety and overall feelings of connection to school within the past 12 months. Many of the students attended more than one school in the year prior to the survey, and may have considered schools other than Fusion in their responses.    Overall, students report a positive climate at Fusion. They feel safe, connected to caring adults, feel their teachers are fair and have high expectations. Our small school size and high staff to student ratio help students struggling with health and safety issues. We have two campus supervisors, a full time school counselor and have a therapy dog in training on campus.   Nevertheless, a number of statistics are cause for alarm. In each grade between 8% and 25% of the students identified as gang members and between 15% and 53% were currently using drugs or alcohol. Of even greater concern is that between 17% and 57% of students in each grade level who answered the survey had experienced chronic sadness or hopelessness and approximately quarter in each of three grade levels had considered suicide.     While an average of between 23% and 45% of the students at each grade level stated that it is very much true that the school has high expectations for students, only 1% to 14% of the same students reported that they had meaningful participation in school activities.    Over the past two and a half years Fusion has increased the number of activity opportunities. We added girls volleyball and basketball, junior high and high school boys basketball, coed softball and bowling to the available team sports. We have a student council with monthly student rallies, recognize outstanding students and have fun activities planned by the student council, including a senior event and participation in a countywide alternative education prom.  We have technology electives and a comic con club. We have also increased arts and sciences field trips and have taken students to experience both the Pacific beaches and the mountains in Yosemite. All students participate in college visits and have connections with community organizations for volunteer and future career opportunities. A survey of 103 students in Spring 2017, confirmed that students approve of the increased activities, college information sessions and campus visits. Open ended questions focused on help via tutoring and increased hands on activities, both of which Fusion has implemented. In the 16-17 and 17-18 school years there have been no expellable offenses and no suspensions, due to the school’s commitment to alternatives to suspension and mindfulness of trauma informed practices with at-risk youth.|Met||2018
36678270137232|Mojave River Academy - Marble City|6|The Mojave River Academy- Marble CIty (MRA) opened in August 2018. A majority of the students that attend MRA attended the original Mojave River Academy. The students, parents, and staff participated in the California Healthy Kids Survey in the 2017-2018 school year.  Students at Mojave River Academy feel connected to school (91%) and also feel that their school is safe (91% agree or strongly agree).  Parents and staff also feel that Mojave River Academy is a safe place for all students. 97% of parents feel that the school is a safe place for students and 98% of parents feel that there is a caring adult at their student’s school. 100% of staff feel that their school is a safe environment for all students.  The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they both academic and emotional.  In the 2018-2019 school year, additional counselors were hired to work with their students regarding social-emotional concerns, attendance post-high school planning, and academics.  Teacher and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication.|Met||2018
36678270137174|Mojave River Academy - Gold Canyon|6|The Mojave River Academy (MRA) opened in August 2018. A majority of the students that attend MRA attended the original Mojave River Academy. The students, parents, and staff participated in the California Healthy Kids Survey in the 2017-2018 school year.  Students at Mojave River Academy feel connected to school (91%) and also feel that their school is safe (91% agree or strongly agree).  Parents and staff also feel that Mojave River Academy is a safe place for all students. 97% of parents feel that the school is a safe place for students and 98% of parents feel that there is a caring adult at their student’s school. 100% of staff feel that their school is a safe environment for all students.  The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they both academic and emotional.  In the 2018-2019 school year, additional counselors were hired to work with their students regarding social-emotional concerns, attendance post-high school planning, and academics.  Teacher and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication.|Met||2018
29663406112593|Nevada City Charter|6|Using the California Healthy Kids Survey.|Met||2018
01612590100065|Oakland Unity High|6|Validity of Survey  Oakland Unity High  School administers a student survey annually. We are confident of the validity of our results, given that the pertinent survey questions are nearly identical to those used in the CDE’s California Healthy Kids Survey. In the most recently conducted survey (second semester 2017-18): 76.1% of students participated in the anonymous survey  (255 out of a total enrollment of 335). This rate of participation is above the 70% rate of participation for the statewide survey.  Our survey is anonymous and confidential. A summary of outcomes is shared with our Board of Directors.  Comparison to State  Our results regarding safety exceed the statewide results reported August 2018 for comparable questions for both 9th grade and 11th grade high school students.  1. School perceived as safe (9th graders 58.7% 11th graders 60.1% vs. 72.6% at Unity) 2. School connectedness: (9th graders, 17.1% 11th graders 14.8% vs. 67% at Unity).  See Key Findings, p. xii. 16th Biennial Statewide School Survey: School Climate, Substance Use, and Well-being Among California Students 2015-2017  https://data.calschls.org/resources/Biennial_State_1517.pdf   Summary of Student Survey 2017-18  We have consistently met or exceeded the statewide average for student perceptions of school safety and connectedness as reflected in our students’ survey responses.  1. For the question on the fall 2017 OUHS survey most directly related to school safety I feel physically safe on the Unity campus  72.6% agreed or strongly agreed. 2. For the question on the fall 2017 OUHS survey most directly relevant to connectedness: I feel emotionally safe and supported on the Unity campus,  67% agreed or strongly agreed. Additional questions reflecting a sense of connectedness related to the quality of our School Climate are listed below. In all cases the percent of students that agree or strongly agree is as high or higher than statewide results. 3. If I have a problem, I can get help from one of the school staff.70.2% 4. Students of different cultures are respected at our school. 74.1% 5. I feel the Principal of the school would support me if I asked for help. 71.8%  Safety and Connectedness Items in Parent Survey  1. My child feels emotionally safe and supported at Unity.  95.6 2. My child feels physically safe at Unity. 92.3 3. My child feels like he/ she belongs or fits in at Unity. 91.2%  4. Students of different cultures or backgrounds are respected at Unity. 91.2%|Met||2018
20652430118950|Sherman Thomas Charter High|6|1: I feel like I am a part of this school.  Strongly Agree: 38%  Agree: 46%  Disagree: 11%  Strongly Disagree: 5% 2: The teachers at this school treat student’s fairly and with respect.  Strongly Agree: 28%  Agree: 52%  Disagree: 15%  Strongly Disagree: 3% 3: The teachers know and understand my individual needs.  Strongly Agree: 34%  Agree: 39%  Disagree: 15%  Strongly Disagree: 10% 4: At my school there is a staff member who cares about me and challenges me to succeed.  Strongly Agree: 62%  Agree: 25%  Disagree: 12%  Strongly Disagree: 0% 5: This school promotes academic success for all students.  Strongly Agree: 23%  Agree: 64%  Disagree: 10%  Strongly Disagree: 3% 6: This school is supportive and an inviting place for students to learn.   Strongly Agree: 31%  Agree: 52%  Disagree: 13%  Strongly Disagree: 3% 7: I feel safe while at school. Strongly Agree: 46%  Agree: 48%  Disagree: 5%  Strongly Disagree: 2%|Met||2018
36678270137190|Mojave River Academy - Oro Grande|6|The Mojave River Academy- Oro Grande (MRA) opened in August 2018. A majority of the students that attend MRA attended the original Mojave River Academy. The students, parents, and staff participated in the California Healthy Kids Survey in the 2017-2018 school year.  Students at Mojave River Academy feel connected to school (91%) and also feel that their school is safe (91% agree or strongly agree).  Parents and staff also feel that Mojave River Academy is a safe place for all students. 97% of parents feel that the school is a safe place for students and 98% of parents feel that there is a caring adult at their student’s school. 100% of staff feel that their school is a safe environment for all students.  The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they both academic and emotional.  In the 2018-2019 school year, additional counselors were hired to work with their students regarding social-emotional concerns, attendance post-high school planning, and academics.  Teacher and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication.|Met||2018
10621661030840|Carter G. Woodson Public Charter|6|Our parents and students completed a a survey concerning school safety and climate. The majority of parents agreed that our school are safe. The survey was also a improved from the prior year. We learned that we still have more improvement to implement including functional security cameras.|Met|Our school has implemented PBIS initiatives, training's, and Behavioral Health services at each of our charters.|2018
49708706113492|Piner-Olivet Charter|6|POCS LCAP Goal 1 is to create a positive, learning-focused environment and culture for all students. POCS has taken various steps to provide training and professional development in order to improve the school learning environment. For example, in this past year, POCS participated in a SCOE-sponsored Restorative Practices grant - including recruiting a multi-disciplinary POCS staff team to develop and implement an action plan and execute specific on-campus restorative practices actions (such as the POCS Kindness campaign). The POCS LCAP contains both continuing and new plans and actions. From the study of the surveys, the LCFF dashboard, financial documents, stakeholder meetings, and other measures, several trends were identified. Trends indicating our strengths include: Students and staff like coming to school and feel safe at school; Parents feel that staff care about their children; students felt safe to take risks, express their ideas, and collaborate with others; and students felt engaged in learning and feel a sense of connection to their school community.  The Spring 2017 POCS My Voice surveys indicate that students do feel safe and respected at school. Seventy percent of students reported feeling that “students respect each other” and 84% of parents felt that “my child is a valued member of his/her school.” The Quaglia My Voice Survey (students, teachers and parents) also indicated that: 68% of students reported that school is welcoming and friendly; 61% of students reported feeling comfortable asking questions in class; 41% of students reported feeling like a valued member of the school community; and 65% of students reported that they feel teachers make an effort to know them. POCS attendance and truancy rates showed improvement as a result of more effective social emotional and behavioral intervention and strategies.  The POCS attendance rate was 97%, and the truancy rate was 5%. Our incentive and recognition programs are also very effective, with 2/3 of our students earning incentive field trips and BEST luncheon opportunities. Although a high number of students report that our school is welcoming and friendly and they feel comfortable asking questions in class, school culture concerns (like students reporting they feel like a valued member of the school community) are still an important focus and challenge for POCS. The POCS suspension rate was maintained at 3% with 68 behavior referrals before the fire and 140 after the fire (for a total of 208) and 57 detentions issued.|Met||2018
43694270132274|Alpha Cindy Avitia High|6|Twice per year Alpha Public Schools administers the student culture survey which assesses all Alpha students on multiple measures of satisfaction and student learning.  The questions are broken down into three categories assessing whether students are Safe, Known, and Challenged.  Results are used to target resources to students and teachers who are most in need of support.|Met||2018
19647580000000|Los Nietos|6|Parents and students responded to the LCAP survey question of school climate with different opinions. 92.8% of the parents responded that they “Agree” or “Strongly Agree” that schools are safe, clean, comfortable, and orderly place for students to learn. Whereas 62.1% of the students felt the same about the school climate. While adults feel that the school is safe and great place for students to learn, the District needs to further investigate why more students are not as positive about the school climate. The District gathered some vital student information using the School Health Index. There are four areas for the upcoming year, Health Education, Physical Education and Physical Activity Programs, School Health Services, and Employee Wellness and Health Promotion.|Met||2018
19647330137463|Los Feliz Charter Middle School for the Arts|6|Since this is the first year that the middle school is open, a school climate survey will be collected from students, staff and parents as a part of the LCAP process.|Met|The school will have an initial school climate survey data next year.|2018
36678270000000|Oro Grande|6|Oro Grande Elementary School administered the California Healthy Kids Survey in December 2017. All parents (grade TK-12)  received a paper version of the test. Staff and students took the online version of the 5th-grade test.  At Oro Grande Elementary School 96% of students, 30% of parents and 100% of staff participated in the Healthy Kids Survey. There are differences in student perceptions of connectedness and safety between the grade levels. 87% of middle school and 96% of elementary school students state that they feel connected to their school.  Regarding school safety, 48% of middle school and 70% of elementary school students feel that they are safe at school.  When asked of Oro Grande Elementary students if they are afraid of being beaten up, if they have been in a physical altercation, or if they are in fear of being attacked, more than 95% of all students state that they have never been involved in any instance that would constitute as unsafe.  Parent and staff perception of school safety continues to remain high. High levels of parents feel that alcohol consumption, drugs, and gang activity are not a problem at Oro Grande Elementary.   In response to the anomaly that exists between the perception of school safety and concerns regarding specific instances of safety, the school will continue to look for new ways to engage students and give them opportunities to share their concerns. In the 2018-2019 school year, Oro Grande Elementary added personnel and programs to address the issues of school safety and promote healthy social and emotional growth for students. A School Resource Officer was hired to train staff and provide additional security to all campuses.  A registered nurse and licensed vocational nurses were employed for the elementary, middle and high school sites to work with parents, students, and staff on physical health concerns and healthy living.|Met||2018
43693690125526|Alpha: Blanca Alvarado Middle|6|Twice per year Alpha Public Schools administers the student culture survey which assesses all Alpha students on multiple measures of satisfaction and student learning.  The questions are broken down into three categories assessing whether students are Safe, Known, and Challenged.  Results are used to target resources to students and teachers who are most in need of support.|Met||2018
19647330100289|N.E.W. Academy of Science and Arts|6|STUDENT CLIMATE SURVEY It is important that we get feedback from students in regards to school climate. This measure includes student perceptions about school safety, including the physical environment, and connectedness and engagement and feeling of safety with teachers, staff, and peers.  The school then uses the data collected to establish programs, provide resources, and/or make necessary adjustments to academic instruction.The NASA Student Climate Survey was given to 5th grade students at our school. The survey further helps in calculating Priority 6 of the local indicators for NASA.  Generally, the survey shows most students perceive our school as clean and mostly feel safe. The majority also say that they would be helped in an emergency. They believe teachers respect them. Also two thirds say they can be in different groups or activities. SURVEY RESPONSE RESULTS There were 44 student respondents to the survey. Physical Environment • The majority of students felt school buildings were always kept clean (77%) and school grounds were taken care of (73%) and their classrooms were nice (73%) • In terms of students helping make decisions 59% said sometimes whereas 38.6% responded always. • With regards to student’s ability to be in different groups or activities, the perception was 66.7% always and 33.3% responded sometimes. • Students responded that teachers respected them (83.7% always). • Students respecting teachers was perceived as 30% always and 69.8% sometimes. • Most students said they always (58.5%) have a good relationship with the teacher and 31.7% said sometimes. • Talking to teachers comfortably about problems, students responded only 19% always, but 40.5% sometimes. • 56% of students said they always feel safe and 31.7% said sometimes. • Students going and coming from school had a 79% always response rate and an 21% sometimes. • 86% of students felt that they always get help if they have an emergency. • In terms people who are different being respected 53.4% said always and 28% responded sometimes  NEXT STEPS • NASA will continue with Character Counts! And its framework of values: The Six Pillars of Character to foster strategies and create tools for a positive school climate. • Continue with bullying prevention schoolwide assemblies • Continue with end of the month behavior and recognition schoolwide assemblies. • Continue with monthly ‘Lunch with the Principal’ recognition events.|Met||2018
16639740100156|Lemoore University Elementary Charter|6|Students in grades 7-8 were asked to complete a pupil survey. 88% of these students responded that they usually or always felt safe at school. When students have a problem at school, they typically have someone they can talk to about it: a teacher - 6%, counselor - 16%, administrator - 1%, another student 39% or someone else - 39%. Counseling services are relatively new at the schools, but 79% of our students have reported speaking to a counselor at school. Of these students, 58% spoke to the counselor 3 or more times.|Met||2018
43104390123281|Rocketship Discovery Prep|6|Rocketship administers two different surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Achievement and Family Engagement to gauge parent satisfaction with Rocketship schools across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as  a common marker across the organization on parent feelings toward the school. It is used for measuring progress against LCAP goals, among others. This includes a question in the parent satisfaction survey which is offered to all parents in all grades. It is available in Spanish and Vietnamese to our parents who need translations. The student safety survey is administered to one cohort per grade for grades 3-5.|Met|Our goal was 78% of parents reporting statisfaction with their school school and 93% of students feeling safe at school based, on 2015-16 baselines. 88% of our parents satisfied with Discovery Prep, and 72% of students felt safe, for a difference of +10% and -19% respectively.|2018
43104390129213|Alpha: Jose Hernandez|6|Twice per year Alpha Public Schools administers the student culture survey which assesses all Alpha students on multiple measures of satisfaction and student learning.  The questions are broken down into three categories assessing whether students are Safe, Known, and Challenged.  Results are used to target resources to students and teachers who are most in need of support.|Met||2018
39685020126011|Escalon Charter Academy|6|Escalon Unified School District administers the California Healthy Kids Survey every other year.  The survey was most recently administered during the 2017-2018 school year.  The results are used to measure EUSD’s progress on Priority 6.  On the most recent administered survey, 81% of 5th grade students (that completed the survey) indicated that they felt safe at school “most of the time or all of the time.”  By comparison, 72% of 7th grade students and 62% of 9th grade students reported that they perceived school as “very safe or safe.”  A low percentage of 7th and 9th grade students reported being afraid of being beaten up or reported having been in a physical fight.  These results may suggest that few students have a physical fear of being attacked at school.  Parent perception of school safety remains at relatively high levels.  This is evidenced by annual parent survey data, where only 14% of the parents that completed the survey indicated that they disagree or strongly disagree with the statement, “my child feels safe and connected to his or her school.”  “With regards to school connectedness, a similar pattern of reported differences was observed throughout the grade levels that completed the survey.  For example 5th and 7th grade students reported a higher level of connectedness than did their 9th grade counterparts.   The district is exploring further why there may be a drop in reported perceived safety and school connectedness as the students matriculate to higher grade levels.  During the 2018-2019 school year the high school decided to administer an additional school climate survey, in order to identify more specific student concerns while engaging them in identifying ideas for support and intervention.  Furthermore, the District applied for and received a Scaling Up Multi-Tiered Systems of Support cohort 3 grant and is currently participating in Technical Assistance support.  The district continues to expand Positive Behavior Intervention Supports at all school sites within the district.|Met|Based on feedback from District stakeholders, Positive Behavior Intervention Supports (PBIS) was introduced at two school sites in the 2016-2017 school year.  In the 2017-2018 LCAP, Goal 2, Action Item 5, has extended implementation of PBIS to the remaining sites in the district.|2018
52716470000000|Reeds Creek Elementary|6|Survey indicated that parents and students felt they were welcome and safe at school, parents wanted more supervision at recess, felt that the academic needs of their children were being met, and felt that communication had improved with in the school year. 95 percent of students felt that they had an adult on campus who cares about them.|Met||2018
19647250000000|Long Beach Unified|6|In the past year, students' overall favorable responses on the School Culture and Climate Survey increased from 69% to 70%. Staff results grew from 82% to 83%, while parent results remained at 93%. Students’ overall favorable responses on the Social-Emotional Learning Survey went from 67% to 68%. The School Culture and Climate Survey had four main categories: climate of support for academic learning; knowledge and fairness of discipline, rules, and norms; safety; and sense of belonging (school connectedness). In all areas, favorable responses increased by roughly a percentage point for students. Staff members saw a percentage-point growth in two categories and stable results in the others. Parents saw a percentage-point rise in one category, steady responses in two categories, and a percentage-point decline in safety, with all four domains remaining above 90%. Positive student feedback grew the most in the safety category for the second year in a row, consistently registering favorable views in the mid- to high-60% range across ethnicities, languages, and socioeconomic groups. A similar trend was evident in the knowledge and fairness of discipline, rules, and norms.  The Safe and Civil Survey, which included questions on schools’ restrooms, courtyards, hallways, locker rooms, gymnasiums, and other common areas, provided yet another glimpse into school culture and climate. While over 80% of students have expressed a sense of safety in these locations, high-need sites have seen below-average results, with the socioeconomically disadvantaged and English learners in the low-70% or upper-60% at some schools. Furthermore, the Social-Emotional Learning Survey had four main categories: self-management, self-efficacy, social awareness, and growth mindset. Students saw increases across the board, but growth mindset rose the most at four percentage points, particularly among secondary pupils. Such improvement reflected the fact that growth mindset has been an area of focus for many LBUSD sites. In an effort to accelerate progress, LBUSD revised its plan by increasing funds for enhanced efforts in mental health / social emotional support services and tutoring. Based on feedback from community organizations and other stakeholders, LBUSD had identified 30 high-need schools where unduplicated students make up a large share of the population, and these sites received greater resources. Twenty-five of them had access to additional regional mental health and social-emotional services in new Family Resource Centers. These centers coincided with the establishment of a 250:1 ratio of student to counselor personnel in five high schools with the most significant needs.|Met||2018
36678270113928|Riverside Preparatory|6|Riverside Preparatory School administered the California Healthy Kids Survey in December 2017. All parents (grade TK-12) received a paper version of the test. Staff and students took the online version of the test in grades 5, 8, 9, and 11.  96% of students, 30% of parents and 97% of staff participated in the Healthy Kids Survey. There are differences in student perceptions of connectedness and safety between the grade levels. 87% of middle school, 81% of high school students and 96% of elementary school students state that they feel connected to their school.  Regarding school safety, 48% of middle school, 58% of high school and 70% of elementary school students feel that they are safe at school.  When asked of these students if they are afraid of being beaten up, have been in a physical altercation or are in fear of being attacked, more than 95% of all students state that they have never been involved in any instance that would constitute as unsafe.  Parent and staff perception of school safety continues to remain high. High levels of parents feel that alcohol consumption, drugs, and gang activity are not a problem at Riverside Preparatory.   In response to the anomaly that exists between the perception of school safety and concerns regarding specific instances of safety, the school will continue to look for new ways to engage students and give them opportunities to share their concerns. In the 2018-2019 school year, Riverside Preparatory added personnel and programs to address the issues of school safety and promote healthy social and emotional growth for students. A School Resource Officer was hired to train staff and provide additional security to all campuses.  A registered nurse and licensed vocational nurses were employed for the elementary, middle and high school site to work with parents, students, and staff on physical health concerns and healthy living.  An additional school counselor was added at the elementary school to provide students assistance with social issues that affect their academic progression. A new social-emotional curriculum, along with professional development for staff, was adopted and will educate students in working through challenging social issues that can occur at school.|Met||2018
44697650100305|Cypress Charter High|6|Cypress High School continues to have high levels of student, parent and teacher satisfaction as measured by an annual parent/student survey.  1. DATA: Our surveys show that parents want to participate more in strategic planning and are interested in more education around curriculum and instruction. Students indicate that they generally feel safe and supported in school. The indicate our facilities are safe and clean and that teachers and staff respond quickly to concerns.  2. MEANING: Our areas of strength are protecting and supporting our students and their growth and development. Additionally, parents feel their students are being provided with rigorous and relevant curriculum and are interested in more education from the school. 3. USE: We will use our data to develop more programs to support parents around their students' learning.|Met||2018
49709790000000|Two Rock Union|6|"Suspension rate continues to be 0%. there have been no expulsions from the District. California Healthy Kids Parent Surveys provide the following data: 89% of parents report that the school promotes academic success for all students; 92% report that the school provides a learning environment that is supportive and inviting; 88% report that the school provides high quality instruction; 86% report that the school motivates students to learn; 75% report that the school encourages students of all races to enroll in challenging courses.84% report that the school has adults that really care about students.88% report that the school is a safe place for all students. 75% of parents report that tobacco use, electronic cigarette use, and alcohol and drug use are not a problem, with the remaining 25% reporting that they ""don't know"" or ""n/a"". California Healthy Kids Student Surveys provide the following data: Students in grades 3-5 report feeling safe at school (average 88%); 80% report that teachers and other grown-ups at school care about them; 67% report that adults listen when they have something to say; 80% report that adults at school listen when they have something to say.90% report that the school helps them to resolve conflicts with peers; 98% report that the school  teaches them to understand how others think and feel.   While overall climate data is positive, there is evidence that students do not feel engaged in what they are learning and that they do not feel that they have choice at school. The LEA is currently implementing flexible classroom environments and has created a STEAM lab, as well as written grants to supplement access to technology so that students have opportunities to create original content and demonstrate learning in a variety of ways. Teachers receive professional development weekly that is tied to curriculum development, intervention planning, and STEAM education in order to effectively shift toward a more student-centered model of instruction and design."|Met||2018
47702270000000|Delphic Elementary|6|In October of 2017, 3rd-8th grade students at Delphic Elementary were given a student school climate survey, the results were as follows: -84% of students feel close to people at school -96% of students feel safe at school -91% of students feel like they are part of the school -87% of students are happy to be at school|Met||2018
49707630000000|Horicon Elementary|6|Parents and students feeling safe at the school to agree or strongly agree that Horicon School is a safe place for their child will remain at or above 95% as indicated by Parent and Student School Climate Survey given annually. Back to School Night, Soul Shoppe parent night,  and the Parent Survey Night occurred. All parents were highly encouraged to participate and were included in programs for all students including UPCs and those with exceptional needs. Parent participation for our unduplicated population increased by 6% 9. Surveys returned by students and parents reflected a greater-than 2% increase in healthy students from previous year.  2 suspensions and 0 expulsions occurred. Low suspension rate of less than 1% was maintained. 2. The  percentage of parents who agree or strongly agree that their child feels safe at school increased to 95% per parent surveys collected.  No middle school dropouts occurred. 6. There were 216 tardies, and 50 times a student was picked up early, resulting in a decrease of tardies by just under 40%. Maintain or increase family and community involvement, including parents of English Learners and socioeconomically disadvantaged families, in the classroom and afterschool activities by 10% based on volunteer log, site council, ELAC, and Soul Shoppe parent nights.|Met|Maintain expulsion rate of 0% as indicated by Schoolwise and CALPADS expulsion reports Maintain and update technology for classrooms as needed to continue the one-to-one device model as indicated by Technology Plan Have all staff and students participate in Soul Shoppe Training as indicated by attendance logs.  Implement, and have all teachers, administration, and office staff participate in mindful school training as indicated by certificates of completion. Increase the attendance rate to 95% or higher: as indicated by Schoolwise attendance reports Maintain 0 middle school dropouts as indicated by CALPADS enrollment reports Teachers and Administration reviewed the discipline system school-wide. Staff was provided with professional development days on discipline, as well as a board retreat on the topic, and parents information nights throughout the school year. Anti-bully program workshops were facilitated with students, as well. We introduced the Peace Pal program to 5th grade students.|2018
49709200102533|Santa Rosa Accelerated Charter|6|When looking at the Healthy Kids survey, it is evident that we have a safe and welcoming school climate. All of our stakeholder groups have rated our school as some of the highest levels.  Parents feel welcome to be involved in the school, they feel respected and their concerns are taken seriously. They strongly agree that the academics are rigorous and taken seriously.  The students report that they feel safe and supported. Overall, I am very pleased with our results. An area where I see we can improve is in providing adequate counseling services.  We are a small school and it can be difficult to get the resources to do so.|Met||2018
36678270137182|Mojave River Academy - National Trails|6|The Mojave River Academy (MRA) National Trails  opened in August 2018. A majority of the students that attend MRA attended the original Mojave River Academy. The students, parents, and staff participated in the California Healthy Kids Survey in the 2017-2018 school year.  Students at Mojave River Academy feel connected to school (91%) and also feel that their school is safe (91% agree or strongly agree).  Parents and staff also feel that Mojave River Academy is a safe place for all students. 97% of parents feel that the school is a safe place for students and 98% of parents feel that there is a caring adult at their student’s school. 100% of staff feel that their school is a safe environment for all students.  The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they both academic and emotional.  In the 2018-2019 school year, additional counselors were hired to work with their students regarding social-emotional concerns, attendance post-high school planning, and academics.  Teacher and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication.|Met||2018
37683380109157|Magnolia Science Academy San Diego|6|Annually, MSA-San Diego conducts the CORE Districts survey instrument to students in grades 6-8, analyzes survey results such as participation rates and average approval rates for each topic and question on the survey, documents our findings (e.g., greatest progress and needs, comparisons with the prior year and CORE district results) and shares the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings. MSA-San Diego disaggregates the results by grade and student group and also uses open-ended questions to further understand students’ perceptions.  MSA-San Diego strives to improve our students’ perceptions of school safety and connectedness.  In 2017-18, 88.7 % of our students participated in the survey and their responses provided an average approval rating of 66% on the eight topics of the survey., with a rating of 54% on Topic 3 (Safety) and a rating of 58% on Topic 4 (Sense of Belonging / School Connectedness). Our approval rating for students decreased 1 percent point, Topic 3 decreased 2 percent ponts and Topic for decreased 5 percent points  compared to last year. Based on the free responses the main reason for the decrease is not having the school facilities for the first 8 weeks and the late completion of the permanent site.One of our goals for our students is to provide a learning environment where student learn skills to become independent learners. Based on student survey results the highest approval rates are “Self Management ” and “Climate of Support for Academic Learning”. These results attest that we are on the right path.  MSA-San Diego also analyzes open-ended questions to further understand our students’ perceptions and strives to improve their perceptions of school safety and connectedness.|Met|Stakeholder voices (i.e., voices of our students, families, staff, and other school community members) play a powerful role in helping us learn how to improve our teaching, leadership, and other school practices. Surveys have been the primary means of collecting student, family, and staff opinions about what we are doing great and should keep doing, and what are areas for improvement so we can continue to provide our students with the best quality education. MSA-San Diego uses an online platform to provide students, families, and staff with groups of questions that measure their perceptions of teaching and learning, as well as their perceptions of school climate and students’ own strengths and weaknesses. MSA-San Diego uses the CORE survey instrument for school climate indicators which include the following four topics for students, families, and staff: Topic 1: Climate of Support for Academic Learning; Topic 2: Knowledge and Fairness of Discipline, Rules and Norms; Topic 3: Safety; Topic 4: Sense of Belonging (School Connectedness). In a separate survey students are also asked questions in additional four topics which include indicators for social-emotional competencies: Topic 5: Growth Mindset; Topic 6: Self-Efficacy; Topic 7: Self-Management; Topic 8: Social Awareness. Annually, we analyze survey results and share the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings.|2018
19642870000000|Baldwin Park Unified|6|DATA: (California Healthy Kids survey results.) 75% of participating 5th graders feel safe at school either all of the time or most of the time. 69% of participating 7th graders perceived school as very safe or safe. 48% of participating 9th graders perceived school as very safe or safe. 43% of participating 11th graders perceived school as very safe or safe.  51% of participating 5th graders affirmed school connectedness through caring adult relationships. 28% of participating 7th graders affirmed school connectedness through caring adult relationships. 22% of participating 9th graders affirmed school connectedness through caring adult relationships. 23% of participating 11th graders affirmed school connectedness through caring adult relationships.  MEANING: (Disaggregated results) Among 5th grade males and females, males and females feel equally safe at school. Among 7th grade males and females, males feel safe or very safe at school 7% greater than females. Among 9th grade males and females, males feel safe or very safe at school 10% greater than females. Among 11th grade males and females, males feel safe or very safe at school 6% greater than females.  USE: (Revisions, decisions or actions implemented in response to the results for continuous improvement.) -School Psychologist on Special Assignment to plan, organize, coordinate, and provide leadership in the area of expanding tiered system of support such as psychological services, crisis counseling & procedures, suicide prevention, and mental health awareness activities. -School Community Liaisons received a two-day training on “Youth Mental Health First Aid. -Continuation and expansion of Positive Behavior Interventions and Supports. -Teacher training and implementation of Second-Step curriculum.|Met||2018
10622810000000|Laton Joint Unified|6|Laton Unified School District conducted a survey that was offered to selected grades ranging from 5th grade to 11th grade within the K-12 district. The objective was to capture a valid measure of student perceptions regarding school safety and connectedness. Results are summarized as follows: 75% of Laton Elementary School (LES) students surveyed report that they feel safe at school. 76% of LES students report that their school has teachers and grown ups who make it clear that bullying is not allowed. 84% of LES students report that teachers and other grown ups at their school treat them with respect. 55% of LES students report that other students stop bullying if they see it happening. 57% of Conejo Middle School (CMS) and Laton High School (LHS) students surveyed report that they feel safe at school. 83% of CMS and LHS students report that their school has teachers and grown ups who make it clear that bullying is not allowed. 62% of CMS and LHS students report that teachers and other grown ups at their school treat them with respect. 32% of CMS and LHS students report that other students stop bullying if they see it happening.  Laton Unified sees the value in analyzing this crucial data as it moves forward with district wide initiatives, including PBIS, increased counseling and mental health services as provided by our new K-8 counselor and district psychologist. which focus specifically on student connectedness and safety. Laton Unified believes that it is imperative to foster the overall experience of each student within the district. As such, we are dedicated to working closely with all stakeholders to improve the quality of every student’s academic, social and emotional experience within Laton Unified School District.|Met||2018
38684780123505|Mission Preparatory|6|The following data was pulled from a recent student climate survey, and highlights data in both the current 5th and 7th grade cohorts. In regards to safety, 61.5% of students feel “somewhat”, “very”, or “extremely” safe at school. 39.5% of students feel “neutral” about school safety. 0% of students replied “not at all” regarding safety at school. With connection to teachers, 57.9% of students feel either “somewhat”, “very”, or “extremely” connected to their teachers. 39.5% of students feel “neutral” about connections with their teachers. 2.6% of students replied “not at all” regarding connectedness to their teachers. In regards to feeling connected to peers, 76.5% of students feel “somewhat”, “very”, or “extremely” connected to their peers. 21.2% of students feel “neutral” about peer connections. 2.6%  of students replied “not at all” regarding peer connections.  A majority of students feel safe when at school, as we have numerous protocols to ensure school safety. Because a significant amount of students feel neutral about safety, we address further next steps below. A majority of students feel connected to their teachers, as their use elements of community meeting and SEL time further establish strong relationships with students. We identified peer relationships as as a strength at Mission Prep. Because our longitudinal student retention is 97% since the founding of our school, we may extrapolate that, because students have been with each other for many years, they have established strong relationships and connections.     We have implemented additional safety measures to ensure that we are prepared for any emergency.  In regards to emotional safety, we have found that the adoption and implementation of our new SEL program, Second Step, has provided a strong foundation in SEL to our middle school students, as it is engaging and developmentally appropriate. In our next survey, we will take the opportunity to share ways that would help them feel more safe at school in the forms of physical safety, emotional safety, and social safety.  Our teachers build relationships and utilize our curriculum in order to engage students in making connections with teachers and with each other. In our next survey, we will take the opportunity to engage students in reflecting whether they have feel connected to at least one adult at school, as we realize that “teachers” in our survey was general; our students work with many teachers and teaching assistants throughout the day, and may have further reflections regarding their connections with staff. Because this area provided insight into a strength at our school, we have begun to identify further ways that we can build upon peer to peer relationships. Our students have strong connections with each other, and we can use that momentum to increase collaborative work time, as well as engage students in further leadership and extracurricular opportunities with each other.|Met||2018
56725460120634|Architecture, Construction & Engineering Charter High (ACE)|6|The ACE school climate results showed that students feel safe, welcome, and would enjoy better school foods.|Met||2018
43693856046486|Price Charter Middle|6|"School Climate Survey was administered in Spring 2018 to all students grades 3-8.  A total of 1879 students participated in the survey. The following highlights the findings from the survey based on keys questions ask of students.  Survey Question and percent of students who responded ""Often"" or ""Always"":  1.  “I like school.” - 62% 2.  “My school has clear rules for behavior.” - 89% 3.  “Teachers treat me with respect.” - 89% 4.  “I get along with other students.” - 80% 5.  “I feel safe at school.” - 81% 6.  “Students treat each other well.” - 69% 7.  “There is an adult who will help me if I need it.” - 78%  Based on the results of the survey, the CSD staff will be using the data to discuss areas of improvement.  The following are actions that staff will be implementing in the 2018-19 school year:  - Review the results of the school climate survey with all staff and identify areas of improvement where less than 80% of students responded ""often"" or ""always"". - Staff will also share and discussed overall students results of the survey with students to better understand our students' needs and what actions or support staff and sites can improve or change. - Staff will administer a pre and post-assessment of the changes and monitor the progress of the changes as they relate to students' perceptions of school climate.    Cambrian School District has been implementing Positive Behavior Interventions and Support (PBIS).  A key strategy of the PBIS process is prevention.  The PBIS model is a research-based strategy that is supported by the state of California and the federal Department of Education. The 3-tiered approach reduces problem behavior as a barrier to student achievement. We only have 180 days each year to advance academic progress, so instructional time is very valuable. Research shows that schools following the PBIS model recover thousands of hours of instructional time and, on average, four days of student instruction per year.  Keeping our students and employees safe and secure while at school is our highest priority. We work diligently to maintain a positive culture in our schools where students are free from bullying, isolation, racism, and intolerance, and practice open two-way communication and problem-solving with their peers and adults. We also work to maintain healthy schools that serve nutritious meals and offer classroom environments that are free from safety or health risks.  Cambrian School District will continue to provide a supportive, orderly and purposeful environment so that students can reach their full academic potential."|Met||2018
19647330131821|Collegiate Charter High of Los Angeles|6|The school administered a school-wide culture and climate survey at three points across the 2017-18 school year. The data consistently revealed clear trends in areas of strength and areas for growth. Specifically, the data revealed that scholars experienced too many disruptions to classroom learning resulting from off-task student behaviors. As a result the school hired a Principal and Dean of School Culture for the 2018-2019 school year to develop robust systems for supporting students in need of social-emotional and self-regulation skill-building to help them stay on task in the classroom and to build teachers' skill sets to increase engagement and on-task culture.|Met||2018
02100250000000|Alpine County Office of Education|6|“Average percentage of areas under “Discipline and Counseling” section of California School Climate Survey (CSCS) marked Agree or Strongly Agree - Four Areas pages 51- 52 Table A10.2 The areas with results from the 2017-18 CSCS from Diamond Valley Elementary School follow:   This school clearly communicates to students the consequences of breaking school rules.  Strongly agree 0 Agree 57 Disagree 14  Strongly disagree 29  This school clearly informs students what will happen if they break school rules.  Strongly agree 0  Agree 57  Disagree 29  Strongly disagree 14   This school handles discipline problems fairly.  Strongly agree 0  Agree 57 Disagree 14 Strongly disagree 29  This school provides adequate counseling and support services for students  Strongly agree 14 Agree 29 Disagree 43 Strongly disagree 14  The data support an overall need for more support for students in discipline and in counseling. Diamond Valley Elementary School (DVES) in particular has strongly embraced the Multi-Tiered System of Supports framework which includes both academics and behavior. The staff at DVES have embraced this framework and routinely analyze behavioral data at the individual and group levels and modify their structure as needed to meet the needs. They have implemented as a part of this an Alternative Instructional Setting for students that have become disruptive to their own learning as well as the learning of others. The purpose is to allow all students to optimize their learning. The student returns after needed reset time and counseling or other interventions.|Met||2018
49402466119036|Live Oak Charter|6|1. DATA: Reflect on the key learnings from the survey results and share what the LEA learned.  Students reported general satisfaction with their core academic instruction. Due to a reorganization to the middle school program, many responses reflected these changes.  The reorganization in structure was met with increased satisfaction by a gross majority of the student population > 90%.  Students noted increased awareness of bullying, but also of increased awareness in pathways to address social concerns.  Students again reported low at risk factors include presence of controlled substances, violence or cyberbullying.    2. MEANING: What do the disaggregated results (if applicable) of the survey and other data collection methods reveal about schools in the LEA, such as areas of strength or growth, challenges, and barriers?  The reorganization of the middle school program was a significant departure for the school in its 18 year history.  Student response appears strongly favorable, and was matched by similar results in the parent survey.  The goals of the program change were intended to provide greater subject area expertise in instruction as well as smaller class sizes for core academic subjects, thus increasing instructional responsiveness. These objectives appear to have been received well by the student population.  The report of increased bullying awareness, as well as an increase in skillset associated may have been related to the Challenge Day activity that we conducted several weeks in advance of the survey.  This may have skewed results given the course content from the event.  Nonetheless, the increase awareness in bullying should be noted as a strong indicator that bullying is occurring on campus and impacting the students. The commiserate reporting of an increase in skills regarding conflicts and bullying appear more directly related the special program in the spring.  3. USE: What revisions, decisions, or actions has, or will, the LEA implement in response to the results for continuous improvement purposes? Why? If you have already implemented actions, did you see the results you were seeking?  Live Oak will continue into year 2 of its revised middle school model. Given the feedback on year 1, particular as it related to electives, the elective rotation will see significant changes while maintaining the multi-grade feature of this component. Regarding bullying, which was the primary high risk behavior reported, the school is implementing a restorative practices model in all grades K-8 including training for students in restorative conferences.  Circles will be held at least weekly in classes and a new protocol will be put in place to address concerns as they arise.|Met||2018
36678270111807|Mojave River Academy|6|The Mojave River Academy students, parents, and staff participated in the California Healthy Kids Survey in the 2017-2018 school year. Students at Mojave River Academy feel connected to school (91%) and also feel that their school is safe (91% agree or strongly agree).  Parents and staff also feel that Mojave River Academy is a safe place for all students. 97% of parents feel that the school is a safe place for students and 98% of parents feel that there is a caring adult at their student’s school. 100% of staff feel that their school is a safe environment for all students.  The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they both academic and emotional.  In the 2018-2019 school year, additional counselors were hired to work with their students regarding social-emotional concerns, attendance post-high school planning, and academics. Teachers and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication.|Met||2018
49709120125831|Santa Rosa French-American Charter (SRFACS)|6|"California Healthy Kids survey results were given for school year 2017-2018.  In general, scores have dropped in all areas but two major factors could be the cause. Surveys were taken in Jan-Feb instead of October and the October fires brought down the mood of the community as evidence demonstrated under ""Experience chronic sadness/hopelessness.""  A positive is that the community feels a stronger sense of togetherness as demonstrated under ""There's an adult at school who will help me if I need it."""|Met||2018
07617880000000|Pittsburg Unified|6|PUSD uses the CA Healthy Kids Survey items as one set of indicators of School Climate as well as reviewing other indicators and information around School Climate (e.g., suspensions, referrals, Early Warning behavioral and academic indicators, social-emotional learning indicators, as well as celebrations and positive cultural activities/events/reports) in establishing key priorities and LCAP/LCFF/DIstrict/Site goals and objectives, reflected in our LCAP and in site's SIngle Plans for Student Achievement. The 2017-18 CA Healthy Kids Survey was administered at grades 5, 7, 9, 11 and at our Alternative/Continuation High School, as well as being administered to Parents and Staff.    Highlights of Safety and School Connectedness indicators include:  Students who report feeling safe All or Most of the Time (5th grade) or who report feeling Safe or Very Safe (secondary), by grade level: 5th (68%); 7th (53%); 9th (46%); 11th (41%); Continuation HS (66%).  Students who show positive ratings of School Connectedness (i.e., the percent who Always or Most of the Time or who Agree or Strongly Agree about being happy at school, part of school, safe at school, close to people at school and treated fairly at school): 5th (), 7th (49%), 9th (43%), 11th (42%), Alternative/Continuation HS (54%).  PUSD had not carried out this survey in 2016-17 and had not previously included 5th grade, so we are looking at the data above as a new baseline from this instrument to review and analyze moving forward.  We also look at the degree to which our schools might support Social-Emotional Learning, in part through students own perceptions of things like their self-efficacy, grit, etc. as measured by a Panorama Survey given across all sites and grade levels. Results of both of these surveys are reported as part of our LCAP, with those reports available on our website.  Reflecting on these varieties of data have informed choices at sites and in the district to put in place key programs and practices, including (as a few highlights):  Having a full-time Central Office Coordinator of Multi-Tiered Systems of Support (MTSS), as well as Behaviorists and Counselors across school sites to work with both students and staff as needed. A focus on the 3 Be's - Be Safe, Be Responsible, Be Respectful Restorative Practices/Restorative Justice - conflict mediation and positive communications strategies. Improving/enhancing counseling practices for students through Hatching Results. Soul Shoppe - Social-Emotional Learning and anti-bullying  Information around these and related actions are available in PUSD's LCAP/LCFF reports and in site Single Plans for Student Achievement.|Met||2018
05615720000000|Mark Twain Union Elementary|6|The District administers tje California Healthy Kids Surveyto students annually and reported the results to the local governing board in addition to stakeholders. In addition, the results are reviewed with students, staff and parents during the review and formation of the LCAP. The 2017-18 administration of the survey revealed the following key indicators for school engagement and supports: 31% of 7th Grade respondents and 24% of 8th Grade respondents reported that they strongly agree that they are connected to the school. 45% of 7th Grade students and 48% of 8th Grade students reported that they were strongly motivated academically. 29% of 7th Grade students and 27% of 8th Grade respondents reported that they strongly agree that they have caring adult relationships at school. 44% of 7th Grade students and 37% of 8th Grade students strongly agree that high expectations exist at school, 69% of 7th Grade students and 67% of 8th Grade students perceive that school is safe or very safe. The data demonstrated a need to increase students' perception of their ability to meaningful participate in school and have caring adult relationships in particular. This data supports the need to continue the implementation of the District-wide PBIS program as outlined in the LCAP  to improve the school climate at both school sites.|Met|Complete data from the 2017-18 administration California Healthy Kids Survey for the District may be reviewed at the following link:https://calschls.org/reports-data/search-lea-reports/|2018
02613330000000|Alpine County Unified|6|“Average percentage of areas under “Discipline and Counseling” section of California School Climate Survey (CSCS) marked Agree or Strongly Agree - Four Areas pages 51- 52 Table A10.2 The areas with results from the 2017-18 CSCS from Diamond Valley Elementary School follow:   This school clearly communicates to students the consequences of breaking school rules.  Strongly agree 0 Agree 57 Disagree 14  Strongly disagree 29  This school clearly informs students what will happen if they break school rules.  Strongly agree 0  Agree 57  Disagree 29  Strongly disagree 14   This school handles discipline problems fairly.  Strongly agree 0  Agree 57 Disagree 14 Strongly disagree 29  This school provides adequate counseling and support services for students  Strongly agree 14 Agree 29 Disagree 43 Strongly disagree 14  The data support an overall need for more support for students in discipline and in counseling. Diamond Valley Elementary School (DVES) in particular has strongly embraced the Multi-Tiered System of Supports framework which includes both academics and behavior. The staff at DVES have embraced this framework and routinely analyze behavioral data at the individual and group levels and modify their structure as needed to meet the needs. They have implemented as a part of this an Alternative Instructional Setting for students that have become disruptive to their own learning as well as the learning of others. The purpose is to allow all students to optimize their learning. The student returns after needed reset time and counseling or other interventions.|Met||2018
12626796120562|Coastal Grove Charter|6|Our annual survey asked questions about school safety, school connectedness, student belonging, the classroom environment being conducive to and supportive of learning, and student access to support services like counseling, nurse, peer mediators, educational support, buddies, and mindfulness.  The responses indicated an overall positive school climate and learning environment.    We now attached additional information to our school newsletter about family and students services both at school and in the greater community|Met||2018
43693856046494|Sartorette Charter|6|"School Climate Survey was administered in Spring 2018 to all students grades 3-8.  A total of 1879 students participated in the survey. The following highlights the findings from the survey based on keys questions ask of students.  Survey Question and percent of students who responded ""Often"" or ""Always"":  1.  “I like school.” - 62% 2.  “My school has clear rules for behavior.” - 89% 3.  “Teachers treat me with respect.” - 89% 4.  “I get along with other students.” - 80% 5.  “I feel safe at school.” - 81% 6.  “Students treat each other well.” - 69% 7.  “There is an adult who will help me if I need it.” - 78%  Based on the results of the survey, the CSD staff will be using the data to discuss areas of improvement.  The following are actions that staff will be implementing in the 2018-19 school year:  - Review the results of the school climate survey with all staff and identify areas of improvement where less than 80% of students responded ""often"" or ""always"". - Staff will also share and discussed overall students results of the survey with students to better understand our students' needs and what actions or support staff and sites can improve or change. - Staff will administer a pre and post-assessment of the changes and monitor the progress of the changes as they relate to students' perceptions of school climate.    Cambrian School District has been implementing Positive Behavior Interventions and Support (PBIS).  A key strategy of the PBIS process is prevention.  The PBIS model is a research-based strategy that is supported by the state of California and the federal Department of Education. The 3-tiered approach reduces problem behavior as a barrier to student achievement. We only have 180 days each year to advance academic progress, so instructional time is very valuable. Research shows that schools following the PBIS model recover thousands of hours of instructional time and, on average, four days of student instruction per year.  Keeping our students and employees safe and secure while at school is our highest priority. We work diligently to maintain a positive culture in our schools where students are free from bullying, isolation, racism, and intolerance, and practice open two-way communication and problem-solving with their peers and adults. We also work to maintain healthy schools that serve nutritious meals and offer classroom environments that are free from safety or health risks.  Cambrian School District will continue to provide a supportive, orderly and purposeful environment so that students can reach their full academic potential."|Met||2018
52716540000000|Richfield Elementary|6|"Based on the 2017/18 California Healthy Kids Survey, 83% of grades 6,7,8 students reported that they felt ""very safe"" or ""safe"" at school.  62% of students feel they feel connected to this school.  RESD has taken measures to increase student connectedness including implementing a new elective system that gives students more choice in course selection.  RESD has also tripled the counseling budget to provide more 1x1 counseling opportunities, more large and small group peer to peer counselor moderated activities including but not limited to conflict resolution and anti-bullying education.  RESD has also implemented ""Toolbox"" which aims to give students the tools to self-navigate challenging peer to peer or peer to adult interactions."|Met||2018
12629760115154|Trillium Charter|6|We maintain a close watch on our school climate through weekly all-school meetings. Each grade shares something they see as going well at school (shout-outs) and something they see as needing improvement. Areas for improvement invite group problem solving, rule making, and classroom or playground adjustments.  When interpersonal student issues reoccur, we utilize conflict resolution techniques under the guidance of a staff member. Community meeting agenda items carry over to our weekly teacher-admin. meeting where the staff can further discuss any action required to maintain a positive school climate. The feedback from students and parents regarding these methods are overwhelmingly positive, and there has been a consistently low incidence of  referrals or suspensions in the three years since we started regular all-school meetings.|Met||2018
19647330106351|Ivy Academia|6|Student surveys are administered annually to all students to assess overall school effectiveness, engagement, and connection to the school community. The following survey results, used in the most recent WASC report, addresses the following: Perceptions of School Safety  • 57% of students feel their teacher(s) treat him/her fairly. • 69% of students feel that their administrator(s) care about his/her safety. • 77% of students feel safe at school.  Connectedness  • 77% of students believe that their administrator(s) help him/her solve problems.  • 57% of students reported that they try their best to learn.  • Students at both campuses were encouraged to join clubs and participate in intramurals and extra-curricular activities.  • Many presentations and assemblies were offered at school including Anti-Bullying, Character Building, Drug/Alcohol Awareness during Red Ribbon Week, Mental Health, and Distracted Driver.|Met||2018
10767781030774|W.E.B. DuBois Public Charter|6|Our charter has implemented a survey for all students and parents within our schools. The survey provides a opportunity for stakeholders to provide input and evaluate our school climate and safety. The information we have learned from the data within the survey is that most parents agree that our school is safe.  The student survey revealed concerns that their was a need for improvement with student safety in the area of campus camera which were added to the campus as a result.|Met|Generally, students follow the core values and we have implemented behavioral health services in every charter campus along with PBIS structures in order to assist students with their social and emotional according to our mission.|2018
01612590132555|Conservatory of Vocal/Instrumental Arts High|6|1. DATA:  COVAH tracks learning through benchmarks and CC release test items, as well as other online practice tests. COVAH administers assessments weekly to evaluate student learning. 2. MEANING:  We have found the data obtained has been very successful in ELA.  However we have found it much more challenging to find effective CC assessments,texts, and materials for math.   3.USE/REVISION: COVAH uses regular data to inform instruction and student success.  This has led to the reevaluation and adoption of texts and techniques. COVAH is developing a focus and curriculum to fill these gaps.|Met|"Essentially we have met this area.  In math, we would have selected ""nearly met"" if that was an option."|2018
54722070000000|Three Rivers Union Elementary|6|We did not do a survey last year but will do so in 2018-2019. Through conversations with our students and parents, we know that students generally feel safe on campus. All visitors must sign in when on campus. As a staff, we try to be as consistent as possible with discipline issues. We encourage students and parents to report concerns. Bullying is not tolerated. We are always looking for opportunities to help our students become better, more productive citizens.|Met||2018
41689990000000|Ravenswood City Elementary|6|An online climate survey was administered to students in grades 3-5 and 6-8. All students have access to technology to take the survey. 952 students responded.  43% of responding students report always or often liking school. 80% of responding students always or often feel that teachers care about them. 55% of responding students feel like they are doing well in school. 87% of responding students always or often feel that they are treated with respect. 65% of responding students always or often feel safe at school. 62% of responding students always or often feel that good behavior is recognized at their site. About 60% of responding students feel that they are learning or making progress in school.  About 40% of responding students feel that they are making progress in learning English. 38% of responding Middle School students feel that their classes are not too hard for them.  Students generally report that they enjoy school and that teachers support them, but they are not sure that they are making progress. A lack of academic confidence is consistent with most of our student achievement outcomes. Strong teacher / student relationships could prove a powerful tool to improve student academic self-perceptions and an increase in growth mindset.  Data disaggregated by school did not show significant difference. We did find a difference when we disaggregated by age. Students in middle school are much less likely to enjoy school and feel that they are doing well and making progress. Part of this may be explained by the new adoption of an online learning management platform and the challenges of keeping middle school grades fully staffed.  We will use the results to celebrate the student / teacher relationships and explore how teachers can work personally and collectively with students to investigate their lack of academic confidence. We will also continue strategies to improve our attracting and retaining teachers and staff.|Met||2018
10623640000000|Parlier Unified|6|A district-wide student survey was conducted in Spring 2018 for all students.  The results of the survey indicate that 80% of our students feel safe at school, while 76% of students feel that they belong to the school community.  Some of the other findings from the survey indicate that students want more opportunities to complete their assignments using various ways to show mastery.  The findings are positive in the sense that the district has 80% students feeling safe at school.  Our focus will be to see what are the key things that are helping our students feel safe and sustaining those resources and/or personnel.  The challenge will be to determine what services and resources we can provide for those 20% of the students who did not feel safe in school.  We need to take a deeper look and assess what specifically is causing the 20% to feel not safe.  The same can be said about the 76% of students who felt connected to their school versus the 24% of students who did not feel connected.  Are the 20% of students not feeling safe also including in the 24% who do not feel connected?  We will be looking for indicators in our discipline and intervention data for patterns and other variables that will help us revisit our current social-emotional  and academic programs to determine effectiveness and fidelity to systems.  As a district, our next steps will be to look at our student data, resources available at all school sites, including programs, and funding to see how we can determine root causes for students not feeling safe and/or connected, while also evaluating the programs and resources that are providing us with data showing students are responding to interventions/programs and are actively involved in their schools.  Along with those components, we also want to look at staff training and follow-up.|Met||2018
49708700000000|Piner-Olivet Union Elementary|6|"Jack London’s LCAP Goal 1 is to create a positive, learning-focused environment and culture for all students. Jack London has taken various steps to provide training and professional development in order to improve the school learning environment. The Quaglia My Voice Surveys (students, teachers and parents) indicated that: 46.4% of students in grades 3-5 reported that they ""feel important"" in their classrooms; 52% of students in grade 6 reported that they are ""a valued member of"" their school community; 48% of students in grades 3-5 reported that they are ""comfortable asking questions in class;"" and 70.4% of students in grade 6 reported that they are ""comfortable asking questions in class."" Jack London’s Healthy Kids Survey was administered during 2017-2018. Jack London attendance and truancy rates showed improvement as a result of more effective social emotional and behavioral intervention and strategies. While Jack London attendance and truancy rates showed improvement as a result of more effective social emotional and behavioral intervention and strategies, the level of parent participation in truancy meetings remains a challenge. Although a high number of students report that Jack London is welcoming and friendly and they feel comfortable asking questions in class, Jack London will continue to focus on school culture to reduce the number of behavior referrals to the office and support teachers in developing inclusive teaching strategies by increased counseling services and coaching.  The number of students that were served by the Jack London afterschool program(s) increased."|Met||2018
15634200000000|Di Giorgio Elementary|6|The District administered the California Healthy Kids Survey to it's 5th and 7th grade students. 100% of 5th grade students reported that teachers treat students fairly at school either most or all of the time. 92% of 5th grade students reported they are happy to be at this school either most or all of the time. 72% reported feeling safe at school either most or all of the time. The District has begun a school wide PBIS program in hopes of improving the percentage of students feeling safe at school. 42% of 5th grade students reported that their teachers never ask them what they want to learn. This would offer a challenge for us to improve the way our teachers are communicating with our students. 88% of 7th grade students perceive school as being safe or very safe and 88% believe there is an adult at school that really cares about them. 12% of 7th grade students believe there is not an adult at school who believes they will be a success. The District believes that our school wide PBIS implementation will help improve that percentage.|Met||2018
49708966052039|Spring Creek Matanzas Charter|6|"The California Healthy Kids Survey was last administered in the Spring of 2018.  At that time, 78% of 5th graders and 73% of 7th graders reported feeling safe at school ""all"" or ""most"" of the time. Rincon Valley Union School District administers a local student survey annually. In 2017-18, 77% of elementary students and 81% of middle school students reported feeling safe at school  ""always"" or ""often."" In addition, 81% of elementary students and 75% of middle school students reported that they are ""always"" or ""often"" happy to be at this school."|Met||2018
33103300136168|Temecula International Academy|6|As this is our second year, we will be completing our Local Climate Survey this fall. We will be looking at all categories and reporting on our findings at our January and June board meetings from our November 2018 survey and our May 2019 survey.  Based on the received feedback, we will be making revisions, decisions, and actions that benefit our scholars and allow for continuous improvement.    Feedback will also be prevented to our PAC in January and send to all our stakeholders.|Not Met||2018
49708966052047|Whited Elementary Charter|6|"The California Healthy Kids Survey was last administered in the Spring of 2018.  At that time, 78% of 5th graders and 73% of 7th graders reported feeling safe at school ""all"" or ""most"" of the time. Rincon Valley Union School District administers a local student survey annually. In 2017-18, 77% of elementary students and 81% of middle school students reported feeling safe at school  ""always"" or ""often."" In addition, 81% of elementary students and 75% of middle school students reported that they are ""always"" or ""often"" happy to be at this school."|Met||2018
37681556117303|Greater San Diego Academy|6|Each year, GSDA administers a student survey for students in grades 7-12. For the 2017-18 school year, the overall satisfaction rating among students was 96%. Of the students that took the survey, 100% reported that they feel safe at school and that the teachers support them academically, understand, and care for them.|Met||2018
19643450000000|Castaic Union|6|In February of 2018, Castaic Union School District administered the California Healthy Kids Survey to all 5th and 7th grade students.  The overall scores reflect that our students feel connected to school; they feel that there are caring adults on the school sites to support them; the majority answered that they have meaningful participation and a high percentage when surveyed, feel safe at school.  (This includes our three elementary schools and our middle school.)   The results were as follows: School Connectedness - 5th Grade 95%, 7th Grade 94% Caring Adult Relationships - 5th Grade 95%, 7th Grade 89% Meaningful Participation - 5th Grade 85%, 7th Grade 42% School Safety – 5th Grade 82%, 7th Grade 61% CUSD has a high attendance rate of 96%. Our district goal is to annually increase by 2%.  In the 2018 California Healthy Kids Survey the subgroup data was not disaggregated.  Please refer to the 2018 CA Healthy Kids Survey link for additional data.|Met||2018
01611920137646|Impact Academy of Arts & Technology|6|At IA, we administered surveys to collect both student and parent perceptions around school climate. In the high school, 60% of students responded favorably to questions around school safety and 28% around sense of belonging. In the middle grades, 69% of students responded favorably to questions around school safety and 49% around sense of belonging.  We partnered with PanoramaEd to conduct these surveys and were able to compare our survey results across a national benchmark on these school climate indicators. In looking at high schools with a similar FRL population in an urban setting, we found that we are in the 60th percentile on the topic of school safety.  In comparing our middle school with similar schools with a similar FRL population in an urban setting, we found that we are in the 90th percentile on the topic of school safety. At IAHS, 80% of our students responded favorably about not being bullied online by a classmate, and 80% responded favorably about not having to worry about violence at the school. We are working on increasing data around student-teacher relationships and students’ perceptions around feeling treated in respectful ways by other students. At IA Middle School, 82% of our students responded favorably about not being bullied online by a classmate, 70% responded favorably about not having to worry about violence at the school, and 58% responded favorably about feeling respected by other students.|Met||2018
01100170112607|Envision Academy for Arts & Technology|6|At EA, we administered surveys to collect both student and parent perceptions around school climate. Based on our results, 65% of students responded favorably to questions around school safety and 31% responded favorably to questions about a sense of belonging. We partnered with Panorama Education to conduct these surveys and were able to compare our survey results across a national benchmark on these school climate indicators. In looking at high schools with a similar FRL population in an urban setting, we found that we are in  the 90th percentile on the topic of school safety. At EA, 87% of our students responded favorably about not being bullied online by a classmate, 79%  responded favorably about not getting into physical fights, 76% responded favorably about not having to worry about violence at the school, and 50% responded favorably about feeling respected by other students. Last June, our Leadership Team analyzed the survey data and decided to focus in on the “Sense of Belonging” data. That analysis informed our Equity Professional Development strand for the year, in which we’re focused on increasing staff’s cultural competence in order to support more positive student relationships with teachers and engagement in demanding academic work in classes.|Met||2018
19651100000000|Whittier City Elementary|6|Whittier City School District administers the California Healthy Kids Surveys (CHKS) to 5th- 8th grade students on a yearly basis. The survey collects data to determine how safe students feel at school and how connected they feel to their school. In addition, the district administers the LCAP Student Survey in the Spring to students in grades 5th-8th to assess their perceptions about academic programs and safety. Combined results from the 2017 CHKS survey and the WCSD LCAP Student Survey administered to grades 5, 6, 7, and 8 during the 2017-18 school year reflect the following about school connectedness and safety in Whittier City School District: SCHOOL SAFETY There is a moderate percentage of students that feel safe at school with 74.08% of 5th through 8th grade students reporting they feel safe at school. Our district goal will be to continue to engage students regarding their perception about safety and investigate the causes for any feelings of insecurity. WCSD will continue to put systems in place and provide school sites with resources to ensure that every student feels safe. In 2017, curriculum was purchased for all TK-8 students to develop social-emotional competence. The curriculum has been shown to decrease problem behaviors, and it's designed to promote school success, self-regulation, and a sense of safety and support. SCHOOL CONNECTEDNESS There is a higher percentage of students feeling connected to their school with 96% of 5th grade students, 91% of 6th grade students, and 89% of 7th grade students reporting a sense of connectedness to their school. Differences in student perceptions of connectedness exist between the grade levels. Approximately 96% of fifth grade students report higher levels of connectedness compared to 87% of 8th grade students. WCSD intends to explore additional avenues to be able to connect with every student, this is especially true at the middle school when students are likely to become disengaged if they do not feel a sense of belonging. All schools will continue to focus on PBIS and the implementation of practices that maximize academic and social behavior outcomes for all students. Teachers and administrators will review the survey data and will analyze the percentage for every question to identify specific strategies that they will use to increase the level of connectedness and feeling of safety at their school.|Met||2018
49708966085229|Binkley Elementary Charter|6|"The California Healthy Kids Survey was last administered in the Spring of 2018.  At that time, 78% of 5th graders and 73% of 7th graders reported feeling safe at school ""all"" or ""most"" of the time. Rincon Valley Union School District administers a local student survey annually. In 2017-18, 77% of elementary students and 81% of middle school students reported feeling safe at school  ""always"" or ""often."" In addition, 81% of elementary students and 75% of middle school students reported that they are ""always"" or ""often"" happy to be at this school."|Met||2018
19753090131383|SIATech Academy South|6|"SIATech Academy South conducted the Gallup Student Poll in 2017-2018 to evaluate hope and engagement as well as other metrics. Questions like rank on a scale of 1-5 if you agree with the statement ""I feel safe at school"" are asked of the students. The Gallup Student Poll provides results of the survey to SIATech Academy South to better understand its school climate. Results from SIATech Academy South year over year were as follows: Engagement: 49% (up from 45% and higher than the US overall of 47%); Hope: 55% (up from 54% and higher than the US overall of 46%); Safety: 80% (up from 76% and higher than the US overall of 68%); Caring Adults: 71% (up from 65% and higher than the US overall of 65%); and Mentorship: 57% (up from 56% and higher than the US overall of 54%). Gallup Student Poll results demonstrate that SIATech Academy South sites consistently poll higher than the national average in hope, engagement, and other indicators of a positive school environment."|Met||2018
49708966052070|Village Elementary Charter|6|"The California Healthy Kids Survey was last administered in the Spring of 2018.  At that time, 78% of 5th graders and 73% of 7th graders reported feeling safe at school ""all"" or ""most"" of the time. Rincon Valley Union School District administers a local student survey annually. In 2017-18, 77% of elementary students and 81% of middle school students reported feeling safe at school  ""always"" or ""often."" In addition, 81% of elementary students and 75% of middle school students reported that they are ""always"" or ""often"" happy to be at this school."|Met||2018
39685020000000|Escalon Unified|6|Escalon Unified School District administers the California Healthy Kids Survey every other year.  The survey was most recently administered during the 2017-2018 school year.  The results are used to measure EUSD’s progress on Priority 6.  On the most recent administered survey, 81% of 5th grade students (that completed the survey) indicated that they felt safe at school “most of the time or all of the time.”  By comparison, 72% of 7th grade students and 62% of 9th grade students reported that they perceived school as “very safe or safe.”  A low percentage of 7th and 9th grade students reported being afraid of being beaten up or reported having been in a physical fight.  These results may suggest that few students have a physical fear of being attacked at school.  Parent perception of school safety remains at relatively high levels.  This is evidenced by annual parent survey data, where only 14% of the parents that completed the survey indicated that they disagree or strongly disagree with the statement, “my child feels safe and connected to his or her school.”  “With regards to school connectedness, a similar pattern of reported differences was observed throughout the grade levels that completed the survey.  For example 5th and 7th grade students reported a higher level of connectedness than did their 9th grade counterparts.   The district is exploring further why there may be a drop in reported perceived safety and school connectedness as the students matriculate to higher grade levels.  During the 2018-2019 school year the high school decided to administer an additional school climate survey, in order to identify more specific student concerns while engaging them in identifying ideas for support and intervention.  Furthermore, the District applied for and received a Scaling Up Multi-Tiered Systems of Support cohort 3 grant and is currently participating in Technical Assistance support.  The district continues to expand Positive Behavior Intervention Supports at all school sites within the district.|Met|Based on feedback from District stakeholders, Positive Behavior Intervention Supports (PBIS) was introduced at two school sites in the 2016-2017 school year.  In the 2017-2018 LCAP, Goal 2, Action Item 5, has extended implementation of PBIS to the remaining sites in the district.|2018
43694274330676|San Jose Conservation Corps Charter|6|An annual climate survey is taken in order to receive feedback from students, teachers/staff, and stakeholders on the status of the school climate. Through the climate survey we learned that our feel cared for at our school and they also feel as though they are seen and noticed by teachers and staff on campus. The survey also revealed that over 90% of the participants felt safe on our school grounds. Areas for which students would like to see change included the lunch offerings as well as a modified bell schedule/shorter school days. As we move forward based on the results we will look to implement more support for teachers in terms of professional development opportunities, we'll look to meet our students where they are and discuss other instructional models that could include shorter school days.|Met||2018
49708960102525|Rincon Valley Charter|6|"The California Healthy Kids Survey was last administered in the Spring of 2018.  At that time, 78% of 5th graders and 73% of 7th graders reported feeling safe at school ""all"" or ""most"" of the time. Rincon Valley Union School District administers a local student survey annually. In 2017-18, 77% of elementary students and 81% of middle school students reported feeling safe at school  ""always"" or ""often."" In addition, 81% of elementary students and 75% of middle school students reported that they are ""always"" or ""often"" happy to be at this school."|Met||2018
31668450121418|John Adams Academy|6|To gauge scholar perspectives on school climate, John Adams Academy asked scholars to complete the 2018-19 John Adams Academy - LCAP Scholar School Climate and Engagement Survey. The survey was offered online to scholars in grades 4 through 12 and was designed to assess scholar perspectives on school climate and connectedness. Results of the survey are used to inform updates on the LCAP and to assist leadership and administration in continuing to provide a collaborative and supportive environment.   A summary of key findings for Elementary is as follows:  • 95% of scholars surveyed responded that the Academy is a supportive and inviting place to learn.  • 88% of scholars stated they are taught self-governance and personal responsibility to help guide their actions. • 80% stated that adults at the Academy help scholars resolve conflict with one another.  • 76% of scholars stated that they are often rewarded for living the 10 Core Values.    A summary of key findings for Middle School are as follows:  • 70% of scholars surveyed indicate that the Academy is a supportive and inviting place to learn.  • 53% of scholars stated that staff uses the core values to help solve conflict between scholars.  • 70% stated the Academy communicates the importance of building a culture of greatness.    A summary of key findings for High School are as follows:  • 70% of scholars surveyed indicate that the Academy is a supportive and inviting place to learn.  • 47% of scholars believe that staff uses the core values to help solve conflict between scholars. • 77% believe the Academy communicates the importance of building a culture of greatness.   Scholars identified a desire for more information on the benefits of attending John Adams Academy at the next grade span, receiving more information on assessments from teachers, and increasing formal mentoring programming as areas of growth.  Administration and leadership will continue to review the results of these surveys to inform local decision-making.|Met||2018
38684780107300|City Arts and Tech High|6|At CAT, we administered surveys to collect both student and parent perceptions around school climate. Based on our results, 65% of students responded favorably to questions around school safety, 46% of students responded favorably to questions around teacher-student relationships, and 31% of students responded favorably to questions around sense of belonging. We partnered with PanoramaEd to conduct these surveys and were able to compare our survey results across a national benchmark on these school climate indicators. In looking at high schools with a similar FRL population in an urban setting, we found that we are in the 90th percentile on the topic of school safety. At CAT, 86% of our students responded favorably about not being bullied online by a classmate, 80% of our students responded favorably about not getting into physical fights, and 77% of our students responded favorably about violence at the school. At CAT, we are focused on increasing sense of belonging amongst students. We plan to engage our Leadership Council comprised of students, staff, and families, along with our larger school community in thinking about ways to strengthen student-staff relationships, and create positive school-wide events that will foster a stronger sense of connection amongst our students.|Met||2018
33103300000000|Riverside County Office of Education|6|Alternative Education utilized the California Healthy Kids Survey (CHKS) for school connectedness and school safety. The CHKS (WestEd) is a reliable and valid instrument. The majority of students felt connected to school as reported as moderate (45%) and high (25%) on the CHKS on School Connectedness. This was a reported outcome of 70% in 2017-2018. That is an increase of 3% from the prior year. The majority of students felt safe or very safe. The percent of students responding that they felt very safe or safe declined from 62% to 54% in 2017-2018.|Met||2018
49706496051635|Cinnabar Charter|6|SWIS data & PBIS survey follows the safety of our school campus and its expectations.  The California Healthy Kids Survey has not been completed for this year yet.  It's anticipated completion is by Dec. 1st.  The students have had 3 anti-bullying assemblies to date. Staff has had training/review  on earthquake, fire, active shooter, CPR, and mandated reporting.|Met||2018
37684520106120|SIATech|6|"SIATech conducted the Gallup Student Poll in 2017-2018 to evaluate hope and engagement as well as other metrics. Questions like rank on a scale of 1-5 if you agree with the statement ""I feel safe at school"" are asked of the students. The Gallup Student Poll provides results of the survey to SIATech to better understand its school climate. Results from SIATech year over year were as follows: Engagement: 49% (up from 45% and higher than the US overall of 47%); Hope: 55% (up from 54% and higher than the US overall of 46%); Safety: 80% (up from 76% and higher than the US overall of 68%); Caring Adults: 71% (up from 65% and higher than the US overall of 65%); and Mentorship: 57% (up from 56% and higher than the US overall of 54%). Gallup Student Poll results demonstrate that SIATech sites consistently poll higher than the national average in hope, engagement, and other indicators of a positive school environment."|Met||2018
49708960000000|Rincon Valley Union Elementary|6|"The California Healthy Kids Survey was last administered in the Spring of 2018.  At that time, 78% of 5th graders and 73% of 7th graders reported feeling safe at school ""all"" or ""most"" of the time. Rincon Valley Union School District administers a local student survey annually. In 2017-18, 77% of elementary students and 81% of middle school students reported feeling safe at school     ""always"" or ""often."" In addition, 81% of elementary students and 75% of middle school students reported that they are ""always"" or ""often"" happy to be at this school."|Met||2018
30665220000000|Garden Grove Unified|6|Building a positive school climate is necessary for school success. GGUSD administers the Strategic Plan Survey annually to all students in grades 3-12, and the California Healthy Kids Survey (CHKS) biennially to students in grades 5, 7, 9, and 11.  Both of these surveys measure perceptions of school safety and connectedness.  The data below is from the spring 2018 administration of the Strategic Plan Survey and the fall 2017 administration of the CHKS.  The Strategic Plan Survey contains similar items to CHKS, and collects responses from a much larger sample size, from over 31,000 students or 70% of students in grades three through twelve. The Strategic Plan Survey contains items that measure “school connectedness,” which include the following results:  • 88% of students are happy at school (23% neutral) • 91% are proud to attend their school (22% neutral) • 86% feel a part of the school (25% neutral) • 95% believe they have opportunities for meaningful participation (12% neutral) A very small percent express disagreement with the statements on the survey related to school connectedness and belonging.  Results from most recent CHKS show a similar trend.  98% of students in grade 5 report a high to moderate level of school connectedness. 95% of students in grade 7, 91% in grade 9, 90% in grade 11, and 91% of non-traditional students reported a high to moderate level of school connectedness. In secondary grades, males have a higher percent than females in the area of school connectedness.  GGUSD has provided school sites with increased funding and opportunities to develop extended day and enrichment programs for students.   The Strategic Plan Survey results found that 64% of students in grades 3-12 agree and strongly agree feel safe at school. Another 24% neither agree nor disagree, which indicates a feeling of neutrality on the subject. On the item measuring whether students perceive bullying to be a problem, 15% reported feeling bullied.  The district has implemented safe ways for students to report bullying, where only 5% of students did not know how to report bullying.  The results from the CHKS confirm these findings: 83% of students in grade 5, 71% in grade 7, 61% in grade 9, 60% in grade 11, and 55% of non-traditional students report feeling safe at school.   GGUSD has implemented numerous programs and initiatives to increase overall school safety and improve school climate.  Every school will promote a schoolwide anonymous tip line for bullying.  Programs and professional development to support student services, student safety, student climate, discipline, and student mental health/counseling include: Restorative Practices, Youth Mental Health First Aide, Positive Behavioral Interventions and Support (PBIS), school-based counseling, social worker supports, the GGUSD Family Resource Center, the Resilient Mindful Learner Project, AB2246 Suicide Prevention trainings.|Met||2018
19756971996693|School of Arts and Enterprise|6|SAE administered the Arts, Academics, and School Engagement survey in 2018 to all students to measure student perceptions related to important aspects of school climate.  Key learnings from the survey include the overall high percentage of students who feel safe and connected at school and the effectiveness of the arts at engaging traditionally marginalized student populations and the strong correlation between arts engagement and student engagement in academics and the overall school community. Eighty percent of students agreed or strongly agreed they feel safe from physical harm while at school (qualitative data combined with other survey responses suggests students who do not feel safe are concerned about the local community rather than other students).  Eighty-three percent of students agreed or strongly agreed that their classmates treat them with respect.  Seventy-nine percent of students disagreed or strongly disagreed that they have been bullied.  Ninety-seven percent of students agreed or strongly agreed that they follow classroom rules. Ninety-two percent of students agreed or strongly agreed that they have a good relationship with at least one teacher. Eighty-three percent of students agreed or strongly agreed that their classmates treat them with respect.  Eighty-two percent of students agreed or strongly agreed that they feel like they belong at their school. Eighty-one percent of students agreed or strongly agreed that overall, they like being at their school.  As areas of strength, SAW notes the high percentage of students who feel they have a good relationship with at least one teacher and the high percentage of students who feel they follow classroom rules. In considering areas for growth, although the responses on safety and connectedness were positive overall for approximately 80% or more students, the school will continue to implement planned actions and services to promote social emotional growth and learning, and to ensure that all students feel safe and connected at SAE.|Met||2018
19646420000000|Keppel Union Elementary|6|An analysis of a local climate survey was completed utilizing the Healthy Kids Survey which was administered in the 2017-2018 school year.   The overall District School Climate Index was inclusive of 5th grade responses (96) as well as responses from 7th grade students (57).   School Engagement and Supports   Statement  5th Grade Percent 7th Grade Percent School connectedness 40 24 Academic motivation 58 37 Caring adult relationships 51 32 High expectations 51 49 Meaningful participation 19 13 Chronic truancy (twice a month or more often) Not included in survey  3 Facilities upkeep Not included in survey  13  School Safety & Substance Abuse  Statement  5th Grade Percent 7th Grade Percent Feel safe at school 77 63 Experienced any harassment or bullying Not included in survey 31 Mean rumors or lies spread about you 41 47 Been hit or pushed 36 Not included in survey Been called bad names or mean jokes made about you 47 Not included in survey Saw a weapon at school 12 14 Been afraid of being beaten up Not included in survey 18 Been in a physical fight Not included in survey 18 Been drunk or “high” on drugs at school, ever Not included in survey 3  Mental & Physical Health  Statement  5th Grade Percent 7th Grade Percent Current alcohol or drug use Not included in survey 10 Current binge drinking Not included in survey 4 Very drunk or “high” 7 or more times Not included in survey 0 Current cigarette smoking Not included in survey 2 Current electronic cigarette use Not included in survey 3 Experienced chronic sadness/hopelessness Not included in survey 36  Key Learning: Areas of strength: Students feel that the teachers have high expectations of them Students feel safe at school We do not have students who are reporting that they are “very drunk” or “high” Areas of Growth: Students’ data in 7th grade is lower than 5th grade  Students mentioned “facilities” as a possible concern 7th grade students feel a low level of connectedness with teachers and/or staff Challenges: Counselors are seeing a higher number of students with severe issues  Budget may be a constraint to hiring more counselors Time is an issue when there is little “staff meeting” time for professional development Barriers: Caring relationships from all stakeholders at schools Issues students face at home are not always reported until it’s late Communication with parents may be an area of concern Next Steps: Provide opportunities for students to give the schools idea on how to improve relationships with them Communicate with students more frequently to check their status of how they are feeling while at school Reach out to upper grade students to find possible ways to remedy their level of chronic sadness/hopelessness|Met||2018
39103970120717|one.Charter|6|The survey regarding the local school climate and perceptions of school safety seemed to indicate a strong agreement that one.Charter has made safety a top priority.  95% of students and parents surveyed strongly agreed, agreed or were neutral in their belief that school is a safe place to learn.  Only 4% strongly disagreed or disagreed that school was safe.  Further, respecting the differences of others surveyed area appeared to be a normal expectation at one.Charter.  95% of parents and students surveyed strongly agreed, agreed, or were neutral regarding the school respecting all cultures and diversity of students.  Students were surveyed in each grade span.  Although the number of students taking the survey was small comparatively, students overall felt strongly that their school was safe. It is recommended to review these topics (climate safety and diversity) in more depth including providing support to the site if a student reports not feeling safe or has concerns about how students may be treated based on culture or diversity.  Additional professional development in these areas might also enhance teacher and staff response to safety issues on campus.  These steps can increase and support the current positive and safe school environment.|Met||2018
36678920000000|Trona Joint Unified|6|Recent findings from locally developed student climate surveys and formal surveys used for the WASC review have revealed areas of improvement for the administration.  Creating a help line that is on our website has been utilized by students to report incidents of bullying and other crisis situations students are in. Students have reported that the helpline has been beneficial to them.  The California Dashboard indicated that our suspension/expulsion rates needed addressed.  We have contracted with our local SELPA agency to train staff in PBIS.  The staff and students at both LEA sites have undergone training for SYNERGY.  SYNERGY is a program that engages students and staff together to help each group realize that we are all trying to overcome issues and each of us are struggling to overcome life's obstacles.  The number of suspensions and expulsions have been reduced by about 75% this academic year. Other programs initiated to address students' academic needs have been initiated to support struggling students.  We have offered transportation from after school tutoring.  We have hired junior and senior students who qualify to serve as academic mentors to underclassmen  that are struggling academically .  We've seen sharp decreases in students on ineligibility lists and an increase in the number of students on our C-level and above lists.  Students have indicated an increase in how they feel supported at school.|Met|An area of school climate being addressed is the student feeling that school food is sub-par.  In our survey given to students, school food was at the bottom of the list of things going well at the school.  The administration is developing plans to address this age-old issue.  Interested students will be asked to volunteer for service on a committee to address the condition of the food at the school.|2018
27661830000000|San Lucas Union Elementary|6|San Lucas School administered a survey to its students in the 2017-2018 school year. The District administers a local survey to 3rd and 6th graders during the spring of even numbered years. Key learnings from the survey data found the following: Approximately 51% of the boys have an overall great feeling towards school, whereas approximately 31% of the girls felt the same way. Approximately 50% of the boys had a great attitude towards school rules and behavior, whereas approximately 30% of the girls felt the same way. With perceptions of bullying, the younger students, over 60%, felt that the school was on top of bullying, whereas only about 30% of the middle school students felt the same way. Student ranged from 30 – 50% in overall great attitude towards their own learning abilities. Overwhelmingly, a majority of all students felt their parents were actively involved in their education. The meaning of this data suggests  a need for growth in equitability measures to encourage the girls. The data also suggests a need for clearer procedures in the middle school grades for addressing conflicts between students. Currently, the school participates in Positive Behavior Interventions and Supports (PBIS) to positively reinforce good behavior choices. It was a strength to see that the children feel their parents are actively involved and that a majority of students feel positive about their own learning potential. In response to these results, the LEA should seek to improve its anti-bullying education action items, which are already part of the School Safety Plan. This will help address the concerns that students expressed in the survey about bullying.|Met||2018
30667460000000|Westminster|6|California Healthy Kids Survey Key Findings 2017-18 Westminster School District administered the California Healthy Kids Survey (CHKS) to 5th and 7th grade students in November of 2017 for the 2017-2018 school year. Parent permission was required for 5th grade and 762 (77%) participated. Parent notification is required for 7th grade (with the option to “opt out”) and 966 7th graders (91%) to participate. The CHKS takes place in all 13 elementary and 3 middle schools every other year as required by the California Department of Education to meet various grant requirements. Findings: 5th Grade  97% feel high or moderate school connectedness  82% feel safe at school all or most of the time  84% feel that there are caring adults on campus all or most of the time  7th Grade  94% feel high or moderate school connectedness 69% feel safe or very safe at school 87% feel that there are caring adults on campus all or most of the time The current survey indicates a small decline in the percent of students that report positive support factors at school such as school safety and connectedness.    Action items: In 2018-19 WSD will begin the implementation of the CA MTSS SUMS initiative.  As part of this initiative, a comprehensive system of supports will be designed to support academics, behavior and social-emotional skills for staff, students and families.  In the current year, behavior supports have been increased at the elementary and middle schools.  A social-emotional curriculum adoption will begin for adoption in 2020.|Met||2018
19647336018204|Montague Charter Academy|6|During our first year implementation of PBIS, teachers included students in the development of our personal standards. Personal standards are the values our students agree to follow in keeping our school a safe place for learning. Teachers engaged students in multiple classroom discussions, conducted activities in class, surveyed their responses, conducted constant observations on the playground and in the classroom. Most importantly the teachers included students in the valued “Student Voice Process”.  The evidence suggested that the school as a whole valued the three personal standards of Showing Respect, Making good decisions, and Solving problems. During our first year of implementation and the upcoming school year 18-19 our staff development will be geared on promoting our three personal standards. The data derived from our first year of implementation of our school wide positive behavior plan including Personal Standards, Consequences, and Rewards was taken into consideration to further develop our implementation in 18-19.|Met||2018
19101990127522|Optimist Charter|6|DATA: Given our revolving residential student population, the average length of stay is 4.5 months, we complete a student/parent/staff survey once a year.  Thus, the statistics are for that student/parent population that is here on that given day.  64% of our residential students completed the survey.  94% of those students stated that Optimist is helping them deal with their problems and that school is overall helpful to them.  Overall, students stated that they have learned better anger management, how to better cope with their behavior and impulses, how to open up to people, how to take in feedback, how to reach goals, and how to overall become a better individual. They stated that school is very beneficial and that they are making good academic progress and feel safe in our environment.  Additionally, new students completed a 2 week survey regarding our buddy system which is designed to assist new students in learning about our program.  These surveys all state that the buddy system helped them become familiar with all aspects of our school program.  We also do a school related survey for all students once a year.  87% of the students completed this survey.  We have learned that students were overall very satisfied with our teaching staff and behavioral system but were somewhat dissatisfied with our resource/independent 30 minute homeroom in 2017-2018, so we changed this independent learning time with a different instructional approach for this year, 2018-2019. MEANING:The strength of our program continues to be with behavioral management and encouraging students to attend school daily, complete work, and earn credits.  Over 80% of all grades each 6 weeks are passing grades whereby students earn credits.  Given our population, this is a huge success.  Additionally, 15-20 students graduate annually which is a feat for many of our students.  Learning how to cope with a variety of emotional and behavioral challenges has been a significant strength of our program.   USE: Our LEA is our charter school on our residential campus.  From our previous surveys we have adapted our resource/homeroom several times over the past 5 years based on students reporting that they did not feel it was not as useful to them.  Additionally, we have adapted our dress code and behavior system several times to address student’s comments and ratings.  This year we added a student of the day and week as well as an 80%club to our positive 2 tiered reinforcement system based on students comments.|Met||2018
19647330124198|Extera Public|6|"Extera Public School adapted and anonymously administered the LAUSD School Experience Survey for grades 5 & 7 in 2018. The following questions were the most highly rated questions for each section of the elementary survey and middle school survey. Academic Focus: 5th- Is the school a supportive and inviting place for students to learn? 90.1% of students responded positively. 7th- My teachers work hard to help me with my schoolwork when I need it, and 82.3% of students responded positively. Cognitive Engagement: 5th- When learning new information, I try to put ideas into my own words. 78.7% of students responded positively. 7th- In my classes, I work on projects or assignments with other students. 84.4% of students responded positively. Future Orientation: 5th- School is important for achieving my future goals. 90% of students responded positively and 80.4% of 7th grade students responded positively. Bullying: 5th- Do other kids at this school bully you online? 98.4% of students responded ""No, never"" and 92.5% of 7th grade students responded ""0 times."" Connectedness and Safety: 5th- If you told a teacher or other adult at this school that another student was bullying you, would he or she try to help you? 93.5% of students responded positively. 7th- LGBTQ students at my school are accepted. 70.6% of students responded positively. Expectations for Behavior: 5th- Do students treat adults at this school with respect? 78.7% of students responded positively. 7th- My school clearly informs students what would happen if they break school rules. 72.5% of students responded positively. Opportunities for Participation and Leadership: 5th- Are there lots of chances for students at this school to get involved in sports, clubs, or other school activities outside of school? 73.8% of students responded positively. 7th- Teachers encourage students to make decisions. 74.5% of students responded positively. Growth Mindset: 5th- I can do well on all my tests, even when they’re difficult. 73.7% of students responded positively. 7th- If I am not naturally smart in a subject, I will never do well in it. 68.6% of students responded positively. Self-efficacy: 5th- I can meet all the learning goals my teachers set. 70.5% of 5th grade students responded positively. 70.5% of 7th grade students responded positively. Self-management: 5th- I remembered and followed directions. 88.5% of 5th students responded positively. 64.7% of 7th grade students responded positively. Student Social Awareness: 5th- During the past 30 days, how well did you get along with students who are different from you? 95.1% of students responded positively. 7th- During the past 30 days, how much did you care about other people’s feelings?68.6% of students responded positively.  Areas of improvement were also inferred by the data. We can work to improve student validation of each other, giving students more voice/choice at school, and providing more on-campus school clubs and extra-curricular activities."|Met||2018
39754990000000|Tracy Joint Unified|6|"TUSD Overall Climate Progress 2017 Student Results: Climate 64%; Safety 75% 2018 Student Results: Climate 72%; Safety 74% Annually, TUSD strives to improve the school climate and feeling of safety at each school site by 2% or maintain at or above 75% for each group as reflected on the annual Stakeholder Survey instrument. Student LCAP Survey Results 2018            Site         Climate  Safety  District  72.22  74.37%  Bohn   80.46%  81.93%  Central  77.20%  79.89%  DR/Willow 73.58%  75.33%  Freiler  76.23%  78.89%  Hirsch  85.03%  77.19%  Jacobson  82.59%  77.99%  Kelly          76.14%  81.12%  Kimball High 61.46%  67.32%  McKinley  77.14%  74.29%  Monte Vista 67.71%  66.36%  North  71.01%  69.89%  Poet          76.05%  79.10%  SW Park  82.76%  82.53%  Stein  88.78%  92.66%  Tracy High 71.64%  76.17%  Villalovoz  74.19%  76.83%  West High 75.86%  71.46%  Williams  72.80%  71.54%   The climate results were analyzed with directors, site administrators, parents, and staff. Strengths included a campaign "" see something, say something"" in which students reported incidents of bullying more frequently to prevent any further escalation. Four sites begin to research and pilot Responsibility Centered Discipline, a method of responding to students when displaying escalated behavior and the ability to deescalate the behavior as a preventative measure. TUSD has also partnered with International Center for Leadership in Education to focus on developing positive relationships.  A challenge for safety included the school shootings that continue to take place throughout the country. These events have directly impacted students perception of safety. TUSD has scheduled regular drills and continues to review school site and district emergency handbooks so students and staff are trained on how to respond in an event of this nature. TUSD high school students also engaged in a town hall meeting in which they provided recommendations for safety. Some student recommendations included regularly scheduled school safety drills, social emotional counseling access, and continuing to build positive relationships."|Met||2018
19647330124560|Synergy Quantum Academy|6|Synergy annually administers the Gallup student survey. The Gallup student poll measures students’ feelings toward Hope, Engagement, Entrepreneurial Aspirations, and Career/Financial Literacy. To measure students’ perceptions of school safety and connectedness, Synergy looks at the Hope and Engagement results. In 2017-18, Synergy students ranked their hope and engagement above the national average.|Met||2018
15638260000000|Tehachapi Unified|6|"he Tehachapi Unified School District utilizes the California Healthy Kids Survey (CHKS) to assess the local climate in terms of student perceptions of school safety and contentedness. The CHKS is administered once per year to students in 5th - 9th, and 11th grades. Overall scores for student perception of school contentedness: Tehachapi High School (THS): 32% of Hispanic/Latino, 29% of White, and 32% of Mixed Race participants reported a high feeling of school connectedness; Jacobsen Middle School (JMS): 39% of Hispanic/Latino, 57% of White, and 36% of Mixed Race participants reported a high feeling of school contentedness; Cummings Valley Elementary School (CV): 59% of participants reported a high feeling of school contentedness; Golden Hills Elementary School (GH): 70% of participants reported a high feeling of school contentedness; and Tompkins Elementary School (TE): 53% of participants reported a high feeling of school contentedness; Overall scores for student perception of school safety: THS: 47% of Hispanic/Latino, 46% of White, and 49% of Mixed Race participants reported feeling safe or very safe at school; JMS: 63% of Hispanic/Latino, 50% of White, and 53% of Mixed Race participants reported feeling safe or very safe at school; CV: 90% of participants reported feeling safe at school ""most of the time"" or ""all of the time"" in the past 12 months; GH:84% of participants reported feeling safe at school ""most of the time"" or ""all of the time"" in the past 12 months; and TE: 67% of participants reported feeling safe at school ""most of the time"" or ""all of the time"" in the past 12 months. Overall scores for student experiences with harassment or bullying: THS: 7% of Hispanic/Latino, 31% of White, and 9% of Mixed Race participants reported having experienced harassment or bullying due to bias-related reasons, while 11% of Hispanic/Latino, 39% of White, and 16% of Mixed Race participants reported having experienced any harassment or bullying in the past 12 months; JMS: 43% of Hispanic/Latino, 27% of White, and 38% of Mixed Race participants reported having experienced harassment or bullying due to bias-related reasons, while 60% of Hispanic/Latino, 43% of White, and 50% of Mixed Race participants reported having experienced any harassment or bullying in the past 12 months; CV: 45% of participants reported being hit or pushed, 45% of participants reported having had mean rumors spread about them, and 35% of participants reported being called names or having jokes made about them; GH: 43% of participants reported being hit or pushed, 50% of participants reported having had mean rumors spread about them, and 49% of participants reported being called names or having jokes made about them; and TE: 72% of participants reported being hit or pushed, 58% of participants reported having had mean rumors spread about them, and 69% of participants reported being called names or having jokes made about them."|Met||2018
33671810138610|Scale Leadership Academy - East|6|DATA: 80% of students in a 2016-17 either strongly agreed, agreed, or were neutral when asked if they thought the curriculum at SCALE is “high quality”.  Similarly, 80% of students responded that they either strongly agreed, agreed, or were neutral when provided the prompt “I am satisfied with the educational program”.  Lastly, and perhaps most tellingly, in response to “I am satisfied with the support the teachers provide,” 80% responded that they either strongly agreed, agreed, or were neutral.  This final question had the strongest correlation to student perception of SCALE curriculum and the overall educational program, as most student comments reflected that their determination of the strength or weakness of the program hinged upon their interaction with their instructors.  MEANING: The data and the open response comments provided by students indicate a uniqueness to our virtual school that we had previously identified as a strength: our teachers.  Thus, SCALE has invested and continues to invest significant resources in teacher professional development.  As an institution, we spend 10% of teacher contracted time in formal professional development.  USE: It is our hope that this year’s student survey results will reflect an even higher rate of student satisfaction in regards to their curriculum and institutional culture.  Additionally, the aforementioned professional development time has already demonstrated improved results in our formal staff evaluations and we believe will likely positively impact the student culture in turn.|Met||2018
56768280000000|Santa Paula Unified|6|The California Healthy Kids Survey (CHKS) was administered to all students in grades 5, 7, 9, and 11 in the spring of 2018.  The district chose two areas of focus:  school connectedness and perception of safety at school.  Students answered a series of questions in these areas using a rating of strongly agree to strongly disagree.   The data indicated 45% of 5th graders, 16% of 7th graders, 12% of 9th graders, 8% of 11th graders at Santa Paula High School, and 20% of 11th graders at Renaissance High School strongly agree that they feel connected to school.  In addition, 78% of 5th graders, 52% of 7th graders, 54% of 9th graders and 44% graders at Santa Paula High School, and 70% of the 11th graders at Renaissance High School strongly agree that they feel safe in school.  An analysis of the data and input provided by student advocacy groups validates the need to retain school counselors and increase mental health services and supports.  The data also supports the district’s LCAP goal to ensure a welcoming, safe and efficient school climate for students, parents, and staff.  Beginning in the 2018-2019 school year two additional mental health counselors were hired to provide and coordinate mental health services and education across the district.  In order to increase the perception of school safety a See Something, Say Something campaign was implemented across all school sites.   In addition, the district researched and adopted Titan HST, a comprehensive emergency alert system and mass notifications application to support school safety.|Met||2018
01100170137448|Aurum Preparatory Academy|6|Aurum Preparatory Academy (Aurum Prep) is committed to providing a positive school culture and developed Goal 2 of its Local Control and Accountability Plan (LCAP) to support this work. GOAL: Welcoming School Culture. ACTIONS: Aurum Prep engages in the following actions to support this goal: 1) Develop the Growth, Optimism, Leadership, and Design abilities of all stakeholders - students, families, and staff; 2) Foster a sense of community through structures that support students in being know well, including Community Circles, Advisory, and Weekly Clubs; 3) Promote student and family agency through active goal setting and monitoring in Advisory and Student Led Conferences; 4) Support students in exploring personal interests and career paths through Weeks without Walls; 5) Utilize positive behavior intervention and restorative practices to reward positive behavior and address challenges in student culture when they arise; 6) Actively monitor student attendance to maximize student learning time; 7) Foster a professional learning community that promotes teacher retention through individual goal setting, professional development, observation and coaching, and collaborative planning time; 8) Promote family engagement through school events and exhibitions, volunteer opportunities, family learning events, and student led conferences. ASSESSMENT: Aurum Prep utilizes the following Local Indicators to evaluate progress toward this goal: 1) Stakeholder satisfaction with voice in decision making as measured by Annual Survey; 2) Average Daily Attendance, as a measure of student engagement.|Met||2018
19753410000000|Redondo Beach Unified|6|On an annual basis, the RBUSD administers the California Healthy Kids Survey (CHKS) to all students in grades 5, 7, 9, and 11.  The District recorded an increase in students reporting a sense of safety and connectedness to school as measured by the CHKS. Grade 5:  There was a 1% increase in students reporting a connection to school from prior year. Grade 7:  There was a 2% increase in students reporting a connection to school from prior year. Grade 9:  There was a 1% increase in students reporting a connection to school from prior year. Grade 11:  There was a 9% increase in students reporting a connection to school from prior year.  The District continues to find the following successes further defining the District's school climate: 1.  The District maintains a high level of student average daily attendance (ADA) at 96%. 2.  Increasing high school graduation rate as seen in the CA School Dashboard. 3.  Increase in student safety and student connectedness to school as measured by the CHKS. 4.  Improved student attendance tracking to increase ability of school sites to provide student attendance interventions. 5.  Instituted a committee to understand and implement Multi-Tiered Systems of Support (MTSS) within District schools. 6.  Continued administration of the Cal-SCHLS surveys (CHKS, California School Parent Survey, California School Staff Survey) to receive actionable data to support student, parent, and staff services.|Met||2018
39686190000000|New Hope Elementary|6|New Hope Elementary School District administered the California Healthy Kids Survey (CHKS) in October 2017 to all Seventh Grade students. Results serve to measure the district’s progress on state Priority Six, School Climate. Because of the recalibration of norms by WestEd, the survey developer, overall results for 2017-18 cannot be compared to those reported in 2015-16.   Overall district School Climate Index:   Key Indicators of school climate and student well-being from the CHKS included valuable insight from the students themselves, as all student surveys are confidential.   Seventh grade students, 46%, strongly agreed that they felt a connectedness to the school.  Results show that the adults on campus (teachers and/or other staff) really care about them, notice when they are not at school, and listen to them when they have something to say.  Student attendance, reported responses indicating that 87% of the students reported zero absences due to skipping school.  Students also reported that 57% of the adults on campus had high expectations them.  The students themselves, 96-100%, either agreed or strongly agreed that they were academically motivated, and worked hard for their own success or due to the encouragement of their teachers.  In regards to student safety, it is interesting that 74% of the students perceived the school at safe or very safe and that 25% of the students reported feeling neither safe nor unsafe at school.   However, at the same time, 43% reported some type of harassment or bullying within the last 12 months.  One interested statistic reported that 9% of the students saw a weapon on campus in the last 12 months, although no reports were ever made to school administration.  In correlation with health curriculum, no students reported being under the influence of any drug or alcohol at school, or of using tobacco, drugs or alcohol off campus.  Both responses provided extremely positive feedbacks.  The mental health portion of the survey reported that 25% of the students have felt sad or hopeless in the last 12 months. However, none of the students considered suicide. New Hope Elementary does provide counseling services for those students or families who would like to receive services.  New Hope Elementary will continue to encourage all students to work hard and be the best person that they can be.  Our LCAP is a working document, and we are continually striving to add input from staff, students, and parents.  The results from the survey provide positive information demonstrating that we are on the right path. California Healthy Kids Survey Results 2017-18|Met||2018
38769190132159|OnePurpose|6|OnePurpose School (OP) ?is committed to ensuring a positive school culture and climate? and has developed Goal 3 of its Local Control and Accountability Plan (LCAP) to support this work. GOAL: ?OP believes a culture dedicated to community, diversity, rigor in all its forms, joy, grit, and a growth mindset is essential to student success. Toward that end, it holds the following goals: 1) The OP campus will be warm and welcoming in its physical appearance and in the interactions that take place within it. 2) OP students and families will feel welcome in the school, see their culture respected and reflected in the curriculum, and develop a shared ownership of the community. 3) OP students will develop the personal qualities necessary to go to and graduate from college, including grit, resiliency, and respect for diversity. 4) OP students, families, and staff share a belief and commitment that as citizens of the world, we all have a responsibility to make the world a better place together. ASSESSMENT: OP utilizes the following Local Indicators to evaluate progress: 1) Stakeholder satisfaction with the Physical Appearance, Student Interactions, and Attitude and Culture as measured by the research-based and nationally normed School Climate Assessment Indicators (SCAI) assessment, 2) Attendance Rate. RESULTS: 1) The SCAI data found high levels of satisfaction with Physical Appearance (Dimension 1) with average ratings of 4.37 by Families, 3.8 by Students (Grade 3 and up), and 3.16 by Staff; Student Interactions (Dimension 3) with average ratings of 4.31 by Families, 3.8 by Students (Grade 3 and up), and 3.39 by Staff; and Attitude and Culture (Dimension 7) with average ratings of 4.57 by Families, 3.59 by Students (Grade 3 and up), and 3.56 by Staff. Ratings of 3.5 or higher are correlated with increased academic achievement. 2) 81% of families attended their child’sPTC. 3) 80% of families attended one or more Family Learning Night. PROGRESS: OP engaged in specific ?actions, as detailed in the LCAP, that realized progress toward the goal. 1) Personal qualities were deliberately taught through Toolbox, with students regularly recognized for demonstrating Toolbox strategies and earning “Scholar Dollars” to use toward rewards and students weekly during “Scholar Shout-Outs.” Office referral data was tracked to determine when children are struggling. A socio-emotional screener was used to understand the challenges of students in need. 2) Deliberate community events were implemented to foster relationship between students, families, and staff including a whole school project, family events such as Black History and Hispanic Heritage Celebrations; a field trip to the Bayview Opera house; Book Nook tutoring for 20 students after school; and monthly Coffees with the Principal and OP Parent Group Meetings. 3) The Student Attendance Review Board (SARB) met weekly to monitor students at risk of truancy and provided student and family interventions as needed.|Met|While Suspension Rate is a state indicator, the work that OP completes in this area merits reporting. Due to a focus on social-emotional development, implementation of restorative practices, and strong parent-teacher relationships, OP continues to have a low suspension rate compared to similar schools. Personal qualities are highlighted and are a key area of focus during the school day, notably during Morning Meetings (start of day) and Closing Circles (end of day). Staff are trained on restorative practices and guide students in implementing these practices until students are able to implement themselves. The teaching staff also has a very high level of communication with parents on a weekly basis creating a strong bridge between school and home. These factors have contributed to a low suspension rate.|2018
49708706066344|Olivet Elementary Charter|6|"Olivet’s LCAP Goal 1 is to create a positive, learning-focused environment and culture for all students. Olivet has taken various steps to provide training and professional development in order to improve the school learning environment. The Quaglia My Voice Surveys (students, teachers and parents) indicated that: 27.3% of students in grades 3-5 reported that they ""feel important"" in their classrooms; 30% of students in grade 6 reported that they are ""a valued member of"" their school community; 40.5% of students in grades 3-5 reported that they are ""comfortable asking questions in class;"" and 37% of students in grade 6 reported that they are ""comfortable asking questions in class."" Olivet’s Healthy Kids Survey was administered during 2017-2018. Olivet attendance and truancy rates showed improvement as a result of more effective social emotional and behavioral intervention and strategies. Olivet attendance and truancy rates showed improvement as a result of more effective social emotional and behavioral intervention and strategies. As a result of student surveys, Olivet will continue to focus on school culture to reduce the number of behavior referrals to the office and support teachers in developing inclusive teaching strategies by increased counseling services and coaching. The number of students that were served by the Olivet afterschool program(s) increased, but the number of parent participation in truancy meetings remains a challenge."|Not Met||2018
43694270000000|East Side Union High|6|ESUHSD transitioned from the California Healthy Kids Survey, grades 9 and 11 to the Panorama Survey platform that allows the district to survey all students, staff, and parents.   Starting in 2018, ESUHSD will use the four areas of student climate reporting represented in Panorama:    School Connectedness Climate of Support for Academic Learning Knowledge and Fairness of Discipline Rules and Norms Safety    2017 Survey Results (All Grades) School Connectedness 52% Climate of Support for Academic Learning 69% Knowledge and Fairness of Discipline Rules and Norms 57% Safety 53%|Met||2018
37682210000000|National Elementary|6|In the 2017-18 California Healthy Kids Survey (CHKS) 49% of all 5th grade students at the National School District (NSD) participated in the survey during the month of February 2018.  The survey participants were asked to complete the “Core” Survey.   The percentage of males that participated was 51% and the percentage of females that participated was 49%.  This survey gauges student responses in four main areas:  School Engagement and Supports, School Safety, Disciplinary Environment and Lifetime Substance Use.  The data was compiled by WestEd and is submitted for district review, data analysis, planning and action.  The area of School Engagement and Supports indicate the following:   57% reported high average of school connectedness, 54% reported high average of academic motivation, 79% reported feeling safe at school,  87% indicated that students are treated with respect and only 15% indicated that they had experience in their lifetime an understanding of alcohol or drug substance use.  Of the students that participate in after school programs, 20% attend 5 days a week.   Most students feel supported in school, cared about by the adults in school, and that there are high expectations from the adults in school.  However, meaningful participation in school and academic motivation were on the moderate to low end of the scale.  Students indicated that they like to do things to be helpful at school and they want to be given more chances to engage in decision making at school, how to solve school problems and participate in more interesting school activities.  The NSD continues to work on promoting Positive Behavioral Intervention Supports (PBIS).  Eight of our schools have gained silver medal status and two schools gained bronze metal status for the 2017-18 school year from the PBIS California Coalition.  Restorative Practices continue to be a part of the culture of within the NSD as an integral part of conflict resolution. The NSD has also implemented a districtwide initiative with a focus on Social Emotional Learning (SEL) from Sanford Harmony as a part of our Multi-Tiered System of Support (MTSS).|Met|The California School Staff Survey (CSSS) is relevant to understanding the progress from the staff point of view and provided their input as to the climate related to the school community.  The CSSS survey provides information on the degree to which staff perceives that their school has a learning and working environment that is safe, supportive, caring, collegial challenging and engaging, with norms and standards that encourage academic, behavioral, social and emotional success.  As a result of the data, NSD will continue to discuss how we can reflect on the surveys and how to use the data generated to ensure that our programs evolve positively.|2018
19647330117846|Para Los Niños Middle|6|Para Los Ninos Charter Middle School administered student climate surveys using a questionnaire from a national vendor who has evaluated the questions for validity and reliability.  Overall, in 5 of the 5 topics (school teacher-student relationships, valuing of school, school belonging, school mindset and school engagement), when compared nationally, we scored below the national average, particularly in the area of school engagement.  This year, a lot of work is being done to both involved families more in the day-to-day activities of their child through systems like class dojo, more student community events are being planned, and a social emotional curriculum is being implemented. We expect our results to increase this school year.|Met||2018
13631980000000|Meadows Union Elementary|6|On the 2016-2017 school year Meadows implemented the Healthy Kids Survey.  We pulled data relating to school climate and the following were the results:83% of students perceived the school as safe or very safe. 47% of students stated that the school has high expectations for them. 33% of students felt they have caring adult relationships at school. 26% of students experienced chronic sadness/hopelessness.  Based on these results, the leadership team and the staff felt the need to address the areas of most need.  We are currently part of the MTSS grant and are already planning on addressing the whole child including social emotional area to ensure our students feel safe and welcome in our school.|Met||2018
29102980114314|Bitney Prep High|6|During the 2018-2019 School Year, as a part of our WASC Accreditation Self-Study, the staff at Bitney developed and administered a School Climate Survey that was given to both students and parents.  (This was in addition to the California Healthy Kids Survey that students and parents participate in each year.)  Full results of this survey can be found on the school website www.bitneyprep.net. Approximately 75% of our students participated in the survey leading to the conclusion that the results were a valid measure of student perceptions regarding the school climate.  Because of the relatively small number of students enrolled at Bitney it was not practical, or appropriate, to disaggregate the survey results.  Results of the survey were shared with the Charter Council, students, and parents in our school community.  When asked about how safe they feel at Bitney 32% of students reported that they felt extremely safe at school, 48% of students reported that they felt very safe, and 18% reported that they felt somewhat safe.  With well over 90% of our students reporting that they felt safe on campus the staff at Bitney views these results as clear evidence that we need to continue providing the kind of compassionate learning environment that has been established at our school.    There were also a number of other responses on the survey that indicated that students feel a high level of connectedness at school.  90% of students responded positively that Bitney students respect each other.  97% of students responded positively that teachers showed respect for students.  91% of students responded positively that students were disciplined fairly at Bitney.  These kind of results were found in virtually all of the prompts to which students asked to respond.  In each of the prompts 50% or more of the students reported “very” or “extremely” positively toward the school and the learning environment.  We feel that the results of the survey given during the 2017-2018 school year indicated that a strong majority of students at Bitney Prep High School feel safe and connected at school.|Met||2018
19647090100602|Lennox Mathematics, Science and Technology Academy|6|Lennox Academy continuously strives to promote a positive, supportive and engaging environment, conducive to learning by upholding its school motto/pillars of Familia, Ganas y Orgullo – Family, Desire and Pride. Overall, 95% of students reported to feel a positive connection to the school, as indicated by having a positive peer/adult relationship on campus, feeling happy at school, and/or a sense of belonging. Additionally, 80% of students reported to feel safe at Lennox Academy (16% neither agreed nor disagreed). 100% of staff agrees/strongly agrees that Lennox Academy is a safe place for students and a safe place to work. Furthermore, 99% of parents who participated also agreed that Lennox Academy is a safe school for their child to attend, that it provides opportunities for meaningful participation (95%), and has a supportive learning environment (98%).|Met|School wide discipline policies are founded upon the Character Counts Program. Teachers have established individual classroom management plans in accordance with Character Counts philosophies, and use the HERO system to track students’ progress. Concentrations are placed in redirecting behavior, allowing students to take responsibility for their actions and demonstrate self-control through good decision-making practices.|2018
27659950000000|Chualar Union|6|"Chualar Union School district administered a locally created survey. The target sample was 72 students in grades fourth and eight. The returned response rate was 95%. The survey was available in both languages; Spanish and English. Students in both grades responded to the survey on a paper hard copy. Our results serve to measure the district’s progress on state Priority Six, School Climate. Because it is our first year adopting this approach to monitor school safety and connectedness, the survey overall results for 2018 cannot be compared to those reported in 2016. Our respondents were 59% boys and 40% were girls. In the area of School Connectedness, an average of 84% of respondents answered: ""All of the time"" or ""Most of the time"" to the following question. 1) I feel close to people at school. 2) I am happy at this school. 3) I feel like I am part of this school. 4) Teachers treat students fairly at school. When asked about school safety, an average of 89% of students responded ""All of the time"" or “Most of the time” to the following questions 1) I feel safe at school. 2) I feel safe on my way to and from school. 3) I am nice to other students. Chualar Union School District will analyze and use these results to address key findings that need improvement. The district anticipates using the results of this survey as a baseline to compare to surveys in the future. Chualar Unified School district is committed to supporting students with both their academic and social emotional needs. The district has implemented Positive Behavior Intervention and Supports at school. Teachers are provided with professional development opportunities that support the implementation of positive instructional strategies that promote positive and safe learning environments for all students. The district will continue to provide these services and monitor their effectiveness."|Met||2018
09618380107227|Charter Montessori Valley View Campus|6|During the 2017-2018 school year, students of the Buckeye Union School District completed the California Healthy Kids Survey in grades 5 and 7. The survey will be administered again during the 2019-2020 school year. A summary of the findings may be found at the following links: Elementary: https://drive.google.com/file/d/0Bwc4oY0QOZXpcWxkTlhPa0FjUG1YcTdmM1dJeW04cUE1Rlpz/view?usp=sharing Secondary: https://drive.google.com/file/d/0Bwc4oY0QOZXpMndqWUluY1hzZURHSlBzV0hCLXA4dTdVTGo4/view?usp=sharing|Met|The results of the California Healthy Kids Survey demonstrate that the overwhelming majority of students in the Buckeye Union School District feel safe at school. Additionally, the overwhelming majority of students report feeling connected at school. The District operates from the philosophy that the work of promoting student connections to school and school safety must be continuously improved upon. As a result, we are engaged in the development of a Multi Tiered Systems of Support Model.|2018
58727360121632|Paragon Collegiate Academy|6|"Paragon Collegiate Academy's responses are as follows: 1.  DATA:  The results of the Parent/Guardian Survey reflect that 90% of Paragon's parents/guardians feel the our School Climate meets the standards. 2.  MEANING:  The survey reflects that Paragon's strengths is safety.  97.50% of Paragon's parents/guardians feel that their child is safe here at Paragon.  The survey also reflects that an area where improvement is needed is the staff of Paragon need to be more fair and consistent with their classroom discipline. 3.  USE:  As Paragon's Principal, we have focused our staff development on CONSISTENCY.  Whether it is discipline, school uniform requirements, or privileges that we as a staff need to more aware of consistency in anything we are doing because from the perspective of a parent we are not.  As a staff, we have revisited this at staff meeting and I'm giving feedback to staff when they are not being consistent.  It is my belief, based on observations, that it is the small things that the students are noticing and my staff wasn't even aware that they were doing it till pointed out to them.  RESULTS:  My staff and myself have heightened our awareness of ""consistency.""  I absolutely feel that Paragon Collegiate Academy is moving in right direction of resolving this concern."|Met||2018
09100900136036|John Adams Academy - El Dorado Hills|6|To gauge scholar perspectives on school climate, John Adams Academy asked scholars to complete the 2018-19 John Adams Academy - LCAP Scholar School Climate and Engagement Survey. The survey was offered online to scholars in grades 4 through 8 and was designed to assess scholar perspectives on school climate and connectedness. Results of the survey are used to inform updates to the LCAP and to assist leadership and administration in continuing to provide a collaborative and supportive environment. A summary of key findings for elementary are as follows:   • 94% of scholars surveyed responded that the Academy is a supportive and inviting place to learn.  • 88% of scholars stated they are taught self-governance and personal responsibility to help guide their actions  • 87% stated that adults at the Academy help scholars resolve conflict with one another.  • 93% of scholars stated that they are often rewarded for living the 10 Core Values.   A summary of key findings for middle school are as follows:   • 98% of scholars surveyed indicate that the Academy is a supportive and inviting place to learn.  • 70% of scholars stated that staff uses the core values to help resolve conflict between scholars. • 58% indicated that scholars are often rewarded for living the Core Values.   Themes for growth identified in the survey included scholar desire for more feedback on their test and assessments, being provided more information on the benefits of attending John Adams Academy - El Dorado Hills in the next grade span, and the need to finish the construction of the gym. Administration and leadership will continue to review the results of these surveys to inform local decision-making.|Met||2018
13632300000000|Westmorland Union Elementary|6|The survey was administered in grades 3-8.  The focus was to collect data in terms of school connectedness, school climate, and school violence.    The following results were obtained in grades 3-8: School Connectedness:  69.54 percent of the population reported that most of the time they felt that school staff and peers care for them and about their learning. Furthermore, 30.46 percent reported that sometimes they  that school staff and peers care for them and about their learning.   School Climate: 83.34 percent of the population reported that most of the time they felt the school was inviting, welcoming, supportive, and friendly.  16.66 percent reported that sometimes they felt the school was inviting, welcoming, supportive, and friendly.  School Violence:  In terms of the this criterion, students reported that they have learned the tools needed to stop bullying.  They have reported that want to continue receiving lessons to learn, through the use of role play, how to deescalate violent/bullying situations.  Data from these surveys have been used to develop training for stakeholder to learn how how to promote a positive climate.  The school focuses on providing monthly lessons that target relationship building, conflict resolution, and character education.  In addition to these services, we recognize students who are applying and promoting the concepts covered.|Met||2018
30664640124743|Oxford Preparatory Academy - South Orange County|6|Based on a survey of students, staff, and parents, the following areas of focus were determined:  Oxford Preparatory Academy will provide support systems for learning (during school day and after school) and will provide a safe school with a healthy climate where all students have the opportunity to achieve at high levels. Based on analysis of outcome data and stakeholder input, including results from parent and students surveys, teachers/administrative conferences, and conversations during the administrative team talk, the following needs were identified to ensure all students were physically and socially safe: A system of academic and social emotional support for all students Strategies for staff to support all behavior issues in a constructive, positive manner Strategies for classroom management Strategies for student engagement Protocols and training for playground proctors Parent/ student education classes on cyber bullying, social media, and drug awareness Expansion of clubs and activities to engage all students A clean and well-maintained facility A safe climate with an inclusive culture|Met||2018
19647330117895|Synergy Kinetic Academy|6|Synergy annually administers the Gallup student survey. The Gallup student poll measures students’ feelings toward Hope, Engagement, Entrepreneurial Aspirations, and Career/Financial Literacy. To measure students’ perceptions of school safety and connectedness, Synergy looks at the Hope and Engagement results. In 2017-18, Synergy students ranked their hope and engagement above the national average.|Met||2018
37683380119610|Gompers Preparatory Academy|6|At Gompers Preparatory Academy (GPA) the student, parent, teacher and staff  perception of a safe school climate is reflected through LCAP survey, which is administered annually. The survey was anonymous and completed by all students, parents, teachers, and staff in attendance. Per our 2018 LCAP Survey: approximately 82% of participants believe that GPA maintains a positive school climate (student sense of safety and school connectedness and reduced suspensions and expulsions). Approximately 84% believe that students are engaged as evidenced by high graduation rates and low drop-out rates and are provided with additional support, including technology when needed. Approximately 82% believe that GPA gives student access to core subjects that prepare them for high school graduation (i.e. English, math, social science, science, music, visual & performing arts, health, PE, and career/technical education). Approximately 85% believe that GPA communicates with parents and families and involves them in the life of the school community and its decisions. GPA is thrilled to see that not only are students thriving academically, but they feel supported and have a deep sense of belonging.|Met||2018
43771490137315|KIPP Navigate College Prep|6|At KIPP Navigate, we believe in an open door policy for our parents and families because a partnership between all parties will improve student learning. Each year, the parents, students and teachers are surveyed to gather important feedback on the climate of the school, including overall safety and connectedness. This survey is administered in January of each year and families are encouraged to participate over a 4 week period. We look forward to reviewing the responses in our first year of operation.|Met||2018
04755070000000|Gridley Unified|6|Students in grades 5, 7, and 10 were administered the California Healthy Kids Survey in spring of 2018. Due to changes in the way that data were reported from the 16-17 to 17-18 surveys, a direct comparison was not possible at all grade levels. However, despite this, several key findings emerged: Elementary students showed: Decreasing connectedness to school and staff in the past two years  Improved feelings of safety safety Less bullying from year to year Improvements in fairness of treatment with regard to discipline  Secondary students (middle and high school) show (compared to Grade 5): Decreased connectedness to their schools  Less connection to the adults at school Lower expectations by staff A decreased feeling of safety on campus Feelings that their schools are not clean or tidy Less bullying behaviors over time All students showed: Consistently low feeling of meaningful coursework These findings show that currently unexplored areas of growth are what students find to be meaningful and engaging, why they feel a lack of safety on campus, and why they perceive their campuses as less than clean and tidy. Some of these concerns have been addressed into the 18-19 school year through deeper training into trauma-informed classroom and school practice for teachers in elementary and middle school, implementation of redoubled efforts to bring multi-tiered systems of support to the elementary and middle school campuses to improve school culture and academic achievement, and work to improve the campus physical plants through improvements in buildings with replacement of aging portables and landscaping/hardscaping improvements.|Met||2018
54718370109009|Summit Charter Academy|6|The district conducted its own survey of students in grades 3-12 to ensure that all schools in the charter system are represented. 1.  The data from the student survey, along with the decrease in suspension rates, demonstrated that our campuses are considered to be safe by the majority of our student population.  The data also showed that the information varied depending on the time of year that it was administered with the district receiving more positive results in the spring than the fall.  As a result the district has learned that a later administration of the fall survey would yield different results as often times the issues that arose were with students who were new or unfamiliar with the campus and once the familiarity increased so did the positive feelings about the campus. 2.  In reviewing the data the district feels that it is critical that we continue to the push with the Multi-Tiered System of Supports (MTSS) to address the whole child rather than only the academic piece.  Additionally we've seen in the data that we need to continue building a strong positive culture at every campus.  One challenge seen in the data was that the questions in some instances did not provide the district with actionable data, so while informative in nature did not allow the district to address them as completely as we would have liked to be able to. 3.  As a result of the data the district has continued to expand the MTSS support across the district through hiring Psychologist interns and looking at programs to address social emotional health of students.  Additionally as a result of this survey the district will be redesigning the survey for the 18-19 school year to be able to better provide actionable data so that we can further adjust the programs and services that we provide to our students.|Met||2018
43104390106534|Bullis Charter|6|BCS administered a Panorama Education survey to its K-8 students in March, 2018. The results of this survey showed the following: 75% of students either strongly agree or agree that they feel safe at school. Additionally, 73% of students reported they liked their school, which promotes a sense of connectedness and belonging. 72% of students either strongly agreed or agreed they can overcome failure and learn from their mistakes, and 78% of student feel they are learning successfully. 67% of students either strongly agreed or agreed that they feel the staff treats them with respect. To address this, we will implement Second Step Curriculum, social emotional learning (SEL) K-8 in order to increase growth mindset, emotion management, and social connectedness.For the areas which are lower than others, we will work closely with both staff and students to increase access to support for all students. One such program is the mentoring program for seventh graders, which had a rating of 4.1 out of 5. This survey is administered every year and the results are used to impact the design and delivery of both academic and social emotional supports for all BCS students.|Met||2018
19101990115212|Magnolia Science Academy 2|6|Annually, MSA-2 conducts the CORE Districts survey instrument to students in grades 6-12, analyzes survey results such as participation rates and average approval rates for each topic and question on the survey, documents our findings (e.g., greatest progress and needs, comparisons with the prior year and CORE district results) and shares the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings. MSA-2 disaggregates the results by grade and student group and also uses open-ended questions to further understand students’ perceptions.  MSA-2 strives to improve our students’ perceptions of school safety and connectedness. In 2017-18, 89.0% of our students participated in the survey and their responses provided an average approval rating of 72% on the eight topics of the survey, with a rating of 65% on Topic 3 (Safety) and a rating of 50% on Topic 4 (Sense of Belonging / School Connectedness). Based on student feedback, student facilities posed a concern during the previous academic year which contributed to a decreased sense of belonging and school connectedness.  To address this concern, student restrooms were improved this year to include upgraded lock systems in the stalls, seat covers, paper towel dispensers, as well as to renovate some of the stalls which were in disarray.  Further, this year, we expanded the athletic facilities which students are able to utilize during our Physical Education program to incorporate more days on the co-location facilities.  The goal of these changes is to create an increased sense of connection to the school and belonging.  In addition, to help students cope with Social Emotional needs, we hired a full-time psychologist and counselor who helps students cope with issues which are causing them to not feel a sense of belonging.   To support students’ concern about a lack of school safety, this year, we implemented a walkie talkie system for a more efficient communication between school administration and supervision staff.  Additionally, we placed large banners in front of the school on the Victory Blvd. entrance to school to help block the visibility of the students at the entrance to campus from the outside passers by and increase students’ privacy and sense of security.  Further, we implemented a monthly K9 search calendar to help increase student safety related to banned substances on campus.   Moreover, we submitted a proposal to our MPS Board of Directors which was approved granting us the ability to expand school surveillance cameras to include a video monitoring system inside classrooms in collaboration with LAUSD and LACOE.|Met|Stakeholder voices (i.e., voices of our students, families, staff, and other school community members) play a powerful role in helping us learn how to improve our teaching, leadership, and other school practices. Surveys have been the primary means of collecting student, family, and staff opinions about what we are doing great and should keep doing, and what are areas for improvement so we can continue to provide our students with the best quality education. MSA-2 uses an online platform to provide students, families, and staff with groups of questions that measure their perceptions of teaching and learning, as well as their perceptions of school climate and students’ own strengths and weaknesses. MSA-2 uses the CORE survey instrument for school climate indicators which include the following four topics for students, families, and staff: Topic 1: Climate of Support for Academic Learning; Topic 2: Knowledge and Fairness of Discipline, Rules and Norms; Topic 3: Safety; Topic 4: Sense of Belonging (School Connectedness). In a separate survey students are also asked questions in additional four topics which include indicators for social-emotional competencies: Topic 5: Growth Mindset; Topic 6: Self-Efficacy; Topic 7: Self-Management; Topic 8: Social Awareness. Annually, we analyze survey results and share the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings.|2018
07617050000000|Knightsen Elementary|6|"For the 2017/18 school year the California Healthy Kids Survey were issued to Secondary Students and Staff.  82% of the staff responded that they Agree/Strongly Agree that the learning environment is Supportive and Inviting.  63% of the staff responded that they Agree/Strongly Agree that they set high Academic Standards for Performance for All Students. 82% of the staff responded that they Agree/Strongly Agree that the School Ensures a Safe and Supportive Environment.  87% average number of 7th and 8th grade students who responded ""A little true"", ""Pretty much true"" or ""Very much true"" that they have a caring adult on campus who really cares about them. 85% average number of 7th and 8th grade students who responded ""A little true"", ""Pretty much true"" or ""Very much true"" that they have a caring adult on campus notice when they are not there. 87% average number of 7th and 8th grade students who responded ""A little true"", ""Pretty much true"" or ""Very much true"" that they have a caring adult who listens to them when they have something to say."|Met||2018
54718370000000|Burton Elementary|6|The district conducted its own survey of students in grades 3-8 as the only high school is the Charter which is reported separately. 1.  The data from the student survey, along with the decrease in suspension rates, demonstrated that our campuses are considered to be safe by the majority of our student population.  The data also showed that the information varied depending on the time of year that it was administered with the district receiving more positive results in the spring than the fall.  As a result the district has learned that a later administration of the fall survey would yield different results as often times the issues that arose were with students who were new or unfamiliar with the campus and once the familiarity increased so did the positive feelings about the campus. 2.  In reviewing the data the district feels that it is critical that we continue to the push with the Multi-Tiered System of Supports (MTSS) to address the whole child rather than only the academic piece.  Additionally we've seen in the data that we need to continue building a strong positive culture at every campus.  One challenge seen in the data was that the questions in some instances did not provide the district with actionable data, so while informative in nature did not allow the district to address them as completely as we would have liked to be able to. 3.  As a result of the data the district has continued to expand the MTSS support across the district through hiring Psychologist interns and looking at programs to address social emotional health of students.  Additionally as a result of this survey the district will be redesigning the survey for the 18-19 school year to be able to better provide actionable data so that we can further adjust the programs and services that we provide to our students.|Met||2018
19647330133272|PUC Triumph Charter Academy and PUC Triumph Charter High|6|PUC Triumph Charter Academy and PUC Triumph Charter High School conducts an annual student survey.  The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety.  Safety was added in 2017-18 to align with the CA State Priorities.  Each teacher and every grade level is surveyed.  Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: PUC TCA: CAPTIVATE:  My teacher makes learning enjoyable =68% CARE:  My teacher in this classroom makes me feel that really cares about me =72% CARE:  My teacher really tries to understand how students feel about things =66% CONFER:  My teacher respects my ideas and suggestions =77% CONFER:  My teacher wants us to share our thoughts =77% CONSOLIDATE: My teacher checks to  make sure we understand what s/he is teaching us =81% CONTROL:  Student behavior in this class is under control  =65% SAFETY:  I feel that my teacher will address situations of harassment, teasing…=84% PUC TCHS: CAPTIVATE:  My teacher makes learning enjoyable =73% CARE:  My teacher in this classroom makes me feel that really cares about me =73% CARE:  My teacher really tries to understand how students feel about things =73% CONFER:  My teacher respects my ideas and suggestions =80% CONFER:  My teacher wants us to share our thoughts =78% CONSOLIDATE: My teacher checks to  make sure we understand what s/he is teaching us =81% CONTROL:  Student behavior in this class is under control =79% SAFETY:  I feel that my teacher will address situations of harassment, teasing…=84%  PUC TCA received an overall score of 4.14 of 5.  Focus for PUC TCA continues to be to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.    PUC TCHS received an overall score of 4.22 of 5.  Focus for PUC TCHS continues to be on differentiating to meet the needs of all learners while pushing students to take responsibility and initiative for creating a culture of scholarliness in and out of the classroom.|Met||2018
04615316112585|HomeTech Charter|6|A survey was given to our students (grades K-12) and parents during the 2015 school year.  The following notes were shared with our stakeholders.  Student Survey Notes • Being successful here – there was only one person who said no. (Many students must not have felt successful at previous schools) • My teachers are accessible for questions and concerns. (At other schools, teachers are not as available) • Some students don’t access aeries on a regular basis. Staff discussed that elementary students don’t get on aeries • My teachers have a strong knowledge of the curriculum. (No disagreements) • I feel safe at HomeTech – (100%) • The website is useful and helpful (perhaps website is under utilized). Maybe we could add some mobile links • Classes on campus help me  • Counseling services- 34 don’t know • Interactions with Teachers in general- awesome • Support staff- we have great ones • I feel welcome and respected at HTC (Danielle has a great warm welcoming smile that greets the kids) • Success class- perhaps reword the question- that it exists and is available. Some students don’t use the success classes. • Academic success with success class data • Strike 2? Maybe they need to be required to go to success classes.  Parent Survey Notes • My student’s teachers are accessible for questions and concerns (Huge for parents to feel like they can contact their kids teachers). • The number of parents using aeries (Impressed by how many parents are using it). • Hometech is helping with career options (there were a lot of I don’t knows. They were most likely elementary. Maybe we have a different survey for elementary and secondary students). o begin pathways in elementary- according to our vision. • I feel encouraged and supported by teachers and staff-(huge number agree) • My student has access to a computer (Many DO!). • Safe (Parents are sending kids because they feel that their kids are safe) • Majority of the comments are extremely positive. • Positive perception that we are in constant communication- Teachers are accessible for questions and concerns. • Success classes- 42 parents think their kids use it, however only 23 kids say they do. (Maybe have parents sign kids up for success) • Comments- Many parents must have had their kids bounce around for so many reasons, yet they “fit” here at HTC. This is a big spot socially for these kids. They don’t have many other social interaction opportunities.  HomeTech understands that a more structured tool and process will be necessary to meet the requirements for this priority.  We plan to begin using the Healthy Kid's Survey for this purpose in the future.|Met||2018
38771310137307|KIPP Bayview Elementary|6|At KIPP Bayview Elementary, we believe in an open door policy for our parents and families because a partnership between all parties will improve student learning. Each year, the parents, students and teachers will be surveyed to gather important feedback on the climate of the school, including overall safety and connectedness. This survey is administered in January of each year and families are encouraged to participate over a 4 week period. We look forward to reviewing the response in our first year of operation.|Met||2018
19647330133280|PUC Nueva Esperanza Charter Academy|6|PUC Nueva Esperanza Charter Academy conducts an annual student survey.  The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety.  Safety was added in 2017-18 to align with the CA State Priorities.  Each teacher and every grade level is surveyed.  Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: CAPTIVATE:  My teacher makes learning enjoyable =76% CARE:  My teacher in this classroom makes me feel that really cares about me =79% CARE:  My teacher really tries to understand how students feel about things =77% CONFER:  My teacher respects my ideas and suggestions =83% CONFER:  My teacher wants us to share our thoughts =81% CONSOLIDATE: My teacher checks to  make sure we understand what s/he is teaching us =88% CONTROL:  Student behavior in this class is under control =67% SAFETY:  I feel that my teacher will address situations of harassment, teasing…=88%  PUC NECA received an overall score of 4.28 of 5.  Focus for PUC NECA continues to be to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.|Met||2018
41688740000000|Brisbane Elementary|6|Overall, students felt that the school is a friendly environment and were satisfied with the safety of the school. Approximately 75% of respondents were satisfied with tolerance of differing ethnicities, religions and sexual orientations, and only 50% were satisfied with school bullying prevention programs. There was not a distinguishing pattern amongst the student responses as we have such small numbers of students at each grade.  Students were also asked to rate their connectedness to the school in general, to staff, and to their peers. The responses to this portion varied enough to signal a misinterpretation of the question and/or a poorly written question. This will be re-phrased for the next survey.  The District places an emphasis on its Life Skills program, that teaches qualities such as fairness, consideration, flexibility, curiosity, and friendship. The District has also implemented a Toolbox program at the elementary schools that teaches students social and emotional skills such as resiliency, self-management, and responsible decision-making. As this program takes root, we expect that there will be a greater feeling of tolerance within the school sites as well as a higher level of connectedness amongst the student body.|Met||2018
19647336120489|Para Los Niños Charter|6|Para Los Ninos Charter Elementary School administered student climate surveys using a questionnaire from a national vendor who has evaluated the questions for validity and reliability.  Overall, in 3 of the 5 topics (school teacher-student relationships, valuing of school, school belonging), when compared nationally, we scored well above the national average.  In the remaining two areas, school engagement and school mindset, we also scored above the national average.  We will continue to implement programs that encourage collaboration, positive school culture, and social emotional learning, as we believe the work that has been done this year has attributed to these results.|Met||2018
19647330122606|PUC Lakeview Charter High|6|PUC Lakeview Charter High School conducts an annual student survey.  The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety.  Safety was added in 2017-18 to align with the CA State Priorities.  Each teacher and every grade level is surveyed.  Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: CAPTIVATE:  My teacher makes learning enjoyable =69% CARE:  My teacher in this classroom makes me feel that really cares about me =77% CARE:  My teacher really tries to understand how students feel about things =74% CONFER:  My teacher respects my ideas and suggestions =84% CONFER:  My teacher wants us to share our thoughts =84% CONSOLIDATE: My teacher checks to  make sure we understand what s/he is teaching us =83% CONTROL:  Student behavior in this class is under control =78% SAFETY:  I feel that my teacher will address situations of harassment, teasing…=89%  PUC LCHS received an overall score of 4.25 out of 5. Focus for PUC LCHS continues to be to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in refinements to the Pyramid for Behavior Intervention.|Met||2018
36679343630761|Excelsior Charter|6|Excelsior Charter Schools (ECS) administers an internally developed school survey annually to students in order to measure school safety, climate, and connectedness. The survey was developed with the input of all stakeholders and is modified as necessary to meet the needs of the school community. The survey results are shared with the ECS Governing Board annually. Survey results are used to assist ECS with strategic planning and to inform the school's annual LCAP update.|Met|1014 students responded to the 2017-18 school survey. Key findings related to school safety and connectedness are as follows: 95% of students indicated they felt safe on campus. 89% of students indicated they would recommend ECS to other students. 85% of students indicated that they could express their concerns and feel that staff and administration would listen and respond. 91% of students indicated that ECS is preparing them for life after high school. 94% of students indicated that their teacher shows concern for them as a person. 93% of students indicated that ECS teachers want students to be successful and reach their potential.|2018
01612590115238|ARISE High|6|ARISE is committed to to ensuring a positive school culture and developed Goal 2 of its Local Control and Accountability Plan (LCAP) to support this work. GOAL: The ARISE community will nurture, train, and discipline our entire school to embody our core values of respect, persevere, build, and lead. ACTIONS: ARISE engages in the following actions to support this goal: 1) Utilize a variety of structures including Advisory, RISE Up Assemblies, and Student Leadership to create a positive school climate and to guide a personal development process that helps students embody ARISE’s core values; 2) Codify a school-wide discipline praxis that supports students in expressing ARISE core values; 3) Case manage student progress through the academic and personal development process using the structures of Advisory and Coordination of Services Team; 4) Hold regular Student Engagement Committee meetings to engage absentee students and students at risk of becoming absentees. ASSESSMENT: ARISE utilizes the following Local Indicators to evaluate progress toward this goal: 1) Stakeholder satisfaction with the school culture as measured by the research-based and nationally normed School Climate Assessment Indicators (SCAI), 2) Attendance rate as an indicator of engagement (in addition to state indicators of chronic absenteeism, suspension, and expulsion). ANALYSIS: On the baseline administration of the SCAI,  survey, parents rated school climate at 4.42 while students rated it at 3.65 on a scale of 1 - 5. A rating of 3.5 or higher is correlated with increased achievement rates. The school has a high attendance rate of 95.1%, in addition to decreasing its chronic absenteeism rate by -2.2% and maintaining a low suspension rate of 6.4%. There were no expulsions.The school will continue efforts, as detailed below, to cultivate a strong school culture. 2017-18 PROGRESS: ARISE achieved progress in this goal area as follows: 1) CORE VALUES - A unified vision of what the core values mean and look like was promoted across stakeholder groups: students, families, and staff. This shared understanding and vision led to consistency in how expectations were held across classrooms, the school, and external settings. This in turn supported buy in, with all stakeholders on same page about what the ARISE community values; 2) RELATIONSHIP - Strong relationships were developed between teachers and students, both in classrooms and Advisory, in which students are known well academically, socially, and emotionally; and 3) VOICE AND AGENCY- Increased voice and ownership was promoted at the student level, through Advisory and Student Leadership.|Met||2018
19645350000000|El Segundo Unified|6|El Segundo Unified School District measures school climate with many informal measures on an ongoing basis. For metrics to analyze and report each year, every school surveys its students annually in the spring. Through this survey we measure student perceptions of school safety and connectedness. In 2017-2018, 87% (5th Grade), 79% (6-8) and 80% (9-12) indicated they feel safe at school. While student perceptions of school connectedness were 98% (5th Grade), 97% (6-8) and 81% (9-12).  Based on the results we implement programs to help students feel safe and connected at school so they can learn.  Some of the programs implemented were WEB (Where everyone belongs)  at the middle school, LINK Crew at the high school and CAT (Conflict Action Team)  teams at the elementary for peer support.|Met||2018
31668520109827|Newcastle Charter|6|The goal for students to continue to demonstrate strong resiliency in making appropriate decisions is a constant and active goal for the district.  Student survey results from the California Healthy Kids Survey indicated 38% of 5th graders and 46% of 7th graders feel strong school connectedness.  This established a baseline to use in comparing future years.  Also, student survey baseline information was established through the California Healthy Kids Survey and indicated that 68% of 5th graders and 81% of 7th graders found that school was perceived as safe or very safe.  When those results are reviewed, there are obvious needs for growth evident in the area of school connectedness among students.  In the area of feeling safe, a strong percentage of older students are perceiving the school as safe or very safe, but there is still room for improvement with this data.  The younger students indicated a significant gap in how many students we want to see the school site as safe and how many are reporting that they actually do.  To help close the gap between desired results and student feedback, there has been emphasis put on culture and safety.  The district will gather a greater level of feedback from students instead of using solely the CHKS as a source of data, and it will gather data from more than two grade levels.  Implementation and growth of the school PBIS program is important for staff and for students to help develop a climate of fairness and respect.  A Social-Emotional Learning curriculum has been put in place at all grade levels to address and instruct in areas of belonging, bullying, safety, and emotional regulation and this program is too new to gather solid results.  And finally, the district is taking steps towards improving culture on campus as there were strong indicators in survey results that revealed this as an area of need for staff, students, and parents.  Culture is embedded in the school climate and with positive improvements to the culture, there should be a direct correlation to positive improvements in the school climate.|Met|Not applicable.|2018
19647330102442|PUC Lakeview Charter Academy|6|PUC Lakeview Charter Academy conducts an annual student survey.  The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety.  Safety was added in 2017-18 to align with the CA State Priorities.  Each teacher and every grade level is surveyed.  Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: CAPTIVATE:  My teacher makes learning enjoyable =80% CARE:  My teacher in this classroom makes me feel that really cares about me =81% CARE:  My teacher really tries to understand how students feel about things =79% CONFER:  My teacher respects my ideas and suggestions =83% CONFER:  My teacher wants us to share our thoughts =84% CONSOLIDATE: My teacher checks to  make sure we understand what s/he is teaching us =86% CONTROL:  Student behavior in this class is under control =72% SAFETY:  I feel that my teacher will address situations of harassment, teasing…=84%  PUC LCA received an overall score of 4.31 out of 5. Focus for PUC LCA continues to be to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.|Met||2018
30666216085328|Santiago Middle|6|Established in 1995, Santiago Charter Middle School (Santiago) is Orange County’s oldest charter, and with almost eleven hundred students and seven feeder elementary schools, one of the most established charter schools in the state. Santiago’s vision, which is to be, “a middle school that supports all aspects of a student’s life and [that] ensures each student is engaged in exploratory experiences to further prepare them for college and career readiness,” remains at the core of all our actions as our stakeholders recognize and value that middle school must provide opportunities for students to engage in and explore diverse opportunities in an environment safe for risk-taking and mistakes. This exploratory pillar is in the culture of the school and directly results in students, every day, finding their passion in school and life.  Santiago staff utilizes a Multi-Tiered System of Support (MTSS) to support all learners. The MTSS for Santiago includes academic and social supports ensuring students are engaged and have access to schoolwide intensive interventions when required. Tier One Universal Instruction, as provided to all students, includes GLAD strategies, Project-Based Learning opportunities, Digital Engagement, Workplace Learning and further opportunities to strengthen college and career ready skills. Tier Two strategies, available for the 15% to 20% of students who need support beyond Tier One, includes support classes (e.g., Social Skills), free afterschool tutoring with faculty and undergraduates from local universities, a built-in “FREE” tutorial period throughout the day (see video link), Daily-5 inspired differentiated groups in class, and other targeted intervention strategies. For the approximate 5% of students who need academic support beyond Tier Two, Tier Three academic support includes Saturday Academic Enrichment, AVID, Advanced Geometry for GATE identified students, differentiated and prescriptive online tutorial programs through ALEKS, Scholastic, and Read-180 as well as other individualized support. With 100% promotion rate to high school, Santiago is proud of a culture that supports every single learner who walks through the door.|Met||2018
56724700000000|Mesa Union Elementary|6|The Mesa Union School District administered the YouthTruth survey to students in the 2017-2018 school year. The survey provides a valid measure of perceptions of student engagement, relationships with peers, relationships with teachers, academic rigor and overall school culture. 92% of students enrolled in the District in grades 5 through 8 completed the survey. Mesa Union's survey results, as compared to similar schools throughout the country, scored above the national average in the area of student engagement (59% vs. 55%), peer relationships (55% vs. 46%), and school culture (38% vs. 36%). Relationships with teachers and academic rigor mirrored the national average 46% and 67% respectively. Additionally, Local Control Accountability Plan survey results indicate that 85% of Mesa Union families feel that the District provides a welcoming and safe learning environment a 12% increase from the previous year.  Finally, the District also administered the California Healthy Kids Survey to students in grades 5 and 7.  Results indicate that 68% of students feel connected to school; 55% of students report that they maintain caring relationships with adults; and 48% of students report they feel safe at school. During the course of the 2017-2018 school year the District's appointed Middle School Task Force evaluated and made recommendations to the Superintendent on how to strengthen Mesa Union's middle school program and enhance student and family experiences within the District. Recommendations included:  * Rewrite/Update Jr. High Handbook to reflect discipline, academics, and     social-emotional supports and policies under the MTSS umbrella * Implement CHAMPS, a classroom and schoolwide management system to    develop an instructional structure in which students are responsible,    motivated, and highly engaged in the specific task at hand.  The students,    teachers, staff, and school will speak a common language, have common    procedures, and have common expectations across all grade levels.   Increase supervision * Add cameras on the school buses for the protection of both the drivers and    the students.  Professional development for bus drivers aligned with CHAMPS    and California's Multi-tiered System of Supports Framework. * Add Cameras in high traffic areas like hallways and breezeways in the middle    school. * Administer the Youth Truth climate survey in grades 5, 6, 7, and 8 annually. * Increase counseling support from current 1.25 days/week to 2 days/week. * Develop a ”School Within a School” lunch period for 6th graders apart from    the 7th and 8th grade lunch period. * Provide a Sixth Grade Parent and Student Orientation in August before the    start of school.    As of the fall of 2018, the District has and/or is in the process of implementing    all of the Taskforce recommendations.    In the fall of 2018, Mesa Union School has began implementing|Met||2018
19647330126193|Citizens of the World Charter School Mar Vista|6|The results of the 17-18 family survey show that 63% of families agreed/strongly agreed that their child's school is safe. In addition, 90% of families felt inspired by the school’s mission and values while 72% of families felt that the school is realizing its mission and core values.|Met||2018
29663730000000|Pleasant Ridge Union Elementary|6|PRUSD will engage in a multi-grade level new baseline California Healthy Kids Survey in 2018-19 to align with our LCAP/LCFF work, In 2017-18 PRUSD also administered a district-wide survey that measured parent satisfaction in the areas of academics, culture, and safety.  Among the items in this student survey is an item on School Safety measured via several questions regarding student perceptions of disrespect on their campus, physical fights, bullying, worrying about violence, getting help from adults and fair treatment by adults. The average responses of 7th-grade students as they felt students were more engaged at school with fewer unsafe acts took place on campus.  The overall School Climate Index continues to decrease.  PRUSD will take a deeper dive into the data to see what should be addressed as two of the subscale have an inverse outcome and speak highly of a positive culture.  With 2018-19 as the first year of the administration of the CaHKS Pleasant Ridge Union School District elementary schools will expect that students will become acclimated to the constructs and questions in the survey. Additionally, key district initiatives reported about and discussed at Board meetings include an implementation Opportunity Centers; Behavioral, Socio-Emotional Learning, and Intervention; Positive Behavioral Intervention and Supports (PBIS); and the continuous development of the Attendance, Truancy and Behavior Specialists. All of these are intended to positively influence school climate and improve safety and well being on PRUSD campuses.|Met||2018
19647330129593|PUC Inspire Charter Academy|6|PUC Inspire Charter Academy conducts an annual student survey.  The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety.  Safety was added in 2017-18 to align with the CA State Priorities.  Each teacher and every grade level is surveyed.  Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: CAPTIVATE:  My teacher makes learning enjoyable =71% CARE:  My teacher in this classroom makes me feel that really cares about me =78% CARE:  My teacher really tries to understand how students feel about things =75% CONFER:  My teacher respects my ideas and suggestions =81% CONFER:  My teacher wants us to share our thoughts =80% CONSOLIDATE: My teacher checks to  make sure we understand what s/he is teaching us =83% CONTROL:  Student behavior in this class is under control =63% SAFETY:  I feel that my teacher will address situations of harassment, teasing…=80%  PUC ICA received an overall score of 4.25 out of 5. Focus for PUC ICA continues to be to ensure that  strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.|Met||2018
01612590106906|Bay Area Technology|6|In the past Bay Area Technology School has not done parent or student surveys. This year both will be given to help better understand the climate of the school and will result in areas that will be targeted for response.  This data will be used as baseline information so that growth can be measured moving forward through the LCAP.  Some key take-aways from formal and informal conversations with staff, students and parents, that are in alignment with LCAP goals and data reporting, are as follows:  1) Professional development/parent education is an area of need; 2) More focus is needed in the area of parent outreach and support 3) baseline data from the California Healthy Kids Survey or a similar survey will be established this year as it has not been done for at least two years, but the students report via informal conversations, that student feelings of connectedness is not high, in part due to the large turn-over of both staff and students nature of the school program and their feelings of not having a voice in the selecting/development of activities and classes, but more strategies and emphasis will be put into developing program components to help students feel more connected to the school and their peers, and have a voice in the activities and events.Final key ideas coming out of the discussions showed a need for full implementation of no-tolerance policies for bullying and harassment at all grade levels, and an increase in support services to ensure safety and appropriate levels of support for students and staff. New surveys will be given to students prior to January 15, 2019 and parent and community surveys will come out around March of 2019 with additional strategies implemented to increase parent participation.|Met|Bay Area Technology School has experienced a huge turnover in both staff and students in the past two years. As a result, data from prior years is not necessarily applicable to the current situation. The school is working on addressing this issue and providing stability to all through a stronger and more collaborative leadership team and the development of policies to support student safety and success.|2018
31669510135871|John Adams Academy - Lincoln|6|To gauge scholar perspectives on school climate, John Adams Academy asked scholars to complete the 2018-19 John Adams Academy - LCAP Scholar School Climate and Engagement Survey. The survey was offered online to scholars in grades 4 through 7 and was designed to assess scholar perspectives on school climate and connectedness. Results of the survey are used to inform updates to the LCAP and to assist leadership and administration in continuing to provide a collaborative and supportive environment. A summary of key findings for elementary are as follows:   • 94% of scholars surveyed responded that the Academy is a supportive and inviting place to learn.  • 91% of scholars stated they are taught self-governance and personal responsibility to help guide their actions.  • 82.6% agree that adults at the Academy help scholars resolve conflict with one another.  • 78% of scholars stated that they are often rewarded for living the 10 Core Values.   A summary of key findings for middle school are as follows:   • 83% of scholars surveyed indicate that the teachers and staff model the 10 Core Values. • 75% of scholars stated that adults at the academy treat all scholars with respect.  • 92% of scholars indicate that teachers expect high standards of excellence from all scholars.|Met||2018
19647330112235|Los Feliz Charter School for the Arts|6|"In the spring of 2018, students in grades K-5 completed a non-published student survey designed to inform school administration about student concerns, specifically as they related to school climate, physical safety, and response to school shootings.  The prompts regarding safety in school that students responded to included questions about worries and fears; LFCSA strengths; and school problems and solutions. Qualitative findings included a strong sense of staff empathy and understanding of students; concerns about student meanness/unkindness; discipline by teachers is respectful; rough play on playground; teachers and staff promote a safe environment for student self-expression; and concerns regarding school shootings (the timing of this survey was soon after the Parkland shootings).  Student concerns were assessed by school leadership and findings informed investments in student support services for the 2018-2019 school year, including greater attention to playground interactions with a focus on trained, identifiable adult supervision and implementation of a ""quiet zone"" in the school auditorium; increased staff for the school's Social-Emotional Learning team; and continued refinement to the school’s implementation of lockdown drills. LFCSA’s School Site Council is currently investigating the most relevant formal student survey template for implementation in the 2018-2019 school year."|Met||2018
39103970121723|San Joaquin Building Futures Academy|6|The survey regarding local climate and perceptions of school safety seemed to indicate a strong agreement that Building Futures Academy has made safety a top priority.  93% of students and parents surveyed strongly agreed, agreed or were neutral in their belief that school is a safe place to learn.  Only 7% strongly disagreed or disagreed that school was safe.  Further, respecting the differences of others appeared to be appreciated and an acceptable norm at BFA.  94% of parents and students surveyed strongly agreed, agreed, or neutral regarding the school respecting all cultures and diversity of students.  Students were surveyed in each grade span.  Although the number of students taking the survey was small because the program is small in numbers. Students overall felt strongly that their schools were safe. It is recommended that BFA staff and students review these topics (climate safety and diversity) in more depth including providing support to the site if a student reports not feeling safe or has concerns about how students may be treated based with respect to culture or diversity.  Additional professional development in these areas will enhance teacher and staff response to a positive and safe school environment.|Met||2018
19647336116750|PUC Community Charter Middle and PUC Community Charter Early College High|6|PUC Community Charter Middle and Early College High School conducts an annual student survey.  The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety.  Safety was added in 2017-18 to align with the CA State Priorities.  Each teacher and every grade level is surveyed.  Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: PUC CCMS: CAPTIVATE:  My teacher makes learning enjoyable =77% CARE:  My teacher in this classroom makes me feel that really cares about me =81% CARE:  My teacher really tries to understand how students feel about things =77% CONFER:  My teacher respects my ideas and suggestions =83% CONFER:  My teacher wants us to share our thoughts =83% CONSOLIDATE: My teacher checks to  make sure we understand what s/he is teaching us =88% CONTROL:  Student behavior in this class is under control =69% SAFETY:  I feel that my teacher will address situations of harassment, teasing…=88% PUC CCECHS: CAPTIVATE:  My teacher makes learning enjoyable =70% CARE:  My teacher in this classroom makes me feel that really cares about me =75% CARE:  My teacher really tries to understand how students feel about things =73% CONFER:  My teacher respects my ideas and suggestions =83% CONFER:  My teacher wants us to share our thoughts =84% CONSOLIDATE: My teacher checks to  make sure we understand what s/he is teaching us =82% CONTROL:  Student behavior in this class is under control =76% SAFETY:  I feel that my teacher will address situations of harassment, teasing…=85%  PUC CCMS received an overall score of  4.35 of 5.  Focus for PUC CCMS is ensuring strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.    PUC CCECHS received an overall score of 4.22 of 5.  Focus for PUC CCECHS is the professional development for teachers to design rigorous and culturally responsive learning experiences as well as a focus on positive relationships among all stakeholders.|Met||2018
09618380000000|Buckeye Union Elementary|6|During the 2017-2018 school year, students of the Buckeye Union School District completed the California Healthy Kids Survey in grades 5 and 7. The survey will be administered again during the 2019-2020 school year. A summary of the findings may be found at the following links: Elementary: https://drive.google.com/file/d/0Bwc4oY0QOZXpcWxkTlhPa0FjUG1YcTdmM1dJeW04cUE1Rlpz/view?usp=sharing Secondary: https://drive.google.com/file/d/0Bwc4oY0QOZXpMndqWUluY1hzZURHSlBzV0hCLXA4dTdVTGo4/view?usp=sharing|Met|The District operates from the philosophy that the work of promoting student connections to school and school safety must be continuously improved upon. As a result, we are engaged in the development of a Multi Tiered Systems of Support Model.|2018
37681630000000|Julian Union Elementary|6|We administered the California Healthy Kids Survey (CHKS) last school year to grades 5 and 7. We have not received the results yet, but plan to establish baseline data with the results.|Met||2018
01612590108944|Lighthouse Community Charter High|6|At Lighthouse Community Charter High School, we administer portions of the School Climate Assessment Instrument (SCAI) each spring. Specifically, we look at the portions related to Student Interactions and Attitude and Culture to assess student connectedness to school and school safety. During the 2017-18 school year, 50% of students (145 students) in in 9th-12th grades completed the survey. Overall, 37% of responses to student culture questions were rated positively, and 47% were neutral, for a total of 84%. Strengths were around student safety, with 50% positive and 44% neutral responses, and teacher high expectations for students, with 45% positive and 46% neutral responses. There were no significant gaps between different ethnic groups’ responses, and English Learners rated school climate slightly higher than students as a whole. Areas for growth were around school pride, where only 24% of responses were positive, 50% neutral, and 25% negative; and the related question around student attendance at events, with 27% positive responses, 55% neutral, and 18% negative. In response to this data, the high school has focused this fall on student culture building, implementing events to build student spirit and sense of community across the school. While it is still early, we are hopeful that this year’s survey results will show growth in student sense of school pride and connection.|Met||2018
43694500121483|Alpha: Cornerstone Academy Preparatory|6|Twice per year Alpha Public Schools administers the student culture survey which assesses all Alpha students on multiple measures of satisfaction and student learning.  The questions are broken down into three categories assessing whether students are Safe, Known, and Challenged.  Results are used to target resources to students and teachers who are most in need of support.|Met||2018
41690216112213|San Carlos Charter Learning Center|6|CLC administers a Learner Satisfaction Survey every year (and a parents survey every other year), in collaboration with the Survey Research Institute at Teachers College, Columbia University, to measure a variety of factors. The most recent survey was administered in Spring 2018. Several questions are asked about School Culture and Environment. In 2018, 94% of the learners surveyed agreed that they felt safe at school. Similar to responses in 2017, learners agreed with most of the positive indicators of school culture. 93% of learners agreed that SCC taught them to care about others and treat them with respect and agreed that they wanted to stay at SCC until they graduated from the 8th grade (92%). Similarly, 83% of the learners agreed that the school helped them resolve conflicts with each other. Of the learners that responded to the question , 84% preferred SCC to their previous school. On a higher level, we summarized the responses from the learners' open comments where they discussed either school strengths or provided suggestions. Nearly two-thirds of all comments noted the school strengths (66%), while approximately one-third of all comments were suggestions for improvement (34%).|Met||2018
01612590134015|Lodestar: A Lighthouse Community Charter Public|6|In grades 3-8, we administer portions of the School Climate Assessment Instrument (SCAI) each spring. Specifically, we look at the portions related to Student Interactions and Attitude and Culture to assess student connectedness to school and school safety. During the 2017-18 school year, 87% of students (139 students) in 3rd-8th grades completed the survey. Overall, 47% of responses to student culture questions were rated positively and 37% were neutral. Key learnings include that, students feel able to trust and talk with adults at the school (59% positive and 33% neutral in 6-7; 61% positive and 30% neutral in 3rd); and that teachers hold commonly high expectations for all students (55% positive and 30% neutral). An area for growth is in overall school pride, where 39% of 3rd graders said they are very proud to be students here, and 34% of 6th and 7th graders say that students speak about the school in proud, positive terms. To address these areas of growth, Lodestar has implemented structures focused on developing a sense of school pride and connection, including weekly community meetings.|Met||2018
19101990135368|Alma Fuerte Public|6|Alma Fuerte employs a number of strategies and support to support a positive school climate.  These efforts include: • Teachers implementing classroom management in accordance with the Social-Emotional Learning component described in the charter. • Implementing the Student Success Team (SST) as appropriate. • Teachers and staff employing restorative justice practices inside and outside of the classroom. • Provide translation services as needed to foster family involvement and connectedness • Administering a survey for families last school year to measure safety, climate and connectedness measures  As a result of the survey, we implemented changes to home-school communications and we have increased the security of our  campus.    We carefully track behavior-related incidents to measure the success of our restorative justice and social-emotional learning practices.  Alma Fuerte has had 0 suspensions and 0 expulsions since our opening last school year.|Met||2018
19647330129619|PUC Community Charter Elementary|6|PUC Community Charter Elementary School conducts an annual student survey.  The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety.  Safety was added in 2017-18 to align with the CA State Priorities.  Each teacher and every grade level is surveyed.    Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: CAPTIVATE:  Learning is important in my classroom =94% CARE:  I like the way my teacher treats me when I need help =70% CARE:  My teacher makes me feel that she really cares about me =75% CONFER:  My teacher wants me to share my thinking and ideas=46% CONSOLIDATE: My teacher takes the time to help me think about what I have learned =83% CONTROL:  My teacher makes sure that I follow the classroom norms and the Habits of a Scholar =83% SAFETY:  I know my teacher will help me if I feel that people are being unkind…74%  PUC CCES received an overall score of 3.57 of 4. Focus for PUC CCES continues to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.|Met||2018
19647900000000|Monrovia Unified|6|The results of the most recent of administration of the California Health Kids Survey demonstrate the greatest student issues with school climate are students' access high expectations and caring relationships with campus adults, perceived school safety, and students' ability to participate in their education in meaningful ways.  The 2018 CHKS School Climate Report Cards for comprehensive secondary sites indicated that the district areas of growth and need existed primarily in these three areas.  By increasing opportunities for students to connect to campus adults and broader curricula, both middle schools increased their 2018 school climate indices (Santa Fe Computer Science Magnet School by 29 points and Clifton Middle School by 15 points).  Additionally, both middle schools have implemented the Olweus Bullying Prevention Program to further improve students' ability to develop connections to campus adults as well as to continue to make improvements in student perceptions of school safety.  The comprehensive high school experienced a decline in their California Healthy Kids Survey School Climate Report Card with a 19-point decrease from the previous year. The decreased occurred primarily in the categories of high expectations and caring relationships, perceived school safety, and students' meaningful participation in their education.  As a means to improve these measures, Monrovia High School is implementing the BARR (Building Assets, Reducing Risk) with segments of the current freshman class and teaching staff.  The challenge for the high school is to build a master schedule that will allow for a school wide implementation of BARR to include common meeting times for cohort teachers.|Met||2018
34765050130757|Highlands Community Charter|6|Increased participation in school advisory councils (ELAC, CAC, etc.) by community members, community organizations, and students as verified by sign in sheets-1,026 students participated  Total # of Members of Student Advisory Committees- 30, in increase from 21 the prior year.  % of long-term students participating in service learning-Baseline: 29% 17-18: 42% Total # of Members of Student Advisory Committees-Baseline: 21  17-18: 30 Suspension Rate-Baseline: 0% 17-18: 0.07%  # of students who identify at least one clear goal in survey-Baseline: 99% 17-18: 100% Weighted schoolwide average grade point average-Baseline: 3.56 17-18: 3.44 High School Graduation Rate of Long-Term Students-Baseline: 40% 17-18: 41% % of non-exempt students who gain and maintain employment-Baseline: 56.8% 17-18: 62% College / Postsecondary Enrollment Rate-Baseline: 11.3% 17-18: 19% % of alumni surveyed indicating continued learning-Baseline: 78% 17-18: 79%  One barrier is graduation rate. Due to our students being 22 years of age and over, they face many demands and barriers that other students may not. Many of our students are parents and need an income to support their children; they enroll and dis-enroll at very high rates. Our students also come to Highlands with credit deficiency, low literacy and digital literacy levels, and face significant challenges getting up to grade level proficiency. They may have all of their elective credits but require core classes such as math and English. We have implemented a Reading Specialist to work with our low literacy students, Navigators to help students work through barriers, transportation assistance, providing childcare for parents with small children, summer school for school-age children so their parents can remain in school, and we have math para educators in all math and multi-subject classes.  We have also begun to focus on college entry for our students who wish to go to college. We have quarterly workshops in partnership with Los Rios Community Colleges, to assist students in understanding the transition to college and services available to them. We would like to implement a college success track within our CTE department to assist with this barrier as well.|Met||2018
31668520138008|Golden Valley Tahoe|6|GVCS administers an annual survey that includes school climate questions.  The data reflects that parents feel secure in the community and the students feel safe in the learning environment.  The school compares this data with suspension and discipline referral numbers.  Furthermore, data sets are developed which collate the answers with similar questions asked asked of parents, students, and staff.|Met||2018
19647330126177|Citizens of the World Charter School Silver Lake|6|As reported in the 17-18 annual family survey, nearly 93% of families feel inspired and connected to the school’s mission while 86% of families feel the school is realizing its school mission.|Met||2018
19101990135582|LA's Promise Charter High #1|6|"The School Climate and Culture survey provided data around the way that parents and students perceive their school environment. Overall Student Engagement is high with a 68% positive response from students, staff, and parents. Seventy-percent of students felt ""motivated to learn and that the teachers support them to meet high expectations."" The results of the survey reflect that strong positive school climate among students who indicated high engagement and motivation in the school.   The need for building a positive school culture and climate is based on research on effective adolescent learning, as well as survey data from existing students and families that underscores the need to provide learners with a safe, clean, and nurturing learning climate. As a start-up charter school, establishing a supportive learning environment sets the stage for sustaining high performing schools. The need for increased academic support and interventions were validated through the stakeholder engagement process. School leaders and teachers used the opportunities to share their ideas for charter school development as the school expands to grades 9-10 for the 2018-19 school year.  The local education agency chose the Annual Climate survey as it covers six critcal areas for a school community - Student Engagement, Staff Engagement, Parent Engagement, Campus Safety, School Climate and School Facilities to understand the school community holistically. The findings relate to the goals aligned to LCFF priorities and LCAP. The LCAP plan also references and incorporates findings identified in in the Annual Climate survey."|Met||2018
12627030000000|Blue Lake Union Elementary|6|1.  The annual school survey revealed that 94% of students surveyed feel happy and connected to the school, and 93% of the students surveyed felt safe at school. The annual survey also showed that 88% of the parents surveyed felt the teachers communicated to the parents what students are expected to learn, and 88% of those surveyed parents felt they were welcome to participate in the school. Additionally, the survey showed that 93% of the teachers felt connected to each of their students while only 73% of staff felt connected to each other.  2. Our school surveys demonstrated that overall our students feel connected and safe at school.  However our parents feel slightly less connected, but they do feel they can participate.  Also, although our teachers feel connected with their students, they did not feel as connected with their colleagues.   3.  We continue to strive for 100% of our students to feel connected and safe.  We have seen positive results from students feeling connected and a part of the decision-making process with our start-up of Student Body Council.  To increase parent communication, we have changed our Student Information System to a program that allows parents easier access to student grades, attendance, and overall communication.  We have also created new committees to seek greater input by parents and other stakeholder.  We have several new hires that may be contributing to colleges not feeling connected to each other. We have staff participating in professional development as well as additional activities as a group to increase connections and shared vision.  We are implementing school-wide PBIS to further increase positive connections among students, staff, and parents that fosters a community of shared expectations that improves school climate through social, emotional and academic outcomes.|Met||2018
19647330119974|PUC Santa Rosa Charter Academy|6|PUC Santa Rosa conducts an annual student survey.  The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety.  Safety was added in 2017-18 to align with the CA State Priorities.  Each teacher and every grade level is surveyed.  Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: CAPTIVATE:  My teacher makes learning enjoyable =71% CARE:  My teacher in this classroom makes me feel that really cares about me=77% CARE:  My teacher really tries to understand how students feel about things=72% CONFER:  My teacher respects my ideas and suggestions=81% CONFER:  My teacher wants us to share our thoughts=82% CONSOLIDATE: My teacher checks to  make sure we understand what s/he is teaching us=83% CONTROL:  Student behavior in this class is under control =69% SAFETY:  I feel that my teacher will address situations of harassment, teasing…=84%  PUC Santa Rosa received an overall score of 4.21 of 5.  Focus for PUC Santa Rosa is ensuring strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.  Additionally, there will continue to be professional development for teachers to follow the Tiered Intervention as represented in the Pyramid for Behavior Intervention.|Met||2018
30103060134056|Orange County Academy of Sciences and Arts|6|The majority of OCASA's parents were happy with our second school year.  We began our first-year of our school-wide PBIS program and collected data throughout the year to help improve our positive behavior and climate on the campus. Student survey results indicate that the majority of students feel connected to their teachers and other students, feel emotionally and physically safe on campus, and have a clear direction for their future.|Met||2018
15635780000000|Richland Union Elementary|6|Based on the information the district learned the continued need to expand the services for School Social Workers at all 4 school sites to work on prevention of Socio-Emotional factors that students are reporting to be experienced from elementary to the junior high. There appears to be a continued need to address the school’s perception of safety with both 5th and 7th grade students reporting only between 65-67% of the students perceive school as safe. Each year the school sites have added resources such as instructional aides, school social workers and training for yard duty aides is expected to be addressed through the implementation of PBIS at all four school sites. An area of strength is the districts’ action to the meaningful feedback from students as a result of the interim student surveys to gauge school climate all year.  The district used the information to update facilities and provide students the supports indicated in the statements which have resulted in all 4 school sites identified as “Exemplary” in Facilities Inspection Tool for 2018-2019.  Continued challenges faced include the limited number of parents involved in the response of the surveys used to collect data in order to effectively determine needs with parent input. The district promotes involvement in the decision making process for councils and school committees but parental involvement or attendance to the committee and council meetings remains an area of need. The district will send parent surveys as a hard copy and manually enter the results in order to increase responses and also administer the survey earlier in the year. In addition, the district will use the interim student climate surveys to guide decisions regarding revisions of actions and to implement student led recommendations that are deemed to positively impact school climate and student safety.  There will also be an increased effort to meet the individual needs of staff in the area of professional development and the mastery of standards across the content areas.  It is evident by the results of the “Exemplary” ratings that focusing on facilities as recommended by staff and students resulted in positive results in other priorities.|Met||2018
54721320000000|Springville Union Elementary|6|The data collected through the administration of the District's Local Climate Survey assessed 8 different areas.  The following information represents the average percentage of the questions posed in those areas. Attendance:  80% of students reported they had missed 2 days or less (current grade level attendance is 97%) Student Health:  88% reported they have breakfast before coming to school. (A number of classrooms K - 5 participate in healthy snacks for break and encourage students to make nutritious choices) School Climate:  95% reported positive feelings toward being at school, feel connected to their school, and are motivate to learn. Decision Making:  68% of the student surveyed reported they felt listened to, encouraged, and had involvement in decision making. (The District promotes student leadership through Student Council and classroom representatives to connect the student body and engage them is opportunities to work together and address concerns) Fairness:  89% of the students reported that school rules were fair, however, it was noted that some students do not feel that disciplinary actions are equal across the student population. (The District supports school guidelines to insure that all students are held accountable for their choices) 95% of the students reported they follow school rules. Self Image:  95% reported positive feelings toward staff, students feel listened to and supported/encouraged by their teachers. Bullying: 78% of the students reported that they had never pushed or said mean things, 97% reported that students were taught to treat each other with respect.  (The District participates in school wide Character Counts practices with Pillars of Character recognized monthly and students are acknowledged for their participation in living through the Pillars of Character. Safety at School:  85% reported they felt safe at school, 87% reported they felt safe going to and from school.  (Safety is the District's number one goal - a variety of school presentations including School Bus Transportation, Internet Safety, Active Shooter/Lockdown, and Fire Drill practices are implemented through the school year to give our students and staff the knowledge in the event of a Crisis. The District looks forward to seeing growth, and/or sustainability over time, in all areas. At this time there are no challenges or barriers. In the upcoming year, the District will participate in the California Healthy Kids Survey. Through comparison, the District will continue to seek ways to improve School Climate through School Safety and Connectedness, as well as, promote the importance of staff and parent survey data and it's overall effect on School Climate.|Met||2018
19647330106427|Synergy Charter Academy|6|Synergy annually administers the Gallup student survey. The Gallup student poll measures students’ feelings toward Hope, Engagement, Entrepreneurial Aspirations, and Career/Financial Literacy. To measure students’ perceptions of school safety and connectedness, Synergy looks at the Hope and Engagement results. In 2017-18, Synergy students ranked their hope and engagement above the national average.|Met||2018
19645920100354|Hawthorne Math and Science Academy|6|HMSA administers the California Healthy Kids Survey to all eligible 9th grade students every other year. Participation in the survey is dependent upon authorization by a student's parent or guardian. In the 2017-18 school year, the target sample of students was 166, with 145 participating, resulting in a response rate of 87%.    The administration of the survey in 9th grade yielded the following results: 58% of students recorded a high level of school connectedness, 36% moderate school connectedness, and 5% low connectedness.  A high degree of connectedness was recorded for 50% of females, 68% of males, 55% of Hispanic or Latino students, 64% of African American students, 63% of Asian students, 58% of white students, and 56% of students reporting mixed ethnicities. 81% of students reported feeling very safe or safe at school, 15% moderate, and 2% felt a low degree of safety.     Among females, 80% reported feeling safe or very safe at school, with 86% of males reporting the same.  Among Hispanic or Latino students, 79% reported feeling safe or very safe at school, with 84% of African American students, 90% of Asian students, 83% of white students, and 83% of students reporting mixed ethnicities recording the same outcome. In analyzing the data associated with the survey, HMSA is studying any significant differences reported between student groups (for example, the lower level of feelings of school connectedness and feeling of feeling safe amongst females compared to males).|Met|HMSA operates a comprehensive model of Positive Behavioral Intervention and Supports (PBIS), with multiple layers of intervention provided by teachers, administrators, support staff, and families.  A partnership with UCLA's Equity Project has helped to ensure that culturally and linguistically responsive teaching and learning is a standard throughout the school. Counselors and security staff work in conjunction with teachers and administrators to ensure that all students feel welcome, supported, and accepted at the school.|2018
19645190000000|El Monte Union High|6|The District administers an LCAP survey to parents, staff and students annually. The survey includes questions on school climate. Based on 2017-18 survey results, 82.6% of students felt school was safe, while 91% of staff members and 96% of parents agreed. Survey results from all three stakeholder groups also indicated that all schools have a positive school climate. All three stakeholder groups also agreed that each school provides students with many opportunities to participate in extra-curricular activities. However, since 9% disagreed, the district revised the LCAP to increase funding that will support and allow for more student participation outside of the regular school day.  In addition, all three stakeholder groups agreed that each school recognizes and promotes student successes. About 9% of students disagreed with this statement, thus the District revised the LCAP to include an action that provides positive recognition and motivation for students.  The District will continue to review data and other forms of input from all stakeholders to monitor and revise the LCAP, as necessary.|Met||2018
19647330122556|Citizens of the World Charter School Hollywood|6|As reported in the 17-18 annual family survey, ninety-four (94) percent of families feel inspired and connected to the school’s mission while ninety (90) percent of families feel the school is realizing its school mission. Sixty-six (66) percent of our families felt like our school was safe.|Met||2018
24656496025381|Ballico-Cressey Community Charter|6|A short survey was given to all students in the Ballico Cressey School District. Overall, the majority of students feel: *That the school is a safe environment *They are protected while on campus *Teachers and all adult staff are concerned for their well being *Teachers and all adult staff care about them as individuals *Teachers and all adult staff want them to be successful *Teachers and all adult staff offer assistance when needed *Students feel listened to and supported *Bullying is taken seriously *Programs are in place to help students.  In an effort to continue to foster school climate and safety - the district continues to offer a full-time counselor on staff, assemblies and programs that address bullying and cyber safety (Rachel's Challenge has become a large component of this), and classrooms lessons on social and emotional issues. The district has also started to work with the Merced Sheriff's Department to prepare and conduct a full safety plan that includes monthly drills and practices with the sheriff's department.|Met||2018
01611920127696|Knowledge Enlightens You (KEY) Academy|6|KEY Academy sends a yearly survey to parents, students, and staff. One of the sections on the survey relates to the safety at the school. Last year, 93% of our staff felt that the school environment was safe. 93% of students reported that they felt safe at school on the survey. 89% of the parents responded that the school was a safe environment. Staff has adopted the practices of Love and Logic into our daily program. Since the implementation of the program, discipline incidents have decreased and a positive school climate and culture has increased. In addition, KEY Academy has two school counselors that lead our character program and we are able to intervene when students are struggling academically or socially. We will continue to monitor the survey results to ascertain the effectiveness of the programs implemented.|Met||2018
37683380111898|Albert Einstein Academy Charter Middle|6|In 8th grade, 57% of our students feel very safe at school followed by 37% who feel safe, 5% feel somewhat safe and only 1% feels unsafe at school, which is 2 students. 89% of the 8th grade students feel very connected to the school and the staff, only 11% feel disconnected to the school.|Met||2018
07100740129528|Caliber: Beta Academy|6|Caliber: Beta Academy is committed to fostering a positive student and school culture through developing avenues to foster student identity, student voice and empowerment in order to make a difference in their community.  This goal is included in our LCAP focused on goal #6. We had [no] expulsion last year, and reduced our suspension rate from 3.5 to 2.7%, far lower than the District. Attendance was above 95% for the full year.  The school purchased the Toolbox curriculum which is a curriculum focused on explicitly teaching social-emotional learning skills. Teachers were trained to use the curriculum before the school year. Several follow-up professional development (PD) sessions were offered related to morning circle and implementing Toolbox throughout the day. The school model is also built on restorative practices and mindsets. An overview of restorative justice practices was held for parents and teachers. In a partnership with TransformEd and Panorama, we conducted a culture survey for students and teachers twice during the year. The first survey was given in October and the second one was given in May. Parents also completed two surveys, one in January and another in June. A school and organization dashboard was created in LearnMetrics, our data tracking platform, that provided real-time data on attendance. This allowed school leadership to track attendance each week. A number of attendance incentives were put in place that included long-term and short-term incentives around perfect attendance or set periods of time. Students who reached specific numbers of absences were then tracked separately as part of our chronic absenteeism program. Individual leadership team members followed up with individual students and families to help problem-solve, underscore the importance of attendance, and improve attendance.|Met||2018
36738580000000|Baker Valley Unified|6|Based on our local climate survey, the majority of our students felt safe at school. Based on the collected data, the District showed strength in many areas. The students responded with many specific reasons, such as the Raptor Visitor Management System, security camera system, emergency door latches, fire alarms, bus cones, PA announcements, and friendliness. For improvements and additional challenges facing the District, our students suggested the use on-campus security guards, and the possibility of installing higher fenced gates.|Met||2018
19647330135715|Ednovate - Esperanza College Prep|6|Esperanza College Prep launches quarterly surveys for students and parents to provide feedback on school climate and safety, which is reviewed and reflected upon quarter over quarter and will be shared with the Board. Student responses are generally positive and indicate that they feel safe in their school and like part of the community. In our most recent survey, 90% of students expressed feeling safe and 90% agreed that they can tell everyone cares about them and wants them to succeed. All qualitative comments are reviewed in detail and followed up upon, as appropriate.|Met|There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety amongst other measures. Results are analyzed each quarter and will be reported to the Board. Actionable feedback will be responded to and/or implemented as soon as possible. Genuine concerns for safety will be followed up upon as appropriate.|2018
19101990137679|Magnolia Science Academy 5|6|Annually, MSA-5 conducts the CORE Districts survey instrument to students in grades 6-12, analyzes survey results such as participation rates and average approval rates for each topic and question on the survey, documents our findings (e.g., greatest progress and needs, comparisons with the prior year and CORE district results) and shares the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings. MSA-5 disaggregates the results by grade and student group and also uses open-ended questions to further understand students’ perceptions.  MSA-5 strives to improve our students’ perceptions of school safety and connectedness. In 2017-18, 96.7% of our students participated in the survey and their responses provided an average approval rating of 64% on the eight topics of the survey, with a rating of 74% on Topic 1 (Climate of Support for Academic Learning) and a rating of 68% on Topic 2 (Knowledge and Fairness of Discipline, Rules and Norms).|Met|Stakeholder voices (i.e., voices of our students, families, staff, and other school community members) play a powerful role in helping us learn how to improve our teaching, leadership, and other school practices. Surveys have been the primary means of collecting student, family, and staff opinions about what we are doing great and should keep doing, and what are areas for improvement so we can continue to provide our students with the best quality education. MSA-5 uses an online platform to provide students, families, and staff with groups of questions that measure their perceptions of teaching and learning, as well as their perceptions of school climate and students’ own strengths and weaknesses. MSA-5 uses the CORE survey instrument for school climate indicators which include the following four topics for students, families, and staff: Topic 1: Climate of Support for Academic Learning; Topic 2: Knowledge and Fairness of Discipline, Rules and Norms; Topic 3: Safety; Topic 4: Sense of Belonging (School Connectedness). In a separate survey students are also asked questions in additional four topics which include indicators for social-emotional competencies: Topic 5: Growth Mindset; Topic 6: Self-Efficacy; Topic 7: Self-Management; Topic 8: Social Awareness. Annually, we analyze survey results and share the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings.|2018
19647330117630|Magnolia Science Academy 5|6|Annually, MSA-5 conducts the CORE Districts survey instrument to students in grades 6-12, analyzes survey results such as participation rates and average approval rates for each topic and question on the survey, documents our findings (e.g., greatest progress and needs, comparisons with the prior year and CORE district results) and shares the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings. MSA-5 disaggregates the results by grade and student group and also uses open-ended questions to further understand students’ perceptions.  MSA-5 strives to improve our students’ perceptions of school safety and connectedness. In 2017-18, 96.7% of our students participated in the survey and their responses provided an average approval rating of 64% on the eight topics of the survey, with a rating of 74% on Topic 1 (Climate of Support for Academic Learning) and a rating of 68% on Topic 2 (Knowledge and Fairness of Discipline, Rules and Norms).|Met|Stakeholder voices (i.e., voices of our students, families, staff, and other school community members) play a powerful role in helping us learn how to improve our teaching, leadership, and other school practices. Surveys have been the primary means of collecting student, family, and staff opinions about what we are doing great and should keep doing, and what are areas for improvement so we can continue to provide our students with the best quality education. MSA-5 uses an online platform to provide students, families, and staff with groups of questions that measure their perceptions of teaching and learning, as well as their perceptions of school climate and students’ own strengths and weaknesses. MSA-5 uses the CORE survey instrument for school climate indicators which include the following four topics for students, families, and staff: Topic 1: Climate of Support for Academic Learning; Topic 2: Knowledge and Fairness of Discipline, Rules and Norms; Topic 3: Safety; Topic 4: Sense of Belonging (School Connectedness). In a separate survey students are also asked questions in additional four topics which include indicators for social-emotional competencies: Topic 5: Growth Mindset; Topic 6: Self-Efficacy; Topic 7: Self-Management; Topic 8: Social Awareness. Annually, we analyze survey results and share the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings.|2018
10623230000000|Monroe Elementary|6|School Climate survey: A)  Percent of responses for high levels of school connectedness B)  Percent of responses for feeling safe at school We maintained our goal based on the information of the climate survey; addressed the concerns and surveyed the various student groups on campus to measure the percent of responses for high levels of school connectedness and percent of responses for feeling safe at school.  The percent of students reporting high levels of school connectedness = 95% and the percent of students reporting feeling safe at school =95%.  One of the things that our professional learning community became very aware of through the Healthy Kids Survey was the negative stereotype placed on the students who did well in school and succeeded in areas that their peers did not. Our task, therefore, was to change the student culture of the school in such a way that success would be celebrated and that all students could achieve some level of success. With that in mind our school/staff/learning community decided to implement programs that would embrace the total child (P16 Access, Culture and Climate, Strategies). Our main focus would continue to be academics, but we wanted to institute a more holistic approach that embraced the community, the climate, and our global community of learners.   Discussions around the Professional Learning Community centered on the question of which group of students would be the target population for this particular signature practice. As discussions became more focused on creating an atmosphere of success for students we decided upon a name for our signature practice, Culture of Success. What remained was the question of our target population. It became self evident as discussions continued that the target needed to encompass all students (P16 Access, Culture and Climate).   Monroe Elementary PBIS team members learned early on that the process of PBIS can be a great behavior system to utilize. We found ease in rewarding our Tier 1 and 2 students. Our team quickly established a plan moving forward to conduct refresher courses for all our students in two ways. The first was a whole-school activity with stations. At each station we had a team of staff members teach appropriate behavior at each location on campus. For example, one group was in charge of teacher appropriate behavior in the cafeteria. This group chose to perform a skit for all students of how not to behave in that area. Not only was this strategy informative, our students had a lot of fun watching teachers display behavior that should not happen. Each group had a series of questions to ask the students as a whole group to wrap up their lesson. The students were each given a card, one side said yes, one side said no. The teachers asked them yes or no questions about appropriate behavior and the children responded by showing their answer from these cards. The students rotated around campus in the various locations such as: library,  office, classroom|Met||2018
19647330135723|Ednovate - Brio College Prep|6|Brio College Prep launches quarterly surveys for students and parents to provide feedback on school climate and safety, which is reviewed and reflected upon quarter over quarter and will be shared with the Board. Student responses are generally positive and indicate that they feel safe in their school and like part of the community. In our most recent survey, 90% of students expressed feeling safe and 90% agreed that they can tell everyone cares about them and wants them to succeed. All qualitative comments are reviewed in detail and followed up upon, as appropriate.|Met|There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety amongst other measures. Results are analyzed each quarter and will be reported to the Board. Actionable feedback will be responded to and/or implemented as soon as possible. Genuine concerns for safety will be followed up upon as appropriate.|2018
41688820000000|Burlingame Elementary|6|Student Chronic Absenteeism Rate: 3% (102 students) missed more than 18 days of school in 2017-18.  The district's LCAP goal is to have less than 10% student Chronic Absenteeism (GOAL MET)  Maintain a low Suspension Rate across the district.  In 2017-18 the district had a 1.4% suspension rate and will continue to monitor and maintain a low suspension rate (GOAL MET)  California Healthy Kids Survey Participation: In 2017-18 BSD had 80% Elementary participation and 93% Middle School Participation on the survey.  (GOAL MET)|Met||2018
01612590130633|Lighthouse Community Charter|6|"In grades 3-8, we administer portions of the School Climate Assessment Instrument (SCAI) each spring. Specifically, we look at the portions related to Student Interactions and Attitude and Culture to assess student connectedness to school and school safety. During the 2017-18 school year, 82% of students (383 students) in 3rd-8th grades completed the survey. Overall, 51% of responses to student culture questions were rated positively. Key learnings include that, while students generally feel safe throughout the school (60% positive in 3-5, 63% positive in 6-8), students do not feel as though there are consistently positive interactions between different student groups (43% in 3-5 and 38% positive in 6-8). This is consistent with results indication that Latino students scored school culture more highly than African American student (51% versus 47%). A strength is that there was no gap in school culture scores for English Learners and Students with Disabilities. Questions related to student leadership were also among the lowest in this domain. In response to these survey results, Lighthouse has taken several steps to support positive interactions between different student groups and student leadership. In the middle school, a staff member has been hired to specifically work on culture-building, including weekly community meetings and a student leadership group. Weekly “Fabulous Fridays"" at the elementary school support student feelings of community, and the year began with investigations into student identity in all grade levels K-4 as a way of supporting student connection across difference."|Met||2018
19647330102426|PUC Milagro Charter|6|PUC Milagro conducts an annual student survey.  The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety.  Safety was added in 2017-18 to align with the CA State Priorities.  Each teacher and every grade level is surveyed.  Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: CAPTIVATE:  Learning is important in my classroom =99% CARE:  I like the way my teacher treats me when I need help =76% CARE:  My teacher makes me feel that she really cares about me =78% CONFER:  My teacher respects my ideas and suggestions = 67% CONFER:  My teacher wants me to share my thinking and ideas=67% CONSOLIDATE: My teacher takes the time to help me think about what I have learned =69% CONTROL:  My teacher makes sure that I follow the classroom norms and the Habits of a Scholar =87% SAFETY:  I know my teacher will help me if I feel that people are being unkind…80%  PUC Milagro received an overall score of 3.67 of 4. Focus for PUC Milagro is to continue working on strengthening their “Mindfulness” curriculum.|Met||2018
01611190131805|The Academy of Alameda Elementary|6|The Academy of Alameda Elementary School spanned grades K-3 during the 2017-18 school year and administered the Panorama Education survey to its 52 3rd graders in the spring of 2018.  Because it is such a small sample size and because this was the first year the school administered the survey, the school is using the data to establish some baselines and to norm on how and to whom it would like to administer the survey in the future.  Overall, the survey data demonstrated that the school’s 3rd grade students feel safe and connected to the school.  Areas of strength for the school include students feelings of belonging and representation in the classroom as well as their positive feelings toward their teachers and other staff at the school.  Students indicated that they felt they could approach staff when in need of support--either academic or social-emotional--and felt generally safe with all staff members.  Areas of growth include students feeling like they are not always able to articulate their feelings nor express disagreement with their peers without becoming argumentative.  In order to address this identified need, the school intends to expand its after school girls running club as well as expand the boys’ groups that the school has offered, in a limited capacity, in the past.  Both the running club and the boys’ groups are designed to help give students vocabulary and tools for expressing themselves and for dealing with conflict with their peers.  2017-18 was the first year the school offered the club and the groups, and the school intends to continue to expand and refine implementation of both such that they become integrated and integral parts of the school.|Met||2018
30103060133983|Ednovate - Legacy College Prep.|6|Legacy College Prep launches quarterly surveys for students and parents to provide feedback on school climate and safety, which is reviewed and reflected upon quarter over quarter and will be shared with the Board. Student responses are generally positive and indicate that they feel safe in their school and like part of the community. In our most recent survey, 90% of students expressed feeling safe and 90% agreed that they can tell everyone cares about them and wants them to succeed. All qualitative comments are reviewed in detail and followed up upon, as appropriate.|Met|There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety amongst other measures. Results are analyzed each quarter and will be reported to the Board. Actionable feedback will be responded to and/or implemented as soon as possible. Genuine concerns for safety will be followed up upon as appropriate.|2018
27660920129239|Dual Language Academy of the Monterey Peninsula|6|The school administered the YouthTruth Survey to students and staff in the winter of 2017. The following provides results from that survey.  Student Engagement: 36th percentile Academic Rigor: 8th percentile Relationships with Teachers: 11th percentile Relationships with Peers: 64th percentile School Culture: 42nd percentile  Students at DLAMP Middle were surveyed in December 2017 about their perceptions of their school in terms of Student Engagement, Academic Rigor, Relationships with Teachers, Relationships with Peers, and School Culture. In addition, students provided feedback about Student Motivation.   On an absolute basis, DLAMP Middle students provided the highest ratings on Academic Rigor and Student Engagement, while the lowest rated topics were Relationships with Teachers and School Culture.   In order to put student feedback into context, data compared DLAMP Middle students' ratings to the ratings from students at 191 other middle schools across the country.  On a relative basis, DLAMP Middle students gave more favorable feedback on: Relationships with Peers  DLAMP Middle students gave typical feedback on: School Culture  The response rate for this round of surveying at DLAMP Middle was 94%.|Met||2018
30665550000000|Laguna Beach Unified|6|Maintaining a positive school climate in which students, parent, teachers, and staff feel safe and connected is a top priority for LBUSD. In recent years, programs and practices that address social-emotional wellness have become an integral part of our educational community. LBUSD includes school climate questions for all stakeholders in its annual LCAP and School Climate survey. Additionally, students in grades 5, 7, 9, and 11 participate in the California Healthy Kids Survey (CHKS). These measures help inform us of the effectiveness of our efforts.  The following summary of school climate feedback for areas of success and growth was provided by students through the 2018 CHKS:  ?  School Connectedness scale score (high or moderate) = 95%  ?  Caring adults on campus (high or moderate) = 92%  ?  Teachers and staff have high expectations (high or moderate) = 96%  ?  Students believe learning is meaningful (high or moderate) = 61%  Overall, the majority of stakeholders perceive LBUSD as a safe and connected school environment. LBUSD has reinvested in the further development of the Professional Learning Community (PLC) processes and a Multi-Tiered System of Support (MTSS) to provide a positive learning environment, guaranteed and viable curriculum, and targeted intervention. LBUSD remains committed to continuous growth in building an even stronger school climate.|Met||2018
34752830112425|Natomas Pacific Pathways Prep|6|NP3 prides itself in providing a small classroom environment with proactive school-wide approaches to support student learning and emotional and social needs. Every student is part of an Advisory class, an important component to NP3. Advisory is an environment where students have the opportunity to build relationships with each other and their Advisor in a unique way compared to other content specific classes. At the high school, students stay with their advisory teacher and class all four years. The class promotes student development and growth, academic planning, and service learning. NP3 also has three counselors to serve a student body of just over 600. In addition to supporting students emotionally and academically, counselors push into advisory classes to work on four-year planning, college admissions, and financial aid. Counselors and advisors create activities and an environment that instills a positive school culture. The school also implements several programs and practices, such as Peer Court,  Mock Trial, Dance Team  Robotics, student-led clubs, and student government - opportunities for students to partake and increase connectedness to the school and their community. NP3 also uses several surveys to gather feedback on student perceptions of their experience. The survey results showed nearly 93% of students feel safe on campus, and over 90% felt they get a great education here.|Met||2018
37680236111322|Discovery Charter|6|"The school administered the district’s Hanover Survey and its own LCAP Survey in the Spring of 2018. A careful analysis of the data by administration and staff revealed some areas of growth in terms of school culture and culture, particularly in the area of staff communication.  Some highlights from the survey indicate that administration can grow in its communication with all stakeholders.  Scores ranged from 2.50 to 4.27 out of a 5 point scale on questions related to various administration to staff/parent interactions.  In order to address this data, the school will be administering climate and culture surveys to staff, parents, and students throughout the school year.  During Q1 of this current academic year, more anonymous surveys were sent to staff around school climate and culture, MTSS (Multi-Tier Support Systems), and Teacher Evaluation processes.  Ad hoc committees of teachers and administration have analyzed this data and shared it with staff to work towards improving communication.  The same LCAP survey will be administered again in the spring of 2019 to measure growth with internal stakeholders. The school will continue to share the results of these surveys with staff and parents at meetings in order to communicate with all stakeholders its progress and growth.  Several action steps have already been implemented to restore a positive school climate for all, such as working with a consultant from the San Diego County Office of Education on rebuilding school climate and culture and staff self-care.  The consultant has been to the campus several times to work with staff members on this.  Restorative practices, such as morning meetings and ""2 by 10"" check-in meetings, have also been implemented in classrooms and a handful of teachers are implementing the Sanford- Harmony social emotional curriculum."|Met|Discovery is taking steps to monitor its culture and climate throughout the upcoming school year.  Staff, students, parents, and other key stakeholders will have multiple opportunities each quarter of the academic year to share how the school might continue through this reflective process.|2018
19645270000000|El Rancho Unified|6|DATA: The district administered the California Healthy Kids Survey in January of 2018 to students in grades 5, 7, 9, and 11. Students responded to statements on school climate related to school safety and connectedness. The percentage of students indicating “agree” and “strongly agree” with statements were as follows: 1. Schoolyard and buildings are clean and in good condition (34%); 2. The school helps students solve conflicts with one another (48%); 3. If students tell a teacher that someone is bullying them then the teacher will do something to help (51%); The school is supportive and an inviting place to learn (59%); I have missed one or more days during the previous 30 days because I felt unsafe at school or on the way to school (87%). MEANING: Facilities upgrades and improvements, teaching students conflict resolution strategies, and fostering adult-student relationships to provide greater support to students are areas of growth. Challenges include the timing of and funding for facilities renovations projects and time to provide professional learning for teachers and support staff outside of the school day to limit interruptions to the regular academic day. Barriers include the context and timing for administering the surveys to students due to outside circumstances influencing students’ perceptions at the time they enter responses to surveys. USE: The district collects, analyzes, and creates action steps based on students’ perceptions to improve conditions for students to feel safe and connected to the school to address school climate. Facilities work orders are submitted and resolved to address safety. To increase connectedness to the school, professional development opportunities are provided to all staff on an ongoing basis focusing on social emotional learning: Positive Behavioral Interventions and Supports, Restorative Practices, Olweus Bullying Prevention Program, Good Behavior Game, Safe Dates, and Youth Mental Health First Aid. These programs are intended to help students regulate and self-manage emotions and behavior, as well as develop relationships with peers and adults.  Additional training opportunities address multi-tiered interventions, such as Trauma Informed Care, Check-In/Check-Out, Check N Connect, and Beyond SST.  These interventions serve students requiring additional supports, beyond the Universal Level (Tier II). All schools will continue to implement Positive Behavior Intervention and Supports school-wide to support academic, social, emotional, and behavioral competence of students.|Met||2018
19647331931864|Grover Cleveland Charter High|6|1. DATA:  a. School Experience Survey participation rate for students was 57%. b. The percentage of Cleveland students who felt they were treated with respect was 97%. c. Eighty-three percent of Cleveland students reported that, while at school, if they told a teacher or other adult that another student was bullying them, the teacher or other adult would try to help them. d. When students were asked if they had many opportunities to get involved in school activities outside of the classroom, 83% replied in the affirmative. 2. MEANING: The School Experience Survey concerning the student data regarding school climate was in four broad areas: bullying; connectedness; expectations for behavior; opportunities for participation and leadership; and safety. The responses regarding bullying were generally high, with one question 75% positive response, and that was concerning “Made sexual jokes, comments, or gestures to you.” This is obviously an area that needs to be more fully examined. The connectedness and safety data appear to be a challenge. Four areas received less than a 70% positive response. The questions are (49%) Made sexual jokes, comments, or gestures to you; (51%) I feel like I am part of my school; (54%) I feel like I am part of my school; and (63%) I am happy to be at my school. This appears to be another area that needs further exploration and future professional development to help remedy this area. In the last three sections, the question regarding “students treat adults at my school with respect” only received 25%, and was the lowest on the survey. Further data collection is warranted to determine if the adults feel the are not treated respectfully, and what might cause different levels of response to this question. 3. USE: Cleveland regularly uses that data collected to conduct teacher professional development session as to the meaning of the result of the School Experience Survey (SES). In particular, academic departments are assigned the task of determining the possible causes of why the different constituent groups of parents, students and teachers give significantly different responses to similar questions.|Met||2018
19647331932623|El Camino Real Charter High|6|School safety and student connectiveness is a high priority at El Camino. The local school climate survey was administer during Fall 2016 to the senior class. Since it is administered at least ever other year, it is scheduled to be administered during the 2018-19 academic year.   To continue ensuring school safety and connectedness, the LCAP committee has developed personalized student support, which include: providing non-academic supports that meet the holistic needs of the students, developing professional development track to help teachers reach students from different subgroups, the safety committee meets monthly and includes all stakeholders, including students safe school Binders Volume I II III are update with the Safety committee and available for all stakeholders, and student surveys and LCAP action steps are embedded in the school culture and utilized as feedback for administration.  Metrics in our LCAP Goal 3 were created with purpose to determine the success of our students in these areas. The following internal data has been collected with the following results: chronic absenteeism rate metric goal was below 8% (2017-18 our rate was: School wide~7.8%, African American~4.3%.) and there was an increase graduation rate for African American and Latino students 2% (2017-18 our rate was: African Americans ~  90.0% to 95.1 %,  Latino~ 90.3% to 94.1%).   Action Steps to ensure personalized support and school connectiveness include, but not limited to: expanding intervention services during after school hours to students of all grades requiring additional support, including online courses, credit recovery, and targeted tutoring and study skills classes, Summer Bridge Program and effectiveness for incoming 9th graders, supporting program for Latino students and African Americans to include College and Career Readiness training which include assemblies, action field trips and guest speakers, La Familia and Black Student Union clubs as social, cultural, academic, and community support for Latino students and their families. continuing Foster Youth/Homeless outreach to parent/foster guardians and group home agencies with informational meetings, input, communicating and building relationships to ensure student support (Foster Youth/Homeless Coordinator will work collaboratively with counseling staff to provide AB167/216/1806 transcript evaluation course placement, advisement support), and continuing to utilize Student Success Team (SST) for struggling students.|Met||2018
19647330102483|N.E.W. Academy Canoga Park|6|N.E.W. Academy Canoga Park takes pride in providing students with a safe and nurturing learning environment. For the past three years we have had a 0% suspension and/or expulsion rate. Our teachers follow the Second Step Program to teach social emotional skills and strategies for coping with everyday events that may arise, from how to emotions to how to manage every day events. Teachers also use a Bullying Prevention Program to help students prevent and/or manage situations that may be perceived as bullying.  N.E.W. Academy Canoga Park administers an annual survey in Spring to students. The data gathered through the survey helps us learn more about students' perspectives on school climate. Last Spring we had about 300 students in grades 2-5 participate in the survey. Strengths: Student participants felt cared for and respected by adults at the school. Students indicated they can trust most people at the school and feel safe on campus. The majority of students indicated they find their teachers to be nice (272) and they have a good relationship with their teachers (265).  Areas of Need: some students indicated they don't always like the lunches served at school and sometimes would not eat due to this. To address this need, we have talked to cafeteria staff, students, instructional assistants and teachers to learn which lunches are preferred by students and which are not. We will continue to serve a variety of food that is appealing to students while meeting federal nutritional guidelines.|Met||2018
19647330132282|Ednovate - East College Prep|6|East College Prep launches quarterly surveys for students and parents to provide feedback on school climate and safety, which is reviewed and reflected upon quarter over quarter and will be shared with the Board. Student responses are generally positive and indicate that they feel safe in their school and like part of the community. In our most recent survey, 90% of students expressed feeling safe and 90% agreed that they can tell everyone cares about them and wants them to succeed. All qualitative comments are reviewed in detail and followed up upon, as appropriate.|Met|There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety amongst other measures. Results are analyzed each quarter and will be reported to the Board. Actionable feedback will be responded to and/or implemented as soon as possible. Genuine concerns for safety will be followed up upon as appropriate.|2018
19647330112201|PUC Excel Charter Academy|6|PUC Excel conducts an annual student survey.  The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety.  Safety was added in 2017-18 to align with the CA State Priorities.  Each teacher and every grade level is surveyed.  Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: CAPTIVATE:  My teacher makes learning enjoyable  =61% CARE:  My teacher in this classroom makes me feel that really cares about me  =67% CARE:  My teacher really tries to understand how students feel about things  =64% CONFER: My teacher respects my ideas and suggestions  =79% CONFER:  My teacher wants us to share our thoughts =70% CONSOLIDATE:  My teacher checks to  make sure we understand what s/he is teaching us  =73% CONTROL:  Student behavior in this class is under control =59% SAFETY:  I feel that my teacher will address situations of harassment, teasing… =71%  Overall scores have remained consistently average from the previous school year.  PUC Excel received an overall score of 3.95 of 5. This demonstrates that the school has room for growth.  PUC Excel will continue to focus on ensuring strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.  Additionally, there will continue to be professional development for teachers to follow the Tiered Intervention as represented in the Pyramid for Behavior Intervention.  Finally, leadership continues to take an active role in ensuring common language and effective communication for all stakeholders.|Met||2018
07616970000000|John Swett Unified|6|1. The District administered the California Healthy Kids Survey in the spring of 2018.  Students in 5th and 7th grades participated, and the results of those surveys will be discussed below.  The 9th grade cohort was not administered the survey during the school year, but approximately 20 students participated during summer school.  Their results were not analyzed, as the group size was too small.    The CHKS data yielded important findings, and prior to the start of the 2018-19 school year, administrative staff reviewed results and discussed improvement plans.  Some key findings from the elementary surveys are:  54% of the 5th graders feel close to people at school most or all of the time; 59% are happy to be at this school most or all of the time; 72% feel that they are part of this school; 51% feel safe at school most or all of the time.  Key findings from the secondary respondents are: 57% agree or strongly agree that they feel close to people at school; 34% agree or strongly agree that they are happy to be at this school; 43% agree or strongly agree that they are part of this school; 39% agree or strongly agree that they feel safe at school. 2.  The results of the survey indicate challenges in the areas of school connectedness and safety.   3.  Site and District level staff are aware of the challenges and have initiated new programs and structures in response.  At Rodeo Hills Elementary School, The Leader in Me program is designed to teach all students that they can be positive leaders in their community.   They actively engage in leadership activities throughout the day.   At the middle school, restorative practices are being used following conflicts, and mindfulness is being used as a strategy to teach self-regulation and increase positive decision-making.  At the high school, AVID strategies are being taught to all students to develop skills needed for success as a student or in future careers. The District is committed to improving school climate for staff and students.  The CHKS survey is going to be administered again in the early spring of 2019.  We expect to see improvement in feelings of school connectedness and safety.|Met||2018
48705736051338|Fairmont Charter Elementary|6|Fairmont Charter Elementary administered the California Healthy Kids Survey (CHKS) in 2018. Results serve to measure the school's progress on state Priority Six, School Climate. Fairmont Charter Elementary only had 34 students take the CHKS, therefore it was decided to administered a school survey to all 2-6th grade students; According to the responses that the 5th grade students gave through he CHKS, Differences in student perceptions of . school connectedness and safety exists. 41% of students that took the CHKS responded that they feel connected to the school, while 85% of those same students responded that they feel safe at school.   Under the category of school safety, 88% of respondents indicated that they are treated with respect. When a similar questions was asked on the school climate survey, 94% of the students indicated that they feel safe at school while 96% responded that they feel respected at school.  These responses indicate that few students have a fear of unsafe things happening at school or being disrespected while at school.   It is interesting to note that when asked to respond   if they have been hit or pushed, 47% of the students said they have. In addition 47% of the students taking the CHKS also said that they have experienced rumors or mean things said about them. These trends show that students experiencing rumors (verbal altercation) or physical violence have continued  and can be seen nationwide as an areas of need. A need that shows that the increase social/emotional supports can support our students. Parents and staff perception of safety remain at high levels. In response to these results in the CHKS data and the data collected from school climate survey identifying school safety perceptions, Fairmont Charter Elementary has made changes in the LCAP Actions/Services to address school safety. Some of those changes include the use of programs such as Second Step, PBIS as well as classroom meetings. The school will also have a full time counselor. The school also intends to continue to learn more about the perception of the students and all stakeholders  in the LCAP through the LCAP process. The school engages parents in the LCAP thought the LCAP Advisory Committee, Site Council and ELAC (English Language Learners Advisory Committee). Students are engaged in the LCAP through surveys and questionnaires.   CHKS Survey Results for Fairmont Charter Elementary 2017-2018- https://wested.ent.box.com/8263fa92-eded-4f5e-a71e-4acb6c1c6807|Met||2018
49753580114934|Village Charter|6|VCS is small school that focuses on providing a safe and inclusive community for students and families. Our last measure on perceptions of school safety and connectedness was addressed via school wide meeting with parents and the opportunity to provide verbal feedback as well as written (anonymous responses were welcomed). Over 90% of those that participated felt the school was safe. There were suggestions on how to improve the sense of connectedness, especially for new families.|Met||2018
43693856046445|Fammatre Elementary|6|"School Climate Survey was administered in Spring 2018 to all students grades 3-8.  A total of 1879 students participated in the survey. The following highlights the findings from the survey based on keys questions ask of students.  Survey Question and percent of students who responded ""Often"" or ""Always"":  1.  “I like school.” - 62% 2.  “My school has clear rules for behavior.” - 89% 3.  “Teachers treat me with respect.” - 89% 4.  “I get along with other students.” - 80% 5.  “I feel safe at school.” - 81% 6.  “Students treat each other well.” - 69% 7.  “There is an adult who will help me if I need it.” - 78%  Based on the results of the survey, the CSD staff will be using the data to discuss areas of improvement.  The following are actions that staff will be implementing in the 2018-19 school year:  - Review the results of the school climate survey with all staff and identify areas of improvement where less than 80% of students responded ""often"" or ""always"". - Staff will also share and discussed overall students results of the survey with students to better understand our students' needs and what actions or support staff and sites can improve or change. - Staff will administer a pre and post-assessment of the changes and monitor the progress of the changes as they relate to students' perceptions of school climate.    Cambrian School District has been implementing Positive Behavior Interventions and Support (PBIS).  A key strategy of the PBIS process is prevention.  The PBIS model is a research-based strategy that is supported by the state of California and the federal Department of Education. The 3-tiered approach reduces problem behavior as a barrier to student achievement. We only have 180 days each year to advance academic progress, so instructional time is very valuable. Research shows that schools following the PBIS model recover thousands of hours of instructional time and, on average, four days of student instruction per year.  Keeping our students and employees safe and secure while at school is our highest priority. We work diligently to maintain a positive culture in our schools where students are free from bullying, isolation, racism, and intolerance, and practice open two-way communication and problem-solving with their peers and adults. We also work to maintain healthy schools that serve nutritious meals and offer classroom environments that are free from safety or health risks.  Cambrian School District will continue to provide a supportive, orderly and purposeful environment so that students can reach their full academic potential."|Met||2018
49709120128074|Cesar Chavez Language Academy|6|BEST walkthrough data reflects that students feel safe on campus and have at least one trusted adult they can go to for help.|Met||2018
14766870000000|Bishop Unified|6|In 2016-17, the California Health Kids Survey was administered to students in grades 7 and 9. The 7th grade results were higher than the state average in the areas of school connectedness, high expectations for students, and meaningful participation. There were several areas where the 7th grade results were higher than the state average: physical fighting, harassment/bullying, and chronically sad. The team at the school chose to work on physical fighting. For the 11th grade administration, results showed that the students’ perceived safety on campus as high, with very little harassment, violence, or victimization. One of the area to explore further is school connectedness. Many of the results in this category show a low belief in meaningful participation in school and their classrooms. Starting in 2017-18, all students in grades 5,7,9 and 11 will take the CHKS survey annually.|Met||2018
24657550000000|Los Banos Unified|6|We do an annual survey as part of our LCAP process.  The following questions are asked each year and these are the most recent results: - Do you feel safe at school? 3-6 grade 76%, 7-12 grade 66% - Do you feel like you belong at your school? 3-6 75%, 7-12 69% - Do you like going to school? 3-6 70%, 7-12 69% - Do you like to learn? 3-6 83%, 7-12 86% - Do you like to read? 3-6 78%, 7-12 60% - My teachers encourage me to do my best 3-6 90%, 7-12 81% We have been administering this survey now for a few years and it has helped us to plan for programs and services that help us better meet the needs of our students.  Some of the changes implemented have been additional academic counselors, hiring mental health counselors, growth of PBIS across the sites in our District and the Challenge Day program (for at-risk students) at the Jr. High sites.|Met||2018
43693856046452|Farnham Charter|6|"School Climate Survey was administered in Spring 2018 to all students grades 3-8.  A total of 1879 students participated in the survey. The following highlights the findings from the survey based on keys questions ask of students.  Survey Question and percent of students who responded ""Often"" or ""Always"":  1.  “I like school.” - 62% 2.  “My school has clear rules for behavior.” - 89% 3.  “Teachers treat me with respect.” - 89% 4.  “I get along with other students.” - 80% 5.  “I feel safe at school.” - 81% 6.  “Students treat each other well.” - 69% 7.  “There is an adult who will help me if I need it.” - 78%  Based on the results of the survey, the CSD staff will be using the data to discuss areas of improvement.  The following are actions that staff will be implementing in the 2018-19 school year:  - Review the results of the school climate survey with all staff and identify areas of improvement where less than 80% of students responded ""often"" or ""always"". - Staff will also share and discussed overall students results of the survey with students to better understand our students' needs and what actions or support staff and sites can improve or change. - Staff will administer a pre and post-assessment of the changes and monitor the progress of the changes as they relate to students' perceptions of school climate.    Cambrian School District has been implementing Positive Behavior Interventions and Support (PBIS).  A key strategy of the PBIS process is prevention.  The PBIS model is a research-based strategy that is supported by the state of California and the federal Department of Education. The 3-tiered approach reduces problem behavior as a barrier to student achievement. We only have 180 days each year to advance academic progress, so instructional time is very valuable. Research shows that schools following the PBIS model recover thousands of hours of instructional time and, on average, four days of student instruction per year.  Keeping our students and employees safe and secure while at school is our highest priority. We work diligently to maintain a positive culture in our schools where students are free from bullying, isolation, racism, and intolerance, and practice open two-way communication and problem-solving with their peers and adults. We also work to maintain healthy schools that serve nutritious meals and offer classroom environments that are free from safety or health risks.  Cambrian School District will continue to provide a supportive, orderly and purposeful environment so that students can reach their full academic potential."|Met||2018
27751500000000|Big Sur Unified|6|Students in Big Sur Unified have a positive school experience, including a student member on the school board. Student voice is well-represented in Big Sur Unified. All adult staff meet regularly with each student to ensure their academic and social-emotional needs are met.Some of the barriers experienced by Big Sur Unified is their remote location, weather restrictions, and inability to effectively raise funds to repair infrastructure. Big Sur Unified will continue to work cooperatively with the agencies that fund them, and give their students access to a viable education.|Met||2018
19647330125864|Ednovate - USC Hybrid High College Prep|6|USC Hybrid High launches quarterly surveys for students and parents to provide feedback on school climate and safety, which is reviewed and reflected upon quarter over quarter and will be shared with the Board. Student responses are generally positive and indicate that they feel safe in their school and like part of the community. In our most recent survey, 90% of students expressed feeling safe and 90% agreed that they can tell everyone cares about them and wants them to succeed. All qualitative comments are reviewed in detail and followed up upon, as appropriate.|Met|There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety amongst other measures. Results are analyzed each quarter and will be reported to the Board. Actionable feedback will be responded to and/or implemented as soon as possible. Genuine concerns for safety will be followed up upon as appropriate.|2018
12627370000000|Cuddeback Union Elementary|6|School Climate – Student Survey (18-19) Statement Cuddeback School  Rating Percent Responding I have friends at Cuddeback, and I look forward to coming to school most days. Strongly disagree 0  Disagree 0  Neither disagree or agree 9  Agree 23  Strongly Agree 68 Bullying is a problem at Cuddeback School. Strongly disagree 55  Disagree 14  Neither disagree or agree 14  Agree 18  Strongly Agree 0 I feel connected to Cuddeback, like I am a part of this school. Strongly disagree 0  Disagree 4  Neither disagree or agree 5  Agree 23  Strongly Agree 68 The teachers at this school treat kids fairly and with respect. Strongly disagree 0  Disagree 0  Neither disagree or agree 9  Agree 23  Strongly Agree 68 I feel safe in my school, I’m not worried about another student hurting me. Strongly disagree 0  Disagree 0  Neither disagree or agree 11  Agree 25  Strongly Agree 64|Met||2018
41690050132076|Rocketship Redwood City|6|Rocketship administers two different surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Achievement and Family Engagement to gauge parent satisfaction with Rocketship schools across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as  a common marker across the organization on parent feelings toward the school. It is used for measuring progress against LCAP goals, among others. This includes a question in the parent satisfaction survey which is offered to all parents in all grades. It is available in Spanish and Vietnamese to our parents who need translations. The student safety survey is administered to one cohort per grade for grades 3-5.|Not Met For Two or More Years|Our goal was 78% of parents reporting satisfaction with their school school and 95% of students feeling safe at school based, on 2015-16 baselines. 76% of our parents satisfied with Redwood City Prep, and 65% of students felt safe, for a difference of -2% and -30% respectively. Rocketship Redwood City has experienced challenges with student feelings about being safe at school, which we are actively addressing. RRWC's facility is a Prop 39 space with is shared with with a middle school and many students report feeling unsafe during recess. We have implemented more structured games for students and the addition of student incentives to ensure that recess is safe and seen as a time for students to advocate for the safety of themselves and others. We are re-calibrating our expected results for both student and parent safety. Our expected metrics last year were based on one year of data, and we felt that outliers misrepresented our progress toward this goal.|2018
44697996049720|Linscott Charter|6|"This was Linscott's ""off year"" for distribution of a survey. The previous year's survey results were used to direct professional development around suicide prevention, investigate and provide a more comprehensive sex education curriculum, and add translation services for non-English speaking families."|Met||2018
31668520000000|Newcastle Elementary|6|The goal for students to continue to demonstrate strong resiliency in making appropriate decisions is a constant and active goal for the district.  Student survey results from the California Healthy Kids Survey indicated 38% of 5th graders and 46% of 7th graders feel strong school connectedness.  This established a baseline to use in comparing future years.  Also, student survey baseline information was established through the California Healthy Kids Survey and indicated that 68% of 5th graders and 81% of 7th graders found that school was perceived as safe or very safe.  When those results are reviewed, there are obvious needs for growth evident in the area of school connectedness among students.  In the area of feeling safe, a strong percentage of older students are perceiving the school as safe or very safe, but there is still room for improvement with this data.  The younger students indicated a significant gap in how many students we want to see the school site as safe and how many are reporting that they actually do.  To help close the gap between desired results and student feedback, there has been emphasis put on culture and safety.  The district will gather a greater level of feedback from students instead of using solely the CHKS as a source of data, and it will gather data from more than two grade levels.  Implementation and growth of the school PBIS program is important for staff and for students to help develop a climate of fairness and respect.  A Social-Emotional Learning curriculum has been put in place at all grade levels to address and instruct in areas of belonging, bullying, safety, and emotional regulation and this program is too new to gather solid results.  And finally, the district is taking steps towards improving culture on campus as there were strong indicators in survey results that revealed this as an area of need for staff, students, and parents.  Culture is embedded in the school climate and with positive improvements to the culture, there should be a direct correlation to positive improvements in the school climate.|Met|Not applicable.|2018
37684110000000|Sweetwater Union High|6|Throughout the school year, the Sweetwater Union High School District strives to engage students, parents, staff and the entire community in the creation of a climate that is safe, welcoming and engaged. Significant efforts have been made at the district level and across school sites through several of the district’s LCAP goals - especially Goals 2 and 3 - to address climate and engagement.   As a means of measurement, Sweetwater has partnered with several agencies such Hanover Research, California Healthy Kids and the CORE Districts to measure perceptions about school safety and connectedness. In 2018, 1264 staff members and 1414 parents and community members responded to the annual Hanover Climate Survey.  Here are a few of the key findings: Most respondents have a positive impression of the school and district environment. At both the district and school level, the majority of staff respondents report a positive atmosphere that is respectful, welcoming, and tolerant. Despite overall positivity, however, parents and community members are less positive than staff members about the school environment. This discrepancy is present through all survey questions where both groups provided answers around the environment, with gaps ranging from 17 to 24 percentage points.  Stakeholders have generally positive opinions of the district overall and believe that the district is moving in the right direction. When asked what SUHSD needs to improve in order to increase their perception of the school district, 35 percent of parents and community members selected teacher quality/performance and 32 percent selected student support services. The two most common answers among the staff respondents were quality of facilities (40%) and student behavior (34%).  In 2017-18, we administered the CORE Social Emotional Learning Survey for the first time, with participation from over 16,000 students.  Among the results we discovered that students felt a strong sense of safety at both the MIddle school (89%) and High School (91%) and  that 69% of our Middle School students and 61% our our High School students felt a strong school connectedness.  The Sweetwater Union High School District will continue to work on these issues related to school climate as we go further into the school year. We will continue our implementation of the CORE Social Emotional Survey, Hanover Parent and Staff survey and participate in the biannual California Healthy Kids Survey this year in grades 7, 9, and 11.|Met||2018
29663160000000|Chicago Park Elementary|6|The annual CHKS was administered to students in grade 7, parents, and staff in December 2017.  The annual LCAP survey was conducted in January 2018, and reached all staff members, parents, and students in grades TK/K-8.  Results were shared with Staff, the Site Council and School Board and made available to all other parties upon request.  The results of the survey were very positive.  64% of students felt that Chicago Park provided a safe environment to learn in. 50% of staff felt that Chicago Park provided a safe environment for students to learn in.|Met||2018
42691040000000|Ballard Elementary|6|The Ballard School District administers a school climate survey annually to all students in 3rd – 6th grade. (Ballard is a K – 6th school.) This survey is aligned to the district’s Local Control Accountability Plan. The student climate survey was developed in-house with the support of the Santa Ynez Valley Youth Coalition. In 2016-17 100% of Ballard’s 3rd – 6th graders participated in the survey. The survey measures student perceptions of safety and connectedness. And provides the opportunity for open-ended feedback. Ballard continues to provide a sense of emotional and physical safety at school. Results of 3rd - 6th grade survey include:   *Happy at this school:  Always/Usually = 96% *Safe at this school:  Always/Usually = 96% *Like my school:  Always/Usually = 94% *Part of my school:  Always/Usually = 97%  Additional School Climate Indicators:  *There were no suspensions or expulsions at Ballard School in 2017/2018.  There has not been a suspension or expulsion for at least 12 years. *The district's annual attendance 96.5% for the 2017/18 school year. *Ballard only had 2 students identified as chronic absent during the 2017/18 school year.  This is less than 2%.|Met||2018
37680496119564|Dehesa Charter|6|Dehesa Charter School annually measures the school climate of students and their perception on programs, events, and activities. Results from the student survey are compiled and shared with all stakeholders including the local governing board at a regularly scheduled meeting. Communication has consistently been raised as an area for growth, thus the school implemented the use of Parent Square to establish direct communication with parents, instead of expecting staff to forward information along in a timely manner.  Additionally, the school opened up a parent portal on the website to give parents access to school documents (handbooks, logs, sample curriculum, etc.).|Met||2018
19647330125625|KIPP Scholar Academy|6|In 2017-18, KIPP LA administered the California Healthy Kids Survey (CHKS) to all 3rd - 8th graders whose parents gave consent. The survey was administered during January and February of 2018. Specific results on school safety and connectedness are included below:  % of students reporting I feel safe at school: 79%  % of students reporting I am happy to be at this school 69%                                                           In 2018-19 KIPP LA will no longer administer CHKS, and will instead adminster a new student survey created by KIPP LA. A copy of the new survey may be obtained on our website at www.kippla.org.|Met||2018
30103060133785|Oxford Preparatory Academy - Saddleback Valley|6|Based on a survey of students, staff, and parents, the following areas of focus were determined:  Oxford Preparatory Academy will provide support systems for learning (during school day and after school) and will provide a safe school with a healthy climate where all students have the opportunity to achieve at high levels. Based on analysis of outcome data and stakeholder input, including results from parent and students surveys, teachers/administrative conferences, and conversations during the administrative team talk, the following needs were identified to ensure all students were physically and socially safe: A system of academic and social emotional support for all students Strategies for staff to support all behavior issues in a constructive, positive manner Strategies for classroom management Strategies for student engagement Protocols and training for playground proctors Parent/ student education classes on cyber bullying, social media, and drug awareness Expansion of clubs and activities to engage all students A clean and well maintained facility A safe climate with an inclusive culture|Met||2018
07770240134072|Rocketship Futuro Academy|6|Rocketship administers two different surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Achievement and Family Engagement to gauge parent satisfaction with Rocketship schools across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as  a common marker across the organization on parent feelings toward the school. It is used for measuring progress against LCAP goals, among others. This includes a question in the parent satisfaction survey which is offered to all parents in all grades. It is available in Spanish and Vietnamese to our parents who need translations. The student safety survey is administered to one cohort per grade for grades 3-5.|Met|Our goal was 78% of parents reporting satisfaction with their school school and 95% of students feeling safe at school based, on 2015-16 baselines from other Rocketship schools. 86% of our parents satisfied with Futuro Academy, and 76% of students felt safe, for a difference of +8% and -19% respectively.|2018
42104210000000|Santa Barbara County Office of Education|6|The California Healthy Kids Survey (CHKS) was conducted in 2016-17 and will be conducted again in 2018-19.  Students in grades 8-12 participate in the survey. JCCS parents and students also participate in annual surveys created by JCCS staff and advisory committee members. Survey results are reviewed and analyzed by the JCCS Leadership Team and advisory committee members, and results are summarized in the Local Control Accountability Plan (LCAP). Local decisions are made based upon the results of all three surveys.   The CHKS overall average scale score in 2016-17 for School Connectedness was 3.35, indicating moderate to high responses. The majority of students reported feeling optimistic about school, with 74% reporting they feel they can do most things if they try; 70% reporting there is a teacher or other adult who wants them to do their best; and 76% reporting they have meaningful participation in deciding class activities, rules, etc.|Met||2018
09618950000000|Indian Diggings Elementary|6|The district administers a local school climate survey to all families and all students. The soo18 survey indicated an overall 71% satisfaction rate from students and an 89% satisfaction rate from parents. The survey found that we still have work in the area of enrichment and PBIS. The district will be adding additional enrichment programs and PBIS strategies.|Not Met||2018
09618530000000|El Dorado Union High|6|The District administered the California Healthy Kids Survey to ninth and eleventh grade students.  The survey revealed many key findings.   • The survey revealed that the students feel safe on campus.     • Overall students reported that staff has high expectations with over 68% of the students reporting staff believes they will be a success.  • Only 11%-13% of students reported that adults were not encouraging them to work hard so they could be successful in college or at the job of their choosing. • For the most part, students were happy to be at their school with only 20% reporting they were unhappy.  • Only 12% reported that the school did not make it clear on how students were expected to act. • Only 37% of eleventh grade students agreed that adults at this school treat all students with respect. 29% were neutral, but 35% did not agree that all students were treated with respect. • Only 33% of eleventh grade students agreed that all students are treated fairly when they break school rules. 33% were neutral, but 34% did not agree all students were treated fairly when they broke school rules. • 19% -20% seriously considered suicide. • Over 45% of female students reported being harassed or bullied for any reason and 42%-50% of female students reported feeling chronically sad or hopeless during the last 12 months.  These were significantly higher percentages than male students. • Latino students report feeling less connected and less safe than white students.  • African American and Asian students reported experiencing more harassment as result of race, ethnicity, national origin, religion, gender, sexual orientation, physical or mental disability, and immigration.   The California Healthy Kids Results revealed that the schools are safe with high academic expectations.  However, the key findings reveal there is a need to improve the perceived way all students are treated and disciplined.  In addition, cultural competency and tolerance training is needed to reduce the incidents of harassment for non-white students.  With 50% of female students reporting feeling hopeless or chronically depressed, a root cause analysis should be conducted to better understand how female students’ emotional well-being may be improved.|Met||2018
33103300128397|Come Back Kids|6|In a Gallup poll conducted regarding student engagement, Come Back Kids Charter exceeded national averages in 8 of 9 indicators of student engagement tied to school climate.|Met||2018
19647330127894|Valor Academy High|6|In order to assess students’ perceptions of school safety and climate, the school transitioned to a new survey platform, Panorama Education, to administered an end-of-year student survey in spring 2018.  School Safety - for school safety, students were asked to respond to the following questions: 1. How often are people disrespectful to others at your school?  2. If a student is bullied in school, how difficult is it for him/her to get help from an adult? 3. How likely is it that someone from your school will bully you online?  4. How often do you worry about violence at your school?  5. At your school, how unfairly do the adults treat the students?  6. How often do students get into physical fights at your school?  School Safety Average - the average of students responding favorably to these questions was 62% Student Subgroups with +/- 10% points from the school average English Language Learner -12% Parent Education Level - College Graduate +10% Parent Education Level - Graduate School/Postgraduate +13% Asian +21% Black or African American +11% School Climate - for school climate, students were asked to respond to the following questions:  1. How positive or negative is the energy of the school?  2. How pleasant or unpleasant is the physical space at your school? 3. How fair or unfair are the rules for the students at this school?  4. At your school, how much does the behavior of other students hurt or help your learning?  5. How often do your teachers seem excited to be teaching your classes?  School Climate Average - the average of students responding favorably to these questions was 41% Student Subgroups with +/- 10% points from the school average Grades Mostly Get Ds & Fs -15% Homeless -29% Asian +23% Use District provided a space for school leadership to analyze data during Spring Admin Retreat to create an Annual Student Culture Goal and Student Culture Data Team to reach this goal Student Culture Data Team meets monthly with school district representative to set and monitor progress aligned to the Student Culture Goal set forth in the Annual School Action Plan District representative holds monthly focus groups with a new heterogeneous group of students to gather data and support the Student Culture Data Team to reach their goals Administration alignment of Fall and Spring Student Surveys for 2018-2019|Met||2018
15638340000000|Vineland Elementary|6|"During the 2017-2018 school year, the District administered the California healthy Kids Survey to students in Grade 7.   89% of students surveyed reported a ""Moderate"" to ""High"" level of school connectedness, while 55% of students surveyed reported that they perceived the school to be ""Safe"" or ""Very Safe"".  Additionally, the District provides two on-site At-risk Counselors to provide direct support to all students and provides a web-based reporting system for acts of bullying, intimidation, and harassment."|Met||2018
51714150000000|Meridian Elementary|6|"There is no evidence that a School Climate Survey was administered in the 17/18 school year by the previous administration and no data to impart.  This results in a ""Not Met"" status for the 17/18 school year.  This will be changed for the 18/19 school year and beyond on a yearly basis."|Not Met|"Change in administration and district practices will ensure this becomes a ""Met"" designation in subsequent years beginning with the 18/19 school year."|2018
43696176048045|Ida Jew Academies|6|Ida Jew Academy administers the CA Healthy Kids Survey every other year to 5th and 7th-grade students. The survey was last administered in the 2017-18 school year.   Results from seventh-grade students: - 72% reported that they feel happy to be at school -86% reported that they have someone at school who believes he/she will be successful -76% feel that someone notices when they are not at school -65% feel like they are part of their school, and -79% feel that teachers make it clear that bullying is not tolerated -72% feel very safe or safe at school - 33% reported that they had been harassed or bullied at school due to race, religion, gender, disability, or perceived sexual orientation, and - 6% reported that they had experienced cyber-bullying two or more times in the past year  2017-18 Results for Fifth-Grade students: - 73% reported that they are proud of their school -81% reported that they are taught to care about each other and treat each other with respect - 83% fell that students know the rules -58% feel that they are treated fairly if they break the rules -89% reported that teachers treat students with respect, and -92% feel teachers make it clear bullying is not allowed  Although, 79% of seventh-grade students and 92% of fifth-grade students reported that they feel that bullying is not allowed, addressing bullying issues, especially cyberbullying is a focus for the district. The district is making sure that schools are teachings lessons on cyberbullying in the upper elementary and middle school. The district is also informing parents and providing workshops on cyberbullying. Fifth and seventh-grade students will be taking the CA Healthy Kids Survey this school year; the survey results will be compared to the previous year’s survey to see if progress has been made in the reported areas.|Met||2018
45701690129957|Northern Summit Academy|6|Northern Summit Academy disseminates a survey to every parent, student , and staff member each year.  The survey is created by the school.  It is designed to seek stakeholder feedback on existing school conditions, school climate, programs, curriculum and materials, activities, field trips and engagement events. In addition the survey solicits stakeholder suggestions and ideas for future programs, curriculum and materials, activities, field trips and parent engagement events. In order to ensure maximum participation in survey completion, stakeholders are asked to complete the survey when they are in the NSA resource center for parent/teacher meetings, classes, and other business.  Surveys are held in a central office location, reviewed, results are tallied and results are reported out to the staff, Advisory Council, and NSA school board.  All suggestions and ideas are reviewed and considered for implementation. The survey results indicate that stakeholders consider the NSA site and climate to be safe and welcoming.   Key information for NSA is to continue our personalized learning program and personalized attention to stakeholder needs.|Met||2018
04614240120394|Inspire School of Arts and Sciences|6|"DATA:  We use the data from the Education for the Future surveys as well as data we collect from students through our advisory programs.  1.  Students feel safe and feel like they belong at Inspire.  Parents have the same level of confidence that their students feel safe and belong.   2.  Students feel they are treated fairly by teachers, staff and administration. 3.  Students feel less strongly that they are in charge of what they learn at school.  4.  The strongest numbers are in response to the statements, ""I like this school"", and ""I think it is a good school."" 5.  Students also respond positively to their teachers agreeing that they have high expectations, are cared about and excited about what they teach. 6.  Students feel more confident with their ability to write than with math, they agree that they know how to process information but fell they could be better at presentation. 7.  Lower numbers, although never below a 3,  occurred in the areas of students feeling liked by other students and the sense that their teachers know them well. 8.  Advisory surveys provide students with a voice in the school.  They feel like we need to do better with divisions between students and addressing differences in a respectful way, particularly in classroom discussions.  MEANING: 1,  Areas of strength:  Students feel welcome, safe and accepted.   2.  Areas of growth:  While the number is not low, Inspire needs to continue to discuss ways to better improve student relations. 3.  USE:  This past year, student government focused on the area of relations with other students, gave feedback to teachers about how to better facilitate discussions and identified what they needed in this regard.  Advisories focused on looking at these issues and addressing them more deeply in small groups."|Met|School climate is a top priority for Inspire.  Every other year, we have a pro-kindness, anti-bullying training school wide.  We have a wide diversity of students, and we see it as a top priority to continue to address how we best understand and support each other with kindness and respect.|2018
19650780000000|Valle Lindo Elementary|6|LCAP: https://4.files.edl.io/335c/06/27/18/135318-1a6a95e0-08ba-4e6d-94db-774751f150fc.pdf  School Climate Survey Results: https://4.files.edl.io/2ece/10/31/18/111928-4801cb25-254e-4dc5-9922-cd24dcb8394b.pdf  Use: https://4.files.edl.io/335c/06/27/18/135318-1a6a95e0-08ba-4e6d-94db-774751f150fc.pdf Implement Capturing Kids' Hearts annually to ensure refinement of district practices that will result in promoting a positive school climate.|Met||2018
01100170123968|Community School for Creative Education|6|DATA: In grades 1-8, we administer portions of the  Panorama School Climate Assessment 208 for the first time.  We will conduct this same survey twice a year going forward.  MEANING: Specifically, we look at the portions related to Student Interactions and Attitude and Culture to assess student connectedness to school and school safety.  We learned of the students’ strong sense of belonging  and we identified the need to increase rigor in our classrooms.  USE:  We elevated our teacher leader in our lab classroom where 50% of students reached proficiency in SBAC to be Dean of Instruction to scale the  high levels of rigor with deep fidelity to our Waldorf Standards-Aligned Equity-Focused Model; we provided an aid in each classroom except 8th so teachers had more time to focus on instruction; we launched work  strengthening our core curricular unites, “Know Do Reflect”, to grade level standards; we enrolled a first cohort of teachers, board members and our principal in the country’s first Mills Waldorf Certificate Program to strengthen skill and understanding of our Waldorf standards aligned model.|Met||2018
07617960101477|Leadership Public Schools: Richmond|6|LPS Richmond students complete annual Panorama surveys to provide input and feedback regarding the school overall as well as each class in which they are enrolled.   The response rate for the Spring 2018 Student Classroom Survey was 62%. In addition, a representative sample of 150 students grades 9-12 (26%) took the whole-school-focused survey Student School Survey. Panorama national benchmarks show LPS Richmond to be at the 60th percentile nationally for sense of belonging for urban high schools serving predominantly low-income students and families. Forty-three percent of students responded that they completely belong or belong quite a bit at school, a gain of 4 percentage points from the prior year. Forty-one percent of students expressed that they somewhat belong, 10% reported belonging a little bit and 6% not at all.   Looking at key subgroups, 58% of Special Education and 48% of English Learner students responded that they completely belong or belong quite a bit at school.  Belonging was low for students with a GPA < 2.0, with 29% responding that they completely belong or belong quite a bit.   We continue to work to strengthen conditions for belonging. Focus areas include African American students’ sense of belonging and academic engagement and identity of students not yet meeting course standards. Ratings in Spring 2018 from the Student Classroom Survey went up in all categories:  Rigor, Manage, Plan, Achieve, Culture.  Culture ratings went up 5 percentage points from fall 2017 to spring 2018. In 2018 74% responded strongly agree or agree to “this teacher cares about me and my goals” and 76% to “in this class, this teacher makes me want to do my best.” As compared to the school survey, any equity gaps based on demographics are very minor.  78% of Special Education, 77% of African American, and 75% of English Learner students responded strongly agree or agree to “this teacher cares about me and my goals”. LPS holds student sense of belonging as a core goal.  We work to enact curriculum, instruction, student support, family and community partnership, and general organizational values and ways of being that uphold and strengthen belonging. Student survey results were a key source for data-driven year-end reflection and planning to inform improvement at network, school and classroom levels. We continue to leverage student survey data to guide ongoing improvement and are now in the midst of the fall 2018 survey administration.|Met||2018
19647336019715|Vaughn Next Century Learning Center|6|"Vaughn NCLC administered a School Experience Survey for students and collected responses via an online survey tool. The response rate across all Vaughn school sites (TK-12) was 94% with a total of 2,850 submissions. Students in grades 3-12 responded to all questions/statements using a 1-5 scale (1 indicating Strongly Disagree and 5 indicating Strongly Agree), whereas students in grades TK-2 responded via a modified, age appropriated survey with Yes or No statements only.   Students were asked to respond to questions that had been clustered into the following groups:   Connectedness: An overwhelming majority of students across all grade levels indicated that they agree/strongly agree that they ""feel accepted for who they are"" at Vaughn. When asked ""are you happy to be at this school,"" and ""do you feel like you are part of this school,"" the majority of students responded in the affirmative. Serving as a span school from PK/TK-12, Vaughn teachers and staff are is uniquely positioned to establish long lasting mentor/mentee relationships with students, and students become invariably connected to one another within their respective cohorts as well. With that said, it is worth noting that nearly 1/5 of high school students indicated that they felt at least marginally disconnected from the school.   Safety: Whereas the solid majority of students indicated that they felt safe on school grounds, nearly 20% of all students TK-12 expressed some level of concern over safety in the neighborhood surrounding the school. Moreover, students clearly indicated, across all school sites, that they feel respected by the adults in the school.   Expectations for Behavior: 1 in 5 students school wide believe that students are not treated fairly when they break school rules, yet a large majority of students indicated that they clearly understand what the rules are.   Participation and Leadership: A majority of students believe that they have a collective voice in decision making at the school and that teachers do encourage students to make decisions from within and beyond the classroom setting.   Bullying: nearly 90% of students school-wide indicated that online bulling is not a major concern. Moreover, fewer than 10% of students indicated that they considered negative remarks or teasing related to body image, the way students act, speak, or look to be an issue of concern.   Vaughn has invested heavily in personnel and programs designed to promote a positive school climate and culture for students and all stakeholders in the school. Vaughn will continue to develop the Restorative Justice Coordinator positions at the middle and high school, and students will continue to participate on school governance committees as a means of honoring student voice in school improvement efforts."|Met||2018
41690700000000|South San Francisco Unified|6|In 2017-18, SSFUSD administered the CA Healthy kids and the Panorama survey to our students. Here's some key data points from the surveys. Elementary Students (Grade 5) 98%  believe their teachers care about them  80% like to come to school 97% feel they can talk to other adults  96% say other students are kind to them Secondary Students 91% say school is a positive environment  86% feel their teachers care about them 62% stated they have an adult at school they can talk to  92% stated they have a friend/peer they can talk to 90% feel the school is a safe and caring community SSFUSD set a target: 80% of students or higher feel connected and supported by staff/peers. While overall, our data indicates that students feel our schools are safe and caring community we will focus on increasing our percentage of students at the secondary level to ensure that they have an adult that they can talk to. SSFUSD will continue to analyze our data and determine if we need to increase staffing in the areas of counseling (mental health & academic) and provide training with our staff to continue to build relationships/connections our students. The district provided training and has implemented PBIS at the 6-8 grade span, and at the K-5 grade span has implemented PAXS. These programs has assisted the district in creating a safe, warm, welcoming environment and has led to a positive school climate and we've seen a reduction in behaviors that have led to suspensions/expulsions.|Met||2018
30664980000000|Fountain Valley Elementary|6|The Fountain Valley School District is committed to providing a safe, supportive, and nurturing environment that promotes engagement of parents and students, as well as school connectedness.  In even-number years, the District administers that California Healthy Kids Survey (CHKS) to its 5th grade and 7th grade students.  In order to supplement the CHKS, the Fountain Valley Climate Survey is conducted bi-annually with our 3rd through 7th grade students.  Both surveys are anonymous, confidential surveys of youth resilience, protective factors, and risk behaviors.  These surveys enable school administration and student leadership groups to collect and analyze data in order to improve school climate.  The data collected in these surveys is aggregated with school suspension and expulsion data, as well as, student attendance data to derive a more comprehensive school site analysis of student engagement.  On the 2017-18 CHKS of Elementary Students, 87% of students reported often or always feeling safe at school, 88% reported often or always feeling teachers cared about them, and 79% were often or always happy to be at school.  On the 2017-18 CHKS of Middle School Students, 61% agreed or strongly agreed that teachers cared about them, 70% are happy to be at their school, and 70% agreed or strongly agreed that they felt safe at school.  Fountain Valley School District is proud of its long-standing tradition of academic excellence, which is one of the strongest indicators of school climate.  At the micro level, FVSD uses student attendance, student discipline, staff values and beliefs, parent engagement, and student perceptions of school to make thoughtful decisions regarding its reform efforts.  That being said, when each of these factors is included in a comprehensive program to support students at school, academic achievement soars.|Met||2018
19753090136531|iLEAD Online|6|iLEAD Online believes that student voice plays a critical role in helping our school improve. Therefore, iLEAD Online uses questions from the Panorama Student Survey to gather feedback regarding school safety and connectedness to better understand what their students are experiencing, and act on that feedback.The measures in the survey also provide information and data to support the creation and revision of the school’s LCAP goals and actions. The iLEAD Online Student Survey is administered once a year to students in grades 5-12.   The results of the survey are below:  I am excited to go to my school or learning studio everyday. 100% My facilitator(s) is/are excited to be teaching his/her class. 100% The lessons, assignments, and projects at school are interesting to me. 83.3% The rules at my school or learning studio are fair. 100% My school/studio is a friendly and welcoming environment for learners and their families. 100% he learners at school are respectful to one another. 100% The learners are respectful to their facilitators and other adults at school. 100% I feel connected to at least one adult at my school/learning studio. 100% I feel physically safe at my school or learning studio. 100% Learners have many opportunities to share their ideas and help make decisions about things that affect them at school (projects, learning activities, field studies, service projects, rules, etc.).  100% I feel like I belong at this school. 100% Learners in my school respect differences in other students (for example: race, culture,  physical or academic ability, gender, etc.) 100% During this school year, I have never been bullied (physical, verbal, social-emotional, cyber) 100% My school helps and encourages learners to resolve conflicts with one another. 100% I work hard at school even when it’s really hard for me. 100% I am developing leadership skills at my school/studio. !00% I work hard to meet my academic and social-emotional ILP goals. 100% How does project-based learning help you meet your learning objectives? 100%|Met||2018
19753090134619|Empower Generations|6|Empower Generations administers the Gallup Student Poll annually to learners in grades 5-12. The Gallup Student Poll is a 24-question survey that measures the engagement, hope, entrepreneurial aspiration and career/financial literacy of students in grades five through 12. The Gallup Student Poll includes non-cognitive metrics with links to student success.  Results for the 2017-2018 Gallup Survey are below:  95.3% of the students report that their teachers make them feel their schoolwork is important  95.2% of the students state they feel safe in school 42.8% of the students state they have a best friend at school 70.7% of the students state they have at least one teacher who makes them excited about the future 77.1% of the students report that the adults at their school care about them 85.7% of the students believe they have a great future ahead of them 82.9% of the students believe they will find a great job in the future|Met||2018
19645500000000|Garvey Elementary|6|Garvey School District uses a local survey comprised of twenty-two questions (for Grade 5) and twenty-seven questions (for Grades 7-8) that are adapted from the California Healthy Kids Survey (CHKS) to assess student perceptions of school safety and connections in grades 5, 6 and 7. The goals are to attain at or above 85% for the positive indicators and below 15% for the negative indicators. The annual growth target is to achieve an average of 5% improvement (increase for positive indicators and decrease for negative indicators).  Using the 2016-17 student survey findings as baseline data, the following is a summary of the key findings for 2017-18.  Key Findings for Grade 5 School Engagement & Supports: School Connectedness (+35%) Academic Motivation (+30%) Caring Adult Relationships (+30%) High Expectations (+38%) Meaningful Participation (87%) Met Target School Safety: Feel safe at school (-1%) Been hit or pushed (-5%) Mean rumors spread about you (-19%)  Been called bad names or mean jokes made about you (-24%)  Saw a weapon at school (8%) Met Target Disciplinary Environment: Students well-behaved (-2%)  Students treated fairly when break school rules (+10%) Students treated with respect (-13%) Lifetime Substance Use: Alcohol or drug use (0%) Met Target Cigarette smoking (1%) Met Target E-cigarette (1%) Met Target  Key Findings for Grades 7-8  School Engagement & Supports: School Connectedness (Gr.7: +37%; Gr.8: +35%)  Academic Motivation (Gr.7: +35%; Gr.8: +32%) Chronic truancy (twice a month or more) (Gr.7:12% Met Target; Gr.8: 10% Met Target) Caring Adult Relationships (Gr.7: +27%; Gr.8: +23%) High Expectations (Gr.7: +38%; Gr.8: +39%) Meaningful Participation (Gr.7: +71%; Gr.8: +68%) Facilities upkeep (Gr.7: +43%; Gr.8: +37%) School Safety & Substance Use: School perceived as very safe or safe (Gr.7: -3%; Gr.8: +2%) Experienced any harassment or bullying (Gr.7: -10%; Gr.8: -6%) Had mean rumors or lies spread about you (Gr.7: -10%; Gr.8: -9%) Been afraid of being beaten up (Gr.7: +10%; Gr.8: -1%) Been in a physical fight (Gr.7:13% Met Target; Gr.8: +3%) Seen a weapon on campus (Gr.7: 5% Met Target; Gr.8: 13% Met Target) Been drunk or “high” on drugs at school ever (Gr.7: 2% Met Target; Gr.8: 3% Met Target) Mental and Physical Health: Current alcohol or drug use (Gr.7: 1% Met Target; Gr.8: 4% Met Target) Current binge drinking (Gr.7: 1% Met Target; Gr.8: 2% Met Target) Very drunk or “high” 7 or more times (Gr.7: 1% Met Target; Gr.8: 4% Met Target) Current cigarette smoking (Gr.7: 1% Met Target; Gr.8: 1% Met Target) Current electronic cigarette use (Gr.7: 1% Met Target; Gr.8: 3% Met Target) Experienced chronic sadness/hopelessness (Gr.7: -3%; Gr. 8: -3%)  Summary of 2017-18 Annual Growth Average Improvement (for indicators not at target level): 17%|Met|For a detailed report on the Local Performance Indicators for 2017-2018, please refer to this link: https://www.garvey.k12.ca.us/apps/pages/about/lcap|2018
19647330100743|Accelerated Charter Elementary|6|Per our annual school survey in grades 4 and 5, the Accelerated Charter Elementary School (ACES) provides an overall safe school climate for students: 19% school is clean; 79% school is sometimes clean 59% students feel safe in common areas; 33% students sometimes feel safe in common areas 90% students feel safe in classroom; 7% students feel safe sometimes in classroom; 3% students do not feel safe in classroom 87% feel teachers listen to them; 12% feel teachers listen sometimes 32% reported no bullying; 46% reported bullying sometimes; 22% reported bullying at school Based on the above data, the Accelerated Charter Elementary School will during the 2018–19 school year, continue to implement a school-wide Positive Behavior Support Plan to ensure all students feel safe and can learn at school daily including providing incentives and reinforcement for desired positive social and learning behaviors. School staff will identify students needing additional social-emotional or behavioral supports through the School Support and Progress Team (SSPT) process. School staff will develop intervention goals, teaching and learning expectations and outcomes for behavior; review and evaluate behavioral intervention plans and monitor student progress. School staff or outside agencies will provide parent workshops, opportunities for conference attendance that includes supports about behavior, discipline, and social-emotional well being for children. These actions will ensure a school climate conducive to learning and attaining grade level standards.|Met|Per school survey reports, the Accelerated Charter Elementary School (ACES) provides a safe environment for staff and students. Parents are satisfied with school response time and parents are pleased with the educational programs provided to their children. We continue to include parents on committees so stakeholder voices can be heard and responded to in a timely manner. Stakeholders have also voiced that they feel that the Accelerated Charter Elementary School (ACES) provides a more rigorous academic program compared to similar or resident schools.  Accelerated Charter Elementary School will continue to analyze and evaluate the safety of the school, the academic programs offered at the school site, the cleanliness of the facilities, the courses offered to students and their effectiveness. This will be done through surveys, observations, and stakeholder input at various meetings throughout the school year.|2018
19647330135632|WISH Academy High|6|WISH Academy now annually surveys students, staff and parents to gauge satisfaction levels, connectedness, wellness, and resiliency, allowing WISH to solicit crucial feedback for our operations. WISH administers the California Healthy Kids Survey to parents, students, and faculty members. In addition, each week an Owl Proud survey is sent to the entire community. The data from these surveys indicate that WISH students feel like their curriculum is engaging and meaningful, the teachers are invested in them, and they feel free from bullying. Students also indicated that they want more opportunities for student choice and voice to be heard.  Advisory – All Academy students participate in advisory each day.  This course offers opportunities for students to share their voice with a dedicated adult champion available to support their socio-emotional needs.  WISH has also infused more social and emotional supports across all grades, including the Yale Ruler program.  WISH Educators participated in the Yale training to ensure the full understanding and effective implementation of the program, providing parents with the language and tools of the program to provide consistency at home.  WISH parents regularly meet in grade level groups regularly to share experiences and improve the practice in school and at home.    WISH Academy will be implementing the LINK Crew next year - a  peer-mentoring program to aid in freshman during that critical transition year into school. LINK is built on the belief that students can be positive role models and help their peers succeed both academically, and on a social-emotional level.|Met||2018
24737260000000|Merced River Union Elementary|6|The Merced River is a small rural community comprised of 1 school that is made up of TK-8th grade students. The district last administered the California Healthy Kids Survey to its 5th (elementary), 7th and 8th grade students (junior high) in 2015-2016. The results gathered showed that at a minimum score of 70% or higher, students in all demographics, social economic status, English Learner and students with disabilities felt that in the areas of Caring Relationships, students acknowledged that the grown-ups in the school district care bout them most of the time(27%) and all of the times (73%). They felt that at least 82% of the adults listen to them when they have something to say. 75% of students felt that adults in the district acknowledge them when they do a good job and 100% of students believe that adults believe that students can do a good job most of the time (19%) or most of the time (81%).  The data also revealed that 94% of students felt happy at school, 81% felt safe at school and 87% are proud to belong at our school. When looking at the Supports for Social and Emotional Learning, the data revealed differences in students' answers. 73% felt that the school helped them solve conflicts, 57% felt that the district understands how they felt, 60% felt that the school teaches them how to care about each other and treat each other with respect. The district prides itself on the home-to school relationship that it has established with the community and knows that we will continue to make that a goal every year.  The district looked deeper looked deeper into the Social and Emotional Learning areas and will address these areas by implementing the Multi-Tiered Systems of Support (MTSS) and focus specifically on the Positive Behavior Interventions and Supports (PBIS) for the coming years. The district plans to have a fully implemented PBIS system in place by 2020. The district has been working with the local county office of education in the implementation of PBIS. The district's teachers and staff are committed to changing how students treat and care about each other, how others think and feel about each other and treating each other with respect. We believe that PBIS will help us improve on these numbers in the coming years.  The district will administer the California Healthy Kids Survey in the Spring of 2019 and use that data to conduct a comparison from the most recent survey.|Met||2018
36678010000000|Needles Unified|6|"The PBIS School Climate Survey for students in grades 4-12 was administered in fall of 2017.  We plan to administer this survey every two years.  We are still working to revise and refine our PBIS programs according to these results.  The Needles Middle School earned the PBIS Silver Award for implementation of PBIS programs.  We are reviewing our discipline procedures to ensure that student behavior is encouraged through positive restorative justice.  We have provided safety net programs, such as counseling and ""Stones"" for students to learn to deal with their life issues that can impact their behavior in school.  We are creating a Community Drug and Safety Task Force with Sheriff, Probation and City to ensure that we have a community approach to improving student behavior.  The results of the initial survey are Elementary Surveys reported the following data: 1. Gender 50% female/49.26% male/.74% PNA (Prefer Not to Answer); 2. Ethnicity 39% Hispanic/45.26% Not Hispanic/23.36% PNS; 3. Race 30.08% American Indian/6.02% African American/3.76% Native Hawaiian or Pacific Islander/48.12% White/21.80% PNA; 4. Identification with another ethnic group 100% PNA; 5. Grade 47.37% 4th grade/52.63% 5th grade; 6. Like School 53.24% agree 38.13% sometimes; 7. Do well in school 64.97% agree 31.39% sometimes; 8. School wants me to do well 95.59% agree 4.41% sometimes 0% never; 9. School sets clear rules 94.24% agree 5.04% sometimes; 10. Teachers respect me 84.78% agree 10.87% sometimes; 11. Good behavior is noticed at school 67.16% agree 29.2% sometimes; 12. I get along with other students 63.04% agree 36.23% sometimes; 13. Feel safe 69.07% agree 20.86% sometimes; 14. Students treat others well 44.20% agree 42.03% sometimes; 15. There is an adult to help me 85.61% agree 11.51% sometimes; 16. Students in class behave so teachers can teach 47.82% agree 44.93% sometimes. Secondary surveys reported: 1. Gender 47.06% female/49.02% male/1.96% transgender/1.96% PNS; 2. Best description 82.67% Heterosexual 2.27% gay/lesbian 6.82% bisexual 8.52% PNA; 3. Ethnicity 40.94% Hispanic 43.57% Not Hispanic 15.50% PNA; 4. Race 28.94% Am Indian 2.87% Asian 8.88% African Am 2.29% Native Hawaiian/PI 59.89% White 11.17% PNA; 5. Identification with another ethnicity 100% PNA; 6. Grade 19.27% 6th 18.65% 7th 19.57% 8th 11.01% 9th 13.76% 10th 15.29% 11th 15.29% 2.45% PNA; 7. Like School 75% agree 14.86% sometimes; 8. Feel successful 76.42% agree 17.90% sometimes; 9. School has high standards 79.15% agree 15.43% sometimes; 10. School sets clear rules for behavior 81.82% 14.49% sometimes; 11. Teachers respect students 19.72% agree 12.96% sometimes; 12. Class behavior allows teachers to teach 63.10% agree 25.92% sometimes; 13. Students recognized for good behavior 53.54% agree 33.14% sometimes; 14. Feel safe at school 70.42% agree 16.62% sometimes 15. Adult at school I can talk with 70.83% agree 12.75% sometimes. There were approximately 397 students who responded out of 440 at MS/HS."|Met||2018
37682130119560|San Diego Neighborhood Homeschools|6|Since half of the student population is of high school age, San Diego Neighborhood Homeschool has targeted its focus on our High School Students. Since 2016 we have partnered with the California Conservation Corps, Job Corp and have been a liaison for students at their local community colleges. These partnerships have helped our students   substitute a vocational alternative rather than the traditional academic route. San Diego Neighborhood Homeschool has been very successful in funneling students to Mesa College, Mira Costa College, Palomar College, and Southwest College. Ten to Twenty Percent of our high school students have attended one these colleges.  Since SDNH is a homeschool, it has used positive behavioral interventions strategies with families.Behavioral Response to Intervention by Author M.Ed. Mike Booher has helped us identify issues and support a positive school climate not only at our meetings but in their homes.|Met|SDNH has a student population of 140. Seventy plus high school students and the rest K-8.|2018
19646340116822|Wilder's Preparatory Academy Charter Middle|6|Students at Wilder's Preparatory Academy Charter Middle School complete a student survey at the end of every year. Students report on school culture, climate, classroom environment, and teacher and staff engagement. More than 98% of all middle school students report they feel safe at school, they feel comfortable speaking with an adult on campus about specific concerns, and their teachers are fair with grading. 100% feel the school is safe and report safety drills help them feel empowered and prepared for any safety concerns. 97% of middle school students report their parents are aware of their grades and that their teachers report their success and progress to them and their parents. Students report Class Dojo is often used to share information with their parents and the class webpage is used to find homework and other highlights from class.   Feedback on classroom management, student success and parent communication is shared with each individual teacher and staff member. This data is also used in their end of the year evaluations. Student surveys are reported to teachers to reflect on the lesson planning, student support and strategies for success. Administration uses this feedback to drive professional development and parent workshops for the year.|Met||2018
19646340101667|Wilder's Preparatory Academy Charter|6|Students at Wilder's Preparatory Academy Charter School complete a student survey at the end of every year. Students report on school culture, climate, classroom environment, and teacher and staff engagement. More than 98% of all elementary students report they feel safe at school, they feel comfortable speaking with an adult on campus about specific concerns, and their teachers are fair with grading. 100% feel the school is safe and report safety drills help them feel empowered and prepared for any safety concerns. 98% of elementary students report their parents are aware of the grades and that their teachers report their success and progress to them and their parents. Students report Class Dojo is often used to share information with their parents and the class webpage is used to find homework and other highlights from class.   Feedback on classroom management, student success and parent communication is shared with each individual teacher and staff member. This data is also used in their end of the year evaluations. Student surveys are used by teachers to reflect on the curriculum, student support and strategies for success. Administration uses this feedback to drive professional development and parent workshops for the year.|Met||2018
19647330124818|Los Angeles Leadership Primary Academy|6|Students have communicated that they feel safe at the Primary school (K-5). They acknowledge that they are supported and feel comfortable with communicating with students. The school will continue to provide incentives and programs in order to reinforce positive behaviors and foster a welcoming and safe environment.|Not Met||2018
19101990128025|Lashon Academy|6|The school safety and climate survey administered to students at Lashon Academy provided insightful information regarding the feelings of the students and focus areas in order to create the best learning environment for all students. With a 98% completion rate, the survey represents the whole student population including all significant subgroups. The survey was administered on the computer during the school day with added supports in order to make the survey accessible to all students. The survey questions were comprised of multiple choice, rating scales, and short answer. Overall, students at Lashon Academy look forward to coming to school, feel that it is easy for them to communicate with teachers and staff, and enjoy the areas within math, dance, art, and physical education. Over 90% of those surveyed reported that they felt safe at school and that they are treated with kindness and respect. The top three areas that students described as most important to them about school were; learning new things, making new friends, and getting good grades in order to attend college. Based on survey results, Lashon Academy shows strengths in the areas of student communication among staff and the level of respect that is shown by staff to students. Students find it easy to speak with staff, know who to turn to if they need help, and find it easy to ask their teachers for help if they do not know how to do their assignments. Students at Lashon Academy report high interest levels in the areas of reading, dance, art and physical education. An area of growth for the school is to look into ways of encouraging interest and enjoyment within the core subject areas including math, science, and social studies. When asked if they look forward to coming to school, about 90% of students responded, yes. The students of Lashon Academy are continually monitored by our school counselor, administration, as well as teachers and staff to gauge student perceptions of school safety and connectedness. Gathering information through student survey results, parent feedback, and classroom community circle discussions it is evident that Lashon Academy is providing a safe environment where students feel connected to their community, love learning new things, and feel encouraged to do well in school and make new friends. Over half of the students expressed the highlights of their school day to be in the areas of the arts and dance. Lashon Academy will use this insight to continue with an enrichment program that encompassing dance and fine art classes.  With the addition of sixth grade, Lashon Academy created a goal to implement a bullying prevention program. This year Lashon Academy will implement a student council where all grade levels have a student representative who will also ensure the school wide bullying prevention program is effective and offer feedback or change when needed.|Met||2018
19647330128025|Lashon Academy|6|The school safety and climate survey administered to students at Lashon Academy provided insightful information regarding the feelings of the students and focus areas in order to create the best learning environment for all students. With a 98% completion rate, the survey represents the whole student population including all significant subgroups. The survey was administered on the computer during the school day with added supports in order to make the survey accessible to all students. The survey questions were comprised of multiple choice, rating scales, and short answer. Overall, students at Lashon Academy look forward to coming to school, feel that it is easy for them to communicate with teachers and staff, and enjoy the areas within math, dance, art, and physical education. Over 90% of those surveyed reported that they felt safe at school and that they are treated with kindness and respect. The top three areas that students described as most important to them about school were; learning new things, making new friends, and getting good grades in order to attend college. Based on survey results, Lashon Academy shows strengths in the areas of student communication among staff and the level of respect that is shown by staff to students. Students find it easy to speak with staff, know who to turn to if they need help, and find it easy to ask their teachers for help if they do not know how to do their assignments. Students at Lashon Academy report high interest levels in the areas of reading, dance, art and physical education. An area of growth for the school is to look into ways of encouraging interest and enjoyment within the core subject areas including math, science, and social studies. When asked if they look forward to coming to school, about 90% of students responded, yes. The students of Lashon Academy are continually monitored by our school counselor, administration, as well as teachers and staff to gauge student perceptions of school safety and connectedness. Gathering information through student survey results, parent feedback, and classroom community circle discussions it is evident that Lashon Academy is providing a safe environment where students feel connected to their community, love learning new things, and feel encouraged to do well in school and make new friends. Over half of the students expressed the highlights of their school day to be in the areas of the arts and dance. Lashon Academy will use this insight to continue with an enrichment program that encompassing dance and fine art classes.  With the addition of sixth grade, Lashon Academy created a goal to implement a bullying prevention program. This year Lashon Academy will implement a student council where all grade levels have a student representative who will also ensure the school wide bullying prevention program is effective and offer feedback or change when needed.|Met||2018
37681303731262|Steele Canyon High|6|The California Healthy Kids Survey (CHKS) was used because it is widely used across the state of California.  The following are the key findings from the 2017-2018 CHKS administration. SCHS will be administering the CHKS next school year.  Results indicate that 24% of students feel connected to school, 70% perceive school as a very safe or safe place to be, 41% report that the school has high expectations for students, and 31% report that adults care about students.  These results, as well as an annual student school climate survey, provide valuable information that SCHS uses to revise current policies and practices in an effort to ensure that every student, every day is receiving the academic, behavioral and social-emotional supports they need to be successful.|Met||2018
07616630130930|Vista Oaks Charter|6|Vista Oaks is committed to the ongoing development of a positive school climate and culture, where all students are able to thrive and succeed. The school worked diligently to implement the goals and actions that were outlined in the 2017-2018 LCAP. To help our families connect to the greater school community, as well as support the learning at home, Vista Oaks held 17 parent workshops during the 2016-2017 school year. During the 2017-2018 school year, Vista Oaks held nearly twenty workshops. In addition, the school held four School Site Council meetings, five Parent Advisory Committee Meetings, and four parent input meetings for students with disabilities. Staff members were effective at recruiting families of low income and students with disabilities, but struggled to increase participation for students who are English Learners. Vista Oaks successfully implemented the actions and services outlined in the 2017-2018 LCAP. During the 2017-2018 year, academic counselors have maintained time allotted to provide one-on-one guidance, which was well-received and utilized by students, families and staff. Academic counselors coordinated 10 events and provided 5 additional hours per week of time set aside for academic counseling. Finally, Vista Oaks successfully added a third CTE course that was articulated with San Joaquin Delta College. Vista Oaks will focus on maintaining these services and programs available to all students.|Met||2018
19643520000000|Centinela Valley Union High|6|To assess school climate, the District administered the California Healthy Kids Survey (CHKS) and a locally developed LCAP Student Survey to all 9-12 students. The District chose these measures as they reflect a balance between a widely used state measure and a local measure of the District’s particular focus areas. According to the CHKS, 46.4% of students feel safe or very safe at school. This data varied slightly by ethnicity, with 44% of Asian students, 46% of Hispanic students, 48% of African American students, and 47% of all other ethnicities feeling safe or very safe at school. In the LCAP Survey, students indicated the assurance of well-trained safety officers (a priority mirrored by LCAP Parent and Staff Survey results) as the most important means of increasing students’ sense of safety and connectedness to school. In response to this data, the District has increased targeted training for safety officers and will implement additional training for all staff on ensuring campus and classroom safety. According to the CHKS, 21.9% of students agree or strongly agree with the statement “I feel like I am part of this school,” with this connection most strongly reflected in ninth grade. When asked in the LCAP Survey to rank factors contributing to supporting students' attendance at and engagement in school, students indicated relationships with teachers and other school staff (a priority mirrored by LCAP Parent and Staff Survey results) as the number one factor, followed by participation in athletics, clubs, and after school activities, and incentives or rewards. In a similar vein, the second most important factor for students in increasing their sense of safety and connectedness is training for teachers and staff to better understand students’ diverse needs. This correlates with CHKS data, which shows that 20% of students agree or strongly agree that adults in CVUHSD schools respect differences in students. Additionally, CHKS data reveals that 20.1% of students agree or strongly agree that adults in CVUHSD respect differences in students, while 19.25% of students agree or strongly agree that teachers show they think it is important for students of different races and cultures to get along with each other. It is important to note the majority of students neither agreed or disagreed with either of these two statements. In response to this data regarding students’ connectedness to school, the District will ensure that the 2018-19 LCAP student focus groups emphasize investigating more deeply students’ perceptions of how our schools can more effectively equip teachers and staff to better understand students’ diverse needs. The District will continue to implement both the CHKS and the local LCAP Student Input Survey in order to help assess the effectiveness of programs and efforts to increase students’ sense of connectedness and improve overall school climate.|Met|The District continued to fully fund the implementation of Link Crew at all three traditional school sites. The districtwide implementation of Link Crew has helped to improve 8th graders' transition to high school, especially given that CVUHSD is not a unified district and receives students from multiple feeder districts. At the Boomerang Project Advanced Link Crew Training, the Link Crew leadership team from Lawndale High School was recognized for five years of outstanding commitment to the program.  Positive Behavior Intervention & Supports (PBIS) programs continue to be implemented districtwide to teach and encourage pro-social skills and behavior among both students and staff and to ensure the provision of behavioral, social-emotional, and academic interventions and supports that meet students’ individual needs.  With the support of Intervention Specialists, Social Workers, Psychologists, Counselors, Safety Officers, and administrators at each school site, PBIS has worked to positively impact school climate throughout the District.  For the 2017-18 school year, the California PBIS Coalition recognized Lawndale High School (Gold Level), Leuzinger High School (Silver Level), and Hawthorne High School (Silver Level) for their work in implementing and sustaining schoolwide PBIS.|2018
39685690132415|John McCandless Charter|6|John McCandless Charter School opened in 2015 with only Kindergarten through third grade age students.  The school has since expanded and now has grades TK-7 in attendance.  Currently JMC has students in grades TK-7.  JMC administered the California Healthy Kids Survey (CHKS) in 2018 along with the other district schools.  Results serve to measure the school  and district’s progress on state Priority Six, School Climate.   In the area of School Engagement and Supports results showed the following:   Grade 5 - School Connectedness 51% /69%; Academic Motivation 67%/56%; Caring Adult Relationships 59%/65%; Meaningful Participation 19%/17%. The first number shows the average percentage of students responding “yes all the time” or at the secondary level “strongly agree” or “very much true”.  The second number shows the percentage of students who gave responses which indicate high school connectedness, academic motivation, caring adult relationships and meaningful participation.   In the area of School Safety the results show the following:   Grade 5 – Feel Safe/Perceive School as Safe 88% of students rated this high.    The CHKS was only administered to grade 5 students at JMC since there were not any students enrolled above grade six.  Based on the district results there are differences in how students perceive school connectedness as they move from the elementary grades to the middle and high school grades.  Fifth graders report higher School Connectedness, Academic Motivation, Caring Adult Relationships and Meaningful Participation than do students in Grades 7, 9, and 11.  The percentages indicate a decrease in the perception of students for all grades in these areas from past surveys.  Students in fifth grade reported feeling safe in school in higher percentages that students in Grade 7, 9 and 11.  The percentage of students in Grades 7, 9 and 11 reporting that they had experienced harassment or bullying in the past 30 days remained unchanged from the previous survey.   In addition to the CHKS John McCandless administered a survey to families and the results were measured using a 5-point Likert Scale of 1 (Strongly Disagree) to a 5 (Strongly Agree): JMC facilities are in good condition and provide a safe learning environment 4.8; JMC school climate creates a welcome feeling for students and families 4.8; My student is being held to a high academic standard 4.6; My student is being held to a high behavioral standard 4.7.|Met||2018
41689080000000|Hillsborough City Elementary|6|The HCSD administered the California Healthy Kids Survey to 5th and 7th grade students in the spring of 2018. Both grade levels had high participation rates with 77% of 5th graders and 78% of 7th graders participating. 97% of fifth graders reported high or moderate levels of school connectedness and 99% of seventh graders reported high or moderate school connectedness. We attribute this to our small class sizes and very small student: staff ratio, along with school social/emotional programs and supports. 72% of fifth graders report feeling safe at school all or most of the time and 83% of seventh graders report the same. All information from the CHKS survey has been shared with school site administrators and is shared with the district-wide SEL team. The information gathered from this survey helps to provide a bird's eye view of school climate and culture, but the HCSD is looking at opportunities to gather helpful survey data from additional student groups and identify specific groups of students, or individuals, who may need additional support. The HCSD may also administer the CHKS survey again in the spring of 2019 to gather additional comparison data.|Met|This item was presented at the November 13, 2018 regularly scheduled meeting of the Hillsborough City School District Board of Trustees. https://hillsborough.agendaonline.net/public/Meeting.aspx?AgencyID=28&MeetingID=68004&AgencyTypeID=1&IsArchived=False|2018
19647330137604|Stella Elementary Charter Academy|6|Stella Elementary Charter Academy opened on August 20, 2018 and is in its first year of operation.  To assess students’ perceptions of school safety and climate, the school plans to administer a verbal end of year survey.  The survey will be administered to student focus groups from each kindergarten class at Stella Elementary Charter Academy in spring 2019.  Students will be asked four questions regarding their feelings about their teacher, school activities and whether they feel safe at school.  Students will be asked to respond to each question and provide examples.|Met||2018
36678680000000|Rim of the World Unified|6|"Rim of the World Unified School District administered the California Healthy Kids Survey (CHKS) to students in grades 5, 7, 9, and 11 in 2016 and 2017. The survey is typically administered every other year but due to low participation for the first administration we decided to give it again in 2017. The 2017 survey resulted in more student participation going from to 49% to 75%. In 2017 we administered the staff survey as an added measure of school climate. Survey questions are available for parents, staff, and the community to review on the district website. The results of these surveys serve to measure the district’s progress on state priority six, School Climate. The survey results were reviewed with staff, students, LCAP stakeholders’ group and the school board and used to highlight areas of strength and needed improvement. Students feeling of well-being, connectedness, and caring adult relationships was higher at the elementary level than at the secondary level. Areas of lower scores included high expectations and meaningful participation. Elementary students indicated feeling safe at school while secondary indicated experiencing more concerns about harassment, bullying, rumors or lies being spread, and feelings of sadness. In response to the ""connectedness data for the secondary level, we implemented ""Linked-Crew"" as a strategy for connecting freshmen with their upperclassmen. We had 81 students participate this first year. Other areas measured include school safety, disciplinary environment, life-time substance abuse, and mental physical health. The staff survey results for 2018 are not yet available as the survey is still open as a means of increasing participation. One of our barriers is survey participation rates. We are still exploring adjustments to our survey practices in order to maximize participation, so the results reflect reliable data. Positive Behavior Interventions and Supports (PBIS) are implemented at each site within the district as a means of addressing culture and climate, suspension rates and chronic absenteeism. We believe providing continuing learning opportunities for staff is needed to support PBIS and restorative practices. We have scheduled these training's for the second semester. Our dashboard data indicates a need to increase alternative means of correction strategies rather than suspension as a way of responding to students when expectations are violated. We have partnered with local community mental health providers to offer services to students in need of support. Rim of the World is committed to creating positive learning environments for all students, staff, and parents."|Met||2018
16638830000000|Central Union Elementary|6|In K-2, 90% of students reported that adults on their campus care about them contrasted with only 78% reporting that students were friendly. In 3rd - 8th grades, 72% of students report that adults care/respect them. In contrast, only 52% indicate that students are friendly.  A social-emotional/behavioral screener will be a key step to gather relevant data as we implement the multi-tiered system of supports.      Data shows students' sense of Safety at School is a strength with both groups (K-2 and 3rd - 8th) having over 81% reporting positively. Student peer relations for both K-2 and 3-8 groups are relative areas of weakness in terms of student connectedness.      The LEA is in the process of implementing a Multi-Tiered System of Supports (MTSS) beginning with a focus on Social-Emotional/Behavioral needs. The MTSS Leadership Team has provided training to Administrators and site staffs on Student Connectedness including Tier 1 strategies for increasing connectedness. They investigated Universal Screeners to provide actionable data on needs. Implementation of School Expectations is in progress. The LEA will continue with the development of a Districtwide Multi-Tiered System of Supports through participation in the SUMS Grant and the MTSS Leadership Team's guidance.|Met||2018
56726520000000|Ventura Unified|6|VUSD surveyed students in grades 5, 7, 9, 11 and at our Alternative School in 2018. We created a survey in collaboration with the Ventura County Office of Education.  56% of all students felt safe at school; upon further analysis: 50% of students receiving free/reduced price meals, and 55% of students whose primary home language is Spanish. 52% of all students look forward to coming to school most days: 55% of students receiving free/reduced price meals, and 51% of students whose primary home language is Spanish. 69% of all students agree that there are teachers or other adults at their school who will help and support them when they are having academic or personal problems: 65% of students receiving free/reduced price meals, and 72% of students whose primary home language is Spanish. 65% of all students responded “Pretty Much True” or “Very Much True” when asked if, at their school, there is a teacher or some other adult who really cares about them: 62% of students receiving free/reduced price meals, and 63% of students whose primary home language is Spanish. 66% of all students responded “Pretty Much True” or “Very Much True” when asked if, at their school, there is a teacher or some other adult who notices when they are not there: 62% of students receiving free/reduced price meals, and 66% of students whose primary home language is Spanish. 73% of all students responded “Pretty Much True” or “Very Much True” when asked if, at their school, there is a teacher or some other adult who believes they will be a success:  67% of students receiving free/reduced price meals, and 69% of students whose primary home language is Spanish. The results of our survey show that we have much work to do to insure that all of our students feel safe and connected to their school. VUSD has embarked upon a districtwide Multi-Tiered Systems of Support initiative, with a focus on Social-emotional learning and cultural proficiency. Through professional development in trauma informed practices, implicit bias, and relationship building, we aim to improve the learning and school experience of all of our students. In addition, the district has added Student Assistance Program (SAP) counselors to support students in accessing district and community resources. In the 2018-19 LCAP, Goal 2: Student Connections to School has 5 actions and 13 services to address school climate.|Met||2018
41690620112722|Summit Preparatory Charter High|6|Summit Prep believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission.  Our small, personalized model of teaching and learning is based in student relationships and community.  Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose.  Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits.  We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits.  Our school also uses restorative practices.  While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students.  Twice a year students at Summit Prep take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building.  We also directly ask about student and community climate with questions about bullying and harassment.  Results of this survey suggest that most students feel that adults are treated with respect at our school.  Students also report high levels of belonging and low levels of reported bullying and harassment.  This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships.  It also maps to our relatively low number of suspensions and expulsions.  While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed.  We take this data very seriously and actively work to tailor our habits-based curriculum, mentoring and community experience to address this.  We also train our mentors to identify student needs and to respond accordingly if students need additional support.|Met||2018
19756970000000|SBE - The School of Arts and Enterprise|6|SAE administered the Arts, Academics, and School Engagement survey in 2018 to all students to measure student perceptions related to important aspects of school climate.  Key learnings from the survey include the overall high percentage of students who feel safe and connected at school and the effectiveness of the arts at engaging traditionally marginalized student populations and the strong correlation between arts engagement and student engagement in academics and the overall school community. Eighty percent of students agreed or strongly agreed they feel safe from physical harm while at school (qualitative data combined with other survey responses suggests students who do not feel safe are concerned about the local community rather than other students).  Eighty-three percent of students agreed or strongly agreed that their classmates treat them with respect.  Seventy-nine percent of students disagreed or strongly disagreed that they have been bullied.  Ninety-seven percent of students agreed or strongly agreed that they follow classroom rules. Ninety-two percent of students agreed or strongly agreed that they have a good relationship with at least one teacher. Eighty-three percent of students agreed or strongly agreed that their classmates treat them with respect.  Eighty-two percent of students agreed or strongly agreed that they feel like they belong at their school. Eighty-one percent of students agreed or strongly agreed that overall, they like being at their school.  As areas of strength, SAW notes the high percentage of students who feel they have a good relationship with at least one teacher and the high percentage of students who feel they follow classroom rules. In considering areas for growth, although the responses on safety and connectedness were positive overall for approximately 80% or more students, the school will continue to implement planned actions and services to promote social emotional growth and learning, and to ensure that all students feel safe and connected at SAE.|Met||2018
37680236037980|Mueller Charter (Robert L.)|6|The California Healthy Kids Survey (CHKS) was administered to 5th grade, 7th grade, 9th and 11th grade for the 2016-17 school year. Results are reported to site local governance, Leadership Council and our Parent Council. Additionally, results are utilized in the development of goals for our Comprehensive Safe School’s Plan. Our School Counseling Department in conjunction with staff and site leadership utilizes CHKS data to drive guidance curriculum and action steps. 5th Grade students surveyed reported high or moderate rates of:  Caring Adult Relationships 88%, Meaningful Participation, 100% High Expectations, and 3% felt unsafe at school.|Met||2018
39685690000000|Lincoln Unified|6|Lincoln Unified School District (LUSD) administered the California Healthy Kids Survey (CHKS) in 2018.  Results serve to measure the district’s progress on state Priority Six, School Climate.    In the area of School Engagement and Supports results showed the following:   Grade 5 - School Connectedness 51% /69%; Academic Motivation 67%/56%; Caring Adult Relationships 59%/65%; Meaningful Participation 19%/17%. Grade 7 – School Connectedness 28%/57%; Academic Motivation 32%/41%; Caring Adult Relationships 33%/38%; Meaningful Participation 15%/12%. Grade 9 - School Connectedness 15%/44%; Academic Motivation 30%/31%; Caring Adult Relationships 22%/24%; Meaningful Participation 7%/4%. Grade 11 - School Connectedness 14%/41%; Academic Motivation 24%/28%; Caring Adult Relationships 28%/32%; Meaningful Participation 8%/6%. The first number shows the average percentage of students responding “yes all the time” or at the secondary level “strongly agree” or “very much true”.  The second number shows the percentage of students who gave responses which indicate high school connectedness, academic motivation, caring adult relationships and meaningful participation.   In the area of School Safety the results show the following:   Grade 5 – Feel Safe/Perceive School as Safe 88% Grade 7 - Feel Safe/Perceive School as Safe 59%; Experienced Harassment/Bullying 39% Grade 9 - Feel Safe/Perceive School as Safe 60%; Experienced Harassment/Bullying 38% Grade 11 - Feel Safe/Perceive School as Safe 55%; Experienced Harassment/Bullying 33% The measure of harassment/ bullying is the percentage of students who have experienced this within the last 30 days.  There are differences in how students perceive school connectedness as they move from the elementary grades to the middle and high school grades.  Fifth graders report higher School Connectedness, Academic Motivation, Caring Adult Relationships and Meaningful Participation than do students in Grades 7, 9, and 11.  The percentages indicate a decrease in the perception of students for all grades in these areas from past surveys.  Students in fifth grade reported feeling safe in school in higher percentages that students in Grade 7, 9 and 11.  The percentage of students in Grades 7, 9 and 11 reporting that they had experienced harassment or bullying in the past 30 days remained unchanged from the previous survey.|Met||2018
43104390123794|Summit Public School: Tahoma|6|Summit Tahoma believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission.  Our small, personalized model of teaching and learning is based in student relationships and community.  Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose.  Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits.  We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits.  Our school also uses restorative practices.  While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students.  Twice a year students at Summit Tahoma take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building.  We also directly ask about student and community climate with questions about bullying and harassment.  Results of this survey suggest that most students feel that adults are treated with respect at our school.  Students also report high levels of belonging and low levels of reported bullying and harassment.  This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships.  It also maps to our relatively low number of suspensions and expulsions.  While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed.  We take this data very seriously and actively work to tailor our habits-based curriculum, mentoring and community experience to address this.  We also train our mentors to identify student needs and to respond accordingly if students need additional support.|Met|"Summit Tahoma knows that a student with a positive opinion of their school environment will lead to higher achievement for that student, so we strive for a school culture that encourages students to be their best. We value student voice in processes such as student surveys and incorporate their input into our priorities and actions. In a spring 2018 student survey, a strong majority of our students (74%) ""agreed"" or ""strongly agreed"" that ""the adults at my school care about me"". We are aiming for 100% and one action step we're taking is ensuring students have meaningful community discussions with their mentor teacher each week."|2018
19649800000000|Santa Monica-Malibu Unified|6|In reviewing student responses on whether students perceived their school to be safe or very safe, all grade levels showed a lower score in comparison to the previous year (comparison not available for Grade 5). Similarly, fewer students indicated a high level of school connectedness in comparison to the previous year. Since the survey was administered, we have engaged in restorative justice trainings and community circles on our school campuses. Schools that completed level I trainings are currently going through level II trainings to build a stronger sense of community.|Met||2018
19647331996610|Los Angeles Leadership Academy|6|Students report that they feel safe at the (9-12) High School. The school implements a PBIS program to reinforce positive behaviors and foster a positive environment. The school will continue to grow and foster a culture of acceptance and change. The school seeks to incorporate parents into the school activities on a daily basis.|Not Met||2018
41690470000000|San Mateo Union High|6|"The SMUHSD has elected to administer the CA Healthy Kids Survey as its local climate measure. The baseline data for the current data were set in the winter of 2016, when the survey was last administered. The Data was reviewed in the winter of 2018 as well as the summer of 2018 as part of a larger report on student wellness and parent engagement data review. In addition to reviewing and taking action on the overall survey results (that will be complete in the late fall of 2018), the District is paying particular attention to the following specific areas of the survey due to parent/student feedback garnered as part of the LCAP engagement process: - The percentage of students reporting that they are ""feeling sad” will decrease by 5% (in relation to 2017-18 administration) on the next administration of the California Healthy Kids Survey - In addition, there will be a decrease of 10% in the number of students reporting drug/alcohol use - as reported on CA Healthy Kids Survey (""Other Local Measure""). - Finally, students will report on Healthy Kids survey that measures of contentedness will be improved on the 2018-19 administration (over the 2017-18 survey results)."|Met||2018
33103300137851|Julia Lee Performing Arts Academy|6|Not applicable yet.|Met||2018
23656230112300|La Vida Charter|6|The school captures school climate data in the parent satisfaction survey and a little bit in the  student survey. There was 47% parent participation with a positive 9.3 overall rating (out of 10) on the Parent survey.   When asked if their child’s well being and performance changed since they enrolled, parents answered: Happier, More engaged, focus has improved, student feels more supported, made more friends, feel accomplished, less stressed, enjoy school much more, better attitude about school, more creative, look forward to school.  95% of the students took the survey, and were able to give feedback about classes and their experience at the school. Responses are overall positive with good suggestions. Students are very happy with their school. In another survey parents were asked if there was anywhere on campus that their child did not feel safe. Responses were 100% positive and that their children felt safe as school.|Met||2018
33103300138602|JCS - Pine Hills|6|1. Last year when JCS-Cedar Cove was part of Julian Charter School, we completed an online survey related to health, safety and school-connectedness. Approximately 30% of parents and 33% of students responded to the online survey. Overall parents feel that JCS does a good job of supporting students, keeping students safe, and keeping parents informed. Parents feel that JCS has high expectations for students but also that they care for students. Overall students feel that JCS does a good job of keeping them safe and keeping their parents informed. They also feel teachers care about them and have high expectations for them, but also make them feel like they are able to achieve. In all grade bands, students report that bullying is a small problem. Drug and alcohol use, as reported by students, is not a problem.   2. Students in all grades reported that they don't feel they have a voice in class/school rules and activities (~45%). Additionally many students in grades 6-8 reported that class activities are not very engaging and/or don't make a difference. High school students last year reported depression (35%) and suicidal thoughts (18%) in significant enough numbers that we want to continue to focus on early intervention in middle school to help students feel connected and safe.  3. Areas of growth have been identified and are part of our LCAP goal #3 to provide ongoing social-emotional learning for K-8 students and training to staff on recognition, prevention and intervention in bullying, sexual harassment, and suicide ideation.   In mid-November JCS-Cedar Cove will be sending out a survey for families in all grades to complete about health, wellness and connectedness to our school. This will give us slightly different information than that we got last year as part of Julian Charter School, and we believe it will be that much more relevant.|Met||2018
43696660131656|ACE Inspire Academy|6|GOAL: ACE Inspire is committed to ensuring a positive school culture. Toward that end, it holds the goal that staff create an optimistic, celebratory school environment based on ACE values that inspires growth, promotes student learning.   ASSESSMENT: Progress is assessed through 1) A twice annual Growth Cycle Audit of school culture, 2) Panorama Survey Data, 3) Engagement Indicators (Attendance, Chronic Absenteeism, Suspension, Expulsion). Panorama was selected because it provides valid and reliable feedback about a wide range of the topics aligned to State Priorities and the school’s LCAP, including student and family engagement and school climate and culture.  ANALYSIS: School culture was rated at 57% (an increase of +17%) on the Growth Cycle Audit (70% is Proficient). On the Panorama Survey, 49% of students, 81% of families, and 34% of staff rated the school culture as effective. In addition, 66% of students, 91% of families, and 62% of staff believed that ACE fosters a culture of optimism about their child(ren)'s education and future. The attendance rate was 95%, chronic absenteeism rate was 14%, and suspension rate was 9%. As data is mixed in terms of school culture and climate, continued actions as detailed below will take place to further develop a positive school culture and climate.  ACTIONS: The following actions support this goal: 1) Foster a sense of community through structures that support students being known well, including Advisory and Student-led Conferences, 2) Identify and facilitate events, experiences, and rewards that promote an optimistic, celebratory school environment; 3) Support students and families in connecting with mental health services, to support social and emotional development; 4)  Explore and expand sports and club offerings, aligned to student demand; 5) Provide ongoing professional development for teachers in strategies and practices that foster an optimistic, celebratory environment; 6) Continue to refine implementation of the behavior intervention ladder, to ensure consistency, responsiveness, and restoration.  2017-18 PROGRESS: ACE Inspire realized the following progress: 1) Teachers coached students individually, supporting and monitoring goal setting to build ownership and agency; 2) Weekly “Launch” Assemblies developed a celebratory school environment, through announcements, celebrations, and team building activities; 3) Counseling services were provided to students with 504 Plans or IEPs, as well as general education students in crisis; 4) An After School Program, Sports Program, Student Council, Teen Court, and Student Ambassador program are in place; 5) Teachers engaged in PD focused on the Innocent Classroom, a program for developing relationship with students and switching conversation away from negative stereotypes students hold for themselves; 6) The Character Counts program was implemented with students in College Readiness class, which teaches Pillars of Character through a series of lessons.|Met||2018
06616220000000|Williams Unified|6|1) Key learnings from the CHKS survey results are that around 80% of our students feel safe in our schools. There is a quarter of our students that feel bullied with 84% of students feeling that teachers respond to it; however, about 35% of students are responsive to it. Students feel that there is low parent involvement overall (20%) with only 37% of parents checking homework.There seems to be about 80% of students who feel strong about staff student relations; however, only 20% feel that we do have caring adults. These are areas we will be looking into and idenitfying ways on how to address and improve some of the perceptions we feel need improvement. For more results, please see the full CHKS Healthy Kids Survey posted on our district website.|Met|Feel free to visit our website to look at the CHKS Healthy Kids Survey for more School Climate Information.|2018
49708470119750|River Montessori Elementary Charter|6|"RMCS administers an annual survey to all students, across all grades, and reports the results to its local governing board at a regularly scheduled meeting, in the LCAP (Goal 2: Develop Attributes of Successful Learners in an Authentic Montessori School, and through the local data selection option in the Dashboard.  Key learnings from the survey results are 95% of students rate RMCS as ""peaceful"" or ""very peaceful"", 100% of student respondents rate their teachers as ""mostly"" or ""always"" peaceful, 97% of student respondents rate their teachers as mostly or always calm, 99% of student respondents rate their teachers as mostly or very helpful, and 96% of student respondents rate their teachers as mostly or always kind.  In qualitative reponses, RMCS learned that students appreciate when adults and students are kind and had advice for how to accomplish that well, such as using kind words, being peaceful, and being nice to one another.  Student also conveyed their favorite subject and their perspective on CAASPP assessments.  95% of student respondents rate most RMCS students as kind or very kind and how they prefer help when they struggle with a friend.  Areas of improvement include finding more quiet options for students to work, investigating how the ratings might be improved through student perspective, and considering determining measurable subgroups when children self-identify in the survey when such labels and identifiers are not used at RMCS.  RMCS will continue to poll students about their feelings about and experiences in school to ensure awareness and understanding and follow up on the advice for improvements."|Met||2018
43694270125617|ACE Charter High|6|GOAL: ACE Charter High is committed to ensuring a positive school culture. Toward that end, it holds the goal that staff create an optimistic, celebratory school environment based on ACE values that inspires growth, promotes student learning.   ASSESSMENT: Progress is assessed through 1) A twice annual Growth Cycle Audit of school culture, 2) Panorama Survey Data, 3) Engagement Indicators (Attendance, Chronic Absenteeism, Suspension, Expulsion). Panorama was selected because it provides valid and reliable feedback about a wide range of the topics aligned to State Priorities and the school’s LCAP, including student and family engagement and school climate and culture.  ANALYSIS: School culture was rated at 66% on the Growth Cycle Audit (70% is proficient). On the Panorama Survey, 35% of students, 35% of families, and 41% of staff rated the school culture as effective. In addition, 55% of students, 92% of families, and 71% of staff believed that ACE fosters a culture of optimism about their child(ren)'s education and future. The attendance rate was 91%, chronic absenteeism rate was 31%, and suspension rate was 6% (a decrease of -5% from the prior year). As data is mixed in terms of school culture and climate, continued actions as detailed below will take place to further develop a positive school culture and climate.  ACTIONS: The following actions support this goal: 1) Foster a sense of community through structures that support students being known well, including Advisory and Student-led Conferences, 2) Identify and facilitate events, experiences, and rewards that promote an optimistic, celebratory school environment; 3) Support students and families in connecting with mental health services, to support social and emotional development; 4) Explore and expand sports and club offerings, aligned to student demand; 5) Provide ongoing professional development for teachers in strategies and practices that foster an optimistic, celebratory environment; 6) Continue to refine implementation of the behavior intervention ladder, to ensure consistency, responsiveness, and restoration.  2017-18 PROGRESS: ACE Charter High realized the following progress: 1) Teachers coached students individually, supporting and monitoring goal setting to build ownership and agency. Progress was reviewed in Student Led Conferences; 2) Weekly school-wide assemblies celebrated student growth and achievement; 3) An in house counselor was hired to support students’ mental health needs; 4) The school expanded from 6 to 10 sports teams, based on student interest; 5) Professional Development focused every other week on topics related to creating a culture of optimism, such as creating Transformational Learning Communities where staff focused on engaging students in school; and 6) Students undertook a reflection process whenever they were sent out of class, which resulted in a steady decrease in the number of negative behaviors resulting in referrals.|Met||2018
30665970000000|Newport-Mesa Unified|6|"The 2017-18 Local Control and Accountability Plan Survey included school climate questions for students in grades 7 through 12, parents of students in all grades, and staff. Students’ and parents’ personal experiences with school climate are generally positive, although student belonging is relatively low. At least 60 percent of students feel that there is an adult on campus for whom they may go to for help (66%), and that they have friends who feel like they belong (70%). Over 70 percent of parents feel comfortable calling the school about problems with their child (71%), and 81 percent agree that their child’s school meets their child’s behavioral needs. However, only 60 percent of students feel that they belong at their school. Potential areas for improvement related to school climate include: truancy prevention training; programs and supports to address substance use; and staff to support substance use, mental health, and social-emotional health.  In addition to the annual LCAP survey, N-MUSD administers the California Healthy Kids Survey every two years. N-MUSD administered the California Healthy Kids Survey in 2017-18 to students in grades 5, 7, 9 and 11. Since 2015-16, the California Healthy Kids Survey has changed its reporting from ""moderate to high agreement"" to ""yes or strongly agree."" In order to compare to the previous results, staff used prior components for analysis. Key findings for 2017-18 in the area of School Engagement and Supports are as follows: ""School Connectedness: ""I feel close to people at this school; I am happy to be at this school; I feel like I am part of this school; The teachers at this school treat students fairly; I feel safe at my school.""  Levels of agreement were highest for 5th graders, with 97% reporting moderate to high levels of agreement, as did 92% of 7th graders, 92% of 9th graders, and 90% of 11th graders. Caring Adults: ""At my school, there is a teacher or some other adult… who really cares about me; who notices when I’m not there; who listens to me when I have something to say.” 97% of 5th grade students reported moderate to high levels of agreement, as did 89% of 7th graders, 87% of 9th graders, and 88% of 11th graders. High expectations: ""At my school, there is a teacher or some other adult… who tells me when I do a good job; who always wants me to do my best; who believes that I will be a success."" 98% of 5th grade students, 93% of 7th graders, 91% of 9th graders, and 91% of 11th graders reported moderate to high levels of agreement.  N-MUSD will continue implementing Positive Behavior & Intervention Supports and employing Restorative Practices, and will develop a multi-year plan for strengthening district wide implementation. An area of focus will be overall school connectedness, especially with secondary students. A Coordinator of Student Services was hired to help support the sites in attendance and truancy interventions, bullying intervention, and implementation of the programs above."|Met|N-MUSD administers an annual Local Control and Accountability Plan (LCAP) survey that includes school climate questions. Additionally, N-MUSD administers the California Healthy Kids Survey every two years. The most recent administration was in winter 2017-18 for students in grades 5, 7, 9, and 11. The CHKS was administered between 2/12 and 3/31, so one consideration in reviewing results is what was going on both in the community and nationally at that time that could affect the students' perception data. N-MUSD is proud that a majority of if students feel that there is an adult on campus who cares about them and feel like they are a part of their school. Results were reported to the Board of Education on November 13, 2018.|2018
35675380000000|San Benito High|6|San Benito High School administers the Healthy Kids Survey every alternate year to all ninth and eleventh-grade students. SBHS had a total of 667 9th grade responses and 557 11th grade responses for the 2017-2018 school year. The majority of all questions on the Healthy Kids Survey are school-specific. The survey provides self-reported data on student engagement (grades, truancy, motivation, connectedness), supports to promote positive academic-social-emotional outcomes (caring adults, high expectations, meaningful participation), and perceived safety (harassment, bullying, violence, and substance use). SBHS students reported the following:  School Connectedness- Students reported agree and strongly agree at a notably higher percentage that disagrees and strongly disagree: 9th grade 58% and 11th grade 53%.  Meaningful Participation at School- Students reported “Not at all true” and a “little true” at a notably higher percentage that “pretty much true” and “very much true”: 9th grade 49% and 11th grade 58%.   Perceived Safety- Students answered whether they feel safe at school. More than half of the students perceived school as safe or very safe. 61% in 9th grade and 56% in 11th grade.|Met||2018
19647330134205|Arts in Action Community Middle|6|Every year we provide a school climate survey that is provided to each grade level in the 6-8 grade band.  All students completed the survey. The results of the survey are reported to our local governing school board.  Areas of strength are numerous.  In school climate: Students feel that the curriculum and school materials are culturally relevant. Students feel that students are treated equally based on gender and differences in socio-economic status.  For teachers: Students feel that teachers and staff care, treat them with respect and are accessible when they have concerns.  Teachers recognize students’ individual strengths, and provide individual attention.  Teachers hold students to high standards. Students feel like what they learn is important. In school community and safety: Students feel like they have a chance to participate in determining activities and rules.  Students have a chance to get involved in sports, clubs and other activities. Students have chances to be a part of discussions and activities. Students are happy and feel like they belong. Students feel safe at school. Students feel like others try and stop bullying. Students know what to do in an emergency (such as a fire or earthquake). Students would report if a threat was made. In school cleanliness: Students feel that the classrooms and common areas are clean. Students feel that broken things get fixed quickly. Students feel proud of the way that their school looks.  Areas of Growth: All other areas were positive, with no notable areas of need. The biggest concern was in school cleanliness: Only about half of the students feel that the bathrooms are clean.  Below are revisions, decisions, or actions for continuous improvement purposes: We have created bathroom clean up logs, and systems for students to report when the bathrooms are not clean. Why: Ensuring that students have ways to report unclean bathrooms allows for quick clean-ups.  Outcome: Still ongoing.|Met||2018
39686760111336|Pittman Charter|6|The School Climate Survey administered in 2018-2019 for students in grades 4th through 8th was analyzed for student perception of school safety and connectedness. This survey provides information  on school climate and engagement, youth health-risk behavior and barriers to academic achievement, and youth well-being. School connectedness was measured through a series of questions about student’s experience with caring adults, high expectations, and opportunities for meaningful participation. Results indicated that 84% of 4th and 5th grade students reported high perceptions of school connectedness. In grades 6th-8th grade, 80% of students felt they felt like they were part of the school. 81% of students in grades 6th-8th grade reported that they feel that there is a teacher or other adult on campus who really cares about them. However, in grades 4th-5th, 88% feel that there’s an adult that cares. 85% of students in 4th-5th grade feel that teachers treat them fairly and in 6th-8th grade 80% of students feel treated fairly. Based on these results, we have established monthly shout-out assemblies to recognize students for their efforts in following school rules, making academic progress and recognizing their efforts to come to school everyday.|Met||2018
43104390111880|Discovery Charter|6|On October 30, 2017, Discovery did its annual survey of students in grades 4th through 8th grades by asking three questions: Is Discovery a welcoming community? Within the Discovery community, do you feel physically and emotionally safe? Discovery is an inclusive community that celebrates ethnic and religious diversity. And finally, Discovery is an inclusive community that makes students with learning differences feel valued and safe. The answer choices were: Always, Most of the time, Sometimes and Seldom. 66% of students in grades 4th through 8th responded to the survey. In response to the question: Is Discovery a welcoming community? Always- 32% Most of the time-51%  Sometimes-12% Seldom-5%  From Spring 2017 Always- 42% Most of the time-51%  Sometimes-4%  Seldom-3%  In response to the question: Within the Discovery community, do you feel physically and emotionally safe? Always-16% Most of the time-69%  Sometimes-8%  Seldom-7%  From Spring 2017 Always-32% Most of the time-50%  Sometimes-16% Seldom-2%  As a result of this survey question we have increased our Bulling Prevention Classes and our counselor has been outside during recess and lunch times for the first month of school. A staff member trained and continues to mentor yard duty parent volunteers to be present and engaged.  Discovery is an inclusive community that celebrates ethnic and religious diversity. Always-38% Most of the time-45%  Sometimes-12%  Seldom-5%  From Spring 2017 Always-44% Most of the time-38%  Sometimes-16%  Seldom-2%  A Cultural Diversity task force made up of teachers and was created at the start of the 2017school year. Community Events promoted as DCS Celebrates Cultural Diversity has been well received. Task Force suggest reading material and other resources to be used in classrooms.  Discovery is an inclusive community that makes students with learning differences feel valued and safe. Always-42% Most of the time-28%  Sometimes-23%  Seldom-7%|Met||2018
19643940000000|Claremont Unified|6|Combined results from 2018 LCAP Student Survey (grades 4-12) show that: • 83% of CUSD students enjoy going to school  • 92% of students responded that their teachers care about them  • 89% of students reported that they are treated fairly by their teachers • 2,022 secondary students reported that they were involved in school sponsored extracurricular/co-curricular activities  The following are results from the 2018 California Healthy Kids Survey (CHKS) survey: Key Indicators: Elementary:  34% Response Rate in 5th grade 84% of students feel safe at school most of the time/all of the time 84% students were treated with respect most of the time/all of the time 83% reported moderate/high meaningful participation at school 98% reported moderate/high school connectedness 89% reported moderate/high academic motivation   Secondary: 82% response rate for grades 7, 9, 11, and alternative schools (CDS/SAHS) 37% reported that they receive free or reduced lunch 22% reported other languages than English reported at home 59% reported moderate/high meaningful participation at school 87% reported moderate/high school connectedness 67% reported moderate/high academic motivation 65% perceive their school as being very safe or safe 34% experienced chronic sadness/hopelessness 87% of secondary parents reported that they feel the school campus(es) is/are safe 77% of elementary parents reported that they feel the school campus(es) is/are safe  Our district’s focus is to ensure that students feel safe and connected at school.  We will continue to assess our programs and survey staff and students for ideas as to how to increase their engagement with school and finding ways to increase students’ feelings of safety.|Met||2018
43693850000000|Cambrian|6|"School Climate Survey was administered in Spring 2018 to all students grades 3-8.  A total of 1879 students participated in the survey. The following highlights the findings from the survey based on keys questions ask of students.  Survey Question and percent of students who responded ""Often"" or ""Always"": 1.  “I like school.” - 62% 2.  “My school has clear rules for behavior.” - 89% 3.  “Teachers treat me with respect.” - 89% 4.  “I get along with other students.” - 80% 5.  “I feel safe at school.” - 81% 6.  “Students treat each other well.” - 69% 7.  “There is an adult who will help me if I need it.” - 78%  Based on the results of the survey, the CSD staff will be using the data to discuss areas of improvement.  The following are actions that staff will be implementing in the 2018-19 school year: a.  Review the results of the school climate survey with all staff and identify areas of improvement where less than 80% of students responded ""often"" or ""always"". b.  Staff will also share and discussed overall students results of the survey with students to better understand our students' needs and what actions or support staff and sites can improve or change. c.  Staff will administer a pre and post-assessment of the changes and monitor the progress of the changes as they relate to students' perceptions of school climate.    Cambrian School District has been implementing Positive Behavior Interventions and Support (PBIS).  A key strategy of the PBIS process is prevention.  The PBIS model is a research-based strategy that is supported by the state of California and the federal Department of Education. The 3-tiered approach reduces problem behavior as a barrier to student achievement. We only have 180 days each year to advance academic progress, so instructional time is very valuable. Research shows that schools following the PBIS model recover thousands of hours of instructional time and, on average, four days of student instruction per year.  Keeping our students and employees safe and secure while at school is our highest priority. We work diligently to maintain a positive culture in our schools where students are free from bullying, isolation, racism, and intolerance, and practice open two-way communication and problem-solving with their peers and adults. We also work to maintain healthy schools that serve nutritious meals and offer classroom environments that are free from safety or health risks.  Cambrian School District will continue to provide a supportive, orderly and purposeful environment so that students can reach their full academic potential."|Met||2018
43694500129247|ACE Esperanza Middle|6|GOAL: Esperanza is committed to ensuring a positive school culture. Toward that end, it holds the goal that staff create an optimistic, celebratory school environment based on ACE values that inspires growth, promotes student learning. ASSESSMENT: Progress is assessed through 1) A twice annual Growth Cycle Audit of school culture, 2) Panorama Survey Data, 3) Engagement Indicators (Attendance, Chronic Absenteeism, Suspension, Expulsion). Panorama was selected because it provides valid and reliable feedback about a wide range of the topics aligned to State Priorities and the school’s LCAP, including student and family engagement and school climate and culture. ANALYSIS: School culture was rated Proficient on the Growth Cycle Audit. On the Panorama Survey, 44% of students, 75% of families, and 60% of staff rated the school culture as effective. In addition, 54% of students, 82% of families, and 87% of staff believed that ACE fosters a culture of optimism about their child(ren)'s education and future. The attendance rate was 95%, chronic absenteeism rate was 12%, and suspension rate was 8% (a decrease of -4% from the prior year). While data indicates a positive school culture and climate overall, continued actions as detailed below will take place to maintain this culture and further improve it. ACTIONS: The following actions support this goal: 1) Foster a sense of community through structures that support students being known well, including Advisory and Student-led Conferences, 2) Identify and facilitate events, experiences, and rewards that promote an optimistic, celebratory school environment; 3) Support students and families in connecting with mental health services, to support social and emotional development; 4) Explore and expand sports and club offerings, aligned to student demand; 5) Provide ongoing professional development for teachers in strategies and practices that foster an optimistic, celebratory environment; 6) Continue to refine implementation of the behavior intervention ladder, to ensure consistency, responsiveness, and restoration. 2017-18 PROGRESS: ACE Esperanza realized the following progress: 1) Teachers coached students individually, supporting and monitoring goal setting to build ownership and agency; 2) A school Culture Calendar was created and events, rewards and experiences were held including weekly assemblies to celebrate students for demonstrating growth and living up to ACE values; 3) A full-time therapist was brought on staff to provide regular counseling sessions with students, families, and school staff; 4) Multiple boys and girls sports teams were offered; 5) Teachers received ongoing professional development in supporting a positive school culture, including time to directly work with students who have not demonstrated buy in to the ACE values and culture; 6) The administration and faculty conducted summer planning to develop strategies to reduce suspensions, with a focus on eliminating suspensions for defiance.|Met||2018
13631230122663|Imperial Valley Home School Academy|6|"A local school climate survey that captures student perceptions of school safety and connectedness was administered to all students in grades 2-8 in May/June 2018. When asked ""Do you feel safe at school?"" 93.02% stated Extremely and 6.98% stated Somewhat.97.67% agreed that they felt welcomed on campus. When asked ""Do you feel like you can easily talk to teachers/staff?"" 95.35% stated Yes and 4.65% stated Somewhat. 90.70% of students find that coming to workshops are extremely helpful while 6.98% stated it was Somewhat helpful."|Met|Imperial Valley Home School Academy is a dependent charter school that supports parents with schooling their children at home. Instruction takes place in the home with parents as the teachers. The school supports instruction by providing the curriculum and lessons and voluntary enrichment and support workshops provided at the academy location.|2018
01611190130609|Alameda Community Learning Center|6|ACLC surveys both its learners and families at least once each year. These surveys were created and are continuously revised by the standing School Culture Committee. The learner survey focuses on a variety of issues that affect their experience at the school and with the school online. The family survey focuses on communication with the school and the ability to work with the school to support the learner.   For the February 2018 survey, students reported high satisfaction with grade feedback (98%) and having their social needs met, moderate satisfaction with assignment clarity and feedback (>66%), but identified the need to redesign the learning center as a major need of the school (54% of respondents identified this need). To address this issue, the standing school culture committee is working to put together a proposal to redesign the physical space in the Center to better meet the needs of the community. It should be noted here that the absences of mentions of disciplinary practices and school cleanliness as areas for improvement show progress. Both were identified as areas of concern in the 2016-17 school year surveys, but not in the 2017-18 survey. Overall, the school receives favorable results in almost all academic, safety, and social areas, and families and learners alike enjoy the ACLC experience in almost all facets.|Met||2018
36678760122317|Hardy Brown College Prep|6|"Fortune annually administers a survey each of its gradespans. Fortune has used a modified version of the California Health Kids survey. This data shows that Fortune Students are highly motivated - with over 60 percent of the students indicated that they are ""always trying to do better in my schoolwork."" It also shows that the adults have high expectations of their scholars and the scholars know it. Over 65 percent of the scholars reported that ""at school there is an adult who always wants me to do my best.""  Although only 20 percent of scholars indicated that ""at school, I do things that make a difference,"" and this is higher than the state average of 15 percent, Fortune believes that we need to find ways to encourage students to participate in meaningful activities."|Met||2018
20652430134510|Sherman Thomas STEM Academy|6|We conducted a parent and student survey at the end of the 2017-18 school year, which was our first year of existence. The results were shared at our April board meeting to our local governing board, with staff in May, and closely gone over by the teachers and administration in June. We were very pleased to see that 89% of our students reported being very satisfied with the school and only 3% were not satisfied (the other 8% were neutral). We are a middle school, serving grades 6-8, so we were obviously quite pleased with that result. What we found to be particularly satisfying, in terms of areas of strength, were the comments they made. When asked to share (anonymously) what they liked about the STEM Academy some of the responses were, “I like the way the staff and helpers care about us and want what’s best for us. I like how we are family oriented. It is small enough for everyone to know each other, which makes me feel secure. What I like most about the school is the students and staff and how they push me to become a better version of myself. I love how there’s three teachers who are more like a family. I like how dedicated the teachers are to helping the students. I like that we are all together to make a great school and are not divided into groups and because of that I was able to make friends in all grades. I like that there are few students so the teachers can be more focused on the students. I like that all the grades get to bond and aren’t separated that much. I really enjoy the fact that we all come together as one big family. I also like that we do a lot of stuff together. What I think about the STEM Academy is that it is the best school I have gone to. I just like the school overall, it’s almost a perfect school.”  School climate and culture are very important to us at the Academy and we were very purposeful in how we created that environment. As a staff, we felt the students recognized that our culture was different and we got a lot of positive feedback from parents who said things like, “I’ve never had to not fight my child to go to school – they ask if they can go on Saturdays!” We consider that a success, especially when you take into account that we are talking about a middle school.|Met|At the beginning of both years of our existence we have done something that we call “Raven Boot Camp.” We spend that time keeping the entire school together all day and discussing “what it means to be a Raven.” Through that, we work on some remedial skills, rules, and have several activities where students are grouped (which we do before school starts) in a way that allows them to meet everyone – quickly assimilating all students. Right out of the gate, we are intentional on creating our “Raven Culture” – the pillars of which are hard work, unity, and support of one another. We celebrate successes. We talk to the students about how they are co-workers and you have to be able to respect and work with your co-workers. I believe this intentional work on culture, that we dedicate so much time to at the beginning of the year, and develop through conversations throughout the year, is the biggest key to a successful school climate.|2018
54720330000000|Palo Verde Union Elementary|6|Palo Verde administers two surveys related to school climate and student engagement. The first is an annual local survey of staff, parents and students that emphasizes local concerns and is geared toward multiple grade levels. The second is the California Healthy Kids Survey. Both of these surveys confirm, by over 95% of stakeholders, that our school culture is positive and welcoming for students, staff, and parents. Palo Verde is a safe school where learning processes are not interrupted by outside influences or discipline issues. Palo Verde has a fair discipline policy, which is clearly understood and supported by staff, students, and parents; we have had few student suspensions and no student expulsions in the past 5 years, which is a clear indication of our positive and welcoming school climate. Palo Verde has partnered with the Tulare County Office of Education in implementing the Proposition 56 Anti-Tobacco Grant. A school resource officer from the Tulare County Sheriff’s Department, and a specialist from the TCOE CHOICES program come to Palo Verde one day per week to teach students grade 5-8 life skills.  Students are taught the adverse effects of tobacco, gangs, drugs, alcohol, and the risks associated with negative choices.  Palo Verde’s new motto is #Be Your Best, and students are encouraged to show the Character Counts Pillars.  The school has embarked on a positive culture campaign and is giving students a chance to serve others by being “Bucket Fillers” as exemplified by the book “Have You Filled a Bucket Today.”Student engagement is a crucial component for student success. Palo Verde’s desire is to involve students as active participants in their education by providing them with project based learning opportunities, test chats with students, and cross-curricular activities. The number of students participating in co-curricular activities such as Poetry and Prose, Science Fair, Spelling Bee and similar events has increased by at least 10% for each of the past four years, confirming that students are ever more engaged in academic life. Recently released California Healthy Kids Survey results continue to confirm that nine out of ten students believe they have an important part in decision-making in their classroom and school and feel strongly supportive of • School supports • Caring adults at school • High expectations of adults at the school • School connectedness • Parent involvement at the school, and • Academic motivation. Our goal is that every student reports a high degree of satisfaction with each of these factors. One of the ways we are addressing this is through on-campus intervention and support with schoolwide teacher training and a teacher assigned to coordinate services for students. Another way we are addressing this is through schoolwide approaches to student literacy and academic support. An approach that is showing substantive increase in student connectedness is co-curricular instructional field trip experiences that|Met||2018
15637840000000|South Fork Union|6|Combined results from 2017 California Healthy Kids Survey Grades 5 & 7 show that: • 32% of our students report having or feeling a high level of connectedness at school. • 44% report a high level of academic motivation. • 38% report feeling they have caring adult relationships at school. • 44% report these is a culture of high expectations at school. • 71% report they feel safe at school. The South Fork School District is continuously looking  to improve our school climate. While the district sees a strength in the area of 71% of students feeling safe at school, they acknowledge the need to improve in the areas of connectedness and caring relationships in the school setting. The district will continue to provide training and inservice opportunities to staff members in these areas.|Met||2018
18750360000000|Fort Sage Unified|6|1. Using the California Healthy Kids Survey, results indicate that 15% of 9th graders, 6% of 11th graders, and 20% of 12th graders strongly agreed to feeling connected to the school.  15% of 9th graders, 30% of 11th graders, and 37% of 12th graders strongly agreed that they had a caring adult relationship at school.  18% of 9th graders, 0% of 11th graders, and 0% of 12th graders strongly agree that the facility is kept clean and tidy.  53% of 9th graders, 30% of 11th graders, and 90% of 12th graders perceived the school as safe or very safe.  36% of 9th graders, 50% of 11th graders, and 20% of 12th graders experienced chronic sadness/hopelessness within the past 12 months.  27% of 9th graders, 40% of 11th graders, and 10% of 12th graders considered suicide within the past 12 months. 2. The disaggregated results show that there is a relative strength in students’ perceiving the school as “safe or very safe”.  The district continues to be struggle with the challenge of school sites being “kept clean and tidy.” The barriers the district faces are the school sites are remotely located and have a deficit in eligible maintenance and custodial workers to provide needed upgrades and standard janitorial needs. 3. Based on the disaggregated results, action is being implemented to improve the support of social and emotional issues that may account for the chronic sadness/hopelessness, thoughts of suicide, and drug use.  Training has been established for staff, students and community members.  Additionally, the district is working aggressively to increase the salary schedule for maintenance workers and janitorial staff to attract and retain staffing.  By implementing these actions, it is the goal of the district to improve the school climate/culture and improve the safety, functionality, and aesthetics of the schools to promote school pride and academic success.|Met||2018
43104390116814|ACE Empower Academy|6|GOAL: ACE Empower is committed to ensuring a positive school culture. Toward that end, it holds the goal that staff create an optimistic, celebratory school environment based on ACE values that inspires growth, promotes student learning.     ASSESSMENT: Progress is assessed through 1) A twice annual Growth Cycle Audit of school culture, 2) Panorama Survey Data, 3) Engagement Indicators (Attendance, Chronic Absenteeism, Suspension, Expulsion). Panorama was selected because it provides valid and reliable feedback about a wide range of the topics aligned to State Priorities and the school’s LCAP, including student and family engagement and school climate and culture.  ANALYSIS: School culture was rated at 60% on the Growth Cycle Audit (70% is proficient). On the Panorama Survey, 43% of students, 73% of families, and 53% of staff rated the school culture as effective. In addition, 54% of students, 86% of families, and 81% of staff believed that ACE fosters a culture of optimism about their child(ren)'s education and future. The attendance rate was 92%, chronic absenteeism rate was 20%, and suspension rate was 9% (a decrease of -6% from the prior year). While progress has been made in reducing suspensions, continued actions as detailed below will take place to further develop a positive school culture and climate.  ACTIONS: The following actions support this goal: 1) Foster a sense of community through structures that support students being known well, including Advisory and Student-led Conferences, 2) Identify and facilitate events, experiences, and rewards that promote an optimistic, celebratory school environment; 3) Support students and families in connecting with mental health services, to support social and emotional development; 4) Explore and expand sports and club offerings, aligned to student demand; 5) Provide ongoing professional development for teachers in strategies and practices that foster an optimistic, celebratory environment; 6) Continue to refine implementation of the behavior intervention ladder, to ensure consistency, responsiveness, and restoration.  2017-18 PROGRESS: ACE Empower realized the following progress: 1) Teachers coached students individually, supporting and monitoring goal setting to build ownership and agency; 2) Community meetings were held regularly to celebrate students who exhibit ganas, with the Ganas store open regularly for students to redeem merits; 3) Counseling services were provided to students with 504 Plans or IEPs, as well as general education students in crisis; 4) Sports programming was offered by the City of San Jose through the after school program; 5) Playworks provided regular training in youth development, safety, and leading healthy play and physical activities for students; 6) Kickboard was used to track student behavior data, then shared with families through the ACE Family Link portal. Students earned “checks” from their merits, which they used in the Ganas store.|Met||2018
19753330000000|Manhattan Beach Unified|6|Maintaining a positive school climate in which students, parent, teachers, and staff feel safe and connected is a top priority for MBUSD. In recent years, programs and practices that address school safety and social-emotional wellness have become an integral part of our educational community. MBUSD includes school climate questions for all stakeholders in its annual LCAP survey. Additionally, students in grades 5, 7, 9, and 11 participate in the California Healthy Kids Survey (CHKS). These measures help inform us of the effectiveness of our efforts.  MBUSD 2017 CHKS (high or moderate) Averages:  • School Connectedness scale score =  99% Elementary and 92% Secondary • Parent Involvement scale score = 92% Elementary and 73% Secondary • Academic Motivation scale score = 94% Elementary and 67% Secondary  • 7% of secondary and 6% of elementary students perceive school as unsafe or very unsafe • 35% of students report having experienced any type of bullying or harassment on campus  Personalized learning is the lens through which MBUSD educators approach our work. We define the five elements of personalized learning as: 1.     Know the Learner 2.     Voice and Choice 3.     Flexibility of Environment, Groups, and Mindset   4.     Data Informed Practice 5.     Integration of Digital Tools  We believe programs, policies, procedures, and practices adopted and implemented through this lens help foster a safe organizational climate that addresses the needs of our stakeholders. The percent of stakeholders who state personalized learning has been successful through:  Knowing the Learner (element 1) • Parents = 81% Elementary and 39% Secondary • Students = 93% Elementary and 60% Secondary • Teachers = 98% Elementary and 87% Secondary  Differentiation/Appropriate Challenge (elements 2-5) • Parents = 77% Elementary and 39% Secondary • Students = 77% Elementary and 57% Secondary • Teachers = 73% Elementary and 57% Secondary  Overall, the majority of stakeholders perceive MBUSD as a safe and connected school environment. Our personalized learning data show an opportunity to improve and better communicate the strategies we use to ensure the academic and social-emotional experience for each learner. We remain committed to continuous growth in building an even stronger school climate.|Met||2018
36677100000000|Fontana Unified|6|In order to collect data on student perceptions about school safety and connectedness, the Fontana Unified School District administers the California Healthy Kids Survey (CHKS) in at least one grade level per grade span every other year.  The CHKS was chosen because it is widely recognized as a valid instrument for collecting data on student perceptions of school climate, including sense of safety, bullying, and school connectedness.  The survey was last administered in the 2016-2017 school year to students in grades five, seven, nine, and eleven.  Stakeholder focus groups examined the data from the 2016-2017 school year and found that it indicated a significant need for social-emotional supports at the secondary level.  The stakeholder focus groups, which included parents, students, staff, and principals made recommendations for actions to address the identified needs related to caring adult/student relationships, depression/suicide, problem-solving, and self-awareness.  As a result, a comprehensive plan was included in the LCAP for implementation beginning in the 2017-2018 school year.  The following outlines the plan as described in LCAP Goal 5: Engage Students and Decrease Dropout Rates: • Addition of six (6) positions (Director of Multi-Tiered System of Support (MTSS), Coordinator of Positive Culture and Climate, Coordinator of Social Emotional Supports, At Risk Counselor -supporting Foster Youth, Climate and Culture Specialists, Climate and Culture Coaches- One for each middle school) • Maintain and cultivate the implementation of Positive Behavior Intervention Supports (PBIS) at 17 schools (MTSS Director and Coordinator of Culture and Climate)  • Provide district-wide training in Restorative Practices to all staff  • Provide district-wide training in Youth Mental Health   • Provide Diversity training for all site and district administrators  • Work with the school site counselors and outside partnerships to provide social/emotional support and targeted counseling to at risk youth in the areas of: Drugs/Alcohol, suicide prevention, bullying, decision making, social skills, and anger management  Surveys being conducted in the 2018-2019 school year will be used measure the early impact of these actions which will be reported on the 2019 California Dashboard.|Met||2018
54105460000000|Tulare County Office of Education|6|According to the California Healthy Kids Survey: 59% of students feel safe at school. 69% of students feel a school connectedness 72% of students feel academically motivated at school. 68% state they try hard to make sure they complete their school work. By raising the rigor students have responded in a positive manner and have gained confidence in their academics which has led to success when returning to their comprehensive schools.|Met||2018
19648810118075|Learning Works|6|DATA: Our school targets high risk students who have struggled to graduate from high school and emphasizes the goal of re-engagement in learning toward accomplishing a high school diploma while increasing mathematics knowledge and skills, becoming proficient writers and gaining life skills to be more successful after graduation. We have chosen to survey our graduates each year as our measure of school climate and to reflect on that data collected to inform our approaches in the coming school year.   The Graduation Exit survey was given to graduates to complete at graduation in 2018. The survey included a total of 21 questions, with a mix of selected response and open-ended questions, which 52 graduating students completed. Reflecting our target students, thirteen percent of respondents reported being on probation or parole at the time of their graduation. Twenty-seven percent of respondents indicated that they have a child or children, although no graduates have more than one child.   MEANING: At graduation, the vast majority of students reported high levels of satisfaction with the program we offer, which emphasizes relationship building and individual connections. Almost all graduates (90%) reported that Learning Works prepared them for their next steps, 10% reported “maybe” and no students indicated that Learning Works had not prepared them well.   While most students reported that Learning Works could not have done anything else to help prepare them, a few students indicated that more conversations about what comes after high school, facilitating more math classes, and having summer school as possible improvements, which are all areas we are aware of and working toward improving (such as implementation of a career exploration course and additional transition supports and more classroom-based offerings for math).   Just over half of the graduates identified “Staff support/relationships/motivation” as the best part of their time at Learning Works. A few students reported that the best part of Learning Works was “the teacher and Chaser always pushing me to not give up” and “the close interaction you have with your peers and teacher.” About a quarter identified the learning environment/working with students as the best part as indicated by statements such as “meeting people of all backgrounds and experiencing a new environment.” More than half of graduates stated that “nothing” at Learning Works needs improvement with (57%) responding with statements such as “The school is good as it is” or NONE!!!”   USE: Comments regarding negative aspects of learning environment or fellow students made by a small number of graduates are continually reflected on and addressed in our weekly staff meetings and in other ways to reflect on how to keep the school climate positive. In addition, graduates validate the utility of our approach, in that they acknowledge self-imposed barriers and how important it is to continue to reach out and bring students back to scho|Met||2018
14632970000000|Owens Valley Unified|6|DATA: Reflect on the key learnings from the survey results and share what the LEA learned. The survey was given to students in grades 4-12. The key learnings are as follows: 1. Students feel safe at school (83.7% of respondents feel safe all or most of the time.) As a result of these findings, Owens Valley will continue to implement measures to ensure that students feel safe at school, including ongoing use of the StopIt App. 2. Students enjoy opportunities to play sports and go on field trips (95.9% of respondents like or love field trips and 81.6% of respondents like or love sports.) The District will continue to work to provide opportunities for students to play organized team sports and intramural sports and will ensure that field trips remain a regular part of the educational experience at Owens Valley.  3. Students feel that there could be more fairness at school (52% of student comments referenced situations or feelings that things are not fair or students are not treated equally.) The District will continue to work on equity, to ensure that students understand that equitable does not always mean equal treatment, and will provide learning opportunities to staff to ensure that students are treated and disciplined fairly and consistently. 4. Students feel that expectations for them (89.97% of respondents agreed or strongly agreed that teachers expect them to work hard.) High expectations will remain a District priority, for both learners and teachers. 5. There is a culture of respect between students and staff members (79.6% of respondents agreed or strongly agreed that students treat each other with respect; 87.8% of respondents agreed or strongly agreed that adults treat students with respect; 95.9% of respondents agreed or strongly agreed that staff treat students with respect.) The respectful culture at Owens Valley will be fostered by daily reminders of the 4 Pillars +1 (Be Respectful, Be Safe, Be Responsible, Be a Problem-Solver and Be Kind to Each Other).|Met||2018
19734370134338|ISANA Achernar Academy|6|In Spring of 2018, ISANA Achernar Academy conducted a survey with its students which asked questions related to student perceptions of school safety and connectedness. Students from different grades and student groups were surveyed. The school had an increase in the number of students who took the survey compared to the year before. An analysis is below. Students rated the school on a 1-5 scale (1 being strongly disagree, 5 being strongly agree). Three questions included the following, “I feel welcome at my school,” “I feel safe at my school” and “I feel like people care about me at my school.” The minimum criteria we set was a 3/5. As can be seen below, the school scored well above that minimum threshold:  Average Scores: I feel welcome at my school: 4.10 I feel safe at my school: 4.02 I feel like people care about me at my school: 3.71 Overall Average: 3.94|Met||2018
34674390137406|SAVA - Sacramento Academic and Vocational Academy - SCUSD|6|School climate surveys are administered to both school staff and students on an annual basis.  Both surveys indicated a positive school environment overall where students feel safe and supported.  Staff indicated a positive, collaborative culture where Capturing Kids Hearts is being implemented school-wide.  The results of the school surveys are reported to the School Site Council and the governing board during the spring of each school year to help develop the LCAP goals for the subsequent school year.|Met||2018
19647330123166|ISANA Palmati Academy|6|In Spring of 2018, ISANA Palmati Academy conducted a survey with its students which asked questions related to student perceptions of school safety and connectedness. Students from different grades and student groups were surveyed. The school had an increase in the number of students who took the survey compared to the year before. An analysis is below. Students rated the school on a 1-5 scale (1 being strongly disagree, 5 being strongly agree). Three questions included the following, “I feel welcome at my school,” “I feel safe at my school” and “I feel like people care about me at my school.” The minimum criteria we set was a 3/5. As can be seen below, the school scored well above that minimum threshold:  Average Scores: I feel welcome at my school: 4.29 I feel safe at my school: 4.50 I feel like people care about me at my school: 4.42 Overall Average: 4.40|Met||2018
19649310000000|Rosemead Elementary|6|The Rosemead School District administered the California Healthy Kids Survey (CHKS) in spring 2018. Results serve to measure the district’s progress on state Priority 6, School Climate. Overall, the results indicate that there is a strong sense of connectedness, although slight differences in student perceptions exist between the grade levels. Fifth grade students report higher levels of connectedness and safety compared to seventh grade students (81% and 64%). A high percentage of 5th grade students (92%)  feel they are treated with respect. Rosemead School District met three of the four goals that we set for the Healthy Kids Survey: 5th grade school connectedness - 60% or greater - Met (64%) 5th grade safety - 55% or more  - Met (81%) 7th grade connectedness - 53% or more - Met (53%) 7th grade safety - 71% or more Not Met - 65% of students reported that they felt safe or very safe in school We believe that our work with PBIS and the Leader in Me has begun to shape a culture within our schools that is conducive to positive relationships and strong support systems. On the other hand, we recognize there is still work to be done. When asked about experiences with harassment or bullying and experiences with chronic sadness, approximately 30% of students responded they they have experienced these.  This indicates to us that we need to continue to focus on and pay close attention to the social emotional experiences of our students. In response to the CHKS data, the Rosemead School District has made changes in LCAP Actions/Services to address school safety. The district also has hired a full time counselor to be assigned to the middle school. To continue the positive work with regards to our students feeling they are treated with respect, the district fully supports, encourages, lives and breathes Leader In Me and PBIS. Link to Rosemead School District California Healthy Kids Survey results https://drive.google.com/drive/folders/1s3dkVWT30P8tI3hrO-taBI5lL9vj8iuv?usp=sharing|Met||2018
54722150000000|Tipton Elementary|6|The 5th and 7th grade students at Tipton Elementary took part in the California Healthy Kids Survey during the 2017-2018 school year. The CHKS survey is done every other year. The survey for 5th grade focused on school engagement and supports, school safety, disciplinary environment and lifetime substance use. The 7th grade survey focused on assessing student perceptions and experiences related to school climate and engagement, learning, supports and health-related and non-academic learning barriers.  Looking at the results from school engagement and supports the 5th grade showed 48% having school connectedness and 7th grade showed 26%. The students in 5th grade had 52% of students feeling that they had academic motivation and 7th grade students had 39%. 60% of 5th grade students felt that they had a caring adult relationship and 25% for 7th grade. 60% of 5th graders felt that they had high expectations and 44% of 7th graders felt the same. Only 9% of students in 5th grade and 8% of 7th graders felt that they had meaningful participation.|Met||2018
19647330123984|ISANA Cardinal Academy|6|In Spring of 2018, ISANA Cardinal Academy conducted a survey with its students which asked questions related to student perceptions of school safety and connectedness. Students from different grades and student groups were surveyed. The school had an increase in the number of students who took the survey compared to the year before. An analysis is below. Students rated the school on a 1-5 scale (1 being strongly disagree, 5 being strongly agree). Three questions included the following, “I feel welcome at my school,” “I feel safe at my school” and “I feel like people care about me at my school.” The minimum criteria we set was a 3/5. As can be seen below, the school scored well above that minimum threshold:  Average Scores: I feel welcome at my school: 4.44 I feel safe at my school: 4.23 I feel like people care about me at my school: 3.95 Overall Average: 4.20|Met||2018
45699140000000|Cascade Union Elementary|6|Key leanings were: Our schools are safe. Our strengths are that we intervene and extend so that all students have ample opportunities to achieve. We are growing in math & ELA each year but not at a fast enough rate to get all students to level 3. Our challenges are getting each student to level 3 and making sure all needs are met both academically and socially and emotionally. Our barriers are funding, and getting qualified personnel. We have and will continue to focus on DATA.  We need more training and collaboration.|Met||2018
15638000000000|Taft City|6|The California Healthy Kids Survey was most recently administered in 2017-18 to TCSD 7th grade students who had parental permission to participate. The California Healthy Kids Survey will be administered again in 2018-19 to TCSD 7th grade students who have parental permission to participate. The Summary of Key Indicators of the California Healthy Kids Survey 2015-16 are listed below:  School Engagement and Supports  School Connectedness                  20% Academic Motivation                  38% Chronic truancy (twice a month or more)       3% Caring adult relationships                 30% High expectations                          46% Meaningful participation (high)         12% Facilities Upkeep                           6% School Safety and Substance Use   School perceived as very safe or safe         56%  Experienced any harassment or bullying        46%  Had mean rumors or lies spread about you        43%  Been afraid of being beaten up          28%  Been in a physical fight                   19%  Seen a weapon on campus                  13%  Been drunk or “high” on drugs at school, ever 1% Mental and Physical Health  Current alcohol or drug use                     7% Current binge drinking                      3% Very drunk or “high” 7 or more times             0% Current cigarette smoking                      1% Current electronic cigarette use               3%  Experienced chronic sadness/hopelessness             34%  Considered suicide                        N/A The key learning from the survey results indicate that over half of the students perceive school as very safe or safe. The data results reveal a specific area of strength in engagement and supports of student with high expectations consistently present.  The LEA action implemented as a result of continuous improvement purposes includes both mental and physical health supports throughout the district for all students on an as needed basis. Results regarding student engagement ans support, school safety and substanc use, and mental and physical health are monitored and compared annually in the district.|Met||2018
15634046009351|Cecil Avenue Math and Science Academy|6|Cecil Avenue Math and Science Academy has made significant progress in the area of School Climate in recent years. We believe the most valid measures of this progress are the PBIS Self-Assessment Survey and the PBIS School Climate Survey. This survey is given to all middle school students in grades 6-8. On the PBIS School Climate Survey, the average overall score for our school site increased from 3.01 in the Spring of 2018 to 3.07 in the Fall of 2018.  This increase means students feel safer, more respected, and feel connected to the school. According to the 2017 California Healthy Kids Survey administered to 7th grade students, only 60% of our students indicated they have a high level of school connectedness. The staff and administration are working hard to improve the overall school culture so every student feels safe, connected, and receives parental support.|Met||2018
19647330122655|ISANA Octavia Academy|6|In Spring of 2018, ISANA Octavia Academy conducted a survey with its students which asked questions related to student perceptions of school safety and connectedness. Students from different grades and student groups were surveyed. The school had an increase in the number of students who took the survey compared to the year before. An analysis is below. Students rated the school on a 1-5 scale (1 being strongly disagree, 5 being strongly agree). Three questions included the following, “I feel welcome at my school,” “I feel safe at my school” and “I feel like people care about me at my school.” The minimum criteria we set was a 3/5. As can be seen below, the school scored well above that minimum threshold:  Average Scores: I feel welcome at my school: 4.08 I feel safe at my school: 4.10 I feel like people care about me at my school: 3.86 Overall Average: 4.01|Met||2018
27738250000000|North Monterey County Unified|6|The district’s LCAP goal #3 is focused on increasing student engagement both inside and outside the classroom that involves a variety of actions and services. In an effort to improve student attendance and performance, a focus has been to improve school connectedness through the fostering of caring adult relationships and enhancement of perceived school safety.       The California Healthy Kids Survey (CHKS) was administered in January of 2017 and January 2018 to all 5th, 7th, 9th and 11th students in NMCUSD. Overall components of the CHKS data showed decrease in 5th grade from 54% in 2017 to 48% in 2018, an increase in 7th grade from 23% in 2017 to 25% in 2018, a decrease in 9th grade from 20% in 2017 to 16% in 2018, and an increase in 11th grade from 24% in 2017 to 28% in 2018. However, in further review of responses when asked if student felt very much or pretty much that an adult on campus cared about them, 83% of 5th grade, 52% of 7th grade, 40% of 9th grade, and 52% of 11th grade felt an adult on campus cares about them very much or pretty much in 2018. In the area of perception of school safety, the CHKS data showed an increase in 5th grade from 69% in 2017 to 78% in 2018, in 7th grade from 54% to 61%, in 9th grade from 51% to 57%, and a decrease in 11th grade from 56% in 2017 to 38% in 2018.  77% of 5th grade, 61% of 7th grade, 51% of 9th grade, and 39% of 11th grade felt safe or very safe at school most of the time or all of the time in 2018.       In addition, the district’s attendance (ADA) increased in 2017-18 by ~1% to above the goal of 95%.  The Student Attendance Review Team (SART) process at each school addressed barriers for students attending school.  Despite heightened school safety concerns nationally and locally, the District has worked hard to assist our students, parents and staff in feeling safe and supported.|Met|Performance data on School Climate indicators was collected and reported on the LCAP annual report and shared with stakeholders. Programs were developed to address ways to increase student connectedness to school. Progress in implementation include:  • Increased anti-bullying programs and student activities throughout the school year • A focus to teach positive behavior and provide preventative and responsive interventions • District wide positive attendance campaign to include implementing School Attendance Review Teams to identify and remove barriers, with referrals for wraparound services • Provide and expand school based mental health counseling at each school • Updating and implementing comprehensive school safety plans supported by the School Resource Officer.|2018
34673140137281|SAVA - Sacramento Academic and Vocational Academy - EGUSD|6|School climate surveys are administered to both school staff and students on an annual basis.  Both surveys indicated a positive school environment overall where students feel safe and supported.  Staff indicated a positive, collaborative culture where Capturing Kids Hearts is being implemented school-wide.  The results of the school surveys are reported to the School Site Council and the governing board during the spring of each school year to help develop the LCAP goals for the subsequent school year.|Met||2018
19770810135954|ISANA Himalia Academy|6|In Spring of 2018, ISANA Himalia Academy conducted a survey with its students which asked questions related to student perceptions of school safety and connectedness. Students from different grades and student groups were surveyed. The school had an increase in the number of students who took the survey compared to the year before. An analysis is below. Students rated the school on a 1-5 scale (1 being strongly disagree, 5 being strongly agree). Three questions included the following, “I feel welcome at my school,” “I feel safe at my school” and “I feel like people care about me at my school.” The minimum criteria we set was a 3/5. As can be seen below, the school scored well above that minimum threshold:   Average Scores: I feel welcome at my school: 4.29 I feel safe at my school: 4.26 I feel like people care about me at my school: 3.95 Overall Average: 4.16|Met||2018
48705320000000|Dixon Unified|6|School climate, and in particular, the social-emotional well-being of our students is a priority for Dixon Unified School District.  In the DUSD LCAP, this need is called out specifically in Goal 3, which states we will “Provide students and staff with safe and positive school environments which promote and foster meaningful engagement and participation in their school communities.”  To measure our progress toward this goal, the District looks at a number of indicators, including suspension and expulsion data, California Healthy Kids Survey, High School Graduation Rates, and Attendance Data, among others. What has consistently surfaced as a need is for our District to take a more proactive approach to school behavior so as to reduce the number of suspensions our students experience, especially students who come from backgrounds traditionally overrepresented in these data, such as students with disabilities and socio-economically disadvantaged pupils.  To address this need, the District has committed to working with our partners in Solano County to implement Positive Behavior Interventions and Supports (PBIS) at all our school sites.  While these systems have begun to take root at our schools, we realized last spring that we needed to dedicate more human resources to their success.  As such, we created a new Coordinator of Pupil Services to focus solely on improving the school climates our students access.  In addition to supporting PBIS, this coordinator works hand-in-hand with families, teachers, students, and site administrators to improve attendance, student self-efficacy, access to mental health resources, monitoring of social-emotional and behavioral data, and professional development to staff, among other responsibilities.  We feel this dedicated support is already bearing fruit, and all stakeholders report higher levels of service from pupil services in the 2018-19 school year. In addition to supporting PBIS, the following initiatives are in place for the 2018-19 school year, all of which stem from needs evident in our data and supported by stakeholder groups: -Mental Health Clinicians for students in grades TK-12 -Professional Development around Adverse Childhood Experiences (ASES) for all certificated and classified staff -Professional Development for certificated staff around Trauma Informed Practices -Fostering Resiliency professional learning -Youth mental health first aid -Safety and Emergency Plan support and training -Attendance Incentive Programs -Increased student supervision -Parent Education Night.|Met||2018
19646910000000|Lawndale Elementary|6|One of the concerns regarding last year’s CHKS data, was that only 50% of our 5th grade students participated in the administration of the survey. According to CHKS standards, the district must collect completed answer sheets from a minimum of 60% of students surveyed to produce representative data. The lower the percentage, the less representative and useful the results become.  The student participation rate for the 2017-18 school year was significantly improved and high enough to meet the survey’s minimum goal. 94% of our fifth graders participated in the administration increasing participation by 44%.  Likewise, 7th grade participation rate met the threshold at 90%. Unlike the prior year, the information collected is valid and representative of what our fifth grade students felt about our schools, their experiences, and behaviors.The information below show survey results from 2017-18 for 5th and 7th:  Fifth grade: 1. School Engagement and Supports a. Academic Motivation 50% b. Caring Adult Relationships 47% 2. School Safety a. Feel Safe at School 73% b. Been Called Names or Jokes About you 52% Seventh grade: 1. School Engagement and Supports a. Academic Motivation 36% b. Caring Adult Relationships 28% 2. School Safety a. Feel Safe at School 58% b. Been Called Names or Jokes About you 43%  It is difficult to compare one year from the next since the 2016-17 sample size requirements were not met. The participation rate difference was large with 44% more students responding to the CHKS in 2017-18 than in 2016-17.  However, the results from the current survey indicate that 5th graders feel more engaged, supported and connected than 7th grade students.  Unfortunately the data doesn’t tell us “why”.  Conversation with students would be needed in order to address the differences. The results also indicate that a large percentage of students feel safe at school.  This is a very important marker to track in relation to what the country is experiencing as a whole in terms of gun violence and bullying.  The biggest discrepancy between the two grades is between 7th graders reporting less experiences with rumors and harassment over 5th graders.   Several supports have been put in place and continue to be enhanced to support student engagement and social emotional needs.  The district is committed to transforming school culture via PBIS. The district is planning on moving towards a hybrid model where the PBIS District committee begins to provide internal support while collaborating with LACOE as technical advisors. There will be a focus on training classified staff as a way to create that school culture where everyone on campus supports student learning and growing.  Directly targeting social emotional student support, we have partnered with 45 interns that are supported by 9 social workers to work with students in individual and group counseling, implementation of PBIS, our Second Step program, crisis management, as well as attendance monitoring|Met||2018
47764550000000|Scott Valley Unified|6|When reflecting on the California Healthy Kids school survey as well as the climate surveys that are given across our District for each school, students and parents both feel safe, connected and part of our schools.  School Site surveys were deployed and participation increased across the board, with return rates as follows:  Etna Elementary: 82%, Fort Jones Elementary: 85%, Scott Valley Junior High 72%,  and Etna High School: 79%.   Parent surveys returned with at or above 80% positive approval rating at all school sites, maintaining past school years' data.  According to our healthy kids survey data, over 85% of our students feel moderately to highly connected to their school at 7th, 9th, and 11th grade.  Further,  90% of students report that they have a caring adult at their school, who notices when they are not there.  Over 80% of our students report that they agree or strongly agree that they feel close to people at school, are happy to be at school, and feel a part of the school they attend.|Met||2018
27102720124297|Bay View Academy|6|A school climate survey was administered to 3rd-6th graders during the 2017-18 School year and the California Healthy Kids Survey was administered to 7th and 8th graders. We had 324 responses which drove our LCAP goal setting process for this year. Action steps to achieve this goal will expand to include a new action step to address the needs of the whole child by adding two full time Community Support Counselor positions.|Met||2018
49402536116958|Kid Street Learning Center Charter|6|Since 2013,  Kid Street Charter has administered the Gallop Student Poll Engaged Today- Ready for Tomorrow.  Gallup Student Poll measures are linked to desirable learning outcomes in 5th through 12th grade, including self-reported grades, perception of school success and self-reported absenteeism. The 24 core items on the Gallup Student Poll measure and provide actionable data on four dimensions of student success: • engagement - the involvement in and enthusiasm for school • hope - the ideas and energy students have for the future • entrepreneurial aspiration - the talent and energy necessary to build businesses that survive, thrive and employ others • financial/career literacy - the information, attitudes and behaviors that students need for healthy participation in the economy Annually, from 2013-2015, 5th graders were surveyed.  In 2016 and 2017, all students in grades 5th-8th grades were surveyed.  The 2017-2018 results of the survey were shared with the Board of Directors at a regularly scheduled meeting in January 2018.   In 2018-2019, we will be surveying our 3-6 graders with the Positive Behavioral Interventions and Supports School Climate survey; which is a survey to provide schools with an overall understanding of how elementary students perceive school climate along four dimensions: school connectedness, school safety, school orderliness, and peer and adult relations. The results for the 2018-2019 survey will be shared with the Governing Board in early 2018 and be used to shape LCAP goals and actions for 2019-2020.|Met||2018
19648810113894|Pasadena Rosebud Academy|6|According to the school satisfaction survey 98% of the students feel safe at school. 98% of the parents feel welcome at school.    The disaggregated results of the school satisfaction survey reveal that 90% or more of the parents are satisfied with the instructional program.  90% or more of the parents and students are satisfied with the school climate.  Parents and students had a concern with the behavioral expectations.  17% of the parent/students felt that the behavioral expectations were not clearly defined or consistently and fairly enforced.  22% of the parent/students felt that discipline was not consistent and applied fairly to all students.    As a result of the findings, the school administration and staff have created and implemented policies and strategies that will allow for more clear, frequent, communication with other staff members, parents and students in an effort to ensure that discipline and behavioral expectations are clear, consistently, and fairly enforced. Weekly and monthly staff meetings include discussions surrounding student behavior and expectations.|Met||2018
10621660000000|Fresno Unified|6|"Fresno Unified School District conducts a culture and climate survey of students in grades 4-12 to better understand student perceptions of school environments. Among the questions, two key questions offer measures of perceptions of safety, belonging and the support of one or more nurturing adults in the school setting. In 2017-18, 75.2% of elementary students and 49.6% of secondary students responded favorably to the statement, ""I feel like I am part of this school."" 73.8% of elementary students and 54.1% of secondary students responded favorably to the statement, ""There is a teacher or some other adult who really cares about me."""|Met||2018
19647330102335|Ocean Charter|6|Will summarize next year.|Not Met||2018
01100170125567|Urban Montessori Charter|6|UMCS uses Panorama to administer the CORE Climate and Culture survey to students multiple times per year in order to seek input from students. Our student survey results showed that students would like for their teacher to know more about them, their interests, and their home life but do feel like their interests are reflected in their work at school. Students last year shared that they would like clarity in regard to discipline and norms. Students also feel like their teacher knows how they learn best and can identify their general strengths, areas for growth, and learning style. The survey also showed that students recognize the attempts toward personalization shown by faculty and staff. Students acknowledge having great flexibility in the outputs used to show their learning and that once they master a skill, they can report to their teachers and move on to the next task. White students and students who identify as two or more races reported higher on items related to Growth Mindset as compared to Latinx and African American students.|Met|Moving our Upper Campus into a new facility last year with a short time period challenged our climate and culture. We began to focus heavily on it beginning in November of last year. We created a Climate and Culture Committee that reevaluated our behavioral tier system and create examples and standard language to use when supporting student behavior. We linked this to a refreshed PBIS system that we would continue to develop and rollout schoolwide this year. We restated expectations for each area or focal point of the school. We met as a level to identify and target hotspots, supervision strategies, and preventative measures we could take to minimize incidents and maximize respect, safety, and community. We sent a small representative team of stakeholders to participate in a design thinking opportunity that could help inform the Committee’s work. Levels got together to work in teams to name ways that we could explicitly teach and carry out the PBIS work. During this August’s inservice, we focused eight to twelve hours on the PBIS training and rollout. We also hosted an all-staff Anti-Bias and Anti-Racism Training for Educators during this time and invited board members and school administration to attend. An Employees of the Global Majority support group was developed this year to ensure that we provide a safe space and working environment for employees of color.|2018
19647336017693|Justice Street Academy Charter|6|Justice St. Academy Charter administered the 2017-2018 School Experience Survey.  The following results pertain to school climate: - School Experience Survey participation rate for students was 92%. - The percentage rate of students reporting being happy at school was 88%. - 85% of students reported feeling like they are a part of their school. - Justice St. Academy Charter was perceived to be a safe place by 90% of students. - When students were asked if adults treated them with respect, 92% of students replied in the affirmative.|Met||2018
54718940000000|Ducor Union Elementary|6|The Ducor Elementary School District utilizes the California Healthy Kids Survey as the principal school climate indicator to hear the student voice as to the climate for learning at our school. Although the survey had mixed responses, our analysis yields two conclusions that must be addressed in a schoolwide approach to include professional development for staff as well as programs and services for students. First, the overwhelming response is “moderate” to “high” with a small number and percentage of students reporting “low”. The survey looks at student responses to questions about: • School supports • Caring adults at school • High expectations of adults at the school • School connectedness • Parent involvement at the school, and • Academic motivation. Our goal is that every student reports a high degree of satisfaction with each of these factors. One of the ways we are addressing this is through on-campus intervention and support with schoolwide teacher training and staff assigned to coordinate services for students. Another way we are addressing this is through schoolwide approaches to student literacy and academic support. An approach that is showing substantive increase in student connectedness is co-curricular instructional field trip experiences that connect classroom experiences to real-world applications and experiences.|Met||2018
48705810134262|Caliber: ChangeMakers Academy|6|Caliber: ChangeMakers Academy is committed to fostering a positive student and school culture through developing avenues to foster student identity, student voice and empowerment in order to make a difference in the community.  This goal is included in our LCAP . The school purchased the Toolbox curriculum which is a curriculum focused on explicitly teaching social-emotional learning skills. Teachers were trained to use the curriculum before the school year. Several follow-up professional development (PD) sessions were offered related to morning circle and implementing Toolbox throughout the day. The school model is also built on restorative practices and mindsets. An overview of restorative justice practices was held for parents and teachers. In a partnership with TransformEd and Panorama, we conducted a culture survey for students and teachers twice during the year. The first survey was given in October and the second one was given in May. Parents also completed a survey mid-year. A school and organization dashboard was created in LearnMetrics, our data tracking platform, that provided real-time data on attendance. This allowed school leadership to track attendance each week. A number of attendance incentives were put in place that included long-term and short-term incentives around perfect attendance or set periods of time. Students who reached specific numbers of absences were then tracked separately as part of our chronic absenteeism program. Individual leadership team members followed up with individual students and families to help problem-solve, underscore the importance of attendance, and improve attendance.  Our results were as follows: overall, our attendance rate is just below 95% at 94.8% average daily attendance. There were 0 expulsions for the year resulting in meeting the goal of less than 1% expulsion rate. There were also zero suspensions this year, meeting our goal of under 3%. We had no dropouts. 100% of teachers executed the SEL curriculum.   While we have been proactive in reaching out and communicating with families who are chronically absent to better understand what’s leading to the chronic absenteeism, we have not done enough to strategically problem-solve with families with the intention of overcoming the barriers that are leading to their absenteeism. As a charter school, families always have the option to unenroll from our school, and despite that, our attrition (exits since September 1st) is under 3%. This data, coupled with positive survey results, indicates a high level of satisfaction in our school from our families. This indicates to us we have a large number of families experiencing real and critical challenges that are preventing them from making it to school.|Met||2018
37683380131979|Ingenuity Charter|6|Data Ingenuity percentage answered with highest ranking :  Overall supports and engagement: 79.7% School safety: 92%  Low physical/emotional abuse: 89.1% School connectedness: 64.5%  Meaning Data collected indicates that overall, students  and parents have a high sense of overall supports and engagement and a high sense of school safety.  Data also indicates that the LEA struggles with school connectedness. As an Independent Study program, school connectedness is a constant struggle.  The LEA has an open enrollment window that allows for students to enroll at any time during the school year. With a traditional program school connectedness would be built over time throughout the school year.  Due to the structure of the LEA, school connectedness presents a unique struggle.  Use This data will be used to strategically place student supports to increase a sense of community and school connectedness among students. Overall the LEA experienced positive student  and parent perceptions of school safety and physical and emotional supports. The LEA will maintain efforts in these areas.|Met|The LEA is a designed as a DASS participant.|2018
19647330108910|ISANA Nascent Academy|6|In Spring of 2018, ISANA Nascent Academy conducted a survey with its students which asked questions related to student perceptions of school safety and connectedness. Students from different grades and student groups were surveyed. The school had an increase in the number of students who took the survey compared to the year before. An analysis is below. Students rated the school on a 1-5 scale (1 being strongly disagree, 5 being strongly agree). Three questions included the following, “I feel welcome at my school,” “I feel safe at my school” and “I feel like people care about me at my school.” The minimum criteria we set was a 3/5. As can be seen below, the school scored well above that minimum threshold:   I feel welcome at my school: 4.11 I feel safe at my school: 3.91 I feel like people care about me at my school: 3.68 Average: 3.9|Met||2018
12630400000000|Southern Humboldt Joint Unified|6|Capture a valid measure of student perceptions of school safety and connectedness in at least one grade within the grade span (e.g., K–5, 6–8, 9–12):  Using the California Healthy Kids Survey, we found 78% of 5th grade students surveyed felt their school was a supportive and inviting place for students to learn. 74% of students surveyed felt a teacher or other grownup at school cares about them most of the time or all of the time. 22% of students surveyed felt teachers or other grownups at school never ask them about their ideas.   Key learning areas are communication, connection between an adult at school and student.|Met||2018
19647330124933|PUC Early College Academy for Leaders and Scholars (ECALS)|6|PUC eCALS conducts an annual student survey.  The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety.  Safety was added in 2017-18 to align with the CA State Priorities.  Each teacher and every grade level is surveyed.  Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: CAPTIVATE My teacher makes learning enjoyable     66% CARE  My teacher in this classroom makes me feel that really cares about me 70% CARE  My teacher really tries to understand how students feel about things 69% CONFER My teacher respects my ideas and suggestions    76% CONFER My teacher wants us to share our thoughts     77% CONSOLIDATE My teacher checks to  make sure we understand what s/he is teaching us 78% CONTROL Student behavior in this class is under control    70% SAFETY  I feel that my teacher will address situations of harassment, teasing… 83% PUC eCALS received an overall score of 4.07 of 5. Focus for PUC eCALS is ensuring strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.  Additionally, there will be continued professional development for teachers to follow the Tiered Intervention as represented in the Pyramid for Behavior Intervention.  Finally, there will be a focus on rigor and engagement in lesson planning.|Met||2018
47703260000000|Grenada Elementary|6|The district participated in the CA Kids' Healthy Survey (CHKS) in the Spring of 2017. This survey is administered in Siskiyou County every other year. The district uses passive participation methods in order to obtain the greatest sample size. In 2017 the students in grades 5 and 7 were surveyed across the district. Results indicate that students feel fairly positive in their level of connectedness and safety.  CHKS School Climate data Category High Moderate Low Students feel connected to school & staff 50%  50%   0% Students feel adults care 30%  60% 10% Students experience meaningful participation 0% 70% 30% Student feel staff have high expectations 50% 50% 0%   After a review of our Local Control and Accountability Plan (LCAP) metrics and district support systems, GESD identified a continued need for improved access to learning opportunities for students with social/emotional needs and those who are at risk. This requires that we evaluate and modify our structured, data-driven plan that integrates all aspects of student achievement. Our plan for improved access to learning opportunities for at risk students must include a comprehensive assessment system and utilize teams in data based decision making. The plan must also provide universal behavior supports for ALL students; targeted, evidence-based behavior interventions for some students; and intensive, individualized interventions and supports for a few students. The plan that best fits our needs and offers the social/emotional support GESD needs is a Multi-Tiered System of Supports (MTSS) Framework.  Overall School Climate Index 2017 CHKS Grade 7 & 8 A.Core Module Results 2. Summary of Key Indicators” page 3. 7th% 8th % Key indicator of school climate  67 43 High level of connectedness at school 33 21 High level of academic motivation 47 14 Have adults at school that care about them 67 21 Report there is a culture of high expectations at school 33 0 Have opportunities for meaningful participation at school 93 79 Perceive the school as safe/very safe 60 36 Have experienced harassment or bullying at school  2017 CHKS Grade 7  Main Report page 3 7th % Key indicator of school climate  50 Report having or feeling a high level of connectedness at school 20 High level of academic motivation 30 Have adults at school that care about them 50 Report there is a culture of high expectations at school 0 Have opportunities for meaningful participation at school 90 Perceive the school as safe/very safe 70 Have experienced harassment or bullying at school Our district’s focus is to ensure students feel safe and connected at school. Since our results show differences in students perceptions between grade levels, we review our programs each year. We survey staff and students for ideas as to how to increase their engagement with school and finding ways to increase students feelings of safety.  The data indicates that the majority of GESD students surveyed feel positive about school and their school environment|Met||2018
27661590000000|Salinas Union High|6|The district administered the California Healthy Kids Survey to grade 7 and 9 students in May of 2018.  The following results were communicated to the district's school board on October 23, 2018.The percentage of students that indicated they felt unsafe or very unsafe was less than 10%, which was similar to the results from the 2017 survey. Over 75% of students moderately to highly agreed that their schools provided the following:  total school supports, caring adults in school, adults have high expectations, school connectedness, academic motivation, and parent involvement.  This indicates that actions in our LCAP that support these elements- i.e PBIS, increase supports for mental health, ELAC and DELAC committees, etc- are reflected in the perceptions our students have around school climate.  One area, however, that is significantly lower is meaningful participation at school, which less than half of the students responded with moderate/high agreement.  Going forward, we will need to look further at this data to determine why this area had lower marks and what other data points- i.e. clubs, sports, student governance, etc.- that could be used to inform this area.|Met||2018
56725610000000|Rio Elementary|6|"Rio School District administers the Youth Truth Survey which is a student-stakeholder tool that measures student perceptions which are linked to academic outcomes. Through the Youth Truth surveys, we hear from everyone. And just like a vote, everyone’s survey gets equal weight. So a 7th grade student’s survey has equal weight to the ASB President or the site Principal.  And with Youth Truth surveys we can track ratings over time and compare across and within schools. Meaning we can see what’s typical for other California schools (and other high poverty schools, schools that are more similar to ours). And we can compare how different groups experience the same school and by having this data we can make decisions to improve the educational process for our students. YouthTruth’s family survey translates parents’ and guardians’ perspectives into useful data and insights. Parents and guardians provide feedback on the following key themes.  1) School Culture.  2) School Safety 3) Engagement & Empowerment 4) Relationships 5) Communication & Feedback 6) And finally, Resources In addition each schools’ staff members – both instructional and non-instructional - have the opportunity to provide their feedback with regards to the following core themes:  1) Culture & Communication 2) Engagement & Empowerment 3) Relationships 4) And Communication & Feedback As you can see relationships, culture, and engagement align across the three groups. ""KEY FINDINGS FROM SURVEYS"" For the student survey, we saw more positive responses about relationships. That was the area we targeted for improvement, and we’re pleased to see that students acknowledge and feel the impact of our changes. These three questions saw the greatest increases over time: Discipline in this school is fair. Most adults in this school treat students with respect. How many of your teachers believe that you can get a good grade if you try? While Rio District's Middle School students rate their relationships with peers similar to other middle schools across the country, this is an area that was more positive in 2016. So again, Rio District's Middle School relationships with peers are not negative, they’re typical compared to other similar schools. This will continue to an area of growth for RSD students as we continue to improve the school climate in all sites and especially for ""every child"". On a different and very positive note, on the survey, students also have the opportunity to write in their comments. Here is what one 7th grader said about his or her positive relationships with teachers. “The teachers and classes help me learn because most of them involve me interacting with someone. I learn best when someone visual shows me what to do, If you just tell me something I will not remember. The teachers especially, they always help me when I'm stuck on something and they treat me like I'm their kid and I honestly just love the teachers and classes here.” School Climate is one of RSD's strongest areas."|Met||2018
13631230000000|El Centro Elementary|6|A district-wide local school climate survey that captures student perceptions of school safety and connectedness was administered to students in grades four and seven in May-June 2018. The following percentage of fourth graders and seventh graders, respectively, agreed with these statements: Most of the teaching staff at my school expect all students to work hard=92.87%/96.70%. Most of the teaching staff give me extra help when I need it=74.47%/81.84%. Most of the teaching staff make me excited about learning=66.88%/44.52%. Most of the teaching staff expect me to continue my education after high school=79.47%/89.47%. I keep trying when school work is challenging=87.39%/79.73%. I can become a better student if I work hard=96.54%/93.78%. I feel welcome at my school=82.84%/71.29%. I am safe in hallways, restrooms, and playgrounds at my school=80.32%/75.03%. There are behavior expectations at my school=85.93%/93.68%. There are positive reinforcements for following behavior expectations at my school=82.62%/77.27%. There is an adult whom I trust and can go to for help with a problem at my school=81.19%/72.42%. The following percentage of fourth graders and seventh graders, respectively, agreed with these statements either often or sometimes: Most students at my school treat each other with respect=78.87%/78.73%. Most students at my school treat adults with respect=88.19%/88.94%. My school is kept clean=82.11%/84.98%. My school is calm and in control=79.28%/84.30%. The following percentage of fourth graders and seventh graders, respectively, agreed with these statements either all or most: Do the teachers and other adults at school care about you?=85.06%/65.72%. Do you feel safe at school?=79.93%/70.68%. Do you know where to go for help with a problem?=86.09%/75.29%. The following percentage of fourth graders and seventh graders, respectively, agreed with these statements: Would you recommend your school to your friends who don't go there?=83.89%/79.31%. Do you plan to go to college or some other school after high school?=91.70%/94.02%.|Met|The El Centro Elementary School District prioritizes student safety and connectedness in the LCAP. The district has begun training and implementation of Positive Behavioral Interventions and Supports (PBIS), a multi-tiered approach to social, emotional, and behavior support, as well as hired additional counselors to serve all grades and school sites. All sites teach and maintain behavior expectations and positive reinforcements. Video surveillance cameras are being installed at each school site, as well as new visitor monitoring systems and upgraded entry gates. A truancy prevention specialist and attendance counselor work to ensure all students are in school every day on time. Through the LCAP, the district has invested in Schoolwide AVID at all sites with an emphasis on relational capacity building, organization, collaboration, inquiry, and building a college-going culture.|2018
27102720125765|Millennium Charter High|6|A School Climate Survey was provided to all stakeholders to capture a measure of student and parent perceptions regarding school safety.  The results from the survey demonstrated the following information: 89% of student population believed the school rules and policies were fair and consistent, 84% feel they are safe at school and traveling to and from school, 88% of students feel they can safely express their emotions at school, 87% feel that they have close relationships, 83% believe teachers support learning about social and emotional topics as well as academic ones, 70% believe there are celebrations, events, or conversations that connect the school community members to each other, 90% of students believe the school and the school grounds look clean and attractive and there are examples of student work in the hallways.   Based upon the results of the survey the administration and school faculty have implemented more celebrations of student success by implementing monthly awards assemblies.  Students receive certificates for character and attendance at the assemblies and staff are recognized for their contributions as well.  Millennium also implemented a School Safety Committee to review and implement Safety Policies and Procedures.|Met||2018
34765050114272|SAVA - Sacramento Academic and Vocational Academy|6|School climate surveys are administered to both school staff and students on an annual basis.  Both surveys indicated a positive school environment overall where students feel safe and supported.  Staff indicated a positive, collaborative culture where Capturing Kids Hearts is being implemented school-wide.  The results of the school surveys are reported to the School Site Council and the governing board during the spring of each school year to help develop the LCAP goals for the subsequent school year.|Met||2018
19643370000000|Burbank Unified|6|A majority of students, parents, and staff members in the 2018 survey agree that their school offers support when students need it.  A lower percentage of stakeholders in 2018 agree that students are challenged academically, offered enough variety to keep them engaged, and that the needs of individual students and struggling learners are adequately met. Students agree that adults at school help them plan for their careers and for college, though a lower percentage feel like they have an adult who they can talk to at school if they have a problem. Students agree that the CTE program provided strong preparation for field work and college and that programs were available that reflected their career interests. Staff members agree that the CTE program provides strong career preparation and that there are sufficient offerings. Students feel safe going to and from the school, but a smaller percentage of parents and staff members agree that students are safe at school. Though agreement that schools provide clear information on emergency procedures persisted among most stakeholders, there is a decrease in the percentage of staff who agree that campus supervisors know how to keep students safe in an emergency. About a third of students agree that school rules are applied fairly to everyone;  A majority of stakeholders continue to agree that students are bullied, most often verbally by other students, and typically about their physical appearance. A lower percentage of stakeholders in 2018 agree that anti-bullying rules are clear or effective. Students report that they are most likely to disclose bullying to friends and parents, however half of students continue to indicate that they would not disclose for fear of being identified. Most parent and staff agree that their school made students aware of mental health resources and that the resources are sufficient. Students are most comfortable reporting mental health issues to a friend or a parent, and the top reasons for not reporting are embarrassment and fear. Less than half of staff continue to agree that their school provides adequate professional development for recognizing and dealing with mental health challenges Most staff continue to perceive a positive relationship between the school and students’ families. A majority of parents also continue to feel engaged and appreciative of their school’s communication. Though most parents and staff continue to agree that principals, office staff, and direct supervisors are performing well, a lower percentage report the same about district administrators. The District needs to continue to address bullying at all schools. In addition, the sense of safety and confidence in campus supervisors is a concern. The District leadership also needs to work on communication and relationships with parents. The District has invested in PBIS in order to address school safety and bullying concerns and schools are in the midst of training.|Met|The District has established a School Communications Task force in order to address all aspects of District communications and the appropriate vehicles for communications. The District has also invested in PBIS District-wide in order to address school climate and bullying. In addition, the District has created a new position, the Director of Wellness, which oversees the social emotional health of students.|2018
14632890000000|Lone Pine Unified|6|All of the students at LPUSD (grades K-12) were surveyed. Appropriate age groups took the Healthy Kids survey as administered by Inyo County Superintendent of Schools.|Met||2018
32103220000000|Plumas County Office of Education|6|The California Healthy Kids Survey was given to students in grades 7, 9 and 11.  Results are available at pcoe.k12.ca.us. The School Climate Survey was administered to elementary students with the following baseline results: C. Roy Carmichael 3.14 Chester Elementary 3.26 Indian Valley Elementary 2.77 Quincy Elementary 2.97  These results show varying levels of successes and challenges with school climate.  Results are used by district and sites in the Local Control Accountability Planning process and the Single Plan for Student Achievement.|Met||2018
10619940000000|Alvina Elementary|6|The Alvina Elementary Charter School Student Survey was given to all students in grades 5 and 8 during the 2017-2018 school year. This survey was designed by administration to assist AECS staff and parents in developing an understanding of the student experience at Alvina Elementary Charter School. Questions on this survey were focused on student connectedness, school safety, student support and student involvement. Questions designed to focus on school connectedness, such as “Do you feel like you are a part of this school?” and “Are you happy to be at Alvina School?” resulted in very high results. 86% of students in grades 5 and 8 indicated they feel they are part of the school and are happy to be at Alvina. These results were consistent among all subgroups. Questions designed to focus on school safety, such as “Do you feel safe at this school?” and “Have you seen anyone bring a dangerous object to school?” also resulted in very high results. 94% of students in grades 5 and 8 indicated they feel safe at school and know how to ask for help if needed. Also, 100% of students indicate they have not seen any dangerous objects at school. These results were consistent among all subgroups. Lastly, questions designed to focus on student support and involvement, such as “Do teachers and other adults believe you can do a good job and help you when needed?” and “Do teachers and other adults give you a chance to help solve school problems?” resulted in the following results. 86% of students in grades 5 and 8 indicated teachers and other adults believe in them and provide support. Also, 62% of students feel they are involved in helping solve school problems. This percentage identifies a strong area of focus in increasing student involvement. These results were consistent among all subgroups. The district in their continued work with parents and students, will set a target of increasing or maintaining percentages at or above 90%. During the 2018-19 school year, the district has implemented a more focused approach to student council meetings in order to identify student concerns and increase student involvement in appropriate decision making opportunities. The district will also look to bridge a gap that exists between classroom discussions of the student experience to the identified student council representative taking the discussions points to the main council meeting. These discussion points will then be discussed between the council and administration in improving the student experience. The district has also included within its school website a bullying/suicide tipoff reporting tool in which students can report anonymously any witnessing of bullying and/or students with suicidal thoughts in order to quickly provide the appropriate interventions. Lastly, the district will look to expand the student survey during the 2018-19 school year to all grades from 5th through 8th grade.|Met||2018
52715220132597|Evergreen Institute of Excellence|6|"Evergreen Institute of Excellence (EIE) is a Personalized Learning/Independent Study, non-classroom based charter school.  The majority of a student's daily instruction occurs at home with parents, in the community through enrichment/extracurricular vendors and/or through attendance at our local community college.  EIE has opportunities for our students to be on our authorizing district's school sites for enrichment classes, assessment, tutoring, community building and special education services.  EIE operates under the school site's Safety Plan to ensure student and staff safety.  The 4th-5th Grades School Climate survey results indicated the majority of the students feel safe while on campus with 100% responding that grown-up at school care about them. The 6th-12th Grade School Climate survey results indicated 100% feel safe on campus with 80% expressing grown ups at school care about them.  The Parent Climate results report 94% of their children feel safe while at school. EIE is dedicated to creating a climate of open communication and connectivity with all stakeholders. Teachers have direct and consistent communication with families creating close relationships and cooperation.  EIE is also committed to building a strong school community.  One tool used to create a strong community is Parent Square, an internal communication system used to notify staff, parents and students about school news, activities, field trips, and updates on important school operations.  Our school encourages interaction between families and students by offering enrichment activities, field trips, parent meetings, Advisory Council meetings and concurrent enrollment support for our high school students.  The school sponsored events and activities are well attended, encouraging a sense of community, successfully contribute to an overall positive school climate. EIE parents consistently report they feel connected and pleased to be a part of our school family.  In order to measure the school's local climate and stakeholder perceptions, EIE developed surveys for parents of students in grades TK-12, 4th-5th grade students, middle school and high school students (6th-12th).  Included were questions designed and tailored to the uniqueness of our school programs and student population. Results show the following information: ~100% of our parents responded that they strongly agree/agree their child is receiving a quality education at EIE. ~100% of our parents responded that they strongly agree/agree their child feels successful in EIE. ~96% of our parents responded that they strongly agree/agree their teacher and educational materials provided by EIE are supportive. ~96% of our parents responded that they strongly agree/agree the field trips offered through EIE are educational and of interest to their child. ~100% of our 4th-5th grade students are proud to ""belong"" to EIE  all the time. ~93% of 6th-12th grade students strongly agree/agree they are happy to be enrolled at EIE."|Met||2018
19647330133298|PUC CALS Middle School and Early College High|6|"PUC CALS MS and ECHS conducts an annual student survey.  The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety.  Safety was added in 2017-18 to align with the CA State Priorities.  Each teacher and every grade level is surveyed.  Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows:  PUC CALS MS: Construct                        Item/Question                                                                                % Favorable Rating General Education Captivate                        My teacher makes learning enjoyable                                                                    62% Care                                My teacher in this class makes me feel that she really cares about me                    74% Care                                My teacher really tries to understand how students feel about things                    65% Confer                        My teacher respects my ideas and suggestions                                                     76% Confer                         My teacher wants us to share our thoughts                                                             77% Consolidate                 My teacher checks to make sure we understand what s/he is teaching us             79% Control                         Student behavior in this class is under control                                                     60% Safety                         I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 81%  PUC CALS HS: Construct                        Item/Question                                                                                % Favorable Rating General Education Captivate                        My teacher makes learning enjoyable                                                                    74% Care                                My teacher in this class makes me feel that she really cares about me                    78% Care                                My teacher really tries to understand how students feel about things                    78% Confer                        My teacher respects my ideas and suggestions                                                     83% Confer                         My teacher wants us to share our thoughts                                                             85% Consolidate                 My teacher checks to make sure we understand what s/he is teaching us             85% Control                         Student behavior in this class is under control                                                     78% Safety                         I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 87%  See ""Optional' section for more details."|Met|Continued:  PUC CALS MS received an overall score of 4.08 of 5.  Focus for PUC CALS MS is ensuring strong Rituals and Routines are common across all teachers and grade levels as well as a continued focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.    PUC CALS ECHS received an overall score of 4.31 of 5.  Continued focus on professional development for teachers to design rigorous and engaging learning experiences as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.|2018
19645010000000|El Monte City|6|The El Monte City School District has administered the California Healthy Kids Survey annually as an on-going metric in our Local Control Accountability Plan since 2014-15. The results for both 5th and 7th grade students are listed below showing the key areas related to school climate. 5th Grade 2018-2018 CHKS Results 58% Of students report a high level of connectedness to their school 41% Of students report being academically motivated 88% Of students report that most or all of the time there a teacher/adult of cares about them 80% Of students report that most or all of the time teachers/adults have high expectations (tell them they are doing a good job, believe they can do a good job) 67% Of students report that they meaningfully participate at school (they are given a chance to decide things, do things that are helpful) 81% Of students report that they feel safe at their school  7th Grade 2017-18 CHKS Results 61% Of students report a high level of connectedness to their school 40% Of students report being academically motivated 61% Of students report that most or all of the time there a teacher/adult of cares about them 77% Of students report that most or all of the time teachers/adults have high expectations (tell them they are doing a good job, want them to do their best, believe they will succeed) 62% Of students report that they meaningfully participate at school (they are given a chance to decide things, do things that are helpful) 75% Of students report that they feel safe at their school Each of the years the survey has been administered has resulted in similar high percentages.  As these charts show being academically motivated is an area to continue to provide support.  The district’s implementation of Leader in Me is one way students will be looking more closely at their personal academic goals.|Met||2018
32669690000000|Plumas Unified|6|The California Healthy Kids Survey was given to students in grades 7, 9 and 11.  Results are available at pcoe.k12.ca.us. The School Climate Survey was administered to elementary students with the following baseline results: C. Roy Carmichael 3.14 Chester Elementary 3.26 Indian Valley Elementary 2.77 Quincy Elementary 2.97  These results show varying levels of successes and challenges with school climate.  Results are used by district and sites in the Local Control Accountability Planning process and the Single Plan for Student Achievement.|Met||2018
19647330123158|Arts In Action Community Charter|6|Every year we provide a school climate survey that is provided to one grade level in the TK-2nd grade and at least one grade level in the 3-5 grade band.  The results of the survey are reported to our local governing school board.  Areas of strength are numerous.  In school climate: Students feel that students are treated the same, despite socio-economic status. Students feel that the curriculum and school materials are culturally relevant.  For teachers: Students feel that teachers and staff care, treat them with respect and are accessible when they have concerns.  Teachers recognize students’ individual strengths, and provide individual attention.  Teachers hold students to high standards.  In school community and safety: Students feel that they respect each other. Students feel like they have a chance to participate in determining activities and rules.  Students have a chance to get involved in sports, clubs and other activities. Students have chances to be a part of discussions and activities. Students are happy and feel like they belong. Students feel safe at school. Students feel like others try and stop bullying. Students know what to do in an emergency (such as a fire or earthquake).  In school cleanliness: Students feel that the classrooms and common areas are clean. Students feel that broken things get fixed quickly. Students feel proud of the way that their school looks.  Areas of Growth: In school community and safety: Of concern are: students stealing electronics, money and other valuable items, students at this school damage each other’s property, students at this school fight a lot, students at this school get picked on by others.  In school cleanliness: Only about half of the students feel that the bathrooms are clean.  Below are revisions, decisions, or actions for continuous improvement purposes: We have sent home policy reminders on our No Toys and No Electronics policies. Why:  Ensuring that students do not bring toys or expensive electronics has been helpful in decreasing student to student theft.   Outcome: Reductions in reported theft.  We have created a bullying report form and system of socio-emotional lessons around the importance of reporting bullying and how to stand up for others.  This bullying report form is integrated into our school Positive Behavior Intervention Supports. Why: Ensuring that students and families have safe ways to report bullying concerns ensures that the team is able to follow up quickly and effectively.  Outcome: We have seen an increase in bullying incidents that are reported and have been able to increase our interventions. We have created bathroom clean up logs, and systems for students to report when the bathrooms are not clean. Why: Ensuring that students have ways to report unclean bathrooms allows for quick clean-ups.  Outcome: During walkthroughs, bathroom scores are higher.|Met||2018
19648810113464|Aveson Global Leadership Academy|6|A School Climate Survey was administered to the students in spring of 2018.  The results reflected and overall positive assessment of how student feel at AGLA.  Students reported positive responses ranging from 72%-80% affirmative for the following statements: Instruction in the classroom encourages an understanding of diverse opinions, values, and cultures. AGLA staff shows care and concern for students in an environment that honors individual differences. There is at least one adult on campus that I can go to if I have a problem or a concern. AGLA provides a nurturing learning environment. I am given opportunities to make something right if I have harmed someone.  Advisors listen to me and talk to me about life outside of just the content area they teach; advisors are interested in me as a person and have high expectations for me.  The remainder of the indicators scored in the range of 58%-65% affirmative: I feel a sense of belonging at AGLA. I feel safe at AGLA. Personalized Mastery Learning has made a positive difference in the way I engage in school having multiple chances to learn, the ability to learn in different ways, Advisors who care that I learn, and having voice and choice in my learning. I am heard out when I have a problem or disagreement with another student or staff member.   This data reveals the majority of students report a positive climate and culture at AGLA.  However, with Aveson’s commitment to personalized learning and ensuring every student feels seen, heard and celebrated, Aveson has created the following actions steps to increase the number students reporting a positive school experience.  The results will be measured by the administration the student survey once per year.  Empower the Student Leadership Council to increase number of Social Leadership activities  Implement Restorative Practices Professional Development for Staff, Students, and Parents  Continue providing Advisors and all inclusion assistants professional development on AGLA’s positive behavior interventions and supports|Met||2018
18641390000000|Lassen Union High|6|"1. The California healthy kid’s survey was administered to our students in November 2017. In the areas of school engagement and support, we received the following results: 44% of 9th grader and 31% of 11th grade students had high school connectedness. Adult relationships were 25% for 9th grade and 33% for 11th grade. A feeling of high expectations from teachers of students reported 38% for 9th grade and 35% for 11th grade. School Safety demonstrated the following results: school was perceived as a very safe place by 41% of 9th grade students and 43% of 11th grade students. 42% of 9th graders and 40% of 11th graders experienced harassment or bullying. 43% of 9th grade and 45% of 11th grade had mean rumors or lies spread about them. Mental and physical health results: current alcohol or drug usage was reported by 31% of 9th graders and 41% of 11th graders. Suicide was considered by 26% of 9th graders and 28% of 11th graders. These results conveyed a baseline for understanding our student population and targeting areas of growth.  2. A review of this data alerted staff, students and the community for the need to reinvent the culture at Lassen High School. The challenges that we face are the implementation of a new program after years of status quo.  3. A collaborative effort titled ""We Are Lassen"" was launched by all stakeholder groups to dramatically shift our current culture which indicates an overwhelming need for immediate attention. The District had to commit to funding a major culture shift that was not only directed at students, but at staff was well."|Met||2018
19647330100750|Wallis Annenberg High|6|Per school survey reports, Wallis Annenberg provides a safe environment for staff and students. Parents are satisfied with school response time and parents are pleased with the educational programs provided to their children. Parents voiced that they would like to take part in campus safety walk-throughs, which as a result, will be implemented this year. We have also included parents on more committees this school year so that this stakeholder voice can be heard in a timely manner. Stakeholders have also voiced that they feel that Wallis Annenberg provides a more rigorous academic program than similar or resident schools. Wallis Annenberg will continue to analyze and evaluate the safety of the school, the academic programs offered at the school site, the cleanliness of the facilities, the courses offered to students and their effectiveness. This will be done through surveys, observations, and stakeholder input at various meetings.|Met||2018
19647330114959|Monsenor Oscar Romero Charter Middle|6|Monsenor Oscar Romero Charter School offers an academically engaging learning environment for all; it has a culture of high expectations and high support, a nurturing environment, and connected school community. To ensure we have feedback from all of our stakeholders, we conduct surveys every year using the Youth Truth Survey Platform. We use this feedback to analyze and assess our effectiveness and the effectiveness of the systems we have in place. Once we have collected and reviewed all of our results, we share them with our board. We also replicate the reflection process with our teachers, staff, and students each fall at the beginning of the school year, so all staff members are aware of the students’ voice. The results of our surveys last year indicated that s?tudents felt that our teachers had high expectations for them and that their work was rigorous. Students have learned how to work in collaborative groups working with other students by participating in Project-Based activities that provide for a deeper understanding of their learning.   Monseñor Oscar Romero’s parent survey on school climate responses reflect the following for Strongly Agree and Agree as follows:  2D. 95.2% The office staff treats me with respect 2E.  82.4% Staff members at the school take my complaints and suggestions seriously.  2F.  92.2% The school lets me know about school rules and policies.  6A. 90.9%  My child is safe on school grounds.  6B. 87%    My child is safe in the neighborhood around the school.|Met||2018
37682130138636|JCS - Pine Valley|6|1. Last year when JCS-Pine Valley was part of Julian Charter School, we completed an online survey related to health, safety and school-connectedness. Approximately 30% of parents and 33% of students responded to the online survey. Overall parents feel that JCS does a good job of supporting students, keeping students safe, and keeping parents informed. Parents feel that JCS has high expectations for students but also that they care for students. Overall students feel that JCS does a good job of keeping them safe and keeping their parents informed. They also feel teachers care about them and have high expectations for them, but also make them feel like they are able to achieve. In all grade bands, students report that bullying is a small problem. Drug and alcohol use, as reported by students, is not a problem.   2. Students in all grades reported that they don't feel they have a voice in class/school rules and activities (~45%). Additionally many students in grades 6-8 reported that class activities are not very engaging and/or don't make a difference. High school students last year reported depression (35%) and suicidal thoughts (18%) in significant enough numbers that we want to continue to focus on early intervention in middle school to help students feel connected and safe.  3. Areas of growth have been identified and are part of our LCAP goal #3 to provide ongoing social-emotional learning for K-8 students and training to staff on recognition, prevention and intervention in bullying, sexual harassment, and suicide ideation.   In mid-November JCS-Pine Valley will be sending out a survey for families in all grades to complete about health, wellness and connectedness to our school. This will give us slightly different information than that we got last year as part of Julian Charter School, and we believe it will be that much more relevant.|Met|JCS-Pine Valley is a new school, established in August 2018.|2018
49705990000000|Alexander Valley Union Elementary|6|During the 2017-18 school year, all students have issued a pre and post-Climate Survey. The 21 question survey was designed with parent and staff input. The questions focused on the overall wellness of the students. The results found a high percentage of students (96%) feelin safe at school.|Met||2018
36677360130948|Independence Charter Academy|6|Over the past six school years, the charter has administered the same survey questions regarding school academics, safety, lunches, transportation, discipline, and climate. These surveys are implemented in order to be able to draw comparisons from year to year. They are in the areas that are important to the community and match the seven goals that the Board of Trustees have adopted. These same seven goals evaluate the superintendent and are the focus of Board goals and the LCAP. Each year the approval ratings have grown to where they are now at or above 90 percent in all areas. Stakeholders use the information gathered from these annual surveys to make recommendations and decisions on the future direction of the district during strategic planning.|Met||2018
22102230000000|Mariposa County Office of Education|6|MCUSD administered the California Healthy Kids Survey (CHKS) in the 2017-2018 school year. Results measure the districts progress towards an overall positive school climate and culture keeping the needs of individual children in mind. Because of the calibration of norms by WestEd, the survey developer, overall results can not be compared from 2016 to 2018.   Our scores show great consistency in student connectedness and adult caring relationships on campus. You can see from 5th to 7th than in 9th - 12th these numbers stay fairly consistent. Our area of focus has been on the upswing in substance abuse from 9th - 12th grade. Data shows that 21 % of 9th grade students had used some time of controlled substance within the last 30 days which increased to 53% of 12th grade students.   In an effort to curb this, a grant was written and received to pay for a school resource officer who assists largely with drug and tobacco intervention. This resource officer is available to answer questions and assist students as needed. We also applied for a separate grant and received it that has allowed us to have a TOSA in the position of Student Welfare and Attendance Specialist. This position allows for us to coordinate with outside agencies in an effort to gain students any supports that they may need to fight substance abuse addiction or receive the counseling services they need in order to not go down that path.   The addition of these two new positions is a great asset to our community and we hope that it proves effective in lowering the rate of substance abuse with our students.   https://calschls.org/reports-data/dashboard/|Met||2018
22655320000000|Mariposa County Unified|6|MCUSD administered the California Healthy Kids Survey (CHKS) in the 2017-2018 school year. Results measure the districts progress towards an overall positive school climate and culture keeping the needs of individual children in mind. Because of the calibration of norms by WestEd, the survey developer, overall results can not be compared from 2016 to 2018.   Our scores show great consistency in student connectedness and adult caring relationships on campus. You can see from 5th to 7th than in 9th - 12th these numbers stay fairly consistent. Our area of focus has been on the upswing in substance abuse from 9th - 12th grade. Data shows that 21 % of 9th grade students had used some time of controlled substance within the last 30 days which increased to 53% of 12th grade students.   In an effort to curb this, a grant was written and received to pay for a school resource officer who assists largely with drug and tobacco intervention. This resource officer is available to answer questions and assist students as needed. We also applied for a separate grant and received it that has allowed us to have a TOSA in the position of Student Welfare and Attendance Specialist. This position allows for us to coordinate with outside agencies in an effort to gain students any supports that they may need to fight substance abuse addiction or receive the counseling services they need in order to not go down that path.   The addition of these two new positions is a great asset to our community and we hope that it proves effective in lowering the rate of substance abuse with our students.   https://calschls.org/reports-data/dashboard/|Met||2018
19647336112536|Accelerated|6|Per school survey reports, The Accelerated School provides a safe environment for staff and students. Parents are satisfied with school response time and parents are pleased with the educational programs provided to their children. Parents voiced that they would like to take part in campus safety walk-throughs, which as a result, will be implemented this year. We have also included parents on more committees this school year so that this stakeholder voice can be heard in a timely manner. Stakeholders have also voiced that they feel that The Accelerated School provides a more rigorous academic program than similar or resident schools.  The Accelerated School will continue to analyze and evaluate the safety of the school, the academic programs offered at the school site, the cleanliness of the facilities, the courses offered to students and their effectiveness. This will be done through surveys, observations, and stakeholder input at various meetings.|Met||2018
19647330117606|Alliance Leichtman-Levine Family Foundation Environmental Science High|6|The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) helps us gather unfiltered student feedback to assess whether we foster a safe school environment. Our survey question regarding whether the student feels safe at school yielded an average response of 2.9. Additionally, our survey question regarding whether the school emphasizes respect for others yielded an average response of 2.9 too. The Student Satisfaction Survey also helps us determine whether we effectively promote our students’ sense of belonging and connectedness to the school. For example, students provided an average response of 3.0 when asked if the teachers show respect for all students. Furthermore, at Alliance Leichtman-Levine Family Foundation Environmental Science High School (“ESAT”) we believe that students thrive not only when they develop close relationships with teachers and all adults in the building, but also when we set high expectations for students. Students respective average responses to the following survey questions are indicated in parentheses after each question: (a) I believe that this school is preparing me to be successful in college (3.2), (b) This school does a good job of informing students about options for college (3.2), (c) This school emphasizes the benefits of attending college (3.3), and (d) This school emphasizes the benefits of graduating from college (3.2).|Met|In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) indicate that students believe Alliance Leichtman-Levine Family Foundation Environmental Science High School (“ESAT”) is meeting its goals for a safe and inclusive school climate. In the Survey, ESAT received an overall average response of 2.7. While we are happy with the score, we will continue to prioritize the safety and well-being of our students. At ESAT, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators. At its core, the Student Satisfaction Survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. A copy of the Student Satisfaction Survey is available upon request. The Student Satisfaction Survey was developed by Alliance College-Ready Public Schools Research and Data Team to help schools develop goals to improve services and support provided to students. It is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college, and measures performance on a 1 to 4 scale with 4 being the highest rating.|2018
15635291530435|Kern Workforce 2000 Academy|6|In 2017-2018, 69% of Workforce students responded to the Workforce Student Survey on Learning Climate and Programs. The Workforce LCAP Parent Survey was completed by 102 parents, or 25% of student enrollment. These surveys help provide insight to allow Workforce Academy staff make decisions about how to provide better support for all students, progress monitor programs, and inform stakeholders and the community.   Student response to school safety revealed that 51% of students favorably responded to “How safe do you feel when you are at school?”; 41% neither agreed nor disagreed. These responses are consistent with other student groups, including those from the district's comprehensive sites.   The percentage of students who have considered suicide or experienced chronic sadness/hopelessness was 15.8%. 68% of students reported looking forward to coming to Workforce each day. Reports of harassment/bullying have decreased among all students with less than 10% of students reporting that they have experienced this kind of treatment at Workforce. 77% of students responded favorably that Workforce students treat each other with respect and that earning recognition through the Dean's Honor roll program motivated them to do better (75%). Over the past 2 years, Workforce has allocated additional intervention support staff to work with students, including those who are in need of additional, social-emotional, mental health and/or substance abuse support.|Met||2018
19644360000000|Covina-Valley Unified|6|The LEA administered the California Healthy Kids Survey (CHKS) in the 2017-18 school year to grades 5, 7, 9, and 11 students.   Key indicators for grade 5 are: 49% feel connected to school; 56% have high academic motivation; 29% have caring adult relationships; 53% have high expectations; 82% feel safe at school.  Key indicators for grade 7 are: 26% feel connected to school; 38% have high academic motivation; 28% have caring adult relationships; 43% have high expectations; 63% feel safe or very safe at school.  Key indicators for grade 9 are: 20% feel connected to school; 33% have high academic motivation; 31% have caring adult relationships; 38% have high expectations; 64% feel safe or very safe at school.  Key indicators for grade 11 are: 16% feel connected to school; 31% have high academic motivation; 34% have caring adult relationships; 37% have high expectations; 58% feel safe or very safe at school. These results are shared with the school sites and the local board in order to analyze student perceptions of school climate: The LEA also administered the Gallup Survey in 2016-17 to students in grades 6-12. Key indicators are that the LEA meets or exceeds the U.S. overall Engagement index and the LEA meets or exceeds the U.S. overall Hope index.|Met||2018
19647330122630|Para Los Niños - Evelyn Thurman Gratts Primary|6|Since Gratts Primary Center students are in the lower grades (TK-1), we administered a research based social emotional survey that covered topics related to school engagement, positive school relationships, and valuing of school. Overall, students responded positively to each of the 14 questions (85-90% positive).  Areas where improvement is needed is around student regulating their emotions and students exhibiting responsibility for their school environment.  This year, the school implemented a program where students are recognized daily for exhibiting the school's values and weekly awards are given.|Met||2018
54719440000000|Hope Elementary|6|The Hope Elementary School District utilizes local parent, staff, and student surveys as the principal school climate indicator evaluate the climate for learning at our school. Like the Healthy Kids Survey, we attempt to measure responses to questions about: • Supports available to students to excel in school • The availability of caring adults at school • High expectations of adults at the school • What structures are available to connect students to school • Parent involvement at the school, and • Academic motivation Responses are overwhelmingly “high” in all of these areas with specific suggestions for improvements that have been included in our LCAP. These include after-school tutoring and additional educational field trips to help connect classroom learning with real-world applications. In the 2018-19 academic year, we will be adding the California Healthy Kids survey to school climate indicators at Hope Elementary.|Met||2018
27754400000000|Soledad Unified|6|Local educational agencies (LEAs) will provide a narrative summary of the local administration and analysis of a local climate survey that captures a valid measure of student perceptions of school safety and connectedness in at least one grade within the grade span (e.g., K–5, 6–8, 9–12) in a text box provided in the California School Dashboard. 1. DATA: Reflect on the key learning’s from the survey results and share what the LEA learned. • Our elementary schools ranged from 75%-80% in feeling safe at school on the Healthy Kids Survey. Our middle school and high school ranged from 51%-62% in feeling safe at school.  In the elementary schools the students ranged from 44% to 50% in feeling connected to the school. In the middle school and the high school they ranged from 13%-25 % in feeling connected to the school.   2. MEANING: What do the disaggregated results (if applicable) of the survey and other data collection methods reveal about schools in the LEA, such as areas of strength or growth, challenges, and barriers? • Areas of strength- All schools feel safe and range from 51%-80%.  • Areas of growth- 30-33% of the secondary students say rumors are being spread about them. • Challenges- We had 4 schools that took the survey including the 5th & 7th grade students. Only a few of our 9th graders took the survey so we do not have a clear picture of the high school input from our students. • Barriers- We need all schools to take the survey for the best results.  3. USE: What revisions, decisions, or actions have, or will, the LEA implement in response to the results for continuous improvement purposes? Why? If you have already implemented actions, did you see the results you were seeking? • We gave the Healthy Kids Survey results to the schools so they can discuss the results with their teachers, Site Council, and the classified staff in order for them to make improvements as needed.|Met|We had mainly 3 elementary schools and the middle school take the survey this year. Next year we are promoting that all schools take it so that we understand how to support all students. The schools have been given the results and will discuss these results with their Leadership teams, their Site Councils, and their ELAC parents. Then they will together determine their next steps in refining their systems and procedures throughout the school so that all students feel safe.      In addition to taking the Healthy Kids Survey, all of our schools have or are involved in participating in Tier I, Tier II, and Tier III training regarding Positive Behavior Intervention Support (PBIS) through the Monterey County Office of Education (MCOE). This year our schools are also involved in sending school teams to School Climate training throughout the school year with MCOE. As a result of these trainings, we implement School-Wide Rules & Expectations and support School-Wide Incentives for each school.  All of our schools have implemented SWIS, which is a School-Wide Information System, that tracks student discipline. All our schools have PBIS teams that look at this behavior data regularly to refine their school systems.|2018
19645920000000|Hawthorne|6|The District administered the HSD California Healthy Kids Survey to all eligible students in grades 5 and 7. Participation in the survey is dependent upon authorization by a student's parent or guardian. In the 2017-18 school year, the target sample of students in grade 5 was 850, with 552 students participating, resulting in a response rate of 65%.  The target sample for students in grade 7 was 794, with 454 students participating, resulting in a response rate of 57%.  It should be noted that the constructs of the survey require that the response rate for any group be above 70% in order for the associated results to be deemed valid.     The administration of the survey in grades 5 and 7 yielded the following results: In grade 5, 74% of students recorded a high level of school connectedness, 21% moderate school connectedness, and 5% low connectedness.  A high degree of connectedness was recorded for 78% of females.  A high degree of connectedness was recorded for 70% of males in fifth grade.  In grade 7, 61% of students recorded a high level of school connectedness, 36% moderate school connectedness, and 3% low connectedness.  At grade 7, student group outcomes are disaggregated by both gender and ethnicity.  A high degree of connectedness was recorded for 59% of females, 63% of males, 64% of Hispanic or Latino students, 54% of African American students, 74% of white students, and 61% of students reporting mixed ethnicities. In grade 5, 71% of students reported feeling safe at school all of the time or most of the time, 21% moderate, and 8% felt a low degree of safety.    Among females, 73% of students responded that they feel safe at school all of the time or most of the time, with 68% of males reporting the same.  In grade 7, 55% of students reported feeling very safe or safe at school, 39% moderate, and 5% felt a low degree of safety.   Among females, 54% reported feeling safe or very safe at school, with 56% of males reporting the same.  Among Hispanic or Latino students, 58% reported feeling safe or very safe at school, with 51% of African American students, 65% of white students, and 54% of students reporting mixed ethnicities recording the same outcome. In analyzing the data associated with the survey, the District is studying any significant differences reported between student groups (for example, the lower level of feelings of connectedness amongst students in grade 7 compared to grade 5 and the lower level of feelings of safety in grade 5 compared to grade 7.  Also a higher level of feeling connectedness was reported by females in grade 5 compared to males in the same grade.  However in grade 7, lower level of females reported feelings of safety compared to males in the same grade). A district-wide focus on personalized learning and developing meaningful bonds with students is aimed at positively affecting feelings of school connectedness.  Continued school site PD on culturally and linguistically responsive teaching and learning.|Met|The District maintains a comprehensive model of Positive Behavioral Intervention and Supports (PBIS), with multiple layers of intervention provided by administrators, teachers, deans, support staff, and families.  A district-wide focus on personalized learning and developing meaningful bonds with students is aimed at positively affecting feelings of school connectedness.  Continued school site professional development sessions on what was learned from our UCLA's Equity Project to ensure that culturally and linguistically responsive teaching and learning is sustained throughout the District.|2018
29663570124834|Sierra Academy of Expeditionary Learning|6|The CHKS survey showed that in general there is a positive school culture at SAEL and our indicators are generally more positive than the state average. The majority of students across grade level feel safe and connected at SAEL. In 17-18, students still reported high school connectedness on average of 68% across all grade levels. Data was showing that as we grew as a school community and as students progressed through the grade levels, the feelings of connectedness could reduce. 9th grade had the highest connectedness of 83%. Then both 10th and 11th grades reported 56% high connectedness. This was also supported with what we were seeing and hearing anecdotally and what the SAEL Survey, Senior Student Exit Interviews, and Parent Focus Group reported. The feeling of connectedness, directly related to the Academic Mindset of belonging, is definitely something our Character Working Group considered as we planned next steps in focusing character-related curriculum in our Adventure / PE classes and our Crew (or Advisory) classes as well as on fieldwork. We developed new opportunities for students to build connectedness within their grade level cohort, especially in upper grades. The Crew Week launched this fall offered each grade level a chance to connect through teambuilding and fieldwork while the 9th graders were on their Crew Orientation fieldwork. Students reported really enjoying this opportunity and we saw the level of connectedness on Crews and among a grade level cohort anecdotally increase. We are engaging in a survey on Academic Mindsets with Univ of Chicago which will give us mid-year information about students sense of belonging which will also allow us to focus in the spring where we see gaps based on what the data will show us. In addition, chronic absenteeism is a concern based on our chronic absenteeism percentages and the survey results which students reported on average 17.5% across grade level missing 3 or more days and 12.5% missing 2 or more days in the past month. If students reported missing school, it was mainly for illness (33.75%), then for feeling sad, hopeless, anxious, stressed or angry (13%). We considered work to support connectedness as also something to address this issue. Students were not not coming to school because of bullying or not feeling safe, but they were struggling with mental wellness and we wanted to support them during school to be more connected to classmates and adults while here. That is another reason we worked to leverage Crew and Crew Advisor relationships. The data showed that SAEL scored above the state averages in most measurements and that students continue to report low (and even lower than 16-17) feelings of being bullied at school. We believe this is directly connected to our explicit focus on character development with character grades, reflections, teambuilding, fieldwork, and Crew Advisor relationships and daily Crew classes.|Met|SAEL values the development of non-cognitive skills as well as academic skills. This has helped create a school culture that is used to connecting with students and families about character development through character grading, reflection, data collection, and analysis. Over time, as our school grew from our launch in 14-15 with about 70 students in grades 9 – 10 to about 180 students in grades 9 – 12, there was a decline in reported student connectedness and this made us focus here. The Class of ‘18 remained small at 27 and reported 77% connectedness, and this seemed to correlate to them being the founding 9th grade class that stayed small and supported in a unique, founding-class-related way. We wanted to figure out how to mimic this and support students to have that same connectedness from 9 – 12th grade. This meant we also engaged in a Character-based Parent Focus Group and Character-based Senior Exit Interviews for the first time ever. These were helpful in understanding CHKS results and moving our work forward as a Character Working Group. We also then incorporate CHKS data into a PD session with teachers where we talk about all character data collected and analyzed to figure out our areas of strength, areas of growth, and next steps. Character data comes from CHKS, parts of the SAEL Survey, parts of the EL Implementation Review, student character grades, the research survey with University of Chicago on Academic Mindsets, and the annual SAEL Character Survey.|2018
12628360000000|Garfield Elementary|6|School Climate – Student Survey (17-18)**   Do you have friends at this school?  Always: 61.11%  Usually: 36.11%  Sometimes: 2.78%  Rarely: 0% Never: 0%   Are you happy to be at this school?  Always: 29.73%  Usually: 45.95%  Sometimes:  21.62%  Rarely: 0% Never 0%   Do you feel like you are a part of this school?  Always: 48.65%  Usually: 35.14%  Sometimes:  21.62%  Rarely: 2.7% Never 0%    Do the teachers at this school treat you fairly?  Always: 40.54%  Usually: 48.65%  Sometimes:  13.51%  Rarely: 0% Never 0%   Do you feel like teachers and grownups at Garfield School believe in you?  Always: 32.43%  Usually: 40.54%  Sometimes:  29.73%  Rarely: 2.7% Never 0%   Climate – Parent Survey (17-18)**  I feel that Garfield is a safe place for my child. Always: 74.07%  Usually: 25.93%  Sometimes: 0%  Rarely: 0% Never 0%     Garfield treats my child with kindness and respect.  Always: 66.67%  Usually: 33.33%  Sometimes: 0%  Rarely: 0% Never 0%   Staff Maintains appropriate academic standards for my child.  Always: 92.59%  Usually: 3.7%  Sometimes:  3.7%  Rarely: 0% Never 0%    School Climate – Teacher Survey (17-18)**  Teachers have close working relationships with each other. Strongly disagree 0%  Disagree 0%  Neutral 10%  Agree 30%  Strongly Agree 60%   At this school, teachers are treated and respected as educational professionals.  Strongly disagree 0%  Disagree 0%  Neutral 10%  Agree 10%  Strongly Agree 80%|Met|All students, parents and staff will be surveyed during the 18-19 school year for reporting in the fall of 2019|2018
30103060134239|EPIC Charter (Excellence Performance Innovation Citizenship)|6|The majority of survey respondents indicated positive perceptions of school safety and connectedness: - Caring teachers support student success: 68.3% strongly agree; 26.8% agree - School provides a positive learning environment: 56.1% strongly agree; 31.7% agree - School has high expectations: 56.1% strongly agree; 26.8 agree|Met||2018
10620420000000|Burrel Union Elementary|6|A survey was provided in May 2018 for students in grades 5th-8th in order to obtain information regarding student safety and connectedness to school. The results are as follows:  • In regards to Safety and feeling Safe at school, an average of 75% of our students responded that they felt safe in their classrooms, hallways, bathrooms as well as outside of our school. However, when responding to the statement of students at this school being bullied, 12% stated yes and 36% stated sometimes. In regards to feeling teased, 40% of our students felt they were sometimes being picked on or called names. Next steps should include anti-bullying initiatives and education for our students.  • In regards to feeling connected to our schools, 56-60% of our students like their school and feel part of the school. When asked about the adults (teachers and staff) 56-68% of our students responded they felt cared for and were treated respectfully. Since the implementation of Positive Behavior Interventions Supports (PBIS) program three years ago, Burrel has achieved the Bronze, Silver and Gold levels. This year Burrel Union is working on Multi-Tiered Support System (MTSS). Burrel has provided positive reinforcements and incentives for all grade levels. We hold monthly incentive activities and select students for our Student of the Month celebrations. Increasing our attendance percentage and developing incentives for perfect attendance are targeted focuses. To create a more positive school environment, all students participate in educational and enrichment field trips, academic award assemblies and extracurricular activities.|Met||2018
19647330132126|Bert Corona Charter High|6|Bert Corona Charter High School offers an academically engaging learning environment for all; it has a culture of high expectations and high support, a nurturing environment, and connected school community. In order to ensure we have feedback from all of our stakeholders, we conduct surveys every year using the Youth Truth Survey Platform. We use this feedback to analyze and assess our effectiveness and the effectiveness of the systems we have in place. Once we have collected and analyzed all of our results, we share them with our board. We also replicate the reflection process with our teachers, staff, and students each fall at the beginning of the school year so all staff members are aware of the students’ voice. The results of our surveys last year indicated that… Students felt that our teachers had high expectations for them and that their work was rigorous. Students have learned how to work in collaborative groups working with other students by participating in Project-Based activities that provide for a deeper understanding of their learning.   Bert Corona Charter High School Parent survey responses toward school climate reflect the following for Strongly Agree and Agree   • 2C.  97.8% If I need translation and interpretation, services are readily available.  • 2D.  97.8% The office staff treats me with respect • 2E.  93.6% Staff members at the school take my complaints and suggestions seriously.  • 2F.  95.6% The school lets me know about school rules and policies.  • 3A.   84.4% I talk to my child about school.  • 4C.   87.8% I talk with the teacher(s) about how my child gets along with his/her classmates at school.   • 4E.    90.2% I talk with other parents about school meetings and events.  • 6A.    91.1% My child is safe on school grounds  • 6B.    82.2% My child is safe in the neighborhood around the school.|Met||2018
01611430000000|Berkeley Unified|6|The district utilized the California Healthy Kids Survey at grades 5, 7, 9, and 11.  The data revealed that students largely feel safe at school, however, school connectedness was low.  Although there was a large sample size for grades 7 and 9, the sample size for grades 5 and 11 were too small to be considered reliable.  Student Services will be collaborating more closely with the sites for future implementations to assure a larger sample size at all grades for more reliable data to take action.  The district is also considering expanding the survey areas beyond the minimum requirement as well as giving the survey every year instead of every other year.|Met||2018
43104390133496|Rocketship Rising Stars|6|Rocketship administers two different surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Achievement and Family Engagement to gauge parent satisfaction with Rocketship schools across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as  a common marker across the organization on parent feelings toward the school. It is used for measuring progress against LCAP goals, among others. This includes a question in the parent satisfaction survey which is offered to all parents in all grades. It is available in Spanish and Vietnamese to our parents who need translations. The student safety survey is administered to one cohort per grade for grades 3-5.|Met|Our goal was 78% of parents reporting satisfaction with their school school and 95% of students feeling safe at school based, on 2015-16 baselines from other Rocketship schools. 80% of our parents satisfied with Rising Stars, and 62% of students felt safe, for a difference of +2% and -33% respectively.|2018
43104390131110|Rocketship Fuerza Community Prep|6|Rocketship administers two different surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Achievement and Family Engagement to gauge parent satisfaction with Rocketship schools across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as  a common marker across the organization on parent feelings toward the school. It is used for measuring progress against LCAP goals, among others. This includes a question in the parent satisfaction survey which is offered to all parents in all grades. It is available in Spanish and Vietnamese to our parents who need translations. The student safety survey is administered to one cohort per grade for grades 3-5.|Met|Our goal was 78% of parents reporting satisfaction with their school school and 95% of students feeling safe at school based, on 2015-16 baselines. 84% of our parents satisfied with Fuerza, and 63% of students felt safe, for a difference of +6% and -32% respectively.|2018
19734600000000|Walnut Valley Unified|6|During the 2017-2018 school year, the Walnut Valley Unified School District (WVUSD) convened several student focus groups to gather stakeholder feedback.  The student focus groups were comprised of students in grades 5th through 12th.  Each focus group was administered a group questionnaire consisting of eight discussion related questions.  Student focus groups discussed questions that related to perceptions on school climate and safety.  The WVUSD LCAP Advisory Council, made up of 35 stakeholders across various groups (i.e. parents, students, staff), analyzed the results of the student focus group questionnaires, and made the following key recommendations as it relates to school climate and safety:  Continue to review and refine district and school safety protocols; Foster student voice to improve engagement for all students; Ensure students are finding balance between their academics and social & emotional wellness. The focus group data reflects an ongoing need for the district and schools to continue focusing on the social and emotional learning of its students.  This holistic approach to raising the “whole child” has been a past focus of the district, and based on the results of our focus groups, will remain so for the immediate future. During the 2017-2018 school year, the Walnut Valley Unified School District administered a local survey to students in grades 5-12. The purpose of the survey was to capture student perceptions around school climate and safety. The survey was taken by 1, 928 students. The following results were found: 87% of survey respondents agreed or strongly agreed that students have access to a variety of programs in our schools. 77% of survey respondents agreed or strongly agreed that students are prepared to be college and career ready. 86% of survey respondents agreed or strongly agreed that students are engaged at school. 87% of survey respondents agreed or strongly agreed our schools are safe. 75% of survey respondents agreed or strongly agreed that our schools support the social-emotional well-being of all students. 78% of survey respondents agreed or strongly agreed that student feedback and participation are highly encouraged by their school. In analyzing the survey findings, the District has determined that a majority of our students believe that our schools are safe and provide connectedness for students. As an example, an overwhelming majority of student respondents answered affirmatively that schools were safe for students. This was representative of elementary, middle, and high school student respondents. In addition, a strong majority (75%) found our schools supported the social-emotional well-being of all students and 77% reported that they receive support and help from the school counselors.  This data point provided affirmation on our shared focus of high academic achievement while supporting the social-emotional health of our students.|Met||2018
43694500128108|Rocketship Spark Academy|6|Rocketship administers two different surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Achievement and Family Engagement to gauge parent satisfaction with Rocketship schools across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as  a common marker across the organization on parent feelings toward the school. It is used for measuring progress against LCAP goals, among others. This includes a question in the parent satisfaction survey which is offered to all parents in all grades. It is available in Spanish and Vietnamese to our parents who need translations. The student safety survey is administered to one cohort per grade for grades 3-5.|Met|Our goal was 78% of parents reporting satisfaction with their school school and 84% of students feeling safe at school based, on 2015-16 baselines. 89% of our parents satisfied with Spark, and 74% of students felt safe, for a difference of +11% and -10% respectively.|2018
37680490127118|The Heights Charter|6|Stakeholders believe that our resource center is a welcoming, safe environment. Because of campus violence across the United States, school safety is more of a concern than it used to be. Safety procedures have been updated to include protection requiring immediate lockdown and/or active shooters. Staff is receptive to the students' needs and our students are in a safe place academically, emotionally, and physically based on feedback of stakeholders. Stakeholders listed climate as a high priority on their feedback. Emergency plans are in place and regularly practiced by students; and there are no deferred maintenance issues.|Met||2018
36675870128462|Taylion High Desert Academy/Adelanto|6|Taylion High Desert Academy provides an annual School Climate survey for all stakeholders (Parents, Students, Staff, and Community Members).  Students are able to provide their feedback on all programs: Academic, Activities, Events, Staff, LCAP, etc.  They are also welcomed to attend school council meetings and provide one-on-one feedback with staff members.  Overall, 98% of students feel welcomed and connected at school.  98% of students shared - My teacher gives me individual attention when I need it. 94% of students stated - I feel successful while attending Taylion.  99% shared - My teacher helps me to gain confidence in my ability to learn.  These results and others are shared with staff, board, and community members.|Met||2018
19647336018287|Nestle Avenue Charter|6|Overall, in the questions relating to connectedness and safety, an average of 75% of students feel connected and safe in our school.  The area that needs improvement is: * students feel other students are kind - 46% of students agree or strongly agree  The highest scores were: * 87% of students agree or strongly agree that they feel safe at school * 87% of students agree or strongly agree that adults treat them with respect  The results indicate that overall our students are feeling happy (81%) and safe (87%) at this school.  The challenging area is in student kindness to each other (46%).    We suspect many of the issues regarding student kindness occur in the after school program where grades 2-5 mix.  This is not during our instructional day.  We are always striving to find strong after school supervision and structured activities through our enrichment programs.  As a result of the analysis of data, the school needs to work with Youth Services (YS) personnel to improve the structure, procedures, and rules that are negatively affecting the program.|Met||2018
37680980101535|Heritage K-8 Charter|6|We administered a school climate survey to the 8th grade class at Heritage K-8 Charter School that was based on portions of the California Healthy Kids Survey (CHKS) that dealt directly with school safety and connectedness. The questions focused on four main areas: 1) safety and cleanliness of the school, 2) general attitudes toward the school, 3) participation in the decision-making process, and 4) relationships with teachers. Students were asked to rate the school on a five-point scale with five at the positive end.   The overall rating for all categories was 3.7 out of 5. On the questions related to school safety, nearly three out of four students felt that they were safe on campus, while only 6% responded that they did not feel safe. For a junior high school, this is an outstanding statistic. Three out of five students felt that the campus was clean and tidy. In the section related to general attitudes about the school, a large majority of students felt connected with other students, with 68% claiming that they were happy at the school. When it came to how students felt about their ability to affect change on campus, the ratings dropped dramatically, with only 34% feeling like they made a difference, and only 22% feeling as if they had a say in how things worked. This is not surprising, however, given that junior high students are not involved in curriculum and policy decisions, but it also shows that, in at least some areas, students felt like they had some influence. The relationship between students and their teachers is one of the most important categories in the survey. The overall score in this category was 3.9 out of 5. Almost three-fourths of the students felt that their teachers treated them fairly, while 85% felt that their teachers wanted them to do their best. Two-thirds of the students responded that their teachers believed they would be a success, with 71% stating that their teachers gave them positive feedback when they performed well.|Met||2018
09737830121566|American River Charter|6|American River Charter School has a guiding council comprised of parents, staff, a student,  members of the public, and a representative from our chartering district, Black Oak Mine USD.  American River Charter also reports to the Black Oak Mine USD school board and superintendent.   A survey was constructed and disseminated both electronically and in hard copy to parents and staff.  ARCS choose multiple methods of communication because of our rural environment in which some families do not have internet services. The key findings included:  Parents feel welcome and connected to school activities and events.  Parents are encouraged to volunteer and participate in school activities and events.  Parents feel that communication with staff and teachers is friendly, timely and helpful.  The survey also revealed that the parents felt that the facilities were in good repair and maintained. Our survey showed that parents appreciated our education, interactive field trips and inclusion of creative arts program in the curriculum.  We continue to support financially these programs and endeavor to change them continuously so as to keep them fresh, exciting, and engaging.|Met|"American River Charter School believes in a coherent and cohesive interactions between staff and parents when it comes to school climate and culture.  ARCS has implemented Positive Behavior Interventions and Support for the school.  Existing teachers have been trained and new teachers will undergo training.  We also use ""Love and Logic"" strategies in conjunction with our PBIS program.  We see a decrease in suspensions and discipline issues.  ARCS also has implemented the PIP program to support students exhibiting distress in relation to social interactions and school attendance.  ARCS also has a school counselor 1 day a week who works with students individually  and organizes ongoing programs  for classroom participation dealing with subjects such as bullying and friendship.  In an effort to be aware of and implement the newest research based programs,  ARCS teachers were able to participate in classes related to Trauma based behavioral issues."|2018
54718110000000|Alta Vista Elementary|6|The Alta Vista Elementary School District utilizes the California Healthy Kids Survey as the principal school climate indicator to hear the student voice as to the climate for learning at our school. Although the survey had mixed responses, our analysis yields two conclusions that must be addressed in a schoolwide approach to include professional development for staff as well as programs and services for students. First, the overwhelming response is “moderate” to “high” with a small number and percentage of students reporting “low”. The survey looks at student responses to questions about: • School supports • Caring adults at school • High expectations of adults at the school • School connectedness • Parent involvement at the school, and • Academic motivation.  Our goal is that every student reports a high degree of satisfaction with each of these factors. One of the ways we are addressing this is through on-campus intervention and support with schoolwide teacher training and a teacher assigned to coordinate services for students. Another way we are addressing this is through schoolwide approaches to student literacy and academic support. An approach that is showing substantive increase in student connectedness is co-curricular instructional field trip experiences that connect classroom experiences to real-world applications and experiences.|Met||2018
35674540000000|Bitterwater-Tully Elementary|6|Results from our Local Climate Survey showed that students feel safe at school and view it as a place they can be successful.  Most students feel that their teachers care about them and treat them fairly.  Parents are continuously informed about their child's/children's progress through conferences, emails, and progress reports.  Students feel that both their parents and teachers want them to excel in their education and teachers help students learn from their mistakes.  Parents expressed the need for more education nights to support learning at home.  Students continue to feel the curriculum is challenging and majority of students complete assignments in a timely manner.  Students are respectful to staff and their peers. Bitterwater-Tully School has implemented Kindness Weeks for the 18-19 school year to build social-emotional learning.  Each week students are given a new theme to practice in and out of the classroom to better educate the whole child.|Met||2018
31667790000000|Alta-Dutch Flat Union Elementary|6|The data reflects a school where students feel safe, supported, and heard. There is a level of bullying that is higher than what is expected, however, the data shows that the school is responsive and supportive in dealing with this issue. Students show a high level of respect from staff when they break the rules and have discipline issues. Areas of growth can be identified by looking at the data that responds to peer-to-peer interactions. The school can increase awareness to bullying issues. By creating plans of action that highlight appropriate behaviors, increase student comfort at school can be recognized. Challenges can be curtailing language that is inappropriate and hurtful to others. When students interact, some vocabulary can be offensive. Therefore, staff awareness and counseling towards what is right needs to be enhanced. Our school has invested into the PBIS program through the Placer County Office of Education (PCOE). This program is a multi-layered, multi-year program that works to set the culture of positive reinforcement and behaviors. By including the teachers, students, families, and community into our behavior expectations and support plans, we are able to increase the positive interactions and growth of our students and the culture within the school.|Met||2018
18641700000000|Richmond Elementary|6|The CHKS was given to 5th-8th grade students.  71% of the 5th grade students, 92% of the 6th grade students, 76% of the 7th grade students, and 80% of the eighth grade students took the survey.  We are a school of primarily ‘white’ students with a 7% free and reduced population.  Our suspension rate is less than 3%, and we have a chronic absentee rate of 6.8%.  Strengths: • Most of the students felt like there was a caring adult at school and that this school has high expectations and high academic motivation. • Most of the students are happy to be a part of this school, feel safe at this school, and that teachers treat students fairly. • Most of the students feel that teachers teach students to care about each other and treat each other with respect. • The middle school students says that parents feel welcome to participate at school. • None of the students have ever used marijuana or other drugs. Challenges: • Several students said that some of the time they have been called bad names or mean jokes were made about them and some of the time they feel like they are being bullied. • According to the middle school survey, a few of the students feel chronically sad or hopeless. Barriers:  • We are looking to adopt a Social Emotional Learning tool schoolwide.|Met||2018
19752911996016|Options for Youth San Gabriel|6|Upon evaluation of the findings from our 2017 administration of the Comprehensive School Climate Inventory, we are pleased to see that students’ responses indicate median ratings in the positive range for all major indicators. Students indicated highest median scores for the sense of physical safety (4.25), respect for diversity (4.17), and social support from adults (4.14). Lowest scored indicators include social media (3.67), social and civic learning (3.70),and social support from students (3.8). The fact that even the lowest ranked indicators are in the positive range suggests to us that our students feel connected, supported and part of a positive school culture. Furthermore, what this data demonstrates to us is the need to identify what we are well in each of the categories of highest rating, attempt to capture more explicitly, and then pursue replication across all school sites. By doing this we will be communicating to our most important stakeholders - our students - that we take their feedback seriously and want to ensure their safety. Conversely, what we have learned is to take the categories of lowest rating even more seriously than the categories of highest rating since focusing on the areas most in need of improvement is what we believe will help us go from good to great.   Over 90% of surveyed students indicated ratings in the positive range for the social support they receive from the adults in the building. This is paramount to us at OFY SG and essential for the culture we build within the school sites on in our online program. Interestingly, 86% of surveyed students indicate a positive rating for safety at school as a function of established rules and norms. As educators of adolescents, we are satisfied to see that the work we are doing is having an apparent positive effect on some aspect of students’ sense of wellbeing while at school.   With regard to areas of growth, only 52% percent viewed social media positively.  Although 45% indicated a neutral rating leaving only 3% to rate negatively, we still see this as an area worthy of focus considering the huge role social media has in young people’s lives today. We attribute this lowered positive rating to the presence and prevalence of online bullying, harassment, and other forms of cyber misbehavior and how pervasive this can be in negatively affecting some students’ wellbeing. Beyond this, we see a rather low rating of 57% for students who feel connected to social and civic learning. This prompts us to consider the extent to which we are bringing the outside world into the school to help students acclimate to a civic and engaged life while still within the safety of the school walls.|Met|To address students’ ongoing needs, in the 2017-2018 school year we expanded the breadth of what we offer in terms of social/emotional support via our school psychology and special education departments. In this regard, we have made it easier for students to meet with and receive support from school psychologists who are then able to refer these students out for continued support when needed. Furthermore, we have established student council/ASB groups in each of our school sites to enhance students’ sense of connectedness and belonging in their school and among their peers. Finally, we have made efforts to increase the number of students participating in our experiential learning and sports programs, which is entirely geared toward inclusion of all students in the school community regardless of personal or academic background and previous school experiences. The overarching objective of these measures has been to close the gaps of isolation students often times experience in school and to assist them on a path toward greater confidence, self-esteem, and self-image for who they are and what they have to offer.|2018
37681063731023|Escondido Charter High|6|We administered a school climate survey to the 12th grade class at Escondido Charter High School that was based on portions of the California Healthy Kids Survey (CHKS) that dealt directly with school safety and connectedness. The questions focused on four main areas: 1) safety and cleanliness of the school, 2) general attitudes toward the school, 3) participation in the decision-making process, and 4) relationships with teachers. Students were asked to rate the school on a five-point scale with five at the positive end.   The overall rating for all categories was 4.15 out of 5. The students overwhelmingly responded that they felt safe on campus. All but one of the students felt that the campus was neat and clean. On the questions about general attitudes toward the school, a large majority of students expressed positive feelings toward the school, their teachers, and their fellow students. Three out of five students felt that they had close ties with others on campus, while two out of three said that they were happy to be at this school. We believe that this is directly related to the small size of the campus and the fact that the classes are limited to 25 or fewer students. The ratings were lower in the areas related to student participation in the decision-making process, which is to be expected, as students do not always have the opportunity to decide what courses are offered or how they are structured. However, even in this area, the average rating was 2.7 out of 5. The school really shined when it came to student relationships with teachers. In this area students gave the school an average rating of 4.5 out of 5 with students strongly agreeing that the teachers wanted them to do their best. Students also rated their teachers at 4.5 out of 5 for fairness.|Met||2018
15634610000000|Fairfax Elementary|6|The Fairfax School District administers an annual Student Survey to all students in grades fifth through eighth. The survey provides a valid measure of perception of school safety and connectedness. The survey was deployed in January 2018 and the participation rate is as follows: 714 student surveys completed which represented 60% of the student population in grades 5-8. The School Climate results are as follows (Agree): I look forward to coming to school everyday (77%). My school provides me with a good education (93%). I feel safe at school (78%).  I can talk to a staff member at school if I have an issue (71%). The school staff cares about my success (70%). My school offers extra help outside the regular school day (74%). As a result of this survey, it was determined to provide the same survey to all the students so that the data is comparable. Information was provided to the Fairfax Board of Trustees on November 8, 2018.|Met|The Fairfax School District is committed to providing all students a safe learning environment in which all students can achieve to their fullest potential. Positive Behavioral Intervention & Supports, PBIS, has been implemented throughout the district and Restorative Justice in the Junior High.The focus on student engagement is visible in the School Wide AVID Program at the Junior High School. Fairfax Junior High implemented Safe School Ambassadors in the Fall 2018. Weekly collaboration meetings focus on best instructional practices and also tailor instruction to meet individual student needs.|2018
19753090136648|Options for Youth-Acton|6|OFY-Acton completed internal LCAP surveys in the spring to parents, students and staff. OFY-Acton recognizes the importance of school climate. In order to meet compliance requirements our climate survey will be completed in the spring of April 2019. Taken from our internal LCAP spring survey our parents feel that we have a sense of safety and connectedness at a rate of 87%, including safe clean facilities. Ninety percent of our parents feel that OFY-Acton facilities are in good repair. As a charter school in the first year of operation we used our internal surveys to measure stakeholder connectedness and engagement in our schools.|Met||2018
43696740000000|Santa Clara Unified|6|According to the Healthy Kids Survey, at the elementary level we experienced a decrease in the numbers of students reporting they felt connected to school, had a caring relationship with an adult and felt safe at school.  At the secondary level, fewer 7th graders reported feeling supported at school while more 9th and 11th graders reported feeling supported at school.  The same was true for students reporting they were connected to at least one adult with 7th grade experiencing a decrease and 9th and 11th reporting an increase.  The number of secondary students reporting they felt unsafe or very unsafe remained essentially the same as the previous year.  At the high school level we are experiencing an increase in students feeling connected to school and connected to at least one adult on campus.  This can be attributed to our continued focus on wellness and mental health as well as our efforts to curb the use of exclusionary disciplinary practices.  Clearly the data shows that there is a need to focus on efforts to create connections to school for our lower grade students.  While there was little change in the number of students feeling unsafe or very unsafe on our campuses, the number of students who feel this way remains relatively small (3%-7%).   In response to the results of our survey, we applied and were granted a Scaling Up Multi-Tiered Systems of Support (SUMS) Grant and are in the exploratory stages of implementation of a Multi-Tiered System of Support (MTSS) Framework at four pilot sites.  Additionally, we are examining Restorative Justice Practices and are continuing to examine our disciplinary practices in an effort to further reduce exclusionary disciplinary practices.  We are continuing to expand Positive Behavior Interventions and Supports (PBIS) this year as we added three new schools.|Met||2018
34752830134049|Natomas Pacific Pathways Prep Elementary|6|NP3 prides itself in providing a small classroom environment with proactive school-wide approaches to support student learning and the emotional and social needs of its students. Every classroom starts its day with Morning Meeting. This sets the tone for a students day and allows the teachers and students to start the day in a positive way. NP3 employs a full-time counselor to serve the 301 students. In addition to supporting students who receive regular support from the counselors, teachers and staff also implement various traditions and activities in an effort to be proactive and to instill a positive school culture. Sacramento State University works in a partnership with NP3 to provide teaching and counseling interns to our students. This allows students to build more connections with positive role models at school. All students hold a choice based leadership role at school Weekly, the entire school community comes together to practice their leadership roles and to encourage civic engagement.  The school also implements several programs and practices, such as The Leader In Me, action teams, and student government - opportunities for students to partake and increase connectedness to the school and their community.|Met||2018
54722230000000|Traver Joint Elementary|6|The survey showed that there were: Positives:  More than 80% all felt that their children were learning to read and they felt safe and welcome.   More than 85% of the parents rated the school grounds were maintained quite well.    Needs to Improve: There were three main areas: Math Writing Character Building  The District has implemented a Math Coach from the Tulare Office of Education to help with teaching practices, and a more in depth implementation of common core.  The District has utilized an English Language Arts coach for the past two years, this years focus is writing.  The District is in discussion and research on how to address the Character Building component. Both Writing and Math are being focused on (18-19) this school year, and expect to see results next school year.|Met||2018
43104390125799|Rocketship Alma Academy|6|Rocketship administers two different surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Achievement and Family Engagement to gauge parent satisfaction with Rocketship schools across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as  a common marker across the organization on parent feelings toward the school. It is used for measuring progress against LCAP goals, among others. This includes a question in the parent satisfaction survey which is offered to all parents in all grades. It is available in Spanish and Vietnamese to our parents who need translations. The student safety survey is administered to one cohort per grade for grades 3-5.|Met|Our goal was 78% of parents reporting satisfaction with their school school and 96% of students feeling safe at school based, on 2015-16 baselines. 86% of our parents satisfied with Alma, and 86% of students felt safe, for a difference of +8% and -10% respectively.|2018
13632140000000|San Pasqual Valley Unified|6|San Pasqual Valley Unified School District administered the California Healthy Kids Survey in grades 5, 7, 9, and 11.  According to the CHKS, our key indicators for school climate and student well-being are as follows: Sample Size % of total students:  Grade 5 (46%), Grade 7 (77%), Grade 9 (87%), Grade 11 (85%) School Connectedness:  Grade 5 (35%),  Grade 7 (26%), Grade 9 (6%), Grade 11 (12%) Caring Adult Relationship:  Grade 5 (54%),  Grade 7 (25%), Grade 9 (13%), Grade 11 (17%) Teachers and Staff have High Expectations:  Grade 5 (54%),  Grade 7 (42%), Grade 9 (14%), Grade 11 (24%) School Perceived as Safe or Very Safe:  Grade 5 (81%), Grade 7 (59%), Grade 9 (30%), Grade 11 (45%) Mean Rumors Spread About You:  Grade 5 (58%), Grade 7 (30%), Grade 9 (55%), Grade 11 (33%) Seen a Weapon at School:  Grade 5 (27%), Grade 7 (15%), Grade 9 (16%),  Grade 11 (3%) Been Hit or Afraid of Being Beaten Up:  Grade 5 (73%), Grade 7 (15%), Grade 9 (25%), Grade 11 (6%) Current Alcohol or Drug Use:  Grade 5 (35%), Grade 7 (12%), Grade 9 (36%), Grade 11 (24%) Been Drunk or “High” on Drugs at School, Ever:  Grade 7 (0%), Grade 9 (18%), Grade 11 (16%) Experienced Chronic Sadness/Hopelessness:  Grade 7 (34%), Grade 9 (64%), Grade 11 (34%) Considered Suicide:  Grade 9 (36%), Grade 11 (15%)|Met|The District has taken numerous measures to create a safe, secure, and healthy learning environment including: Stationing a School Resource Officer at San Pasqual Valley Middle School who serves the District as a whole Employing one campus security Employing 3 Outreach Consultants, 1 Community Liaison, 1 CHAT Therapist, and 3 Counselors.   Substance abuse prevention needs to continue to be a focus. 27% of students in grade 5, 7,9, and 11 reported using alcohol or drugs in 2017-2018.  Continued focus on counseling and suicide prevention is also needed.|2018
43104390125781|Rocketship Academy Brilliant Minds|6|Rocketship administers two different surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Achievement and Family Engagement to gauge parent satisfaction with Rocketship schools across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as  a common marker across the organization on parent feelings toward the school. It is used for measuring progress against LCAP goals, among others. This includes a question in the parent satisfaction survey which is offered to all parents in all grades. It is available in Spanish and Vietnamese to our parents who need translations. The student safety survey is administered to one cohort per grade for grades 3-5.|Met|Our goal was 78% of parents reporting statisfaction with their school school and 95% of students feeling safe at school based, on 2015-16 baselines. 78% of our parents satisfied with Brilliant Minds, and 87% of students felt safe, for a difference of 0% and -8% respectively.|2018
38684783830437|Gateway High|6|At Gateway High School we administered the California Healthy Kids Survey to students in grades 9-12.  We reviewed the results as a whole and also with particular attention paid to questions related to student perceptions of school safety and connectedness.  We disaggregated our data to look at relevant subgroups including ethnicity/race, grade levels, and gender.  Though there were differences among these groups on certain questions, we found no discernable trends across multiple questions or subjects.  We are pleased to report the following results of the survey: • Across all students at Gateway High School, 92% responded that they feel connected to school, with 55% reporting feeling highly connected and 37% reporting feeling connected. • Across all students at Gateway High School, 80% responded that they feel like their teachers care about them, with 40% reporting that this statement is very true and 40% reporting that the statement is true. • Across all students at Gateway High School, 91% responded that they feel safe in my school.|Met||2018
07617540000000|Mt. Diablo Unified|6|In the spring of 2017-18 school year, a sampling of students in grades 5, 7, 9, and 11 participated in the California Healthy Kids Survey. • 1,656 – 5th graders (between the ages of 10-11, 47% male & 53% female) • 2,153 – 7th graders (between the ages of 12-13, 50% male & 50% female) • 1,354 – 9th graders (between the ages of 14-15, 51% male & 49% female) • 1,370 – 11th graders (between the ages of 16-17, 57% male & 43% female) According to this survey data, more that 84% of 5th graders surveyed feel safe all or most of the time at school when they are on campus. When you look at specific issues that may affect student safety at the elementary school, “Having mean things said about other students or called them bad names” is the most frequent offense identified by students that contributes to them feeling unsafe. At the secondary level, the data shows that more than 63% of students feel safe at school. When you look at specific issues that may affect student safety at the secondary school, “Verbal harassment” has the highest numbers of incidents identified in the survey data that contributes to them feeling unsafe. When asked about school connectedness, data shows that about 60% of the 5th grade students who participated in the survey felt highly connected with school peers and/or staff, followed by 38% who felt moderately connected. At the secondary level, 48% of secondary students felt highly connected with school peers and/or staff and 43% felt moderately connected. In summary, the majority of Mt. Diablo Unified students felt safe at school and report they were cared about by the students and staff in their school setting when assessed spring 2018. Students will be surveyed again utilizing the California Healthy Kids Survey during the 2019-20 school year and the results will be compared.|Met||2018
01611760130534|Circle of Independent Learning|6|Coil administers an annual end-of-the-year student survey. For the 2017-18 SY, COIL had a 23% participation rate for students with multiple grade levels in each grade span represented (K-5, 6-8, 9-12) and 50% reported being a part of COIL for 2 years or less, this being is consistent with the recent growth in overall student population over the past 2 years. This past school year, COIL added a full-time School Counselor to its staff. In addition to providing direct support to staff, parents and students, this counselor offered a college & career course that ran throughout the school year.  This effort will continue for the 2018-2019 school year through the implementation of seminars throughout the school year that focus on college, career and life skills for success. Currently, 74.5% of students reported they received the guidance and support needed for College and 51% for career information. COIL will continue to strive to educate its students to help them be more informed regarding their college and career options and pathways to success.  College and career remain the top areas of continued support.  Overall experience with onsite classes and/or labs continues to improve with 59% of students expressing “excellent”, 37% expressing “acceptable” and 4% expressing “poor”. Parents expressed a higher percent of satisfaction with the onsite classes with 65% “excellent”, 33% “acceptable” and only 2% “poor”.  With respect to parents and students willingness to participate in workshops and/or seminars,  parents interest remain consistent with past years at 64%, student interest and willingness to participate increased from 38% in 2016-2017 to 64% in 2017-2018.  The greatest areas of disparity between the parents and students are teachers working with students for understanding of concepts, help in subjects, tools, and strategies, and the effectiveness of learning plans. The student expressed a higher degree of satisfaction in these areas than that of the parents.  However, when comparing the 2017-2018 results to the 2016-2017 results for both parents and students, there were marked improvements overall.  Another area of difference between parents and students was in the area of the website and newsletter for communication, access to technology and preparedness for life after graduation. While parents felt the communication mechanisms established by COIL were effective, students felt the need for greater improvement. Conversely, students expressed more satisfaction with access to technology and being prepared for life after graduation than did the parents that were surveyed. Overall, the level of satisfaction remains improved over the previous year.|Met||2018
04614240123810|Wildflower Open Classroom|6|Each spring Wildflower Open Classroom administers a parent and student climate survey.  The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting.  The survey results are presented to the school community via newsletter and are also reported at the school’s fall Town Hall Meeting.  The results of the surveys are utilized in the following ways:  • To create annual Board of Director and School Director goals and initiatives • To create community and parent goals via our parent group, Wildflower Community Council • To create goals on the school’s Local Control Accountability Plan • To create goals for instructional and support staff  All goals are presented at the school’s Fall Town Hall Meeting.  Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting.  Key findings from spring 2018 parent climate survey include: • 91% of respondents indicated that they feel welcome at their child’s school • 91% of respondents indicated that they are adequately informed of their child’s progress • 93% of respondents indicated that they know what their child’s teacher expects from the child • 84% of respondents indicated that their child is safe at school • 71% of respondents indicated that there is adequate playground supervision during school • 95% of respondents indicated that the school’s teachers and other staff show respect for the students • 84% of respondents indicated that students show respect for teachers, staff and parents  Key findings from spring 2018 student climate survey include: • 78% of students indicated that they feel they belong at school • 88% of students indicated that they feel safe at school • 73% of students indicated that they had fun learning • 81% of students indicated that they feel they are part of a community • 72% of students indicated that they have choices in what they learn • 73% of students indicated that are treated with respect at school • 89% of students indicated that there is an adult at school who could help if needed • 97% of students indicated that they believe their school wants them to do well • 76% of students indicated that the work in school makes them think • 97% of students indicated that they feel their teacher believes they can learn • 88% of students indicated that they have friends at school • 83% of students indicated that they have support for learning at home • 78% of students indicated that they are proud of their school work|Met||2018
36677360116723|Academy of Careers and Exploration|6|The Helendale School District administers an annual climate survey that focuses on the student's perception of whole school, classroom, bus, cafeteria, and bathroom safety. These surveys are administered to every student in grade 7-12. The results are reported at annual stakeholder meetings in order to gain feedback for LCAP and Strategic Planning purposes as well as during open session of a regularly scheduled Board Meeting. Annual survey data has had an upward trend over the past four years in all areas with the exception of the quality of school lunches which dropped during the 2016-17 school year. Overall students feel that they attend school in a safe environment where those who are responsible care about their wellbeing. It should be noted that during the last survey administration bullying perceptions were reduced significantly.|Met||2018
33671240000000|Moreno Valley Unified|6|Moreno Valley Unified used the Panorama Student Climate Survey to collect the perception of students on the topics of school safety and connectedness (sense of belonging).  The survey was administered to students in grades 4, 7 and 10.    As a district, 61% of the students responded favorably to feeling safe at school. 72% of the elementary students feel connected compared to 46% of secondary students.  The results by student group  School Safety at Elementary Sites African American - 58% Hispanic - 62% White - 55% Socio-Economically Disadvantaged Students - 60% Non-Socio-Economically Disadvantaged Students - 62% English Learners - 59% Non-English Learners - 72%  School Safety at Secondary Sites African American - 60% Hispanic - 62% White - 52% Socio-Economically Disadvantaged Students - 61% Non-Socio-Economically Disadvantaged Students - 60% English Learners - 64% Non-English Learners - 60%  School Connectedness at Elementary Sites African American - 64% Hispanic - 73% White - 68% Socio-Economically Disadvantaged Students - 71% Non-Socio-Economically Disadvantaged Students - 73% English Learners - 74% Non-English Learners - 88%  School Connectedness at Secondary Sites African American - 43% Hispanic - 47% White - 45% Socio-Economically Disadvantaged Students - 46% Non-Socio-Economically Disadvantaged Students - 46% English Learners - 55% Non-English Learners - 43%  For the 2018-2019 school year, MVUSD began a partnership with Cal State San Marcos and Cal Baptist University to bring in 13 social worker interns that identify at-risk students and work with them to remove barriers to their education (transportation, mental health, counseling.) MVUSD has also implemented a Saturday STEAM Academy to help with attendance and engagement of students. MVUSD has also increased the number of Behavior Support Specialists by two.|Met||2018
16639416010474|Kings River-Hardwick Elementary|6|Findings: Through the Kings River-Hardwick LCAP Survey, information gathered showed that 80% of students feel safe and connected at school.  The school resource officer was also found to be a position that both students and parents feel strongly contributes to the feeling of a safe school campus.  All students, parents, and staff will be surveyed during the 18-19 school year for reporting in the fall of 2019.|Met||2018
19647330129858|Everest Value|6|Salazar, Ligia   11:43 AM (1 hour ago)   to me  Here is the climate priority with the student data that I was able to get from Gaines. He put out this survey last year, and so I decided to use it for this purpose. I went mostly with the data and focus on what that data showed. I did not focus on any really specific details, but if you would like to add anything to this, please let me know. Jacqueline sent me over her info, so I will be working on that next. I will probably get that to you later on in the day. Thank you!!    Everest Value School adapted its Local Student Survey from the California Healthy Kids Survey and handed it out to all students at the end of the 2017-2018 school year. The results provided a student perspective on safety and the connectedness to the school. For safety, the following data was received through this survey  1.     96.9 % of students feel happy to be at Everest  2.     96.8% of students feel like teachers treat students fairly  3.     69.5% of students think that the school helps students resolve conflicts with each other  4.     81.6% of students stated that teachers and other grown-ups at the school make it clear that bullying is not allowed  5.     82.5% of students feel like when they tell a teacher that they have been bullied, the teacher will do something to help  The results show that a high number of students feel happy to be a part of Everest and that their teachers treat them fairly. In regards to feeling safe from bullying, a high number of students are aware that bullying is not allowed and that if they felt that it was a problem, a teacher or staff member would address it. This proves to be an indicator that students feel safe in regards to their surroundings. The school strives to make a healthy and positive learning environment for all students and will continue efforts to make sure all students feel safe and happy to be a part of Everest.     As far as making sure students feel a connection with the school the following data was received from this survey:  1.     87.5% feel that they are given a chance to help decide school activities or rules    2.     95.4% of students feel that their teacher and other grown-ups care about them  3.     96.9% of students feel like they are motivated to learn most or all of the time  4.     95.4% of students feel like they do things to be helpful at school  5.     92.3% of students feel that they get to do interesting activities at school     Based on this data, students feel very connected to the school, especially in regards to being motivated to learn and doing things to be helpful around the school. This shows that the majority of students feel that learning is important and that what they are doing at school matters. With 92.3% of students feeling like they participate in interesting activities, it shows that Everest has made it a priority to not only focus on academics but also provide a wide array of activities for students to participate in, from sports, m|Met||2018
43694500123299|Rocketship Mosaic Elementary|6|Rocketship administers two different surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Achievement and Family Engagement to gauge parent satisfaction with Rocketship schools across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as  a common marker across the organization on parent feelings toward the school. It is used for measuring progress against LCAP goals, among others. This includes a question in the parent satisfaction survey which is offered to all parents in all grades. It is available in Spanish and Vietnamese to our parents who need translations. The student safety survey is administered to one cohort per grade for grades 3-5.|Met|Our goal was 78% of parents reporting statisfaction with their school school and 93% of students feeling safe at school based, on 2015-16 baselines. 88% of our parents satisfied with Mosaic, and 72% of students felt safe, for a difference of +10% and -19% respectively.|2018
31669100000000|Roseville City Elementary|6|Roseville City School District administers the California Healthy Kids Survey (CHKS) to all 5th and 7th-grade students in our district. The results of these this survey continue to drive the successful programs as well as to look for areas of improvement.    The 2017-2018 CHKS indicated that 85% of students reported high levels of school connectedness.  As well as, 70% of students receiving counseling services demonstrated overall improvement as measured by increased attendance rates, improved academic achievement and/or decreased behavior referrals.  In the middle school Bridges program 92.7% of students showed improvement in either attendance, academics and/or behavior.   All of our middle schools, as well as fourteen elementary schools, participate in Positive Behavioral Interventions and Support Systems (PBIS) designed uniquely to address needs at each site. These PBIS systems use data for decision making and implement research-based interventions to support students in making meaningful connections to the school. The Roseville City School District attributes the success of our programs and practices to the focused effort our teachers, administrators, staff and counselors put toward building positive school cultures and relationships with our students.|Met||2018
43104390120642|Rocketship Los Suenos Academy|6|Rocketship administers two different surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Achievement and Family Engagement to gauge parent satisfaction with Rocketship schools across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as  a common marker across the organization on parent feelings toward the school. It is used for measuring progress against LCAP goals, among others. This includes a question in the parent satisfaction survey which is offered to all parents in all grades. It is available in Spanish and Vietnamese to our parents who need translations. The student safety survey is administered to one cohort per grade for grades 3-5.|Met|Our goal was 78% of parents reporting satisfaction with their school school and 91% of students feeling safe at school based, on 2015-16 baselines. 79% of our parents satisfied with Los Suenos, and 82% of students felt safe, for a difference of +1% and -9% respectively.|2018
10619946005730|Alvina Elementary Charter|6|The Alvina Elementary Charter School Student Survey was given to all students in grades 5 and 8 during the 2017-2018 school year. This survey was designed by administration to assist AECS staff and parents in developing an understanding of the student experience at Alvina Elementary Charter School. Questions on this survey were focused on student connectedness, school safety, student support and student involvement. Questions designed to focus on school connectedness, such as “Do you feel like you are a part of this school?” and “Are you happy to be at Alvina School?” resulted in very high results. 86% of students in grades 5 and 8 indicated they feel they are part of the school and are happy to be at Alvina. These results were consistent among all subgroups. Questions designed to focus on school safety, such as “Do you feel safe at this school?” and “Have you seen anyone bring a dangerous object to school?” also resulted in very high results. 94% of students in grades 5 and 8 indicated they feel safe at school and know how to ask for help if needed. Also, 100% of students indicate they have not seen any dangerous objects at school. These results were consistent among all subgroups. Lastly, questions designed to focus on student support and involvement, such as “Do teachers and other adults believe you can do a good job and help you when needed?” and “Do teachers and other adults give you a chance to help solve school problems?” resulted in the following results. 86% of students in grades 5 and 8 indicated teachers and other adults believe in them and provide support. Also, 62% of students feel they are involved in helping solve school problems. This percentage identifies a strong area of focus in increasing student involvement. These results were consistent among all subgroups. The district in their continued work with parents and students, will set a target of increasing or maintaining percentages at or above 90%. During the 2018-19 school year, the district has implemented a more focused approach to student council meetings in order to identify student concerns and increase student involvement in appropriate decision making opportunities. The district will also look to bridge a gap that exists between classroom discussions of the student experience to the identified student council representative taking the discussions points to the main council meeting. These discussion points will then be discussed between the council and administration in improving the student experience. The district has also included within its school website a bullying/suicide tipoff reporting tool in which students can report anonymously any witnessing of bullying and/or students with suicidal thoughts in order to quickly provide the appropriate interventions. Lastly, the district will look to expand the student survey during the 2018-19 school year to all grades from 5th through 8th grade.|Met||2018
21653910000000|Mill Valley Elementary|6|The CA Healthy Kids Survey was administered in the 2017-2018 school year to 295 11 to 13 year-old 7th grade students at Mill Valley Middle School. Administered to students across the state, this norm-referenced survey offers information about key indicators related to school climate and student well-being, which provides a valid measure about students’ perceptions of school safety and connectedness. The results on the CA Healthy Kids survey range from 100 to 500, and the Mill Valley Middle School’s score is 312.  This a sample of results from a few sections of the survey: As far as school connectedness, 73% of students indicated there is an adult at school who cares about them, 79% indicated there is an adult who listens to them, 91% indicated there is an adult who wants them to do their best, and 81% indicated there is an adult who believes they will be a success.   With respect to school safety, 79% of students indicated they had been insulted or called names one time or never, 84% indicated they had rumors spread about them one time or never, 89% indicated they had been physically hurt (i.e. slapped, pushed) one time or never, and 99% indicated they had had been physically threatened one time or never.   With respect to alcohol and drug use, 91% of students indicated they had never consumed alcohol, 96% indicated they had never tried marijuana, 100% indicated they had never smoked a cigarette, and 94% indicated they had never used a vape pen.     From these responses, we can conclude that the vast majority of the 7th grade students at Mill Valley Middle School feel safe at and connected to school. We recognize that there are areas of concern that we need to continue to work on, and these will be areas of focus for the administration team, counselors, teachers and other staff members at the Middle School. Considering the survey results, these are actions the Middle School has taken and plans to implement as next steps:   •  Consider how to build relationships to increase staff engagement   •  Consider how to increase student engagement and connectedness to school   •  Review survey data as a staff and determine possible next steps   •  Implement restorative practices and social-emotional learning programs, as well as offer counseling services to students   •  Provide grade level community building activities, such as clubs, athletics, music, homework support, Where Everyone Belongs program, Panther Time, and All School Read   •  Work with Freedom Chemical Dependency and Mill Valley Aware (Healthy Living Coalition) programs   •  Offer relevant parent education related to student wellness and other related topics    •  Evaluate systems of support for students, and provide prevention/intervention programs as needed   •  Expand survey participants to include students, staff, and parents/guardians   •  Consider administering the CA Healthy Kids survey on an annual basis|Met||2018
43696250000000|Oak Grove Elementary|6|Oak Grove School District has been engaged in implementations of Positive Behavior Intervention and Supports (PBIS) with the goals of reducing incidents and disciplinary actions, and closing disproportionate suspension rate gaps between Latino and White students. Significant and steady progress has been made with annual suspensions dropping from 843 to 551 from 2013-14 to 2017-18. Similar reductions have also been realized in student behavior incidents with incidents dropping from 12,384 in 2011-12 before district-wide PBIS implementation to 8207 in 2017-18 The district surveyed  5th and 7th graders to complete the 2017-18 California Healthy Kids Survey.  Highlights are listed below: Highlights from California Healthy Kids Survey %  of students in 2016-17 vs. % of students in 2017-18 I feel safe within a positive school environment 84% vs. 87%  Based on the results from the climate survey, OGSD meets standard for school climate. Although OGSD meets standard on school climate, there will still be initiatives to continue to improve this area. In addition to a PBIS refresh and professional development support at all sites in 2018-19, OGSD will continue to fund Restorative Practice PD for the three middle schools for continued implementation and one District School Social Worker who will be responsible for managing mental health related services through the Student and Family Support Services program.  Therapeutic Crisis Intervention training (TCI) will continue for all site administrators and key support staff.  School Linked Services (SLS) Program Specialists will provide Suicide Prevention Training (QPR), coordinate services with community agencies, align services provided by the district mental health support staff, organize and  facilitate a tiered model of mental health interventions, and respond to crisis situations. Training on socio-emotional learning will be provided to staff and families.|Met||2018
34673480000000|Galt Joint Union Elementary|6|Galt Joint Union Elementary School District administered the annual Gallup Student Poll (GSP) which measured the engagement, hope, entrepreneurial aspirations and career/financial literacy in grades 5 through 8 in the 2017-18 school year. Results are used to measure the district’s progress on state Priority Six, School Climate.    GSP Results:                                                                             ? 92% of students agree/strongly believe they will graduate from high school ? 90% agree/strongly believe they have a great future ahead of them ? 91% agree/ strongly believe they will find a good job in the future.   The California Healthy Kids Survey (CHKS) was also administered.   CHKS Results:   5th Grade ? 61% reported having high expectations in school ? 57% reported having high connectedness to school ? 84% reported having caring relationships with teachers and other adults at school ? 58% reported having opportunities to help decide school activities or rules  7th Grade ? 86% reported having high expectations in school ? 67% reported feeling safe at school ? 83% reported having a positive attitude about schoolwork  ? 25% reported having opportunities to help decide school activities and rules  GJUESD intends to engage middle school students regarding their safety at school.  For the 2018-19 school year, various student meetings will be held throughout the year to gain insights into what makes students feel safer at school and to provide students with opportunities to help decide school activities and school rules.  A monthly student advisory committee, representing all student groups, will serve to guide school policy.|Met||2018
43104390119024|Rocketship Si Se Puede Academy|6|Rocketship administers two different surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Achievement and Family Engagement to gauge parent satisfaction with Rocketship schools across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as  a common marker across the organization on parent feelings toward the school. It is used for measuring progress against LCAP goals, among others. This includes a question in the parent satisfaction survey which is offered to all parents in all grades. It is available in Spanish and Vietnamese to our parents who need translations. The student safety survey is administered to one cohort per grade for grades 3-5.|Met|Our goal was 78% of parents reporting satisfaction with their school school and 96% of students feeling safe at school based, on 2015-16 baselines. 83% of our parents satisfied with Si Se Puede, and 51% of students felt safe, for a difference of +5% and -45% respectively.|2018
19648810113472|Aveson School of Leaders|6|Aveson continues to collect data on school climate through student focus groups and panels. Aveson School of Leaders will be using a version of the survey already in use at the sister school, Aveson Global Leadership Academy, where 90% of the 5th grade student attend school for 6th grade.   The results of the survey will be used to identify program trends, strengths, and needs. The results will be shared with staff and parents and will be used to inform supports and services for students.|Not Met||2018
19647330000000|Los Angeles Unified|6|LAUSD administered the 2017-18 School Experience Survey during the fall semester. The following are the results that pertain to school climate:  • School Experience Survey participation rates for students was 74%. • The percentage rates of middle and high school students reporting being happy at school were 74% and 66% respectively. 67% percent of middle school students reported feeling like they are part of their school, while 60% of high school students also reported feeling they were a part of their school. • LAUSD schools were perceived to be safe places by at least 84% of students. • When students were asked if adults treated them with respect, 87% of elementary students, 68% of middle school students and 63% of high school students replied in the affirmative.|Met||2018
52105206119606|Lincoln Street|6|A school climate survey was available to 100% of parents and completed by 50% of parents. 100% of parents agree or strongly agree that our school is clean and safe. They also agree or strongly agree that they feel welcome at school, and school staff show respect for students and parents.  100% feel that the teachers care about their child as a person, and have good communication home. 85.7% feel comfortable with their ability to teach their children at home.  Lincoln Street will strive to get better survey participation and based on the results will continue to monitor climate and communication.  Parent Clubs are offered to help parents become better acquainted with teaching their students at home.|Met||2018
30664640000000|Capistrano Unified|6|The California Healthy Kids Survey was administered in January-February 2018 to students in grades 5, 7, 9, and 11.  The District has surveyed students in grades 7, 9, and 11 every other year since 2000-2001.  It was the inaugural year for students in grade 5.   As results were received, the Main Reports and School Climate Report Cards were shared with principals and District administrators.  Overall school climate reported by middle and high school students is strong.  Compared to other schools in the State, the middle school average went from 62% in 2016 to 88% in 2018. Compared to other schools in the State, the high school average went from 80% in 2016 to 85% in 2018.  The 5th grade participation was low at some elementary schools due to it being the first year the survey was administered.  In response, the District will be implementing a variety of engagement strategies to increase participation in the upcoming administration including developing an Infographic to share results with parents, communicating through multiple ways including a letter, email reminders, website information, and in-person meetings.|Met||2018
57726860000000|Esparto Unified|6|1. DATA:  The Esparto Unified School District annually implements California Healthy Kids Surveys at all sites. The survey results help guide the district’s decision-making related to services, policies, and goals.  Key Data: Student responded that they: Try hard on school work: 83%    Were truant more than a few times: 8% Feel a part of the school: 58%  Felt safe at school: 82% Were harassed or bullied at school: 22% Experienced chronic sadness/hopelessness: 35%  Thought the school was usually clean and tidy: 41%  2. MEANING:  The disaggregated results brought forth many areas of growth and some areas for continued focus. As with any survey instrument, there was a period of review and reflection regarding the survey data. During this period of review, administration was involved in the preparation and review of the survey data.   Areas of Strength The survey data regarding student safety at school and self-reported data regarding study habits were definitely an area of strength. Staff determined that the many committed employees of the EUSD have created a safe environment for our students.   Areas of Growth A clear area of growth is that only 41% of students feel that their school is tidy and clean.   An additional area of growth was the response regarding students feeling “a part” or connected to the school.   Challenges & Barriers  Challenges related to these survey results include the need for more time to work with students, staff, and families regarding the improvement of student connectedness programs. To date, our most challenging barrier is the time it takes to develop and implement TK-12 student involvement and student connectedness programs.   3. USE:  The school district has overhauled the Multi-Tiered Systems of Support to facilitate more direct counseling for students in grades TK-12. The prior system relied on outside service providers who missed appointments and had barriers in achieving regular services.    The school district has implemented a series of new student-based programs in 2018 to increase levels of student connectedness. The K-8 Lego Robotics program was implemented in Summer 2018. It will greatly impact the number of students who report feeling connected.  The school district has implemented new, Saturday programs for students. These programs offer students the opportunity to attend for 4 hours on a Saturday.  The school district is in the process of developing district programs to increase student safety through professional presentations and targeted mentorship. The school district is in the planning phase.|Met||2018
43104390113704|Rocketship Mateo Sheedy Elementary|6|Rocketship administers two different surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Achievement and Family Engagement to gauge parent satisfaction with Rocketship schools across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as  a common marker across the organization on parent feelings toward the school. It is used for measuring progress against LCAP goals, among others. This includes a question in the parent satisfaction survey which is offered to all parents in all grades. It is available in Spanish and Vietnamese to our parents who need translations. The student safety survey is administered to one cohort per grade for grades 3-5.|Met|Our goal was 78% of parents reporting statisfaction with their school school and 93% of students feeling safe at school based, on 2015-16 baselines. 78% of our parents satisfied with Mateo Sheedy, and 72% of students felt safe, for a difference of 0% and -23% respectively.|2018
49707220000000|Guerneville Elementary|6|School Safety 89% of all students feel safe at school (all, most or some of time).   Using the California Healthy Kids Survey 81% of 5th graders feel safe at school (compared to 92% the previous year) and 71% of 7th graders feel safe at school (compared to 89% the previous year).   School Connectedness The California Healthy Kids Survey results in 2017-2018 stated that 46% of 5th graders and 42% of 7th graders had a high level of school connectedness. This compares to data from 2015-2016 that stated that 73% of 5th graders and 74% of 7th graders had a high level of school connectedness.  This compares to data from 2013-2014 that stated that 55% of 5th graders and 71% of 7th graders had a high level of school connectedness.    The percentage of students who are happy to be at Guerneville School in 2017-2018 was 100% for elementary and 81% for middle school. In 2016-2017 data this was 97% for elementary and 87% for middle school.   We had a slight decrease in data points and so we will dig deeper into these findings for the 2018-2019 school year LCAP cycle.  We will continue to implement and evaluate LCAP Goal 5:  Campus Pride & Safety: Provide a safe and secure campus and LCAP Goal 2: Students, Staff and Families are excited and engaged in their learning and leadership.|Met||2018
31668520120105|Creekside Charter|6|We have three climate surveys.  # 1 parent climate survey.  Key findings from Climate Survey: Questions 28-31 deal specifically with climate.  Creekside Charter scores extremely high on all of these questions with very little room for growth:   Question 28: To what extent do you think your child enjoys attending school-  81% agreed or strongly agreed with this statement Question 29: My child’s school is an emotionally safe place to learn- 100% agreed or strongly agreed with this statement  Question 30: I'm welcomed on campus and feel supported by the Director, office staff and faculty- 100% strongly agreed with this statement  Question 31: My child’s school is a physically safe place to learn-100% agreed or strongly agreed with this statement   We also ask a fill in the blank question for parents to give us general feedback with regards to climate.  We have analyzed these ressponses and themes emerged with regards to a greater need for social emotion learning, greater support with independent study at home, and a greater emphasis on field trips and environmental education.   This fill in the blank section shaped our LCAP and improvement plans for the year.    #2 Student Survey.  We use Tripod for this.  Tripod is a nationally recognized student climate survey with measurments in the 7c's  CARE, CONFER, CAPTIVATE, CLARIFY, CONSOLIDATE, CHALLENGE, CLASSROOM MANAGEMENT.  Our results indicate strength in Care and Captivate, and our challenge falls under classroom management.  We are hopeful that our new Social Emotional Learning Program will support growth in classroom management.  We are also implementing a  new professional development growth plan to support professional learning for teachers that want to seek more classroom management skills.   Survey #3- Staff/ Faculty Director survey  This is a locally created survey to gauge how leadership could better support teachers.  This data is qualitative, but themes emerge.  1.) Director needs to spend more time providing professional develompent for teachers.  2.) Director and school do a great job of creating connection with family and kids.  3.) Teachers need to focus more during professional learning time.    All of these surveys create and promote a good to great model and support a greater school climate.  We are working on all of the areas identified as challenges.|Met||2018
16639906010557|Pioneer Elementary|6|The Pioneer Union Elementary School District administered a student survey addressing school connectedness and a sense of safety. The survey was administered to students in grades 4-8 with 821 students participating in the survey.   The survey addresses school connectedness through questions that ask if the student has an adult they can trust at school; if they look forward to coming to school; support they receive or can expect to receive from school staff with issues of problems they may face; and if the teacher talks to the student about areas of strength and improvement. Students in 4th and 5th grade who participated in the survey attend the two elementary school sites in the district. In grades 4 and 5, 93.3% of students expressed positive responses in the area of connectedness. This is approximately the same as last year’s 93.7%.    The survey also sought information regarding the sense of safety students have through questions relating to knowing the school rules for behavior, whether or not they felt that inappropriate behavior was addressed and had consequences; if they felt safe while at school; and if the school was in a good, clean condition. In grades 4 and 5, 97.6% of students gave positive responses to questions regarding a sense of safety while at school.   Furthermore, the District surveyed parents and families about school climate and safety  as part of its annual parent survey given in the Spring of 2018. Overall, 98.7% of parents and families responded positively to their sense of connectedness to the schools, and 98.9% responded positively that they felt their children are safe while at school.  This school year Pioneer Union Elementary School District has introduced Multi-Tiered Systems of Support (MTSS). MTSS is an integrated, comprehensive framework for all district and school programs including academic instruction, behavior instruction, and social emotional learning. The expected benefits of MTSS are improved leverage of resources and services for all students; strategies that effectively support student success; and evidence-based, data-driven, district-wide, and school-wide supports for academic, behavior, and social-emotional learning.|Met||2018
37680980000000|Escondido Union|6|EUSD administered the California Healthy Kids Survey to 5th and 7th grade students. Strengths were found in the area of school connectedness. 90% of 7th grade students and 96% of 5th grade students indicated that they felt connected to their school. The percentage of students who indicated they did not feel safe at school increased. It should be noted that students took the survey a few  days after the Parkland High School shooting which we believe influenced the data. EUSD will continue to focus on school connectedness and safety through our PBIS program, school counselors, social workers and behavioral supports all of which are supported through our LCAP.|Met||2018
12626870107110|Six Rivers Charter High|6|Our three stakeholder groups that were surveyed for school climate (Goal 2 of our LCAP) were students, parents, and staff. The 2017-18 California Health Kids Survey was used for the students. Staff was surveyed in the 2017-18 LCAP Faculty/Staff Survey.   The parents were surveyed in the 2017-18 LCAP Parent Survey of the district. 91.78% of the 565 students surveyed feel highly connected to the school or moderately connected. 62.27% of the students surveyed feel safe or very safe at school. 74.4% of the 45 staff that were surveyed feel the school maintains a positive school climate as evidenced by the student who feels safe and connected. 75.5% of the staff feel the school facilities are in good repair. 69.7% of the 119 parents surveyed agree or strongly agree that they feel welcome to participate in the schools. 83.2% of the parents agree or strongly agree that their student is safe on school grounds.|Met||2018
54719690000000|Kings River Union Elementary|6|Kings River Union Elementary School District (KRUESD) has selected to administer the California Healthy Kids survey annually to the fifth and seventh-grade students to measure their perception of school safety, connectedness, and other essential elements that are indicators of the overall school climate. This annual survey data will be utilized as a measure within our Local Control Accountability Plan (LCAP), specifically for Goal 6; KRUESD will improve the school climate for ALL students through increased services, activities, and community building that will support positive school attendance rates and decrease student discipline rates. Results of the California Healthy Kids Survey were presented to key stakeholders; the KRUESD Board of Education, staff, and parent advisory groups. The student participation rate in the survey was 98% for the 7th-grade students and 68% for the 5th-grade students. The overall results indicated that 88% of fifth graders and 58% of seventh graders feel a strong sense of school connectedness. In addition, 87% of fifth graders and 68% of seventh graders had a positive school safety perception; responding that the school is very safe. The KRUESD MTSS and PBIS leadership teams have examined this data closely and re-examined the sub-actions within Goal 6 to ensure that there are adequate supports to improve the feelings of safety and connectedness for the 7th-grade students.  It is our assertion that these results reveal that as students move into the middle school grades they experience more disconnect and negative peer to peer interactions (bullying, cyberbullying, and intimidation) causing them to feel unsafe.  Through specific sub-actions within Goals 5 and 6; implementation of a PBIS program, additional onsite time for the school psychologist, access to a school social worker, increased access to after-school and extracurricular activities we believe school connectedness and feeling safe while at school will increase for all students.  In addition, the commitment to gather this information collected annually and consistently over time will be essential in continuing to determine and provide the appropriate services and supports for students to improve the overall school climate at Kings River Union Elementary School.|Met||2018
34674470121467|Aspire Alexander Twilight Secondary Academy|6|Overall, 46% of our student population expressed that they feel a sense of belonging in our school community. Upon reflection, that is not a high percentage, and definitely an area of growth. A strength is that 54% of our EL population feels a sense of belonging. Another challenge is that our SWT|Met||2018
54721080000000|Saucelito Elementary|6|Saucelito continues to provide a safe, secure, and welcoming school climate for students, staff and parents resulting in high levels of student, parent, and community engagement as confirmed by two surveys. The first is an annual local survey that emphasizes local concerns developed by empowered parents and staff and is geared toward multiple grade levels. The second is the California Healthy Kids Survey administered in grades 6-8. Saucelito is a safe school where learning processes are not interrupted by outside influences or discipline issues. Saucelito has a fair discipline policy, which is clearly understood and supported by staff, students, and parents; we have had no student suspensions or expulsions in the past 5 years, a clear result of our school climate. Student engagement is a crucial component for student success. Saucelito’s goal is to involve students as active participants in their education by providing them with project based learning opportunities, test chats with students, and cross-curricular activities. We enjoy wide participation of parents in classrooms as volunteers and regularly hold school activities that need parent participation. Parents are active partners with teachers in their child’s education and parents are actively involved and empowered on the School Site Council and English Learner Advisory Committee.|Met||2018
07616480000000|Antioch Unified|6|The local education agency employs (LEA) a multiple measures approach, including surveys (California Healthy Kids, Parents and Staff Surveys, PTA Power of Partnership Survey, Minority Male College Collaborative (M2C3) Survey and Core Districts Social Emotional (SE-CC) Survey and focus groups (student, staff and parents) to measure perceptions of school safety and connectedness.   Here is the summary of 2017-2018 Healthy Kids Survey Findings (Grade 5 - 353, Grade 7 - 873, Grade 9 - 1282) - School connectedness (high/moderate): Grade 5 - 88%, Grade 7 - 85%, Grade 9 - 85%) - Caring Adults in School (high/moderate): Grade 5 - 53%, Grade 7 - 50%, Grade 9 - 51%) - High expectations (high/moderate): Grade 5 - 50%, Grade 7 - 65%, Grade 9 - 67%) - Meaningful participation (high/moderate): Grade 5 - 10%, Grade 7 -48% , Grade 9 - 38%) - Feel safe at school (Grade 5 - Yes, all of the time/Yes, most of the time; Grade 7/9 - Very safe/Safe): Grade 5 - 70%, Grade 7 - 47%, Grade 9 - 52%)   Here is the summary of 2017-2018 Focus Group Findings (9 focus groups, 112 participants) - Students in focus groups expressed a positive sense of connecteness with school. - Students in focus groups expressed a feeling that their schools wide array of options engagement. - Students in focus groups expressed a feeling that their teachers in schools prepared them for post secondary experiences.|Met||2018
01612590130732|Aspire Triumph Technology Academy|6|Data shows that our growth area is to help our African American and SpEd students to feel more connected with our school community. Our site plans include Culturally Responsive Teaching development, ethnic studies based course development, expanding opportunity for academic intervention and support.  The school has implemented an SEL program in each advisory class to help students to feel more included.|Met||2018
01612590115592|Learning Without Limits|6|To better understand the needs of students, parents, and staff, LWL administers the School Climate Assessment Instrument (SCAI). Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate and LWL has been using it for multiple years. On a 5-point scale, LWL students rated 3.8 on Student Relationships, which includes evaluating sense of belonging and sense of safety.  Based on results from the survey, LWL will continue to implement a Strong Start curriculum to ensure strong classroom cultures that support belonging and student learning.|Met||2018
17640300000000|Lakeport Unified|6|Lakeport Unified chose to survey students, parents and staff in both school connectedness and safety during the 2017-2018 school year. The results of the survey are as follows: Student Survey 17-18 I feel close to people at this school. 49% Agree/ Strongly Agree, 12% Disagree/ Strongly Disagree I am happy to be at this school. 42% Agree/ Strongly Agree, 25% Disagree/ Strongly Disagree  I feel like I am part of this school. 41% Agree/ Strongly Agree, 29%Disagree/ Strongly Disagree  The teachers at this school treat students fairly. 45% Agree/ Strongly Agree, 24% Disagree/ Strongly Disagree  I feel safe in my school. 51% Agree/ Strongly Agree, 17% Disagree/ Strongly Disagree   Parent Survey 17-18 Teachers at this school communicate with parents about what students are expected to learn in class. 45% Agree/ Strongly Agree, 22% Disagree/ Strongly Disagree  Parents feel welcome to participate at this school. 66% Agree/ Strongly Agree, 13% Disagree/ Strongly Disagree  School Staff takes parent concerns seriously.  53% Agree/ Strongly Agree, 20% Disagree/ Strongly Disagree   Staff Survey 17-18 This school is a safe place for students and staff. 68% Agree/ Strongly Agree, 31% Disagree/ Strongly Disagree  This school effectively handles student discipline. 56% Agree/ Strongly Agree, 37% Disagree/ Strongly Disagree  This school is a place where staff is supported by administration. 75% Agree/ Strongly Agree, 21% Disagree/ Strongly Disagree|Met||2018
19647331995836|Palisades Charter High|6|PCHS Stakeholders have taken the Teachers College Columbia Survey on Staff, Parent, and Student Satisfaction for the past three years. In 2017-18, 2080 (over 70%) students completed the Survey. Students on the PCHS Academic Accountability Board Sub-Committee analyzed the Student Survey Results, and highlighted the responses most aligned to school LCAP goals. This year, the Columbia Survey results separate 9th grade students from 10-12th grade, but otherwise, the data is not disaggregated into student groups.  Student responses:  “My teacher treats all students equally and with respect” = 90% of 9th grade and 91% of 10-12th grade students Agree/Strongly Agree. “I feel like administrators are present and active on campus” = 87% of 9th grade and 80% of 10-12th students Agree/Strongly Agree. “My teacher engages students during class” = 85% of 9th grade and 87% of 10-12th grade students Agree/Strongly Disagree. 9th graders were specifically asked about their transition to high school.  Results were largely positive, and the one area in which some 9th graders indicated the need for improvement was in their connection to teachers and upperclassmen:  28% felt they had not built connections with upperclassmen and teachers.  PCHS is specifically working to improve these connections in the 2018-19 school year.|Met||2018
07617960132118|Aspire Richmond Technology Academy|6|Data shows that our growth area is to help our African American and SpEd students to feel more connected with our school community. Our site plans include Culturally Responsive Teaching development, ethnic studies based course development, expanding opportunity for academic intervention and support.  The school has implemented an SEL program in each advisory class to help students to feel more included.|Met||2018
27660922730240|Learning for Life Charter|6|Over 90% of respondents to the 2018 School Climate Survey indicated that they perceived the school as a safe and healthy learning environment.  Highest satisfaction was with staff connection to students; lowest satisfaction was with the fairness of the implementation of behavior policies.  We view the results as validating our trauma informed approaches to student behavior management, so we will continue our efforts in this area.|Met||2018
01100176002000|Lazear Charter Academy|6|To better understand the needs of students, parents, and staff, Lazear administers the School Climate Assessment Instrument (SCAI). Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate and Lazear has been using it for multiple years. On a 5-point scale, Lazear students rated 3.7 on Student Relationships, which includes evaluating sense of belonging and sense of safety.  Based on results from the survey, Lazear will continue to implement a Strong Start curriculum to ensure strong classroom cultures that support belonging and student learning.|Met||2018
07617960132100|Aspire Richmond Ca. College Preparatory Academy|6|Data shows that our growth area is to help our African American and Latinx students to feel more connected with our school community. Our site plans include Culturally Responsive Teaching development, ethnic studies based course development, expanding opportunity for academic intervention and support.  The school has implemented an SEL program in each advisory class to help students to feel more included.|Met||2018
57727100121749|Science & Technology Academy at Knights Landing|6|The Science and Technology at Knights Landing conducted its own survey last year (2017-18) in grades 3rd -6th (160 students). This survey was developed with the help of the Student Council. In an interest of seeing if students feelings changed from last year to this year (2018-19), we decided to administer the same survey, but wanted to hear from all students. This year, TK-6 (212) grade took the survey through a Google Forms.  In analyzing the results, we noticed the following:   School Environment Scales Students responded to statements such as: I feel safe at my school, My teacher would give me help if I needed it, My teacher really cares about me, and Most students at Sci-Tech treat each other with respect (See additional information) In terms of strengths and growth, we saw an increase of students feeling they are a part of Sci-Tech. We also saw an increase in students trying to talk to each other and help if they are having a problem. An increase in students treating each other with respect was also noticed. The perception of teachers respecting students ideas also increased.   In an effort to increase on these strengths, we are launching the Robots Reads Program. This is an exciting opportunity to provide a common experience for our school community and their families through literature. The basic idea is that our whole school will read the same book at the same pace, so we are able to share conversations and excitement across grade levels and ages about reading. This campaign engages the school community and families in the joy of reading quality literature with each other and completing a variety of enriching extension activities inspired by the book.  One challenge that has presented itself is the decrease in students feelings about safety. In order to address this our entire campus is adopting the use of Restorative Practices.  This approach provides a common understanding and language to address conflicts, both big and small, as well as fostering an atmosphere of acceptance, empathy, compassion, conflict resolution and communication. The ongoing, whole staff, training includes teachers, paraprofessional, office coordinator, custodian, crossing guards, parent liaison, RTI Specialist, RSP teacher and counselor. In addition, a series of parent trainings both in Spanish and English will be provided for all families.   Through our reflections in looking at the data, we concluded that since the survey was developed by students and staff, it might not give an accurate picture in the way that the California Healthy Kids survey might. Therefore, this will be addressed by administering the California Healthy Kids Survey in the 2018/19 school year. In doing so, we hope to obtain more information we can use to improve our campus climate.|Met|2017 School safety: Yes (76.9%), Sometimes (20.6%) and No (2.5%)  Total school supports:  Yes (83.1%), Sometime (15.6%) and No (1.3%) Caring adults in school: Yes (86.3%), Sometime (12.5%) and No (1.3%) Caring peers in school: Yes (52.5%), Sometime (40.5%) and No (7%)  2018 School safety: Yes (70.3%), Sometimes (29.7%) and No (0%)  Total school supports:  Yes (85.4%), Sometime (14.6%) and No (0%) Caring adults in school: Yes (85.4%), Sometime (12.7%) and No (1.9%) Caring peers in school: Yes (56.6%), Sometime (36.3%) and No (7.1%)  School Connectedness, Community Building and Academic Motivation Scales Students responded to statements such as: I feel part of Sci-Tech and I try to do my best in school  2017 School connectedness: moderate Yes (80%), Sometime (16.3%) and No (3.8%) Academic motivation: moderate Yes (85.6 %), Sometime (11.9%) and No (2.5%)  2018 School connectedness: moderate Yes (78.8), Sometime (18.9%) and No (2.3%) Academic motivation: moderate Yes (85.2%), Sometimes (14.8%) and No (0%)   In addition students were asked: What is your favorite school event? Student responded:  In school:  2017 Big Science Friday: 71% Egg Drop Day: 67% Class Field Trip: 87% BBQ Day: 68% All School Field Trip: 81% 2018 Big Science Friday: 78% Egg Drop Day: 74% Class Field Trip: 87% BBQ Day: 84% All School Field Trip: 87%   2017  Harvest Festival: 83% Dia de los Muertos: 58% Kermes: 69% Art Night: 60% Winter Parade: 64%  Ice Cream Social: 73%  Beautification Day: 34%  Pi  Night: 49|2018
17640140000000|Kelseyville Unified|6|"In 2017-18, KVUSD administered the California Healthy Kids Survey to all students in grades 5-11.  In the 2018-19 LCAP, Goal 2 states ""Improve school culture and climate for all students, staff, parents, and foster parents.""  Expected Annual Measurable Objectives for Goal 2 include the following:  2. h ­- California Healthy Kids Survey, 63% of student respondents will feel connected to their school, reflecting a 5% increase over the previous year.  Results from the 2017-18 Survey show the following:  46% of 5th grade students feel connected to their school and 84% stated they feel safe at school.  For grades 6-8 students, 85% stated their school connectedness as high or moderate and 58% stated they feel very safe or safe at school.  For grades 9 and 11 students, 84% stated their school connectedness as high or moderate and 65% stated they feel very safe or safe at school.  The expected annual measurable objective for school connectedness has been modified for 2018-19 as follows: 2. h ­ California Healthy Kids Survey, The 2018­-19 California Healthy Kids Survey reports for KVUSD, will show that 90.0% of respondents will say they feel ""Highly Connected"" or ""Moderately Connected"" to their school.  Further refinements will be made in the 2019-2020 LCAP to include an expected annual measurable objective for perceived safety at school"|Met||2018
01612596117568|Aspire Monarch Academy|6|Data shows that our growth area is to help EL and Latinx students to feel more connected with our school community. Our site plans include Culturally Responsive Teaching development, ethnic studies based course development, expanding opportunity for academic intervention and support.  The school has implemented an SEL program in each advisory class to help students to feel more included.|Met||2018
01612590130666|Aspire Lionel Wilson College Preparatory Academy|6|Data shows that our growth area is to help our African American and Latinx students to feel more connected with our school community. Our site plans include Culturally Responsive Teaching development, ethnic studies based course development, expanding opportunity for academic intervention and support.  The school has implemented an SEL program in each advisory class to help students to feel more included.|Met||2018
16639900116699|Frontier Elementary|6|The Pioneer Union Elementary School District administered a student survey addressing school connectedness and a sense of safety. The survey was administered to students in grades 4-8 with 821 students participating in the survey.   The survey addresses school connectedness through questions that ask if the student has an adult they can trust at school; if they look forward to coming to school; support they receive or can expect to receive from school staff with issues of problems they may face; and if the teacher talks to the student about areas of strength and improvement. In grades 4 and 5, 93.3% of students expressed positive responses in the area of connectedness. This is approximately the same as last year’s 93.7%.   The survey also sought information regarding the sense of safety students have through questions relating to knowing the school rules for behavior, whether or not they felt that inappropriate behavior was addressed and had consequences; if they felt safe while at school; and if the school was in a good, clean condition. In grades 4 and 5, 97.6% of students gave positive responses to questions regarding a sense of safety while at school. This is up from last year’s results at 93.7%.  Furthermore, the District surveyed parents and families about school climate and safety  as part of its annual parent survey given in the Spring of 2018. Overall, 98.7% of parents and families responded positively to their sense of connectedness to the schools, and 98.9% responded positively that they felt their children are safe while at school.  This school year Pioneer Union Elementary School District has introduced Multi-Tiered Systems of Support (MTSS). MTSS is an integrated, comprehensive framework for all district and school programs including academic instruction, behavior instruction, and social emotional learning. The expected benefits of MTSS are improved leverage of resources and services for all students; strategies that effectively support student success; and evidence-based, data-driven, district-wide, and school-wide supports for academic, behavior, and social-emotional learning.|Met||2018
01612590118224|Aspire Golden State College Preparatory Academy|6|Data shows that our growth area is to help our Latinx and African American students to feel more connected with our school community. Our site plans include Culturally Responsive Teaching development, ethnic studies based course development, expanding opportunity for academic intervention and support.  The school has implemented an SEL program in each advisory class to help students to feel more included.|Met||2018
36677360000000|Helendale Elementary|6|The Helendale School District administers an annual climate survey that focuses on the student's perception of whole school, classroom, bus, cafeteria, and bathroom safety. These surveys are administered to every student in grade 2-12. The results are reported at annual stakeholder meetings in order to gain feedback for LCAP and Strategic Planning purposes as well as during open session of a regularly scheduled Board Meeting. Annual survey data has had an upward trend over the past four years in all areas with the exception of the quality of school lunches which dropped during the 2016-17 school year. Overall students feel that they attend school in a safe environment where those who are responsible care about their wellbeing. It should be noted that during the last survey administration bullying perceptions were reduced significantly at all traditional in-seat schools.|Met||2018
01771800138289|Latitude 37.8 High|6|Latitude will administer the Panorama Student Survey twice a year, once in the fall and once in the spring. The Panorama Student Survey, which was developed in partnership with researchers from the Harvard Graduate School of Education, measures student perceptions about school climate. Initial results from the early October administration of the Panorama survey yielded the following findings:  On the School Safety measure (which captures perceptions of student physical and psychological safety at school), Latitude students reported an average score of 4.1 out of 5.  On the Rigorous Expectations measure (which assesses how much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class), students reported an average score of 4.0 out of 5.  On the Teacher-Student Relationships measure (which assesses how strong the social connection is between teachers and students within and beyond the classroom), students reported an average score of 3.6 out of 5.  On the Sense of Belonging measure (which assesses how much students feel that they are valued members of the school community), student reported an average score of 3.2 out of 5.   On the Cultural and Linguistic Competence measure (which assesses how much students feel they are treated equitably at the school and provided with culturally relevant instructional material), students reported an average score of 3.7 out of 5.  In addition, twice a year, Latitude will administer the Tripod Survey, a local climate survey that captures student perceptions of school safety and connectedness with a focus on each individual teacher’s practice. The survey generates information about how students experience teaching practices and learning conditions in the school, focused on the 7Cs. The 7Cs are the central constructs in the Tripod framework, and each construct is supported by research in peer reviewed publications that have appeared in education books and journals over the past several decades. Tripod uses a database of millions of survey responses to calibrate results against broadly anchored norms. The 7Cs are: Care:?? Show concern and commitment; Classroom management:?? Sustain order, respect, and focus; Clarify:?? Cultivate understanding and overcome confusion; Challenge:?? Press for rigor and persistence; Captivate:?? Inspire curiosity and interest; Confer:?? Invite ideas and promote discussion; Consolidate:?? Integrate ideas and summarize key points.  Latitude administered the fall Tripod survey at the end of October. Results will be released and analyzed in late November.|Met||2018
01612590120188|Aspire ERES Academy|6|Data shows that our growth area is to help EL and SpEd students to feel more connected with our school community. Our site plans include Culturally Responsive Teaching development, ethnic studies based course development, expanding opportunity for academic intervention and support.  The school has implemented an SEL program in each advisory class to help students to feel more included.|Met||2018
41104130000000|San Mateo County Office of Education|6|The SMCOE Leadership Team continues to develop and strengthen the methods to gather input from students about school climate. The new Orientation Class has begun at Hillcrest School. During this course students evaluate their academic standing, take needed assessments, take career interest surveys, and are able to give feedback about their preparation to the program.  We will continue to have the goal of using the Healthy Kids Survey data as a measure of school climate, however we did not collect this data in the 2017 year. Once done, this will provide a baseline from which to work.|Met||2018
41689990134197|Aspire East Palo Alto Charter|6|Data shows that our growth area is to help EL and SpEd students to feel more connected with our school community. Our site plans include Culturally Responsive Teaching development, ethnic studies based course development, expanding opportunity for academic intervention and support.  The school has implemented an SEL program in each advisory class to help students to feel more included.|Met||2018
51714640000000|Yuba City Unified|6|The Yuba City Unified School District (YCUSD) administered the Panorama Student Feedback Survey this fall for the first time to 2,172 students in Grades 5, 7, 9 and 11 to measure the perceptions of school safety and connectedness. YCUSD chose to begin implementing the Panorama Student Feedback survey this school year as it provides more detailed information regarding social-emotional learning, as well as, perceived school safety than the previously administered survey. This data serves as a baseline. A summary of the findings follow:  School Belonging - Percentage of students that feel like they belong at their school: Grades 3-5 = 85% & Grades 6-12 = 75%  School Climate – Percentage of students who report a positive social and learning climate at their school: Grades 3-5 = 67% & Grades 6-12 = 51%  School Engagement – Percentage of students who report being attentive and invested in their classes: Grades 3-5 = 88% & Grades 6-12 = 75%  School Safety – Percentage of students who feel physically and psychologically safe at school: Grades 3-5 = 55% & Grades 6-12 = 55%  Students will be re-administered the survey in the winter of 2019 and additional grade levels will be included. Additionally, student stakeholder meetings will be held to gather direct input which will be incorporated in the development of the LCAP, along with the survey findings, in the spring of 2019.|Met||2018
01612590128413|Aspire College Academy|6|Data shows that our growth area is to help our African American and SpEd students to feel more connected with our school community. Our site plans include Culturally Responsive Teaching development, ethnic studies based course development, expanding opportunity for academic intervention and support. We plan to start an ELAC committee in the near future. The school has implemented an SEL program in each advisory class to help students to feel more included.|Met||2018
01612590129403|Epic Charter|6|To better understand the needs of students, parents, and staff, Epic administers the School Climate Assessment Instrument (SCAI). Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate and Epic has been using it for multiple years. On a 5-point scale, Epic students rated 3.4 on Student Relationships, which includes evaluating sense of belonging and sense of safety.  Based on results from the survey, Epic will continue to iterate on and implement a Strong Start curriculum to ensure strong classroom cultures that support belonging and student learning.|Met||2018
16639410000000|Kings River-Hardwick Union Elementary|6|Findings: Through the Kings River-Hardwick LCAP Survey, information gathered showed that 80% students feel safe and connected at school. The school resource officer was also found to be a position that both the students and parents feel strongly contributes to the feeling of a safe school campus. All students, parents, and staff will be surveyed during the 18-19 school year for reporting in the fall of 2019.|Met||2018
01612590109819|Aspire Berkley Maynard Academy|6|Data shows that our growth area is to help our African American and SpEd students to feel more connected with our school community. Our site plans include Culturally Responsive Teaching development, ethnic studies based course development, expanding opportunity for academic intervention and support. We plan to start an ELAC committee in the near future. The school has implemented an SEL program in each advisory class to help students to feel more included.|Met||2018
36678760126706|Taft T. Newman Leadership Academy|6|Newman Leadership Academy administered a local survey to all 5th graders in the late spring of 2018.  The survey asked questions regarding their perceptions of the fairness of the application of rules, student behavior, bullying, student effort towards school work, and safety.  Student results were shared in a restorative circle setting to ascertain and discuss the basis for some of the answers and to use the survey as a tool for educating  Three-quarters of the students responded that most of the time:   They were proud to belong to the school  Teachers told them when they did a good job Students know what the rules are  They follow the class and playground rules.  They are nice to other students.  A little less than half of the students responded “No, never” when asked if:   You tell a teacher you’ve been bullied; will the teacher do something to help.  Are students at this school well behaved? Do you finish all of your class assignments? When you get a bad grade, do you try harder the next time?   More than half of students stated that 3 or more times this past year they have….  Hit or pushed other kids at school when they were not playing around  Spread mean rumors or lies about other kids at school  Said mean things about other students or called them bad names Other kids hit or push them when they are not playing around.  Other kids spread mean rumors or lies about them.   Students had a variety of answers.  Very few students answered the survey questions all positively or all negatively.  In reviewing student responses regarding following school rules, students answered that they followed the class and playground rules and the same students also answered that they have hit or pushed other kids and said mean things.|Met||2018
01100176001788|Cox Academy|6|To better understand the needs of students, parents, and staff, Cox administers the School Climate Assessment Instrument (SCAI). Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate and Cox has been using it for multiple years. On a 5-point scale, Cox students rated 3.7 on Student Relationships, which includes evaluating sense of belonging and sense of safety.  Based on results from the survey, Cox will continue to implement a Strong Start curriculum to ensure strong classroom cultures that support belonging and student learning.|Met||2018
37683380101345|KIPP Adelante Preparatory Academy|6|GOAL: KIPP Adelante seeks to develop “Team and Family” as well as “Voice” across its stakeholders. The school holds two distinct goals across these areas, as they relate to school culture: 1) Cultivate a student culture of community and scholarship, and 2) Promote student voice.  ACTIONS: KIPP Adelante engages in core actions to advance work toward this goal, as follows: 1) Fostering a sense of community through structures that support students in being know well, including Morning Meetings and Advisory, 2)Utilizing restorative practices to address challenges in student culture when they arise, 3) Actively monitor student attendance to maximize student learning time, 4) Promoting student voice through a variety of structures, including student government, restorative circles, advisory, and morning meetings, and 5) Utilizing student-led conferences to develop student and family ownership and agency over learning.  ASSESSMENTS: As part of the KIPP National Network, KIPP Adelante administers the KIPP National Survey annually to gather key data on stakeholder satisfaction including students, families, and teachers. The school administers a Culture Survey twice annually, in addition to the one administered by KIPP National, to gather additional data on stakeholder satisfaction from students and teachers. This data is evaluated at both the school and national level to identify strengths and develop action plans to address needs. Results indicate that: 80% of students feel teachers care about them as a person and 42%  of students feel they have opportunities to express themselves. School leadership and grade level leadership analyze data collected and create action steps to address gaps.  This includes having small group discussions with students to dig into the numbers as well as use students as thought partners to improve the school.  2017-18 UPDATE:   STUDENT VOICE - A variety of structures were used to promote student voice, including student government, restorative circles, advisory, and morning meetings. In addition, we worked to ensure that some Morning Meetings were student led to promote student voice and ownership. Restorative Practices have supported students in having conversations that promote the ability to learn from mistakes when they are made. Relationships between students and teachers have strengthened. As a result, more students are voicing their opinions as they feel they will be heard.  STUDENT EXPRESSION - 7th and 8th grade students were able to choose enrichment courses based on interest.  KIPP Adelante will continue its work to support a positive school climate in 2018-19, gathering information from students to determine the changes they are interested in seeing at their school.|Met||2018
58105870000000|Yuba County Office of Education|6|California Healthy Kids Survey data indicates that 25% of students felt very safe at school and 25% felt safe attending school. The average connectedness score was 2.46%. 30% of the students identified as white. Other subgroups were not identified because there were less than 10 respondents in a particular race/ethnic group.|Met|NA|2018
12626950000000|Big Lagoon Union Elementary|6|Perceived safety: The majority of families strongly agree that their children feel safe at school. No parents disagree or strongly disagree.  Physical and emotional safety: The majority of families strongly agree that their children are emotionally and physically safe at school. No parents disagree or strongly disagree.  Harassment and bullying: There have been no reports of harassment nor bullying. The majority of parents strongly agree that their children feel safe and enjoy coming to school. No parents disagree or strongly disagree. This information is useful in guiding the school's continuation of services to students that promote safety and well being.|Met||2018
15636850000000|Muroc Joint Unified|6|The district learned that safety and security at school of important to students.  The district continues to provide school counselors to all students in all grade levels as well as newly added wrap around services via teleconference in the evenings for students who are at high risk for suicide or self harm.|Met||2018
16639906110233|Pioneer Middle|6|The Pioneer Union Elementary School District administered a student survey addressing school connectedness and a sense of safety. The survey was administered to students in grades 4-8 with 821 students participating in the survey. All students at the middle school participated in the survey.  The survey addresses school connectedness through questions that ask if the student has an adult they can trust at school; if they look forward to coming to school; support they receive or can expect to receive from school staff with issues of problems they may face; and if the teacher talks to the student about areas of strength and improvement. In 6th through 8th grade, students gave positive responses 73.7% of the time in regards to a sense of connectedness. This is approximately the same as last year’s results at 73.8%.   The survey also sought information regarding the sense of safety students have through questions relating to knowing the school rules for behavior, whether or not they felt that inappropriate behavior was addressed and had consequences; if they felt safe while at school; and if the school was in a good, clean condition. In 6th through 8th grade, 91.5% of student gave positive responses, which is also up from 90.7% the previous year.  Furthermore, the District surveyed parents and families about school climate and safety  as part of its annual parent survey given in the Spring of 2018. Overall, 98.7% of parents and families responded positively to their sense of connectedness to the schools, and 98.9% responded positively that they felt their children are safe while at school.  This school year Pioneer Union Elementary School District has introduced Multi-Tiered Systems of Support (MTSS). MTSS is an integrated, comprehensive framework for all district and school programs including academic instruction, behavior instruction, and social emotional learning. The expected benefits of MTSS are improved leverage of resources and services for all students; strategies that effectively support student success; and evidence-based, data-driven, district-wide, and school-wide supports for academic, behavior, and social-emotional learning.|Met||2018
39685856118921|Aspire River Oaks Charter|6|The data reveals that we have a strong community at River Oaks Charter School. Our EL percentage is high because we have a strong focus on this subgroup, supporting them within our COI and planning process, implementing GLAD strategies across grade levels, and are focusing on academic ownership and discourse between students. The African American population and our SWD disabilities groups resulted in our smallest percentages. We have begun in depth work on social and emotional learning, in all classrooms as well as whole school. I believe this work will improve student safety, satisfaction and a sense of belonging as we continue to check on each others emotions and find support. We have also restructured our SPED team to include two Education Specialists who have taken the job responsibilities and broke them into two roles to be the most efficient in all aspects of the job.|Met||2018
19647330129874|Community Preparatory Academy|6|DATA: We administered a survey in 2017-18 to students in grades 5 and 8 centered around student safety and connectedness. We found that 90% of students felt they were safe on school grounds.  That amount diminished to 80% for students feeling safe in the neighborhood surrounding the school and 15% of our students stated they had been bullied by someone at school during that year. 90% of students identified they knew someone they would feel comfortable speaking with at school if they had a concern about bullying and 90% believe the school would be responsive to reports of bullying.   MEANING AND USE: The survey revealed that we need to be more active in the community surrounding the school so that students will safe when they leave the grounds.  We may need to develop community partners or identify what is making students feel unsafe when they leave, in particular those students who walk or ride the bus.  This data was most important since we operate two separate sites. We felt that the results showed a higher percentage of students feeling unsafe at one site over the other.  However we felt the need to make changes at both. We also felt that the results indicate we can do more in the area of being a bully-free zone. We will be looking to add professional development for teachers in the area of restorative justice and having law enforcement and community leaders come in to speak with students about bullying.  We plan to give the survey again once we have implemented these . items and see if the results are different during 2018-19.|Met||2018
19647330111583|Animo Jackie Robinson High|6|The school administers the California Healthy Kids Survey (CHKS) to all 9th and 11th  grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids.  The School mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved.  To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”  The school will track students’ responses to the CHKS “Relationships and Student Connectedness” domain. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension. The data will also be used to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school scored exceeded in this Domain, with a continued focus on developing a strong sense of school connectedness and evidence of caring adult relationships through professional development and restorative practices.  To measure the impact of expanded community partnerships, the school will track CHKS subdomain “Mental Health”  The school will track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students. The school scores had a wide range, requiring further student by student analysis and targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager.  To measure additional metrics of school climate, the school will track a variety of other metrics included in its LCAP.  Additionally, the school exhibited a strong overall ADA of 97%.  The school has an out of school suspension rate of 1.4%. With regards to chronic absenteeism rates, the school maintained a rate under 10% The school continues to maintain a low expulsion rate, indicating a positive school climate.|Met||2018
19647330106849|Animo Pat Brown|6|The school administers the California Healthy Kids Survey (CHKS) to all 9th and 11th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids.  The School mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved.  To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”  The school will track students’ responses to the CHKS “Relationships and Student Connectedness” domain. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension. The data will also be used to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school scored exceeded in this Domain, with a continued focus on developing a strong sense of school connectedness and evidence of caring adult relationships through professional development and restorative practices.  To measure the impact of expanded community partnerships, the school will track CHKS subdomain “Mental Health”  The school will track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students. The school scores had a wide range, from approaching to met, requiring further student by student analysis and targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager.  To measure additional metrics of school climate, the school will track a variety of other metrics included in its LCAP.  Additionally, the school exhibited a strong overall ADA of 95%.  The school has an out of school suspension rate of 1.9%.  The school continues to maintain a low expulsion rate, indicating a positive school climate.|Met||2018
19647091996313|Animo Leadership High|6|The school administers the California Healthy Kids Survey (CHKS) to all 7th(or 9th and 11th)  grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids.  The School mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved.  To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”  The school will track students’ responses to the CHKS “Relationships and Student Connectedness” domain. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension. The data will also be used to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school scored met in this Domain, with a continued focus on developing a strong sense of school connectedness and evidence of caring adult relationships through professional development and restorative practices.  To measure the impact of expanded community partnerships, the school will track CHKS subdomain “Mental Health”  The school will track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students. The school scores had a wide range, requiring further student by student analysis and targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager.  To measure additional metrics of school climate, the school will track a variety of other metrics included in its LCAP.  Additionally, the school exhibited a strong overall ADA of 97%.  The school has an out of school suspension rate of 1.4%.  With regards to chronic absenteeism rates, the school maintained a rate under 10%.  The school continues to maintain a low expulsion rate, indicating a positive school climate.|Met||2018
19647330134023|Animo Florence-Firestone Charter Middle|6|The school administers the California Healthy Kids Survey (CHKS) to all 7th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids.  The School mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved.  To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”  The school will track students’ responses to the CHKS “Relationships and Student Connectedness” domain. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension. The data will also be used to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school scored approaching in this Domain, with a continued focus on developing a strong sense of school connectedness and evidence of caring adult relationships through professional development and restorative practices.  To measure the impact of expanded community partnerships, the school will track CHKS subdomain “Mental Health”  The school will track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students. The school scores had a wide range, from approaching to met, requiring further student by student analysis and targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager.  To measure additional metrics of school climate, the school will track a variety of other metrics included in its LCAP.  Additionally, the school exhibited a strong overall ADA of 97%.  The school has an out of school suspension rate of 3.4%.  With regards to chronic absenteeism rates, the school maintained a rate under 10%.  The school continues to maintain a low expulsion rate, indicating a positive school climate.|Met||2018
19647330118588|Alain Leroy Locke College Preparatory Academy|6|The school administers the California Healthy Kids Survey (CHKS) to all 9th and 11th  grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids.  The School mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved.  To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”  The school will track students’ responses to the CHKS “Relationships and Student Connectedness” domain. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension. The data will also be used to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school scored approaching in this Domain, with a continued focus on developing a strong sense of school connectedness and evidence of caring adult relationships through professional development and restorative practices.  To measure the impact of expanded community partnerships, the school will track CHKS subdomain “Mental Health”  The school will track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students. The school scores had a wide range, requiring further student by student analysis and targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager.  To measure additional metrics of school climate, the school will track a variety of other metrics included in its LCAP.  Additionally, the school exhibited an overall ADA of 90%.  The school has an out of school suspension rate of 3.4%. The school continues to maintain a low expulsion rate, indicating a positive school climate.|Met||2018
01612596118608|ASCEND|6|To better understand the needs of students, parents, and staff, ASCEND administers the School Climate Assessment Instrument (SCAI). Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate and ASCEND has been using it for multiple years. On a 5-point scale, ASCEND students rated 3.7 on Student Relationships, which includes evaluating sense of belonging and sense of safety.  Based on results from the survey, ASCEND will continue to implement a Strong Start curriculum to ensure strong classroom cultures that support belonging and student learning.|Met||2018
01612590130617|Oakland Military Institute, College Preparatory Academy|6|OMI has been surveying staff, students and parents over the years. The key findings are that OMI staff and students are overall satisfied with OMI within 8 dimensions:  Physical Environment Teacher Relations Student Interactions Leadership Management Discipline Learning / Assessment Social-Emotional Culture Community  Our overall rating on the SCAI is 3.09.  The main areas for continued focus for improvement are in managment discipline and socio-emotional culture.  OMI has made major changes in its management system, eliminating a system based on demerits and moving to a restorative justice model, which is in its first year of full implementation and has increased it professional development on socio-emotional learning for all staff members.    With the changes we have made over the last year and within this current school year are having positive impacts on our continued ability to support the success of our cadets over time. We will continue to support these improvements.|Met||2018
19647330120477|Aspire Titan Academy|6|"The data reveals that we have a strong community and culture at Aspire Titan Academy. While the data is strong, we are striving to ensure we have at least a 90% positive response rate. Students who identify as English Language Learners and Students with Disabilities (SWD) report a slightly lower percentage of feeling like they belong at our school than the school-wide percentage. Our Special Education team and aides will continue to develop strategies and systems to engage our students. The students enjoy coming to the ""Learning Center"" to learn and take breaks (as needed). There is a lot of push in support as well, which helps students feel and see that they belong in their classrooms as part of the learning community. The school implements both designated and integrated ELD supports that help students access the curriculum, and feel successful at school.  The language block is held for all students from 2:00-2:30 so that English Learners do not feel singled out.  We have begun in depth work on social and emotional learning, in all classrooms as well as whole school. We believe this work will improve student safety, satisfaction and a sense of belonging as we continue to check on each other’s emotions and find support. The school also has a shared set of values that underpin our well established Restorative Practices program. We also hold restorative circles when needed. This helps all students see that we are a community, and when harm is caused its addressed, and students take responsibility for their actions."|Met||2018
19101990136119|Animo City of Champions Charter High|6|The school administers the California Healthy Kids Survey (CHKS) to all 9th and 11th  grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids.  The School mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved.  To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”  The school will track students’ responses to the CHKS “Relationships and Student Connectedness” domain. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension. The data will also be used to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school scored approaching in this Domain, with a continued focus on developing a strong sense of school connectedness and evidence of caring adult relationships through professional development and restorative practices.  To measure the impact of expanded community partnerships, the school will track CHKS subdomain “Mental Health”  The school will track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students. The school scores had a wide range, requiring further student by student analysis and targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager.  To measure additional metrics of school climate, the school will track a variety of other metrics included in its LCAP.  Additionally, the school exhibited a strong overall ADA of 96%.  The school has an out of school suspension rate of 5.2%.  With regards to chronic absenteeism rates, the school maintained a rate under 10%.  The school continues to maintain a low expulsion rate, indicating a positive school climate.|Met||2018
33670820000000|Hemet Unified|6|Hemet Unified School District administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness. The 2017-18 administration of the California Healthy Kids Survey was provided to students in 5th, 7th, 9th and 11th grade. Students in 5th, 7th, 9th, and 11th grade report a sense of being connected to the school in a span ranging from 87%-94% (Moderately or Highly Agree). In addition, 53%-73% of students (of the same grade span) “Moderately” or “Highly” agree with the statement they feel safe on campus. Information regarding school climate is also gathered from staff and used to inform decision making. Additionally, school climate information is gathered in support of work around Restorative Justice training, Integrated Systems of Support, and tobacco/alcohol/drug prevention as well as peer leadership efforts.  Analysis of key findings reveals students, parents, and staff report 87%-97% or higher favorable responses to questions related to school connectedness. This area of strength is a leverage point to address the variable response associated with the perception of school safety.   The current Local Control Accountability Plan (LCAP) in Hemet Unified School District has three goals: 1. high-quality Teaching and Learning; 2. providing Systems of Support for all students; 3. supporting positive Climate and Culture. This data will continue to inform current actions and services in all three goal areas of the LCAP. The District leadership uses the continuous improvement framework of Plan-Do-Study-Act (PDSA) to organize the work of all certificated leaders in direct support of the three district goals. In comparison to prior California Healthy Kids Survey administrations, the district sees variable movement in the key indicators. Internal leading indicators and anecdotal data provide support for the continued implementation of actions and services in support of improved Climate and Culture goal related outcomes.|Met||2018
19647330124024|Animo Phillis Wheatley Charter Middle|6|"""The school administers the California Healthy Kids Survey (CHKS) to all 7th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids. The School mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved. To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”. The school will track students’ responses to the CHKS “Relationships and Student Connectedness” domain. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension. The data will also be used to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school scored approaching in this Domain, with a continued focus on developing a strong sense of school connectedness and evidence of caring adult relationships through professional development and restorative practices. To measure the impact of expanded community partnerships, the school will track CHKS subdomain “Mental Health”. The school will track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students. The school scores had a wide range, from approaching to met, requiring further student by student analysis and targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager. To measure additional metrics of school climate, the school will track a variety of other metrics included in its LCAP. ""    Additionally, the school exhibited a strong overall ADA of 96%.  The school has an out of school suspension rate of 6%.  With regards to chronic absenteeism rates, the school maintained a rate under 10%.  The school continues to maintain a low expulsion rate, indicating a positive school climate."|Met||2018
19647330124792|Aspire Juanita Tate Academy Charter|6|The data reveals that we have a strong community and culture at Aspire Tate Academy. While the data is strong, we are striving to ensure we have at least a 90% positive response rate.  The school implements both designated and integrated ELD supports that help students access the curriculum, and feel successful at school. this helps to ensure they feel like they belong. Students who identify as Hispanic also report a high percentage. We ensure our curriculum is culturally relevant, and that we provide school and community events that reflect the demographic makeup of our learning community. Students who identify as African American have reported the lowest percentage of feeling connected to our school community. In order to ensure all subgroups of students feel like they belong at our school we have implemented various research-based systems. We have begun in depth work on social and emotional learning, in all classrooms as well as whole school. We believe this work will improve student safety, satisfaction and a sense of belonging as we continue to check on each other’s emotions and find support. The school also implements daily community building circles as part of our well established Restorative Practices program. We also hold restorative circles when needed. This helps all students see that we are a community, and when harm is caused its addressed, and students take responsibility for their actions.|Met||2018
39685850000000|Lodi Unified|6|The 2017-18 Lodi Unified School District School Climate Survey was taken by 16,143 students, representing 48 school sites in Grades 4-12, with an approximately equal distribution across grade levels. The climate survey was comprised of 35 substantive questions on a four-point agreement scale (Strongly Agree to Strongly Disagree). The survey was designed locally to address the National School Climate Center’s characteristics of a positive school climate as follows: • Norms, values, and expectations that support people feeling socially, emotionally, and physically safe • People are engaged and respected • Students, families, and educators work together to develop and contribute to a shared school vision • Educators model and nurture attitudes that emphasize the benefits and satisfaction gained from learning • Each person contributes to the operations of the school and the care of the physical environment  1. School Safety: In general students appear to feel safe at school as over 81% answered the direct questions regarding the school being safe in the affirmative. However, this drops to less than 57% when specific safety issues such as fighting, threats and stealing or damaging other students’ property were queried. This provides a basis for the need to develop remedies in these areas specifically. Strongly Agree/Agree • People of different cultural backgrounds, races, or ethnicities get along well at this school. 82% • Students respect one another at this school. 61% • Students at this school get along well with each other. 66% • I feel safe at this school. 81% • I feel safe going to and from this school. 85% • Students at this school try to work out their disagreements with other students by talking to them. 49% Strongly Disagree /Disagree • Students at this school carry guns or knives to school. 82% • Students at this school threaten to hurt other students. 57% • Students at this school steal, damage or destroy other students' property. 56% • Students at this school fight a lot. 53%  2. Connectedness: Strongly Agree/Agree Survey results show that students do feel a connection to their school sites. When answering the specific item regarding if they felt a part of their school, 83% responded that they Strongly Agree/Agree with the statement. Additionally students felt that teachers and adults at their school sites care about them. • My teachers care about me. 87% • If I am absent, there is a teacher or some other adult at school that will notice my absence. 88% • I feel like I am part of this school. 83% • I feel socially accepted here. 83%|Met||2018
19646341996586|Animo Inglewood Charter High|6|The school administers the California Healthy Kids Survey (CHKS) to all 9th and 11th  grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids.  The School mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved.  To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”  The school will track students’ responses to the CHKS “Relationships and Student Connectedness” domain. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension. The data will also be used to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school scored met in this Domain, with a continued focus on developing a strong sense of school connectedness and evidence of caring adult relationships through professional development and restorative practices.  To measure the impact of expanded community partnerships, the school will track CHKS subdomain “Mental Health”  The school will track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students. The school scores had a wide range, requiring further student by student analysis and targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager.  To measure additional metrics of school climate, the school will track a variety of other metrics included in its LCAP.  Additionally, the school exhibited a strong overall ADA of 96%.  The school has an out of school suspension rates of 0.6%.  With regards to chronic absenteeism rates, the school maintained a rate under 10%.  The school continues to maintain a low expulsion rate, indicating a positive school climate.|Met||2018
19647330111575|Animo Ralph Bunche Charter High|6|The school administers the California Healthy Kids Survey (CHKS) to all 9th and 11th  grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids.  The School mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved.  To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”  The school will track students’ responses to the CHKS “Relationships and Student Connectedness” domain. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension. The data will also be used to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school scored met in this Domain, with a continued focus on developing a strong sense of school connectedness and evidence of caring adult relationships through professional development and restorative practices.  To measure the impact of expanded community partnerships, the school will track CHKS subdomain “Mental Health”  The school will track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students. The school scores had a wide range, requiring further student by student analysis and targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager.  To measure additional metrics of school climate, the school will track a variety of other metrics included in its LCAP.  Additionally, the school exhibited a strong overall ADA of 97%.  The school has an out of school suspension rate of 3.2 %. With regards to chronic absenteeism rates, the school maintained a rate under 10%. The school continues to maintain a low expulsion rate, indicating a positive school climate.|Met||2018
19734370137984|Ã�nimo Compton Charter|6|The school will administer the California Healthy Kids Survey (CHKS) to all 7th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids.  The School mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved.  To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”  The school will track students’ responses to the CHKS “Relationships and Student Connectedness” domain. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension. The data will also be used to guide programmatic decisions around restorative practices and positive behavior intervention systems.   To measure the impact of expanded community partnerships, the school will track CHKS subdomain “Mental Health”  The school will track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students.   To measure additional metrics of school climate, the school will track a variety of other metrics included in its LCAP.|Met||2018
19647330124784|Aspire Slauson Academy Charter|6|The data reveals that we have a strong community and culture at Aspire Slauson Academy. While the data is strong, we are striving to ensure we have at least a 90% positive response rate.  The school implements both designated and integrated ELD supports that help students access the curriculum, and feel successful at school. this helps to ensure they feel like they belong. Students who identify as Hispanic also report a high percentage. We ensure our curriculum is culturally relevant, and that we provide school and community events that reflect the demographic makeup of our learning community.  In order to ensure all subgroups of students feel like they belong at our school we have implemented various research-based systems. We have begun in depth work on social and emotional learning, in all classrooms as well as whole school. We believe this work will improve student safety, satisfaction and a sense of belonging as we continue to check on each other’s emotions and find support. The school also implements daily community building circles as part of our well established Restorative Practices program. We also hold restorative circles when needed. This helps all students see that we are a community, and when harm is caused its addressed, and students take responsibility for their actions.|Met||2018
19647330124008|Animo James B. Taylor Charter Middle|6|The school administers the California Healthy Kids Survey (CHKS) to all 7th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids.  The School mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved.  To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”  The school will track students’ responses to the CHKS “Relationships and Student Connectedness” domain. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension. The data will also be used to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school scored approaching in this Domain, with a continued focus on developing a strong sense of school connectedness and evidence of caring adult relationships through professional development and restorative practices.  To measure the impact of expanded community partnerships, the school will track CHKS subdomain “Mental Health”  The school will track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students. The school scores had a wide range, from approaching to met, requiring further student by student analysis and targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager.  To measure additional metrics of school climate, the school will track a variety of other metrics included in its LCAP.  Additionally, the school exhibited a strong overall ADA of 96%.  The school has an out of school suspension rate of 1%.   The school continues to maintain a low expulsion rate, indicating a positive school climate.|Met||2018
01612590111476|Achieve Academy|6|To better understand the needs of students, parents, and staff, Achieve administers the School Climate Assessment Instrument (SCAI). Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate and Achieve has been using it for multiple years. On a 5-point scale, Achieve students rated 3.9 on Student Relationships, which includes evaluating sense of belonging and sense of safety.  Based on results from the survey, Achieve will iterate on and continue to implement a Strong Start curriculum to ensure strong classroom cultures that support belonging and student learning.|Met||2018
16639586113120|Mid Valley Alternative Charter|6|Students participated in the Healthy Kids Survey.  Some key findings are reported below: 55% of students report that they are motivated to learn 80% of students report that adults at this school encourage students to work hard so that they can be successful in college or at the job they choose. 76% of students report that their teachers work hard to help them with their schoolwork when they need help. 81% of students report that teachers give students a chance to take part in classroom discussions or activities. 63% of students report that the school is a supportive and inviting place for students to learn. 45% of students report that adults at this school treat all students with respect. 33% of students report that school rules are fair. 57% of students report that rules in this school are made clear to students. 33% of students report that students care about each other. 20% of students report that students treat each other with respect. 78% of students report that teachers here make it clear to students that bullying is not tolerated. 55% of students report that if another student was bullying them, they would tell one of the teachers or staff at school. 35% of students report that students here try to stop bullying when they see it happening. 48% of students report that the playground and buildings are clean and in good condition.  The LEA learned the following key data: Area if Strength: The staff makes it clear that students must respect one another (although that doesn't carry over to students respecting one another when staff isn't present), rules are clear to students, students are clear regarding what is expected of them.  Area of Growth: Support in the area of motivation for learning, caring for one another, and respecting one another is needed.  The LEA understands the importance of school connectedness and is creating a team to develop opportunities for students to connect not only to the school but also to their peers. Challenges:  The staff has clear expectations; although when there are student to student interactions our students are not using the skills taught to them to work through their peer interactions.   In response to the data presented above the LEA will be creating a behavior intervention team to create social emotional support for students in addition to academic support.  The district has attended an initial MTSS training and is working on creating PBIS.  The district is in the initial stages of working on creating opportunities for school connectedness.|Met||2018
19647330122721|Aspire Pacific Academy|6|The data reveals that a little over half of all students surveyed reported a positive sense of belonging. Students who identify as English Language Learners report a higher percentage of feeling a positive sense of belonging than the school-wide average. We have recently implemented an academic English class to help further support our EL students, which has increased their ability to access core content, furthering their sense of belonging in our learning community.  We have started implementing a new Social Emotional Curriculum across our school campus to help explicitly teach core social-emotional competencies, while equipping students with the ability to identify their emotions, and build a sense of agency in ensuring they receive what they need. We have also implemented a school-wide Restorative Practice program with daily community building circles, and restorative circles when needed. We have started to see in increase in positive behaviors and a decrease in student referrals.|Met||2018
57726940000000|Washington Unified|6|"Washington Unified uses California and Healthy Kids Survey (CHKS) and an annual Local Control Accountability Plan (LCAP) Survey as measures of student perceptions of school safety and connectedness.  The 2017-18 Local Control Accountability Plan  Parent survey demonstrated that 50% of respondents agree and 25% strongly agree with the following statement:  My student(s) school is safe, provides a nurturing environment and promotes positive behavior.  The most current California Healthy Kids Survey reflect an average score of 333 which is a 3 point increase from the previous administration of the survey. Scores range from approximately 100 to 500, with high scores representing more positive school climates. This score places Washington Unified in the 74th percentile of the State. This means that 74 percent of the schools in the state had the same, or lower score.  When ranked with Similiar Schools (other schools in the state with similar demographics), Washington Unified ranks in the 85 percentile.  Specifically, student response indicators indicate that 54% of middle school and 42% of high school students ""Feel a part of the school."" Additionally, 62% of middle school students and 55% of high school students feel safe at school. This data indicates that students feel less connected as they move up into the secondary system.  One of the recognized challenges is the discrepancy between student and staff perceptions.  For example, while 97% of staff members report that ""School is a supportive and inviting place for students to learn"", 64% of students report that they ""feel a part of the school.""  WUSD uses the LCAP planning process to refine actions related to promoting positive school climate, districtwide.  Through the LCAP, there is a team of social workers and youth outreach specialist supporting sites and engaging students in positive behaviors.  The Reach One Alliance with Kevin Bracy provides monthly assemblies, group activities and individual mentoring to create positive relationships across campuses.  The district has implemented a system of multi-tiered support (MTSS) to ensure that each student is recognized by ""name and by need.""  Needs include socio-emotional and academic areas. These actions are making a difference as evidenced by the increase in score on the CHKS Survey, a decrease in suspensions, decrease in referrals, and the WUSD LCAP Parent Survey."|Met||2018
19647330115139|Center for Advanced Learning|6|CAL administered a local climate survey to parents in second grade during the 2016-17 school year. This grade represented the largest number of families within the school’s population. Nearly 80% of the students in second grade had two or more siblings in other grades during this school year. Below are some findings from the local climate survey: 1. 85% of parents felt that CAL provides non-academic services to their students to help them be successful in school. 2. 90% of parents felt their students were safe at CAL 3. Nearly all parents believe their children are achieving academically. 4. CAL’s overall attendance rate at the end of the 2016-2017 school year was 97.51%, 1.51% better than the goal of 96%. 5. We had no (zero) suspensions or expulsions in the last 5 years. 6. CAL maintained a positive school climate according to parent surveys and monthly site inspections done by administrators.  CAL did not administer the climate survey during the 17-18 school year, however will administer a local climate survey during the 2018-19 school year.|Met||2018
34673146112254|Elk Grove Charter|6|While the minimum requirement for LCAP is to administer a student survey about climate, EGCS surveys students, school staff, and parents. EGCS’s culture and climate survey, developed by EGUSD, evaluates culture and climate around the following themes or constructs:  • School Connectedness and Sense of Belonging • Climate of Support for Academic Learning • Knowledge and Fairness of Discipline, Rules, and Norms • Safety Overall results show that, parents have the most favorable ratings of the school’s culture and climate at 92%, compared to school staff at 81%, and students at 62%.  Of the four themes, students rated knowledge and fairness of discipline, rules and norms the highest at 72%. Parents rated climate of support for academic learning as the highest theme at 95%. Staff rated safety the highest at 89%. Students rated Safety as the lowest of the four themes (53%), parents rated knowledge and fairness of discipline, rules, and norms as the lowest (86%), and school staff rated school connectedness/sense of belonging as the lowest (71%).   Only four of 242 students responded to the EGUSD culture and climate survey. Given the low response rate, the primary challenge and barrier to improvement is having an incomplete measurement; therefore, the school will redouble efforts in fall 2018 to improve the student response rate on the EGUSD-administered survey.  However, EGCS administers a locally designed student survey that has a markedly higher response rate. (In spring 2018, 131 of 253 students responded.) The survey focuses on perceptions about academic support, rigor, interventions, comfort at school, and success mindset. Responses were based on scale responses between 1-5 with 5 indicating the highest level of agreement.  Regarding support for achieving graduation goals, 91% responded with a 4 or 5, indicating they feel supported by EGCS. 65% stated they feel that their courses at EGCS are challenging and engaging. 22% of respondents stated that they had an intervention plan, 76% of whom stated the plan had assisted them. EGCS offers core content support labs and 73% of respondents stated the labs assisted them in meeting their academic goals. 69% of students stated they felt comfortable talking to a teacher about their academic needs and 87% stated the felt they could be successful at EGCS.  The primary initiative driving improvement in culture and climate at EGCS is Positive Behavioral Interventions and Supports (PBIS). EGCS monitors and evaluates the PBIS program annually. In the most recent evaluation, the school’s fidelity of implementation increased from 67% in 2016-17 to 77% in 2017-18. Based on the results from a wide-range of measures, EGCS is re-evaluating the school’s intervention system to better assist students and to address student comfort levels with discussing future plans with teachers and staff. The school also is trying to determine how to improve survey response rates for EGUSD-developed and administered surveys.|Met||2018
19101990112128|Aspire Ollin University Preparatory Academy|6|The data reveals that a little over half of all students surveyed reported a positive sense of belonging. Students who identify as English Language Learners and Students with Disabilities report a higher percentage of feeling a positive sense of belonging than the school-wide average. We have recently implemented an academic English class to help further support our EL students, which has increased their ability to access core content, furthering their sense of belonging in our learning community. We have a co-teach model, where students who receive Special Education services receive support in the gen. ed. classroom, which helps promote a sense of belonging. We have started implementing a new Social Emotional Curriculum across our school campus to help explicitly teach core social-emotional competencies, while equipping students with the ability to identify their emotions, and build a sense of agency in ensuring they receive what they need. We have also implemented a school-wide Restorative Practice program with daily community building circles, and restorative circles when needed. We have started to see in increase in positive behaviors and a decrease in student referrals.|Met||2018
37754160000000|Warner Unified|6|See LCAP|Met||2018
19647330129270|Animo Mae Jemison Charter Middle|6|The school administers the California Healthy Kids Survey (CHKS) to all 7th  grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids.  The School mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved.  To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”  The school will track students’ responses to the CHKS “Relationships and Student Connectedness” domain. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension. The data will also be used to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school scored approaching in this Domain, with a continued focus on developing a strong sense of school connectedness and evidence of caring adult relationships through professional development and restorative practices.  To measure the impact of expanded community partnerships, the school will track CHKS subdomain “Mental Health”  The school will track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students. The school scores had a wide range, from approaching to met, requiring further student by student analysis and targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager.  To measure additional metrics of school climate, the school will track a variety of other metrics included in its LCAP.  Additionally, the school exhibited a strong overall ADA of 96%.  The school has an out of school suspension rate of 2.4%.  The school continues to maintain a low expulsion rate, indicating a positive school climate.|Met||2018
33670580000000|Desert Sands Unified|6|In spring 2018, more than fifteen thousand students in grades 3-12 participated in the first annual Student Climate survey through Panorama and provided the following feedback for growth and improvement:  Climate of Support for Academic Learning  Areas of Strength: -Student participation -School helps students be successful -College going culture -Teachers work hard -Math field day -Chromebooks -ASES -Activities -Arts -Athletics -Science Fair Opportunities for Growth: -Responses for grade 9-12 share concerns about teacher’s supporting students  -More time to ask questions -Support students with their behavior -Responses for grade 9-12 share concerns about teacher’s supporting students  Safety Areas of Strength: -Overall feeling of student safety strong at elementary sites Opportunities for Growth: -Students expressed concern regarding aggressive behaviors, teasing and rumors -Perception of safety declines as grade span increases  Knowledge and Fairness of Discipline, Rules and Norms Areas of Strength: -School rules and consequences are clear to students, especially at the elementary grades Opportunities for Growth: -Only punish those that misbehaved, not entire class -Lack of clarity on rules and consequences -Perception of respect from adults toward students in schools declines dramatically and grade span increases -Perception that students are not always treated fairly when they break rules -Most concerning is student perception of other students treating teachers with disrespect   Sense of Belonging/School Connectedness Areas of Strength: -Positive culture at all schools, especially elementary -Most students feel a connection to people at school and feel safe Opportunities for Growth: -Only half of high school students feel like they are part of school - More emotional support for students  LCAP Areas of Strength: -Survey free responses indicate an appreciation for actions within the LCAP including:  • Tutoring • Summer School • AP/IB offerings • Arts/music • Middle school sports Opportunities for Growth: -Survey question response indicate high school students don’t yet see the connection between our district LCAP goals and their own student learning. We can do a better job communicating our district goals and helping to make connections.|Met||2018
19647330106831|Animo Venice Charter High|6|The school administers the California Healthy Kids Survey (CHKS) to all 9th and 11th  grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids.  The School mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved.  To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”  The school will track students’ responses to the CHKS “Relationships and Student Connectedness” domain. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension. The data will also be used to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school scored exceeded in this Domain, with a continued focus on developing a strong sense of school connectedness and evidence of caring adult relationships through professional development and restorative practices.  To measure the impact of expanded community partnerships, the school will track CHKS subdomain “Mental Health”  The school will track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students. The school scores had a wide range requiring further student by student analysis and targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager.  To measure additional metrics of school climate, the school will track a variety of other metrics included in its LCAP.  Additionally, the school exhibited a strong overall ADA of 97%.  The school has an out of school suspension rate of 2.5%.  With regards to chronic absenteeism rates, the school maintained a rate under 10%.  The school continues to maintain a low expulsion rate, indicating a positive school climate.|Met||2018
34752830120113|Natomas Pacific Pathways Prep Middle|6|NP3 prides itself in providing a small classroom environment with proactive school-wide approaches to support student learning and emotional and social needs. Every student is part of an Advisory, an important component to NP3. Advisory is an environment where students have the opportunity to build relationships with each other and their Advisor in a unique way compared to other content specific classes. NP3 also has two counselors to serve a student body of just over 500. In addition to supporting students who receive regular support from the counselors, they also implement various traditions, activities and more in an effort to be proactive and instil a positive school culture. The school also implements several programs and practices, such as The Leader In Me, action teams, and student government - opportunities for students to partake and increase feeling connected to the school and their community. NP3 also uses several surveys to gather feedback on student perceptions of their experience. Last year’s survey results showed nearly 90% of students feel safe on campus, and nearly every student felt they get a great education here.|Met||2018
19647330122481|Animo Jefferson Charter Middle|6|The school administers the California Healthy Kids Survey (CHKS) to all 7th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids.  The School mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved.  To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”  The school will track students’ responses to the CHKS “Relationships and Student Connectedness” domain. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension. The data will also be used to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school scored approaching in this Domain, with a continued focus on developing a strong sense of school connectedness and evidence of caring adult relationships through professional development and restorative practices.  To measure the impact of expanded community partnerships, the school will track CHKS subdomain “Mental Health”  The school will track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students. The school scores had a wide range, from approaching to met, requiring further student by student analysis and targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager.  To measure additional metrics of school climate, the school will track a variety of other metrics included in its LCAP.  Additionally, the school exhibited a strong overall ADA of 96%.  The school has an out of school suspension rate of 3.2%.  With regards to chronic absenteeism rates, the school maintained a rate under 10%.  The school continues to maintain a low expulsion rate, indicating a positive school climate.|Met||2018
19647330124016|Animo Western Charter Middle|6|The school administers the California Healthy Kids Survey (CHKS) to all 7th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids. The School mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved. To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”. The school will track students’ responses to the CHKS “Relationships and Student Connectedness” domain. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension. The data will also be used to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school scored approaching in this Domain, with a continued focus on developing a strong sense of school connectedness and evidence of caring adult relationships through professional development and restorative practices. To measure the impact of expanded community partnerships, the school will track CHKS subdomain “Mental Health”. The school will track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students. The school scores had a wide range, from approaching to met, requiring further student by student analysis and targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager. To measure additional metrics of school climate, the school will track a variety of other metrics included in its LCAP.|Met||2018
19647330114884|Aspire Junior Collegiate Academy|6|"The data reveals that we have a strong community and culture at Aspire Junior Collegiate Academy.  While the data is strong, we are striving to ensure we have at least a 90% positive response rate.  Students who identify as Students with Disabilities (SWD) report a higher percentage of belonging at the school than the school-wide percentage.  Our SWD is high because we have a strong Special Education team and aides.  The students enjoy coming to the ""Learning Center"" to learn and take breaks (as needed). There is a lot of push in support as well, which helps students feel and see that they belong in their classrooms as part of the learning community.  Students who identify as English Language Learners .  The school implements both designated and integrated ELD supports that help students access the curriculum, and feel successful at school.  this helps to ensure they feel like they belong.  We have begun in depth work on social and emotional learning, in all classrooms as well as whole school. We believe this work will improve student safety, satisfaction and a sense of belonging as we continue to check on each others emotions and find support.  The school also implements daily community building circles as part of our well established Restorative Practices program.  We also hold restorative circles when needed.  This helps all students see that we are a community, and when harm is caused its addressed, and students take responsibility for their actions."|Met||2018
43696660129718|Downtown College Preparatory Middle|6|GOAL: Downtown College Prep Middle School (DCP El Camino) is committed to ensuring a positive school culture. Toward that end, it holds the goal that  the school environment will be safe and welcoming for all students.  ACTIONS: DCP El Camino engages in the following actions to support this goal: 1) Provide clean and safe facility, 2) Implement Restorative Practices, 3) Utilize support staff to ensure a safe and welcoming environment, 4) Provide professional development to teachers to implement Restorative Practices, 5) Provide socio-emotional counseling, and 6)Support families in being actively involved in their child’s education and the school.  ASSESSMENT: DCP El Camino assesses its progress in this goal area through 1) Student and family ratings of school climate on the annual survey, 2) Suspension rate, 3) Expulsion rate, and 4) Facility rating.  ANALYSIS: On the annual survey, parents rated school climate at 3.56 while students rated it at 3.84 on a scale of 1 - 5. The school will continue efforts, as detailed below, to cultivate a strong school culture.  2017-18 PROGRESS: DCP El Camino achieved progress in this goal area as follows:  ALMA CENTER OPENS ITS DOORS - The Alma campus opened its doors for the first time on August 20th.  The space provides a safe haven for students to develop their voice as learners and people in an environment that is open both in terms of how space is used and how staff and students interact. RESTORATIVE PRACTICES - Engaged on training by the SEEDS Community Resolution Center in the summer, with follow up training on site throughout the year to support implementation of restorative practices. SOCIO-EMOTIONAL WELLNESS - The new site allowed for increased on site individual and small group counseling was provided. LOBO DAYS - All students participated in “Lobo Days” as a way to begin the year, establish relationships between staff and students and set the culture to begin the year. CULTURE RESET - In January 2018, all staff and students participated in a series of lessons and activities to establish a culture of mutual respect to begin the second semester.  This resulted in a significant decrease in student behavior incidents resulting in a safer school environment.|Met||2018
23655576116669|Pacific Community Charter|6|The Pacific School’s School Success Survey Committee surveys students in grades 2 through 12 and parents/families annually (see also Parent Engagement). Student questions range from school climate to college readiness, and from technology to visions for the future. By using a school-designed survey, we are able to target areas of concern from previous survey responses, and elicit feedback on new programs or recent policy changes. Typically 90% or more of students complete the survey. Completed survey tallies and comments are shared with staff, the Governance Council at a regularly scheduled meeting, and families thru newsletters. Data results from the fall of 2017 for the K-8 site indicate: Areas of strength: • 90% of students feel that they contribute to the well being of the school. • 80% of students feel that they strive to do their best in all their classes. • 82% of students feel that the school is preparing them for high school.  • 92% of students say they have rarely or never bullied someone else at school. • 83% of students say they have rarely or never seen someone else be bullied at school. Areas for growth:  • Younger students are more likely to look forward to the all-school performance than older students.  • There is a discrepancy between “feeling bullied” and “having bullied” or “witnessing bullying.” Actions: • Older student have been given leadership responsibilities during the all-school performance. • Additional bullying prevention curriculum is in place, beginning with defining what is “Rude” what is “Mean” and what is “Bullying.” • In previous years, playground and classroom facilities were frequently brought up. The school addressed these concerns by adding on to one classroom (double the size), paving a basketball court area on the playground, and upgrading flooring and other surfaces.  Data results from those answering the spring of 2018 student survey for the High School site indicate: Areas of strength: •         100% developed new skills by completing Passages (student initiated courses) •         94% developed independent learning skills while completing Passages. •         94% of students felt their class schedule worked for them. •         83% agreed that they had started thinking about career goals.  •         Students mentioned “choice” as the number one positive for Passages, followed by    learning “new skills” and “college/career preparation.” • Students site good teachers and staff that care about your education, as overall positives for our school •         Students mentioned college/career preparation, independence, confidence and perseverance as the most important skills/traits/abilities they hope for upon graduating.       Areas for growth: •         Students requested more on-site course options, including math. •         Students mentioned a need for more fundraising.  Actions: • Gained UC approval for five additional college-prep courses to increase a-g offerings. • Added on-site math.|Met||2018
19647330124800|Aspire Inskeep Academy Charter|6|The data reveals that we have a strong community and culture at Aspire Inskeep Academy. While the data is strong, we are striving to ensure we have at least a 90% positive response rate. Students who identify as English Language Learners report a 100% positive response. The school implements both designated and integrated ELD supports that help students access the curriculum, and feel successful at school. this helps to ensure they feel like they belong. Students who identify as Hispanic also report a high percentage. We ensure our curriculum is culturally relevant, and that we provide school and community events that reflect the demographic makeup of our learning community. Students who identify as African American have reported the lowest percentage of feeling connected to our school community. In order to ensure all subgroups of students feel like they belong at our school we have implemented various research-based systems. We have begun in depth work on social and emotional learning, in all classrooms as well as whole school. We believe this work will improve student safety, satisfaction and a sense of belonging as we continue to check on each other’s emotions and find support. The school also implements daily community building circles as part of our well established Restorative Practices program. We also hold restorative circles when needed. This helps all students see that we are a community, and when harm is caused its addressed, and students take responsibility for their actions.|Met||2018
19647330123992|Animo Ellen Ochoa Charter Middle|6|The school administers the California Healthy Kids Survey (CHKS) to all 7th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids.  The School mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved.  To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”  The school will track students’ responses to the CHKS “Relationships and Student Connectedness” domain. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension. The data will also be used to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school scored approaching in this Domain, with a continued focus on developing a strong sense of school connectedness and evidence of caring adult relationships through professional development and restorative practices.  To measure the impact of expanded community partnerships, the school will track CHKS subdomain “Mental Health”  The school will track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students. The school scores had a wide range, from approaching to met, requiring further student by student analysis and targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager.  To measure additional metrics of school climate, the school will track a variety of other metrics included in its LCAP.  Additionally, the school exhibited a strong overall ADA of 97%.  The school has an out of school suspension rate of 0.8%.  With regards to chronic absenteeism rates, the school maintained a rate under 10%.  The school continues to maintain a low expulsion rate, indicating a positive school climate.|Met||2018
19647330122499|Animo Westside Charter Middle|6|The school administers the California Healthy Kids Survey (CHKS) to all 7th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids.  The School mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved.  To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”  The school will track students’ responses to the CHKS “Relationships and Student Connectedness” domain. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension. The data will also be used to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school scored met in this Domain, with a continued focus on developing a strong sense of school connectedness and evidence of caring adult relationships through professional development and restorative practices.  To measure the impact of expanded community partnerships, the school will track CHKS subdomain “Mental Health”  The school will track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students. The school scores had a wide range requiring further student by student analysis and targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager.  To measure additional metrics of school climate, the school will track a variety of other metrics included in its LCAP.  Additionally, the school exhibited a strong overall ADA of 97%.  The school has an out of school suspension rate of 3.4%. With regards to chronic absenteeism rates, the school maintained a rate under 10%.  The school continues to maintain a low expulsion rate, indicating a positive school climate.|Met||2018
01771800000000|SBE - Latitude 37.8 High|6|Latitude will administer the Panorama Student Survey twice a year, once in the fall and once in the spring. The Panorama Student Survey, which was developed in partnership with researchers from the Harvard Graduate School of Education, measures student perceptions about school climate.  Initial results from the early October administration of the Panorama survey yielded the following findings:  On the School Safety measure (which captures perceptions of student physical and psychological safety at school), Latitude students reported an average score of 4.1 out of 5. On the Rigorous Expectations measure (which assesses how much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class), students reported an average score of 4.0 out of 5. On the Teacher-Student Relationships measure (which assesses how strong the social connection is between teachers and students within and beyond the classroom), students reported an average score of 3.6 out of 5. On the Sense of Belonging measure (which assesses how much students feel that they are valued members of the school community), student reported an average score of 3.2 out of 5.  On the Cultural and Linguistic Competence measure (which assesses how much students feel they are treated equitably at the school and provided with culturally relevant instructional material), students reported an average score of 3.7 out of 5.  In addition, twice a year, Latitude will administer the Tripod Survey, a local climate survey that captures student perceptions of school safety and connectedness with a focus on each individual teacher’s practice. The survey generates information about how students experience teaching practices and learning conditions in the school, focused on the 7Cs. The 7Cs are the central constructs in the Tripod framework, and each construct is supported by research in peer reviewed publications that have appeared in education books and journals over the past several decades. Tripod uses a database of millions of survey responses to calibrate results against broadly anchored norms. The 7Cs are:  Care: Show concern and commitment Classroom management: Sustain order, respect, and focus  Clarify: Cultivate understanding and overcome confusion Challenge: Press for rigor and persistence Captivate: Inspire curiosity and interest Confer: Invite ideas and promote discussion Consolidate: Integrate ideas and summarize key points  Latitude administered the fall Tripod survey at the end of October. Results will be released and analyzed in late November.|Met||2018
19647330128132|Extera Public School No. 2|6|Extera Public School #2 adapted and administered the LAUSD School Experience Survey for grade 5 (TK-5) during the Fall of 2018. We anonymously administered the survey. The following questions were the most highly rated questions for each section of the elementary survey (5th). Academic Focus Do teachers work hard to help you with your schoolwork when you need it?, and 100% of students responded “Yes, all of the time,”  and “Yes, most of the time.”  Cognitive Engagement In my classes, I work on projects or assignments with other students, and 82.7% of students responded “Almost all of the time” and “Often.” Future Orientation School is important for achieving my future goals, and 86.2% of students responded ”Strongly agree” and “Agree.” Bullying Do other kids at this school bully you online?, and 75.9% of students responded ”No, never.” Connectedness and Safety Do teachers care if you are absent from school?, and 89.6% of students responded “Yes, all of the time,”  and “Yes, most of the time.”  Expectations for Behavior Do students treat adults at this school with respect?, and 82.8% of students responded “Yes, all of the time,”  and “Yes, most of the time.”  Opportunities for Participation and Leadership Do teachers encourage students to make decisions?, and 89.6% of students responded “Yes, all of the time,”  and “Yes, most of the time.”  Growth Mindset I can do well on all my tests, even when they’re difficult, and 79.3% of students responded, “Completely confident” and “Mostly confident.” Self-efficacy I can meet all the learning goals my teachers set, and 75.8% of students responded, “Completely confident” and “Mostly confident.” Self-management I remembered and followed directions, and 93.1% of students responded, “Almost all of the time” and “Often” Student Social Awareness During the past 30 days, how much did you care about other people’s feelings?, and 75.9% of students responded, “Cared a tremendous amount” and “Cared quite a bit.”  Overall, students seem happy, cared for, and empowered at our school. Our students also value school, feel respected and supported by adults, and are developing a strong growth mindset about their learning.  Areas of improvement can be gleaned from the three lowest rated questions on both surveys: 1. During the past 30 days, how often did you compliment others’ accomplishments? 51.7% of 5th graders responded positively, but 48.3% of 5th grade students responded negatively. 2. Do students have a voice in decision making at this school? 44.8% of 5th grade students responded positively, but 55.2% responded negatively. 3. Are students treated fairly when they break school rules? 48.2% of 5th grade students responded positively, but 51.8% responded negatively.   Our school can work to improve student validation of each other, giving students more voice and choice at school, and messaging to our students that restorative practices don't particularly look the same for every student.|Met||2018
49708210000000|Montgomery Elementary|6|Due to the District's small size, student participation and perception of school connectedness is communicated through regular parent conferences and Student Study Team meetings.  School programs and student participation are also discussed at winter Parent-Teacher Conferences, and results are reported to appropriate groups as needed.|Met||2018
13631490000000|Holtville Unified|6|In the school year 2017 -18 Holtville Unified School District administered a survey to student in grades 3-12; administrative staff reviewed them again this year. We decided to wait on giving another survey this early in the year, because we have instituted a number of new programs. We want to survey our students when they have had time to experience the changes.  Survey results from 2017 -18 produce helpful and productive results. “I know the school and classroom rules and the consequences for not following them” = 92.4%; “My school provides standard-aligned textbooks and learning material that I need while at school” = 89.9%; “I know the main goal of our school is to prepare me for a successful life, college and career” = 88.9%; “I feel safe at school” = 81.5% “Our Teachers help to make learning understandable to me by using different ways of presenting the information (Vides, hands-on activities, games…)” = 77.9%; “My teacher(s) makes time to discuss my grade, academic successes, or areas for improvement with me and with my parents (as needed) to help me do my best in school” = 76.1%; “Harassment and bullying is addressed and not tolerated at my school” = 75.7%; “My school contacts my parents if I am often late or absent from school” = 73.2%; “Staff at the school treat students with respect” = 72.6%; “I regularly receive encouragement form teachers, staff, office staff, and administrators to make my education a priority” = 71.7%; “I trust my teacher(s) and staff to help and support me when I am having academic or personal problems.” = 67.7%; “I look forward to coming to school most days” = 65.4%; “Students treat staff at the school with respect” = 64.5%; “My school is clean and in good condition (classrooms bathrooms, drinking fountains…)” = 62.5%. We are happy with how students feel about their text books, course objectives, and staffs willingness to help students. Almost 90% of our students responded that they feel safe, but there is about 25% of our student population concerned about bulling, we continue to work on using visiting guest speakers, with experience to help in this area. Students responded low on the issue of teachers responding to their personal problems. We are giving teachers training in identifying student’s health needs, and where teachers go next to help those students. We also need to improve and motivate students to want to come to school by making learning more dynamic, student involved, and implementing advance tools and resources. Creating a broad course of study is a big motivator in this area. One of the lowest scores was in the area of schools being clean, and the drinking fountains.  After reviewing our FIT’s we have found the schools are in “good” condition. Even though the water that comes out of our drinking fountains is filtered, clean and safe to drink, the actual fountains are in poor condition. Holtville Unified School District has applied for a grant from the Rural Community Assistance Corporation (RCAC).|Met||2018
56725530000000|Pleasant Valley|6|PVSD students in grades 5 and 7 took the California Healthy Kids (CHKS) survey in the 2017-2018 school year. This survey is administered on a biannual basis.  This administration of the California Healthy Kids Survey (17-18) administered to 5th graders demonstrated that: 75% reported being happy to be at their schools all or most of the time. 50% reported feeling close to people at school all or most of the time. 74% of 5th graders feel like they are part of the school all or most of the time.  85% of 5th graders feel like they are safe at school all or most of the time.  The 7th grade data revealed that: 73% of 7th graders agree or strongly agree that they feel close to people at their school. 67% of 7th graders agree or strongly agree that they are happy to be at their school.  58% of 7th graders agree or strongly agree that they feel they are part of the school.  7th grade student safety data showed that 93% feel safe in classrooms; 76% feel safe at lunch; 72% feel safe in bathrooms; 89% feel safe during passing periods; and 80% feel safe in locker rooms.  In order to address the need for increased student connectedness, through the LCAP, sites were allocated additional funds to provide after school activity and club opportunities for students.  Sites have increased opportunities for students through these funds.  Additionally, counseling services have expanded to include a pilot of a social-emotional learning curriculum to support students.|Met|Local measure progress was presented at a regularly scheduled meeting on 10/18/18.|2018
19647330122614|Aspire Gateway Academy Charter|6|"The data reveals that we have a strong community and culture at Aspire Gateway Academy.  While the data is strong, we are striving to ensure we have at least a 90% positive response rate.  Students who identify as English Language Learners report a higher percentage of belonging at the school than the school-wide percentage.  Our Students with Disabilities (SWD) is slightly lower than ""All Students""  We will continue to have our Special Education team and aides support our SDW.  The students enjoy coming to the ""Learning Center"" to learn and take breaks (as needed). There is a lot of push in support as well, which will help students feel and see that they belong in their classrooms as part of the learning community.  The school implements both designated and integrated ELD supports that help students access the curriculum, and feel successful at school.  this helps to ensure they feel like they belong.  We have begun in depth work on social and emotional learning, in all classrooms as well as whole school. We believe this work will improve student safety, satisfaction and a sense of belonging as we continue to check on each others emotions and find support.  The school also implements daily community building circles as part of our well established Restorative Practices program.  We also hold restorative circles when needed.  This helps all students see that we are a community, and when harm is caused its addressed, and students take responsibility for their actions."|Met||2018
19647330101675|Oscar De La Hoya Animo Charter High|6|The school administers the California Healthy Kids Survey (CHKS) to all 9th and 11th grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids. The School mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved. To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness” The school will track students’ responses to the CHKS “Relationships and Student Connectedness” domain. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension. The data will also be used to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school scored met in this Domain, with a continued focus on developing a strong sense of school connectedness and evidence of caring adult relationships through professional development and restorative practices. To measure the impact of expanded community partnerships, the school will track CHKS subdomain “Mental Health” The school will track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students. The school scores had a wide range requiring further student by student analysis and targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager. To measure additional metrics of school climate, the school will track a variety of other metrics included in its LCAP. Additionally, the school exhibited a strong overall ADA of 95%. The school has an out of school suspension rate of 2.8%. The school continues to maintain a low expulsion rate, indicating a positive school climate.|Met||2018
19647330128371|New Horizons Charter Academy|6|NHCA annually administers a school climate survey, including measures of teacher and student social-emotional learning (SEL) competency to teachers, students, and parents in grades K-8. We recently redeveloped the SEL portion of our survey to adopt questions that were developed by FastBRIDGE. Using these questions we are able to gauge students and teacher perceptions of: - Climate of support for Academic Learning (89% favorable)* - Growth Mindset (73% favorable) - Knowledge and Fairness of Discipline, Rules, and Norms (81% favorable) - Safety (83% favorable) - Self-Efficacy (84% favorable) - Self-Management (79% favorable) - Sense of Belonging and Connectedness (86% favorable)* - Social Awareness (79% favorable) *Climate of support and Sense of Connectedness are the main outcomes we have been tracking on the LCAP. Panorama Education provides a % favorable rating and a state-wide normed percentile rating for each domain, disaggregated by sub-group. Most NHCA ratings were at the 70th percentile state-wide. The results are consistent across subgroups. Based on these results, in 2017-18 we have redoubled our focus on building strong relationships with students and consistently reinforcing our shared agreements. Teachers are also receiving professional development on building student SEL competencies through the Mindfulness curriculum and other restorative practices and PBIS-focused strategies.|Met||2018
19647330124883|Animo College Preparatory Academy|6|The school administers the California Healthy Kids Survey (CHKS) to all 9th and 11th  grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids.  The School mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved.  To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”  The school will track students’ responses to the CHKS “Relationships and Student Connectedness” domain. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension. The data will also be used to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school scored approaching in this Domain, with a continued focus on developing a strong sense of school connectedness and evidence of caring adult relationships through professional development and restorative practices.  To measure the impact of expanded community partnerships, the school will track CHKS subdomain “Mental Health”  The school will track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students. The school scores had a wide range requiring further student by student analysis and targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager.  To measure additional metrics of school climate, the school will track a variety of other metrics included in its LCAP.  Additionally, the school exhibited an overall ADA of 90%.  The school has an out of school suspension rate of 5.2%.  The school continues to maintain a low expulsion rate, indicating a positive school climate.|Met||2018
19647330122622|Aspire Firestone Academy Charter|6|"The data reveals that we have a strong community and culture at Aspire Firestone Academy.  While the data is strong, we are striving to ensure we have at least a 90% positive response rate.  Students who identify as English Language Learners and Students with Disabilities (SWD) report a higher percentage of belonging at the school than the school-wide percentage.  Our SWD is high because we have a strong Special Education team and aides.  The students enjoy coming to the ""Learning Center"" to learn and take breaks (as needed). There is a lot of push in support as well, which helps students feel and see that they belong in their classrooms as part of the learning community.  The school implements both designated and integrated ELD supports that help students access the curriculum, and feel successful at school.  this helps to ensure they feel like they belong.  We have begun in depth work on social and emotional learning, in all classrooms as well as whole school. We believe this work will improve student safety, satisfaction and a sense of belonging as we continue to check on each others emotions and find support.  The school also implements daily community building circles as part of our well established Restorative Practices program.  We also hold restorative circles when needed.  This helps all students see that we are a community, and when harm is caused its addressed, and students take responsibility for their actions."|Met||2018
47704090000000|McCloud Union Elementary|6|"Every spring, McCloud Elementary School surveys students in Kindergarten through 8th grade.   The CA Healthy Kids Survey does NOT serve our purposes for assessment of school climate because our numbers are too small; last year we had six 7th grade students so our data is not statistically significant.  This is one reason why MES relies on the school-wide survey. The survey addresses the following areas: 1) social-emotional health, 2) safety, 3) belonging, 4) caring, 5) peer relations/friendships, 6) academics, 7) skills, 8) challenges, 9) academic expectations, 10) report cards, 11) behavior management, 12) fairness, 13) classroom rules, 14) discipline policy, 15) SAFE program, 16) Music program, 17) Music program and 18) academic support.  Areas of strength reflected in students surveys were the small school environment, teachers and staff, academics, recess, fun, friendly environment, sports, SAFE, mentor program, ""everything"" and friendships.   Some challenges that students mentioned were students misbehaving in class, bullying, the field trip eligibility policy, and instruction for different learning styles.  Barriers mentioned by many students involve lack of funding for school improvement, staffing and/or equipment.   Students expressed that they feel safe and loved by teachers and staff, but still wish some of their friends would be ""nicer"".  Many students expressed being hungry and wanting more food from the nutrition program.  Students expressed the desire to have longer recesses and a bigger playground.  Barriers to most programs at MES are due to lack of funding; however, we are very fortunate to have several community organizations that donate money and necessities to our students, including money for computers, supplies and donations of clothes, food and presents during the holidays.  Overall, McCloud Elementary is successful in providing a safe environment for students, effective academic instruction and materials, an excellent nutrition program, a strong sports program and diverse enrichment programs.  To address student concerns about ""meanness"" or ""bullying"" the LEA continues to partner with Siskiyou County Domestic Violence for seminars on peer relations, communication and anti-bullying campaigns.  In addition to that partnership, the LEA will be working with Remi-Vista in 2018-2019 to address the social -emotional health of students via behavior health funding of Boys Council and Girls Circle - programs that support students mental health."|Met||2018
12630080000000|Rio Dell Elementary|6|"The Rio Dell School District utilizes the California Healthy Kids Survey to survey students, parents, and teachers every other year. These results are from the Spring 2018 administration of the survey.  Student Survey 1. I feel close to people at this school: 65% responded ""Agree"" or ""Strongly Agree."" 2. I am happy to be at this school: 54% responded ""Agree"" or ""Strongly Agree."" 3. I feel like I am part of this school: 77% responded ""Agree"" or ""Strongly Agree."" 4. The teachers at this school treat students fairly: 53% responded ""Agree"" or ""Strongly Agree."" 5. I feel safe in my school: 49% responded ""Agree"" or ""Strongly Agree.""   Parent Survey 1. Teachers at this school communicate with parents about what students are expected to learn in class: 71% responded ""Agree"" or ""Strongly Agree."" 2. Parents feel welcome to participate at this school: 93% responded ""Agree"" or ""Strongly Agree."" 3. School staff take parent concerns seriously: 79% responded ""Agree"" or ""Strongly Agree.""   Teacher Survey 1. Teachers feel connected to all staff and regularly collaborate with other teachers: 100% responded ""Agree"" or ""Strongly Agree."" 2. Teachers feel connected to each of their students: 100% responded ""Agree"" or ""Strongly Agree.""   Summary: Based on the survey conducted in the Spring of 2018, Students, Staff and Parents appear to feel safe and welcomed at our school sites. Parent and staff responses remained consistent from prior years.  However, student responses trended down.  The district is focusing on MTSS efforts in the coming year to address this."|Met||2018
36676110000000|Barstow Unified|6|"DATA:  The California Healthy Kids Survey was administered during the 17-18 school year. The participation rate for each grade levels was as follows: 45% fifth grade, 26% seventh grade, 85% ninth grade, and 89% eleventh grade students. In effort to enhance the overall learning experience of its students, Barstow Unified School District is focusing on teacher-student relationships, as well as Safety. In elementary schools, 58% of fifth grade students reported that there is a “high number of caring adults at their schools"", while 82% said they ""feel safe at school"".   At our secondary (middle and high) schools, 30% of seventh grade students reported that there is a “high number of caring adults"" at their schools; Ninth Grade: 24%; Eleventh Grade: 30%.   It was also reported on the survey that 82% of 5th graders felt they ""were treated with respect"" while 24% of 7th graders, and 22% of 9th graders have ""been afraid of being beaten up"".  5% of 5th graders, 10% of 7th graders and 22% have ""witnessed drug or alcohol use on school grounds"".  Finally, 36% of 7th graders ""experienced chronic sadness/hopelessness"", and 23% of 9th graders have ""considered suicide"".   Meaning:  Across all of our schools in the Barstow Unified School District, it is evident from the data that it is imperative that we improve the social emotional learning and behavioral learning opportunities at all sites.  A large number of our students do not feel safe at school and have witnessed or experienced harassment and/or bullying during the school day.  School disconnectedness is an area of concern as well.  The data reveals that too many students feel a lack of academic motivation and meaningful participation while at our schools.   USE:  In response to this data, BUSD has included more resources for students in the area of social emotional and behavioral learning.  Each elementary school site now has a counselor and are part of a district-wide counseling network.  The secondary schools also each have multiple counselors and a peer counselor that helps students help each other through difficult times.  As a district, BUSD administers a Positive Behavior Interventions & Supports system.  There is a district coach to support school site PBIS coaches with implementation and resources."|Met||2018
19647330111625|Animo Watts College Preparatory Academy|6|The school administers the California Healthy Kids Survey (CHKS) to all 9th and 11th  grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids.  The School mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved.  To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”  The school will track students’ responses to the CHKS “Relationships and Student Connectedness” domain. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension. The data will also be used to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school scored approaching in this Domain, with a continued focus on developing a strong sense of school connectedness and evidence of caring adult relationships through professional development and restorative practices.  To measure the impact of expanded community partnerships, the school will track CHKS subdomain “Mental Health”  The school will track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students. The school scores had a wide range, requiring further student by student analysis and targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager.  To measure additional metrics of school climate, the school will track a variety of other metrics included in its LCAP.  Additionally, the school exhibited a strong overall ADA of 95%.  The school has an out of school suspension rate of 1.3%. The school continues to maintain a low expulsion rate, indicating a positive school climate.|Met||2018
19647330102434|Animo South Los Angeles Charter|6|The school administers the California Healthy Kids Survey (CHKS) to all 7th(or 9th and 11th)  grade students annually. The school uses the CHKS survey results to foster a positive school culture, monitor school climate and assess possible causes for student chronic absenteeism and suspension. The CHKS and other family survey results will be viewed in conjunction to formulate an understanding of school culture and healthy kids.  The School mapped the CHKS questions to four domains: Relationships and School Connectedness, Participation, School Climate and Safety, and Risky Behaviors. Schools score Exceeding, Meets, Approaching, or Below for each Domain, as well as a score overall. The school hopes to improve in each domain until Meets is achieved.  To measure student connectedness and improvement in school culture, the school will track the CHKS domain “Relationships and School Connectedness”  The school will track students’ responses to the CHKS “Relationships and Student Connectedness” domain. This domain includes indicators on students’ relationships with adults on campus, students’ connection to the school, and parent and family engagement. This data will be used to help assess causes from chronic absenteeism and suspension. The data will also be used to guide programmatic decisions around restorative practices and positive behavior intervention systems. The school scored approaching in this Domain, with a continued focus on developing a strong sense of school connectedness and evidence of caring adult relationships through professional development and restorative practices.  To measure the impact of expanded community partnerships, the school will track CHKS subdomain “Mental Health”.  The school will track students’ responses to the CHKS “Mental Health” subdomain, which inquires about student mental health, specifically whether a student has been depressed or suicidal. Student responses will help to evaluate whether a school has sufficient community partnerships such that students feel that their mental health is supported. It will also provide data on the school’s ability to cultivate a trauma sensitive environment for students. The school scores had a wide range, requiring further student by student analysis and targeted supports by the extensive mental health team on campus including counselors, a full time psychologist, clinical supervisor and case manager.  To measure additional metrics of school climate, the school will track a variety of other metrics included in its LCAP  Additionally, the school exhibited a strong overall ADA of 96%.  The school has an out of school suspension rate of 2.3%.  With regards to chronic absenteeism rates, the school maintained a rate under 10%.  The school continues to maintain a low expulsion rate, indicating a positive school climate.|Met||2018
19647090107508|Century Community Charter|6|"Below are the results from our survey of CCCS parents and students: The Alliance for the Study of School Climate Quality Analytic Assessment Instrument was completed by the parent, student, and teacher participants. The primary function of the ASSC SCAI is to provide a mirror with which those within an individual school may explore the quality of their school's climate. It provides a scoring procedure that allows for a highly valid and reliable indicator of the quality of school climate across 8 dimensions. These dimensions include the following: (1) physical environment; (2) teacher interactions; (3) student interactions; (4) leadership and decisions; (5) discipline and management; (6) learning and assessment; (7) attitude and culture; and (8) community. All responses were anonymous. The items scores will range between 5.0 (high) to 1.0 (low). CCCS received scores ranging from 4.21 to 4.95 in the area of ""The School is Welcoming"" This includes the areas: * welcoming to outsiders * staff/students ownership of appearance * staff and students respect the custodian * Graffiti is rare * school is perceived as welcoming * school sends out regular communication * athletic events and fine arts are well attended * CCCS received scores ranging from 3.50 to 4.95 in the area of ""Safe Learning Environment"" This includes the areas: * students feel a sense of community * students accept zero tolerance of put downs * many students attend school events * most students feel safe from violence * What it takes to get a good grade is clear * feel motivated and in control of learning * class dialogue is high-order thinking* CCCS received scores ranging from 3.80 to 4.95 in the area of ""Inclusive Learning Environment"" This includes the areas: * Students feel part of a community.* Expectation that bullying is unacceptable. * Teachers have high expectations for all. * Students feel comfortable talking to adults * Adults provide strategies to deal with student stress. *Feel like I am growing as a person. *Teachers create a sense of belonging.* CCCS received scores ranging from 3.50 to 4.95 in the area of ""Student Need for Student Role Models"" This includes the areas: * Students understand “put downs not Okay. * “Popular” students are respectful of others. * There are positive roles models that I look up to.* Students do not tolerate hurtful/abusive language. * Students speak about school in proud/positive. * Most students feel listened to or have a voice. * Most students feel they owe school debt* CCCS received scores ranging from 3.80 to 4.70 in the area of ""Student Discipline Policy-Making Empowerment"" This includes the areas: *Behavioral expectations are clear. * Most teachers use effect discipline strategies.* Students have some say in making the rules. *If feel a sense of belonging and community. *Students do not tolerate hurtful/abusive language. *Students speak about school in proud/positive. *Most students feel listened to or have a voice."|Met|"Most students feel they owe school debt * CCCS received scores ranging from 3.80 to 4.56 in the area of ""Student Opportunities for Self- Reflection"" This includes the areas: *Instruction is dynamic, involving, & challenging. * Discussions encourage thinking critically & process concepts. * Subjectmatterinclassin-dept *Behavioral expectations are clear.* Students have some say in making the rules in my class. * Teacher-student interactions supportive & respectful. * In most classes, I feel a sense of belonging.* In SUMMARY: The staff at CCCS has worked very hard to ensure that our school climate is safe, welcoming, inclusive, rigorous, fair, and loving. The survey reveals that we are well on our way to being great in these areas. Our lowest scores were in one or two areas in each category, and primarily from our 7th graders. The survey cause administration to talk to a representation from the 7th grade to find out how we can improve in the areas they scored us lower than other stakeholders. The conversation prompted administration to move some teachers around and begin to strategize to ensure student involvement in decisions."|2018
43104390123257|Downtown College Prep - Alum Rock|6|GOAL: Downtown College Prep Alum Rock (DCP Alum Rock) is committed to ensuring a positive school culture. Toward that end, it holds the goal that  the school environment will be safe and welcoming for all students.  ACTIONS: DCP Alum Rock engages in the following actions to support this goal: 1) Provide clean and safe facility, 2) Implement Restorative Practices, 3) Utilize support staff to ensure a safe and welcoming environment, 4) Provide professional development to teachers to implement Restorative Practices, 5) Provide socio-emotional counseling, and 6)Support families in being actively involved in their child’s education and the school.  ASSESSMENT: DCP Alum Rock assesses its progress in this goal area through 1) Student and family ratings of school climate on the annual survey, 2) Suspension rate, 3) Expulsion rate, and 4) Facility rating.  ANALYSIS: On the annual survey, parents rated school climate at 4.32 in the Middle School and  4.23 in the High School, while students rated it at 3.89 at the Middle School and 3.69 at the High School on a scale of 1 - 5. The school will continue efforts, as detailed below, to cultivate a strong school culture for students.  2017-18 PROGRESS: DCP Alum Rock Middle School achieved progress in this goal area as follows:  RESTORATIVE PRACTICES - Engaged on training by the SEEDS Community Resolution Center in the summer, with follow up training on site throughout the year to support implementation of restorative practices. SOCIO-EMOTIONAL WELLNESS - On site individual and small group counseling was provided by a part time counselor. SUMMERBRIDGE - 6th grade students start on a college campus and learn what the ARMS culture is for them  2017-18 PROGRESS: DCP Alum Rock High School achieved progress in this goal area as follows:  RESTORATIVE PRACTICES - Engaged in training by the SEEDS Community Resolution Center in the summer, with follow up training on site throughout the year to support implementation of restorative practices. SOCIO-EMOTIONAL WELLNESS - On site individual and small group counseling was provided by a part time counselor.|Met||2018
19644850000000|East Whittier City Elementary|6|Through the annual administration of the California Kids Healthy Survey, 5th and 7th grade were asked to report their perception of school connectedness and school safety. They reported the following:  In 2016-17 63% of 5th-grade students felt a high level of school connectedness; In 2017-18, 63% of 5th graders also felt high levels of school connectedness. In 2016-17 64% of 7th-grade students felt a high level of school connectedness; In 2017-18, 66% of 7th graders also felt high levels of school connectedness. In 2016-17 83% of 5th-grade students felt a high level of school safety; In 2017-18, 84% of 5th graders also felt high levels of school safety. In 2016-17 75% of 7th-grade students felt a high level of school safety; In 2017-18, 72% of 7th graders also felt high levels of school safety. Based on the data, a new set of students took the survey the following year and generally felt the same as they did in 2016-17.  Reflecting on the survey results and the uniqueness of how EWCSD promotes school connectedness and school safety, there are a couple of key points to consider. First,  5th-grade students needed a permission slip to take the survey, the percentage of 5th graders participating in the survey was much lower than the 7th-grade students. Second, this survey is one data source and one snapshot in time. At EWCSD, given our diverse populations, we are not a one size fits all type of district. The social workers, teachers, principals, and District support staff create an individualized plan at each site.  Each school develops a plan that addresses the specific needs and determines which course of action the school needs. For example, three school sites reported a high number of student discipline issues happening in the primary grades. in an effort to build social-emotional learning and school connectedness counseling staff, with intern support,  is assisting with the implementation of the Second Step curriculum in TK classrooms as well as providing the curriculum to kinder and first grade students in small groups at the elementary school sites. Whereas, at a couple of other school sites, some students were having trouble making friends, so their focus was to implement peer-led friendship building strategies to develop initiating friendships. These initiatives were called, Friendship Ambassadors and PAW Patrol. Districtwide, all school sites are implementing the Olweus Bullying Prevention program. Also, the District has sent its first cohort of schools to PBIS training. All three middle schools and two elementary schools are invested in a year-long training. Increasing school connectedness and feelings of school safety is an empirical outcome for both of these programs.|Met||2018
19647336020036|Woodlake Elementary Community Charter|6|Woodlake Elementary Community Charter administered the 2017-18 School Experience Survey to 4th-5th grade students.  95% of the 4th-5th grade students completed the survey.  The following are the questions that pertain to school climate and the % of students indicating All of the Time and Most of the Time are noted next to the question. ? Are you happy to be at this school? 83% ? Do you feel like you are part of this school? 85% ? Do you feel accepted for who you are at this school? 82% ? Do you feel safe at this school?  89% ? Do adults at this school treat students with respect? 92%|Met||2018
37683870000000|Solana Beach Elementary|6|Surveys are an important part of our data analysis and reflection process. Fifth grade students participated in the California Healthy Kids Survey in the fall of 2017.  An analysis of the survey results around school climate and student well-being indicated the following: School Engagement and Supports - Eighty-four percent of students feel connected to their schools and have caring adult relationships. School Safety - Eighty-nine percent of students feel safe at school. Disciplinary Environment - Ninety-one percent of students reported being treated with respect. Lifetime Substance Use - One-percent of students reported ever using an e-cigarette. Although, twenty-two percent of students indicate they have used alcohol, twenty-one percent indicate the use consists of one or two sips.  Overall, the indicators around the California Healthy Kids survey show a positive school climate for students.  Areas Solana Beach will continue to focus on is the social-emotional well-being of students and overall student wellness.  Additional survey results administered in the 2017-18 school year reinforce schools are: safe and clean (4.4 out of 5 stars), and overall student wellness -- nutrition, social/emotional, physical (4.1 out of 5 stars) is high.|Met||2018
19101990000000|Los Angeles County Office of Education|6|Through analysis of the various stakeholder survey responses collected this year from students, parents, and staff members, key points of emphasis for the future LCAP were recommended to be in the areas of: school safety and reducing the number of discipline incidents, expanding the CTE program and offering more robust college and career preparedness opportunities, and provide an engaging and rigorous curriculum as well as targeted intervention programs to increase student performance on both local growth measures (NWEA) and statewide assessments (CAASPP).  LACOE continues to revise and incorporates actions/services within its LCAP to monitor and report to stakeholders information on culture and climate. The following action/services can be found in the LCAP: 1.6.8 Promote a school culture that highlights students success through activities, award, ceremonies, individual recognitions, and other forms of communication.   Some of the school sites hold weekly and monthly student assemblies/award ceremonies and/or provide students with certificates of recognition to celebrate student success.  However, there is additional support needed to ensure that all sites are providing student assemblies regularly. 1.9.1. Develop and administer student surveys to receive feedback on school climate and pupil engagement. LCAP focused student surveys were made available and administered to students across all Educational Programs school sites. The surveys covered a variety of topics and gathered valuable student feedback across all of the 10 LCAP state priority areas.  LACOE continues to utilize The Parent Education and Consultation Program (PECP) to survey and receive meaning input from the parents. PECP is in its second year of implementation, parent involvement across Los Angeles County has increased, over 2,000 participants. It provides over 130 parent workshops, which families select to attend at their convenience. Parent involvement has been effective in providing authentic feedback and consultation to the LCAP. Parents have attended school site workshops along with district level parent meetings where they receive meaningful, understandable information, and provide authentic feedback on programs and services under the LCAP.|Met||2018
19647330126797|Aspire Centennial College Preparatory Academy|6|The data reveals that a little over half of all students surveyed reported a positive sense of belonging.  Students who identify as English Language Learners and Students with Disabilities report a lower percentage of feeling a positive sense of belonging than the school-wide average.  We have started implementing a new Social Emotional Curriculum across our school campus to help explicitly teach core social-emotional competencies, while equipping students with the ability to identify their emotions, and build a sense of agency in ensuring they receive what they need.  We have also implemented a school-wide Restorative Practice program with daily community building circles, and restorative circles when needed.  We have started to see in increase in positive behaviors and a decrease in student referrals.|Met||2018
19101990109660|Aspire Antonio Maria Lugo Academy|6|"The data reveals that we have a strong community and culture at Aspire Antonio Maria Lugo Academy.  While the data is strong, we are striving to ensure we have at least a 90% positive response rate.  Our SWD is slightly lower than what is reported for ""All Students.""  Our Special Education team and aides will continue to increase push in services so that students feel and see that they belong in their classrooms as part of the learning community.  The school implements both designated and integrated ELD supports that help students access the curriculum, and feel successful at school.  this helps to ensure they feel like they belong.  We have begun in depth work on social and emotional learning, in all classrooms as well as whole school. We believe this work will improve student safety, satisfaction and a sense of belonging as we continue to check on each others emotions and find support.  The school also implements daily community building circles as part of our well established Restorative Practices program.  We also hold restorative circles when needed.  This helps all students see that we are a community, and when harm is caused its addressed, and students take responsibility for their actions."|Met||2018
07617960000000|West Contra Costa Unified|6|The California Healthy Kids Survey (CHKS) is the largest statewide survey of resiliency, protective factors, risk behaviors, and school climate in the nation. Findings are directly related to LCAP Goal 3: Create powerful school and district cultures predicated on positivity, trust, inclusion, safety and communication. WCCUSD administers the California Healthy Kids Survey each year to selected grade levels in elementary, middle, and high schools. The summary of key school climate indicators include students reporting a high/moderate level of: school connectedness (91% grade 5, 89% grade 7, 85% grade 9, 82% grade 11), caring adults (94% grade 5, 85% grade 7, 84% grade 9, 84% grade 11), high expectations (95% grade 5, 90% grade 7, 90% grade 9, 88% grade 11), and meaningful participation (71% grade 5, 44% grade 7, 46% grade 9, 49% grade 11). Additionally, students reported feeling safe at school ‘most of the time’ or ‘all of the time‘ (68% grade 5, 56% grade 7, 41% grade 9, 42% grade 11).|Met||2018
43696410000000|Palo Alto Unified|6|DATA: PAUSD administers the California School Climate Health and Learning Survey (CalSCHLS) on a biennial basis for students in grades 5, 7, 9, and 11. October 2017 is the most recent administration of CHKS. In 2017, students’ perceptions of schools being safe were 88% (5th), 78% (7th), 78% (9th), and 86% (11th). All surveyed grade levels show a slight decrease in students’ perceived safety: by 3% in 5th, 7% in 7th, 7% in 9th, and 5% in 11th grade. In 2017, PAUSD results show that students’ reports of a caring adult in school continues to vary across grade levels. In elementary level, 5th grade students reported the presence of a caring adult in school (response: “yes, all the time”) at a 63% rate, a 1% decline from the 2015 data. As far as secondary level, student response options were low-moderate-high. The “high” level responses of a caring adult in school were 40% for 7 th (7% decrease), 33% for 9th (1% decrease), and 36% for 11th grade (5% decrease). In 2017, students reported lower school connectedness than in 2015, with ratings at the “high” level: 66% of 5th grade (2% decrease), 65% of 7th grade (7% decrease), 65% of 9th grade (2% decrease), and 63% of 11th grade (6% decrease).  MEANING: CalSCHLS data shows that safety is a relative area of strength, although there is room for improvement and declining scores are a concern. Connectedness and having a caring adult at school are areas of challenge, particularly in our secondary schools, and declining scores are a concern.  USE: School connectedness and caring relationships are areas of focus in our district’s 2018-19 LCAP. LCAP action 4.2 addresses student safety with a focus on discrimination, harassment and sexual violence. In 2017-18 the District provided training and support for staff, students and parents on the Uniform Complaint Process, Title IX rights, responsibilities and resources. A UCP/Title IX Office was  created to improve reporting and response procedures. LCAP action 3.4 states that in 2018-19, the District is expanding SEL program implementation in the high schools from 9th to also include 10th grade and providing professional learning to support SEL implementation in elementary and middle schools. Also, a Middle School SEL District Steering Team was formed. They completed an inventory of existing SEL instruction, gaps, and alignment with the framework recommended by the 2016-17 District SEL Committee. In 2017-18 data was shared with stakeholder groups including student leadership at both high schools, PTA, Student Wellness and LGBTQQ Councils. Focus groups and individual meetings were held for Foster Students and Homeless Youth to understand their needs for connection and safety at school. A broader outreach is planned for 2018-19 to help determine areas that will improve students feeling of safety and connection on campus. School Site Councils also review this data to inform their Single Plan for School Achievement SPSA.|Met||2018
09619030000000|Lake Tahoe Unified|6|Alternating years LTUSD administers the California Healthy Kids Survey (CHKS) to grades 7, 9, and 11. A local survey was also conducted with staff, parents, and grade 4-12 students with 3,464 responses. See www.ltusd.org for the local 16-17 School Climate survey results reported to the governing board on 5/9/17 through the LCAP 16-17 annual update.  16-17 CHKS survey by grade: Connectedness moderate/high rating – 7th-91%, 9th-85%, 11th-87% Feel safe agree/strongly agree: 7th-64%, 9th-59%, 11th-72%  17-18 LCAP student survey: 84% agree/strongly agree their absence would be noticed by a teacher/adult 83% agree/strongly agree they felt safe at school  Areas for growth are to increase younger students’ sense of safety and older students’ connection to school.  Full-time school nurses support staff with students with attendance issues and a SARB process was developed to decrease the time it takes to identify students and improve attendance and academic performance. Three schools met their target attendance rates in 17-18. Counselling is provided by two Academic and an Intervention/Academic Counselor, Student Advocate Program and Mental Health Counselors, and an Alternative High School Counselor. A middle/high school Social Worker performs home visits promoting parent-school connection. Students are identified on a 3-tier attendance scale ranging from at risk to severe with corresponding actions.   LTUSD participates in the Get Focused Stay Focused program with Lake Tahoe Community College (LTCC). Freshmen enroll in a high school course to develop a 10-year career/education plan with dual enrollment at LTCC providing 5 college credits; 95% of freshmen have enrolled at LTCC. Students develop a vision of a productive, self-sufficient future by becoming academically and career focused. A Learning Lab at South Tahoe High School (STHS) offers additional instruction and support.   Sixty more cameras will be installed at STHS to increase site perimeter and interior hallway monitoring. STHS maintains four security staff and a School Resource Officer contracted through the police department. Students may report bullying through their school’s website and/or a hotline. Associated Student Body cards provide crisis text and phone numbers.   Link Crew promotes student safety and connectedness by pairing freshmen with student mentors who guide them through the year, building a peer connection and sense of security while navigating their new school. Upper classmen may take a class training them to be Link Crew Leaders.  A pilot program provides early intervention to sophomores who struggled academically and socially as freshmen at STHS and face social-emotional barriers to academic success. Academic coaching and relationship building is provided 1-block/day at Mt. Tallac alternative high school. Staff provide extra support with the intent of keeping them at STHS. The program builds relationships between the students and staff should the students enroll at Mt. Tallac.|Met||2018
51105120138040|AeroSTEM Academy|6|AeroSTEM Academy is in its first year of operation. Establishing a positive and learning centered school climate is of utmost importance. AeroSTEM Academy is currently developing a shared vision and mission of positive attributes. Gathering continual feedback of board members, staff members, parents, and students through stakeholder meetings and the day to day operations of the school will define the school community. A survey has been developed for students to share their views on student discipline, school rules, bullying, and their perceptions of safety, success, and belonging academically and socially. This survey will be administered at the end of the first and second semester to establish a baseline of data to be reviewed and used for further planning. Positive student relationships are built through positive interactions at lunch, breaks, during study hall, and opportunities for students to attend and help plan school side social events.|Met||2018
21733610000000|Shoreline Unified|6|The District administered the Youth Truth Survey to all students in grades 3 through 12. The results indicated that the students as a whole see their school as safe, that discipline is administered fairly, and that the adults respect them.|Met||2018
47705080000000|Yreka Union Elementary|6|1.  DATA: The local climate survey results were obtained from the California Healthy Kids Survey for 2017-18 for seventh grade students.   In addition, fifth grade students were provided the opportunity to participate in the survey for the 2017-2018 school year. From the current 2017-2018 data it can be determined that there is a general decrease in the perception of School Engagement and Supports as students move from 5th to 7th grades.  The perception of the school as very safe or safe has also decreased from 5th to 7th grade although the 7th grade students experiencing any harassment or bullying has decreased from 65% in 2015-26 to 42% in 2017-18.     SCHOOL ENGAGEMENT and SUPPORTS 5th       7th                                                       School connectedness (high)                        54%      47% Academic motivation (high)                           51%      25% Truant more than a few times†                       6%        8% Caring adult relationships (high)                    62%      28% High expectations (high)                                66%      28% Meaningful participation (high)                       19%       8%  SCHOOL SAFETY and SUBSTANCE USE   5th        7th School perceived as very safe or safe            81%     63% Experienced any harassment or bullying†      na        42% Had mean rumors or lies spread about you†  66%     55% Been afraid of being beaten up†                     na        30% Been in a physical fight†                                 na        28% Seen a weapon on campus†                          39%     31% Been drunk or “high”on drugs at school, ever na        6%  MENTAL and PHYSICAL HEALTH                             7th Current alcohol or drug use‡                                       8% Current binge drinking‡                                               4% Very drunk or “high” 7 or more times                           5% Current cigarette smoking‡                                         2% Experienced chronic sadness/hopelessness‡            42% Considered suicide‡                                                    na  2.MEANING: It appears 5th grade teachers are more connected with students and are able to provide the additional supports students need.  7th grade students are more disconnected with the school environment as a whole and with their peers.  Female students students in both grade levels appear to be less connected and indicate they have been harassed more than male students.  USE: The district has implemented a 7 period schedule in 2018-19 day for 6th-8th grade students.  This schedule allows students to participate in two electives and receive additional academic support during the school day.  One goal of this schedule is to provide the opportunity for students to be more engaged and receive additional supports.  An additional district goal is to reduce the number of students with chronic absenteeism.  The rate for Jackson Street School in 2016-17 was 12.0%.|Met||2018
37683380126730|Kavod Charter|6|Kavod believes that all stakeholders should have a continued means where they  can voice their point of view. Student input is imperative to inform areas of need and laude things that are going well. As such, students are often asked to give feedback via classroom surveys or vote on various events throughout the year.  In addition, students are encouraged to submit suggestions via a suggestion box in the office and participate in the daily morning meeting before school starts.  Formally, Kavod implements a student feedback survey yearly, provided to all students at all grade levels, and uses the student feedback to drive adjustments in the LCAP. Additionally, survey results are reported out to the Board and to stakeholders at a board meeting and at parent meetings.    Kavod choose four measures to gauge student insight as it related to our accountability goals and how they relate to our chater.  The key findings as related to the student survey are, across all subgroups was: 1) that students felt they were safe the majority of the time 2) that they were challenged academically throughout the day 3) that Kavod promotes a culture of respect and 4) that their opinion matters and have an opportunity to express their point of view.  After reviewing survey results, we were able to see that students appreciate the additional electives (gardening, music, chess...etc.) and asked for the ability to participate in these more often and for longer times. They also voiced positively about student leadership opportunities such as peace patrol and tour guides. They were appreciative of increased one on one interactions with staff and expressed an overall content with being at Kavod.   Kavod contributes the school climate to some of the fundamental tenants of our program including a school-wide values curriculum. Kavod means Respect in Hebrew (which is the second language students learn at Kavod) and, therefore, Kavod students focus daily on what it means to be respectful to themselves, others and their community,  All grades are required complete at least one service learning project a year and contribute to a schoolwide project for Good Deeds Day.    Kavod has also implemented Restorative Justice principles, an approach that establishes a cooperative process which allows all stakeholders to meet and express their point of view. Students negotiate through the process of understanding how their actions have consequences and voice how they hurt or were hurt by others. Creating an opportunity to advocate for themselves and understand the reasoning behind their actions has positively impacted peer to peer interactions. As a result, the values they learn in class are put in action across all grades and decrease behavioral challenges.|Met|In an effort to maintain a safe and conducive learning environment, students and faculty are aware of their roles and the specific routines they are to adhere to in the event of an emergency. Drills are timed to ensure proper protocol and increased efficiency throughout the year. Staff has practiced routines in the absence of students (example: proper use of EpiPens, first aid, understanding of bloodborne pathogens, etc.) and have demonstrated readiness. The custodial staff have maintained clean and safe student conditions and the security cameras have allowed the staff the review any necessary incidents. Parents are aware of all sign-in procedures and any documentation or certification required to be on campus.  Additionally, Kavod prides itself on creating an environment where all families are welcome and students feel connected to one another.  Together, the parents and faculty at Kavod work collaboratively to build a school community that feels like a family.   Kavod families host school-wide and grade level play-dates outside school hours and network together to ensure all children can be included.  The parents also work collaboratively together to design and run activities for the students to enhance the school program for all children. Kavod is a community where all families work to support one another.|2018
37681893731072|River Valley Charter|6|Twice a year (once per semester) RVCS administers a survey for all stakeholders (students, parents, teachers, staff) which focuses on the local climate of the school site and instruction. The surveys closely align with both WASC and LCAP goals, and are the basis of the Action Plan and strategic planning for each following year.  Results of the most recent survey are summed up in the following narrative.  River Valley takes pride in the familial and community atmosphere our stakeholders and campus provide. Our campus is small, and we do not have the luxury of a large maintenance crew. We are continually improving the campus, prioritizing projects in order to provide a safe, clean, and welcoming academic environment. The actions that were planned for the 2017/18 school year reflect anticipated areas of need at the time, and although not all of the actions were fulfilled, we feel that we have successfully prioritized our facilities improvements in order to best serve our students.  Facilities are and will remain an area of importance in terms of improvement and general school atmosphere at River Valley. As the school grows and ages, our campus not only needs to expand, but undergo more and more maintenance each year. One of the most oft reported areas of need from stakeholders is the school grounds.   All 8th-12th grade students complete a series of tasks including: resume building, individual personality, strength exploring, and interest assessments, college and career matching, letter of recommendation and transcripts requests, college application linking, and access to scholarship searching. Students in the class of 2018 earned over $356,000.00 in scholarships for college. 51 out of 54 graduating seniors are attending college as their post-secondary plan. 19 seniors are attending 4-years universities and 32 are attending community colleges.  In summary, local climate evaluation is ongoing and includes input from students in all grade levels. RVCS continues to make progress towards the goal of providing students with a safe, encouraging, and up-to-date 21st century learning environment.|Met||2018
30768930130765|Magnolia Science Academy Santa Ana|6|Annually, MSA-SA conducts the CORE Districts survey instrument to students in grades 3-12, analyzes survey results such as participation rates and average approval rates for each topic and question on the survey, documents our findings (e.g., greatest progress and needs, comparisons with the prior year and CORE district results) and shares the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings. MSA-SA disaggregates the results by grade and student group and also uses open-ended questions to further understand students’ perceptions.  MSA-SA strives to improve our students’ perceptions of school safety and connectedness.  Students in Elementary like their teachers and all the STEAM related activities that take place in their school. Students in Secondary also like their teachers and their college counselor. The student enjoy their AP classes and PE. Additionally, students in secondary like having small class size, the friends that they’ve made and the pizza hut they get for lunch once a month! The Elementary students like least the food and not having enough area to play or a permanent playground. The students also reported that there are mean comments/name calling/bad words happening in school. The Secondary students strongly dislike the school food, the crowded hallways, the restrictions to bathroom usage and having multiple Spanish teachers this year.  In 2017-18, 88.5% of our students participated in the survey and their responses provided an average approval rating of 64% on the eight topics of the survey, with a rating of 61% on Topic 3 (Safety) and a rating of 61% on Topic 4 (Sense of Belonging / School Connectedness). The Elementary students suggested that we offered better food, a playground, and more sports. The Secondary students suggested better food, having more sports, and having a gym. Additionally, the students suggested that we revisited our teacher contracts because they would not like to see teacher leaving in the middle of the year.  Lastly, students suggested that the school have stricter sanctions for some students that display repetitive negative behaviors.|Met|Stakeholder voices (i.e., voices of our students, families, staff, and other school community members) play a powerful role in helping us learn how to improve our teaching, leadership, and other school practices. Surveys have been the primary means of collecting student, family, and staff opinions about what we are doing great and should keep doing, and what are areas for improvement so we can continue to provide our students with the best quality education. MSA-1 uses an online platform to provide students, families, and staff with groups of questions that measure their perceptions of teaching and learning, as well as their perceptions of school climate and students’ own strengths and weaknesses. MSA-SA uses the CORE survey instrument for school climate indicators which include the following four topics for students, families, and staff: Topic 1: Climate of Support for Academic Learning; Topic 2: Knowledge and Fairness of Discipline, Rules and Norms; Topic 3: Safety; Topic 4: Sense of Belonging (School Connectedness). In a separate survey students are also asked questions in additional four topics which include indicators for social-emotional competencies: Topic 5: Growth Mindset; Topic 6: Self-Efficacy; Topic 7: Self-Management; Topic 8: Social Awareness. Annually, we analyze survey results and share the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings.|2018
30103060133959|Unity Middle College High|6|A parent survey was administered in Fall 2017 and Spring 2018 which yielded 28/44 and 39/44 family responses respectively.  The key findings from the survey are as follows:   • Over 75% of parents are satisfied or highly satisfied with teaching staff and classroom instruction. • The largest area of growth for Unity is improving the facility and increasing school activities with 70% of parents not satisfied with the facility.  • 90% of Unity parents are satisfied or highly satisfied with their opportunities for parent participation • 50% of Unity parents expressed interest in having a full-time counselor at Unity in the future. • 75% of Unity parents believe bullying at Unity is minimal.  The above survey questions directly aligned to the LCAP priorities.  The need for an improved facility aligns with priority 1. Parents’ perception of instruction and classroom materials align to priorities 2, 3 and 7. The bullying question aligns to Priority 6. The largest areas of growth for Unity is the facility and learning environment.  The consistent area of strength based on the survey was student support and student learning. For the next year at Unity, the school will administer the California Healthy Kids survey to ensure consistently and accurate comparison can occur between Unity and schools statewide.|Met|Board approved 11-14-18.|2018
41689810000000|Portola Valley Elementary|6|K-3: (2017 School Climate Survey) 100% of students believe their teachers care about them 96% of students feel safe at school 93% get along with students in the classroom 96% report feeling that they can talk to a teacher about a problem Students feel connected and empathetic with 95% of students stating that students are kind to them 86% of parents feel that their students are engaged at school  4-8:  2018 School Climate Survey 90% of students feel safe and 97% of parents feel that their students are safe at school 86% of students get along with other students 92% of parents feel comfortable providing feedback to the school 79% of parents feel that the program is engaging their student  70% of students feel they can talk to a staff member 68% of parents feel that they are informed about what happens in the classroom  Overall, school climate continues to be a strength at both school sites in the District. Both schools are invested in continuing to build a strong school culture by continued use of a Positive Behavior Intervention System (PBIS) and collaboration with Stanford on the Challenge Success program. Each school site has a robust SEL program led by school counselors. The focus this year has been on mindfulness, inclusion, and celebrating diversity. There is some discrepancy among students and parents feeling connected from the K-5 to Middle School level as students transition from a self-contained classroom to being with a variety of teachers for less than an hour per day. The district has been using Flex classes as a way to build partnerships with the students and this has resulted in gains so they will continue to be used as a way for students to find a connection with a teacher. There is also a focus this year on using digital portfolios and Google Classroom to improve communication with parents about what happens in the classroom. Safety continues to be a strong attribute at both schools with over 90% of students and parents expressing that school is a safe place and a caring community.|Met||2018
33672490000000|San Jacinto Unified|6|In late February and early March of 2018, San Jacinto Unified School District administered school climate surveys to students in grades fifth, seventh, ninth, and eleventh via the California Healthy Kids Survey. Approximately 1,727 students were administered the survey. Survey items around School Connectedness and School Safety results are as follows. Data are reported as the percentage of students responding favorably to the items in each area. 75% of students reported favorable perceptions of school safety. For School, Connectedness items focus on student impressions of adults and peers caring about their learning and them as an individual at the school. 44% of students responded strongly agree in this area. The district is addressing these connectedness perception differences as part of efforts to improve student connectedness by organizing a district mentoring program. The mentoring program enlists all district office management personnel to provide mentorship to students who have been identified by school sites in need of additional support. To help support School Climate the district is implementing peer transition programs districtwide. By empowering students through programs like The Leader in Me, Challenge Day, and Rachel's Challenge students will be given a voice to improve their school's environments.|Met||2018
37735693731221|Pacific View Charter|6|PVCS conducted a student survey at the end of the school year 2018.  91% of responding students rated their overall satisfaction with the school as good to great. 92% of students feel supported by their teachers and that they received sufficient help with their school work. 84% of students feel supported in overcoming difficulties.This indicates that efforts to create a warm and supportive environment for students have been successful and that the relationships that develop between the supervisory teacher and student are valuable and different from the traditional high school model. However, only 73% of students said they felt that PVCS was preparing them well for life beyond high school, which is a significant decrease from the previous year’s 90%. Students would like to have more clubs, sports and field trips, including college trips. To address these items, the following planned actions have been identified in Pacific View’s LCAP:  -Continue to host college and career presentations with expansion to grades 6-8 and Moreno Valley. -Increase number of certificate presentation offered by local organizations and explore the possibility of offering credit for the programs. -Expand number of students participating in clubs. -Increase number of visits to public and private colleges with an emphasis on particular program visits.  -Develop and implement an alternative to suspension program for students violating code of conduct. -Develop and implement an internal Special Education department to appropriately service students with special needs.  -Send school counselor to training on college admissions and financial aid for students. -Continue to conduct  financial aid workshops for families and hold individual counseling by appointment.  -Conduct resume writing and interview workshops for students.|Met||2018
37735690136267|Coastal Academy Charter|6|Coastal Academy measures school climate of students and their perception on programs, events, and activities. Results from the student survey are compiled and shared with the community and local governing board at a regularly scheduled meeting. Overall parents, students and staff believe Coastal Academy does a good job at supporting students. Students share they feel connected and safe at school.|Met||2018
37681060111195|Classical Academy High|6|Classical Academy High School measures school climate of students and their perception on programs, events, and activities. Results from the student survey are compiled and shared with the community and local governing board at a regularly scheduled meeting. Overall parents, students and staff believe Classical Academy High School does a good job at supporting students. Students share they feel connected and safe at school.|Met||2018
37771070136473|Sweetwater Secondary|6|SSS administers an Annual LCAP Stakeholder Engagement Survey to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement.  Over the last five years, survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment.  This requirement has directly impacted the development of SSS’s LCAP.  In order to monitor the success of SSS’s LCAP goal 4: provide a safe environment and supportive school culture, SSS has established a metric of maintain or achieving a 90% or higher safety satisfaction rating.  In 2017-2018, SSS exceeded this metric.  Over 96% of students reported that they felt safe at SSS.  Additionally, 99% of parents reported that they feel their child is safe at SSS.|Met|Sweetwater Secondary School reported Local Indicator Priority 6 results at the October 18, 2018 Board of Directors meeting.|2018
01611920108670|Leadership Public Schools - Hayward|6|LPS Hayward students complete annual Panorama school climate surveys to provide input and feedback regarding their school experience.  The response rate for the Spring 2018 Student School Climate Survey was 93% (545 of 589 students.  Panorama national benchmarks show LPS Hayward to be at the 70th percentile nationally for sense of belonging for urban high schools serving predominantly low-income students and families, and at the 60th percentile for all high schools. Forty-eight percent of LPS Hayward students responded that they completely belong or belong quite a bit at school. Thirty-three percent of students expressed that they somewhat belong, 13% reported belonging a little bit and 6% not at all.    Looking at key subgroups, 57% of Special Education, 57% of students with a GPA < 2.0, 18% of African American, and 49% of English Learner students responded that they completely belong or belong quite a bit at school.  Belonging was low for students with a GPA of 2.0-2.5, with 39% responding completely belong or belong quite a bit.    We continue to work to strengthen conditions for belonging. Focus areas include African American students’ sense of belonging and academic engagement and identity of students not yet meeting course standards.  LPS holds student sense of belonging as a core goal.  We work to offer curriculum, instruction, student support, family and community partnership, and general organizational values and ways of being that uphold and strengthen belonging. Student survey results were a key source for data-driven year-end reflection and planning to inform improvement at network, school and classroom levels. We continue to leverage student survey data to guide ongoing improvement and are now in the midst of the fall 2018 survey administration.|Met||2018
10625470135103|Inspire Charter School - Central|6|A local climate survey was administered to solicit feedback regarding school safety and student connectedness. The climate survey was given to 5th graders. The results from the survey indicated majority of the respondents agreed or strongly agreed that they felt connected to school, majority of the respondents also agreed or strongly agreed the students looked forward to school each day and their teacher was engaging, contacted with the family and provided academic support to the student. Students shared how they could connect with their teachers via phone, e-mail, online learning platform (blackboard, Zoom) or in-person, while having access to assistance as needed from Registrar, Executive Director, Principal or counselors. The students stated they felt connected to school through the free educational field trips, enrichment activities, and other social events offered through the school such as zoo days, school dances, field trips or park days.|Met||2018
15636280134312|Inspire Charter School - Kern|6|A local climate survey was administered to solicit feedback regarding school safety and student connectedness. The climate survey was given to 5th graders. The results from the survey indicated majority of the respondents agreed or strongly agreed that they felt connected to school, majority of the respondents also agreed or strongly agreed the students looked forward to school each day and their teacher was engaging, contacted with the family and provided academic support to the student. Students shared how they could connect with their teachers via phone, e-mail, online learning platform (blackboard, Zoom) or in-person, while having access to assistance as needed from Registrar, Executive Director, Principal or counselors. The students stated they felt connected to school through the free educational field trips, enrichment activities, and other social events offered through the school such as zoo days, school dances, field trips or park days.|Met||2018
01612590126748|LPS Oakland R & D Campus|6|LPS students complete an annual Panorama school climate surveys to provide input and feedback regarding their school experience. The response rate for the Spring 2018 Student School Survey was 71% (302 of 425 students).  Thirty-eight percent of students responded that they completely belong or belong quite a bit at school, up 1% from Spring 2018. Forty percent of students expressed that they somewhat belong, 14% reported belonging a little bit and 9% not at all.   Looking at key subgroups, 40% of Special Education, 42% of African American, and 35% of English Learner students responded that they completely belong or belong quite a bit at school.  Belonging was low for students with a GPA < 2.0, with 22% responding that they completely belong or belong quite a bit.  We continue to work to strengthen conditions for belonging. Focus areas include English Learners’ sense of belonging and academic engagement and identity of students not yet meeting course standards.  We have also put in place cross-Network programs to increase the sense of identity and belonging among African American students. LPS holds student sense of belonging as a core goal.  We work to enact curriculum, instruction, student support, family and community partnership, and general organizational values and ways of being that uphold and strengthen belonging. Student survey results were a key source for data-driven year-end reflection and planning to inform improvement at network, school and classroom levels. We continue to leverage student survey data to guide ongoing improvement and are now in the midst of the fall 2018 survey administration.|Met||2018
37680490132506|Inspire Charter School - South|6|A local climate survey was administered to solicit feedback regarding school safety and student connectedness. The climate survey was given to 5th graders. The results from the survey indicated majority of the respondents agreed or strongly agreed that they felt connected to school, majority of the respondents also agreed or strongly agreed the students looked forward to school each day and their teacher was engaging, contacted with the family and provided academic support to the student. Students shared how they could connect with their teachers via phone, e-mail, online learning platform (blackboard, Zoom) or in-person, while having access to assistance as needed from Registrar, Executive Director, Principal or counselors. The students stated they felt connected to school through the free educational field trips, enrichment activities, and other social events offered through the school such as zoo days, school dances, field trips or park days.|Met||2018
37770990136077|Grossmont Secondary|6|Grossmont Secondary School administers an Annual LCAP Stakeholder Engagement Survey to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement.  Over the last five years, survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment.  This requirement has directly impacted the development of GSS’s LCAP.  In order to monitor the success of GSS’s LCAP goal 4: provide a safe environment and supportive school culture, GSS has established a metric of maintain or achieving a 90% or higher safety satisfaction rating.  In 2017-2018, GSS exceeded this metric.  Over 96% of students reported that they felt safe at GSS.  Additionally, 100% of parents reported that they feel their child is safe at GSS.|Met|Grossmont Secondary School reported Local Indicator Priority 6 results at the October 18, 2018 Board of Directors meeting.|2018
19753090129742|Inspire Charter|6|A local climate survey was administered to solicit feedback regarding school safety and student connectedness. The climate survey was given to 5th graders. The results from the survey indicated majority of the respondents agreed or strongly agreed that they felt connected to school, majority of the respondents also agreed or strongly agreed the students looked forward to school each day and their teacher was engaging, contacted with the family and provided academic support to the student. Students shared how they could connect with their teachers via phone, e-mail, online learning platform (blackboard, Zoom) or in-person, while having access to assistance as needed from Registrar, Executive Director, Principal or counselors. The students stated they felt connected to school through the free educational field trips, enrichment activities, and other social events offered through the school such as zoo days, school dances, field trips or park days.|Met||2018
37680490136416|Pacific Coast Academy|6|A local climate survey was administered to solicit feedback regarding school safety and student connectedness. The climate survey was given to 5th graders. The results from the survey indicated majority of the respondents agreed or strongly agreed that they felt connected to school, majority of the respondents also agreed or strongly agreed the students looked forward to school each day and their teacher was engaging, contacted with the family and provided academic support to the student. Students shared how they could connect with their teachers via phone, e-mail, online learning platform (blackboard, Zoom) or in-person, while having access to assistance as needed from Registrar, Executive Director, Principal or counselors. The students stated they felt connected to school through the free educational field trips, enrichment activities, and other social events offered through the school such as zoo days, school dances, field trips or park days.|Met||2018
37680986116776|Classical Academy|6|The Classical Academy measures school climate of students and their perception on programs, events, and activities. Results from the student survey are compiled and shared with the community and local governing board at a regularly scheduled meeting. Overall parents, students and staff believe The Classical Academy does a good job at supporting students. Students share they feel connected and safe at school.|Met||2018
51714560133934|Inspire Charter School - North|6|A local climate survey was administered to solicit feedback regarding school safety and student connectedness. The climate survey was given to 5th graders. The results from the survey indicated majority of the respondents agreed or strongly agreed that they felt connected to school, majority of the respondents also agreed or strongly agreed the students looked forward to school each day and their teacher was engaging, contacted with the family and provided academic support to the student. Students shared how they could connect with their teachers via phone, e-mail, online learning platform (blackboard, Zoom) or in-person, while having access to assistance as needed from Registrar, Executive Director, Principal or counselors. The students stated they felt connected to school through the free educational field trips, enrichment activities, and other social events offered through the school such as zoo days, school dances, field trips or park days.|Met||2018
15636280138131|Heartland Charter|6|We administer a local climate survey to solicit feedback regarding school safety and student connectedness. The climate survey was given to 5th graders. The results from the survey indicated majority of the respondents agreed or strongly agreed that they felt connected to school, majority of the respondents also agreed or strongly agreed the students looked forward to school each day and their teacher was engaging, contacted with the family and provided academic support to the student. Students shared how they could connect with their teachers via phone, e-mail, online learning platform (blackboard, Zoom) or in-person, while having access to assistance as needed from Registrar, Executive Director, Principal or counselors. The students stated they felt connected to school through the free educational field trips, enrichment activities, and other social events offered through the school such as zoo days, school dances, field trips or park days.|Met||2018
01611500000000|Castro Valley Unified|6|The California Healthy Kids Survey (CHKS) is administered in CVUSD every other year in grades 5, 7, 9, and 11. The last survey was conducted in 2017/2018. The survey asks students a series of questions related to school connectedness. The aggregated responses were: Grade 5 - 86% Most or All of the Time; Grade 7 - 85% Most or All of the Time; Grade 9 - 65% Most or All of the Time; Grade 11 - 56% Most or All of the Time. The results from student subgroups were analyzed for grades 7, 9, and 11. The following subgroups reported a lower percentage of school connectedness compared to the district average for all students: African American (Grades 9 & 11); Hispanic (Grades 7 &11); and Two or More Races (7, 9, & 11). The survey asks students a series of questions related to their feeling of safety at school. The aggregated responses were: Grade 5 - 92% Most or All of the Time; Grade 7 - 72% Most or All of the Time; Grade 9 - 55% Most or All of the Time; Grade 11 - 60% Most or All of the Time. We have implemented and deepened our Multi-tiered System of Supports work to impact our social-emotional/behavioral and academic outcomes. We are closely monitoring the impact of that work this year through the analysis of local common formative assessments and key SWIS data points.|Met||2018
43696664330585|Downtown College Preparatory|6|GOAL: Downtown College Prep (DCP El Primero) is committed to ensuring a positive school culture. Toward that end, it holds the goal that  the school environment will be safe and welcoming for all students.  ACTIONS: DCP El Primero engages in the following actions to support this goal: 1) Provide clean and safe facility, 2) Implement Restorative Practices, 3) Utilize support staff to ensure a safe and welcoming environment, 4) Provide professional development to teachers to implement Restorative Practices, 5) Provide socio-emotional counseling, and 6)Support families in being actively involved in their child’s education and the school.  ASSESSMENT: DCP El Primero assesses its progress in this goal area through 1) Student and family ratings of school climate on the annual survey, 2) Suspension rate, 3) Expulsion rate, and 4) Facility rating.  ANALYSIS: On the annual survey, parents rated school climate at 3.56 while students rated it at 3.78 on a scale of 1 - 5. The school will continue efforts, as detailed below, to cultivate a strong school culture.  2017-18 PROGRESS: DCP El Primero achieved progress in this goal area as follows:  ALMA CENTER OPENS ITS DOORS - The Alma campus opened its doors for the first time on August 20th.  The space provides a safe haven for students to develop their voice as learners and people in an environment that is open both in terms of how space is used and how staff and students interact. RESTORATIVE PRACTICES - Engaged on training by the SEEDS Community Resolution Center in the summer, with follow up training on site throughout the year to support implementation of restorative practices. SOCIO-EMOTIONAL WELLNESS - The new site allowed for increased on site individual and small group counseling was provided.|Met||2018
35674620000000|Cienega Union Elementary|6|A school climate survey has been locally created and distributed to both parents and students in April of 2018.  The survey was available in both Spanish and English.  Students in grades 5 to 8 were given the opportunity to respond to the survey.  Results of the survey showed that parents are satisfied with the school and the way it is performing.  Students generally feel safe and connected to the school.  A few students felt the need for better relationships with the staff.  This issue is being addressed by staff attempts to make a connection with each student.  It is a staff priority to help all students feel comfortable and safe.|Met||2018
37683386117279|Holly Drive Leadership Academy|6|Students at our Academy hosted a Socratic seminar and it was effective in assessing the quality of the education and touched on their attitude toward school. Collectively, students felt safe due to the strict nature of our school.  However, we will use the California Healthy Kids Survey to make sure we are meeting the emotional needs of each student as an individual. Our goal is to have strong teacher efficacy, a safe haven where students feel they can make mistakes, learn and grow.|Met|New this year is the implementation of restorative practices and peaceful playgrounds.  We have hired a peaceful playground supervisor who has developed a playground culture to reduce the number of conflict on the playground.  one example - Students have all agreed when a dispute happens in a game outside they will use rock, paper, scissor to solve the dispute and accept the answer and keep playing rather than tell an adult and argue. In middle school students involved in an altercation are required to write what happen, their role, what they could have done differently, what they agree to do next time, and meet to restore the relationship and meet to agree on a consequence in school.  The restorative practices strategies have drastically reduced the number of suspensions this year and have increased the morale and positive relationships on campus.  In turn, increasing our attendance rate.|2018
19646670125559|iLEAD Lancaster Charter|6|iLEAD Lancaster administers the Gallup Student Poll annually to learners in grades 5-12. The Gallup Student Poll is a 24-question survey that measures the engagement, hope, entrepreneurial aspiration and career/financial literacy of students in grades five through 12. The Gallup Student Poll includes non-cognitive metrics with links to student success. Results for the 2017-2018 Gallup Survey are below:  76.5% of the students report that their teachers make them feel their schoolwork is important 50% of the students state they feel safe in school 83.6% of the students state they have a best friend at school 70.7% of the students state they have at least one teacher who makes them excited about the future 64.5% of the students report that the adults at their school care of them 74.1% of the students believe they have a great future ahead of them 79.9% of the students believe they will find a great job in the future|Met||2018
49707060000000|Geyserville Unified|6|School Safety 54% of Geyserville Elementary School (GES) and 82% of Geyserville New Tech Academy (GNTA) feel that school is safe. In 2016-2017 the results were 86%for GES and 84% at GNTA.  A deeper look into the 54% at Geyserville Elementary school is being completed.  School Connectedness: for Geyserville Elementary the percent of students who agree with the following school connectedness statements are: There are adults at school think I will be successful: 95%, There is an adult who I can trust and go to for help: 90%, I am excited about learning: 88%.  For GNTA the survey is slightly different in that New Tech Network provides us with a survey to conduct and they determine the “school connectedness” percentage. For 2017-2018 this percentage was 83%.  In 2016-2017 this percentage was 75%. The range for New Tech Schools are 59% to 100% so we are doing great for this area. 68% of GNTA students rate their experience at the school as positive.  We will continue to implement and monitor LCAP goal 1:  Provide safe and secure school environments, specifically ensure Safe School Culture: Develop safe school culture by providing 1) Restorative Practices program and 2) Safe Schools Ambassadors program and 3) hiring a Safety Plan Coordinator.|Met||2018
19651360117234|Santa Clarita Valley International|6|Santa Clarita Valley, Int’l administers the Gallup Student Poll annually to learners in grades 5-12. The Gallup Student Poll is a 24-question survey that measures the engagement, hope, entrepreneurial aspiration and career/financial literacy of students in grades five through 12. The Gallup Student Poll includes non-cognitive metrics with links to student success.   Results for the 2017-2018 Gallup Survey are below:  58% of the students report that their teachers make them feel their schoolwork is important 77% of the students state they feel safe in school 81% of the students state they have a best friend at school 76% of the students state they have at least one teacher who makes them excited about the future 81% of the students report that the adults at their school care of them 81% of the students believe they have a great future ahead of them 81% of the students believe they will find a great job in the future|Met||2018
38684780118133|Five Keys Adult School (SF Sheriff's)|6|Through a student satisfaction survey that was distributed school wide at the end of the previous school year (June 2018), students provided feedback on school safety, connectedness, and motivation. This includes students in-custody and in the community, in both northern and southern California counties. Their responses indicate that Five Keys provides a safe, welcoming, and respectful environment for students. 98.4% strongly agreed/agreed that they feel safe at school, with “my teacher” being the most common response to “What motivates you to come to school?” When asked, “When you are absent from school, what are the reasons?” the majority of students (64%) reported illness. However, there was a small percentage (less than 2.5%) of students who indicated that that their absences are sometimes due to social problems with friends, even bullying or peer pressure. Although this is a fraction of our students, we are taking action to address this school wide, as evidenced through School Culture and Restorative Justice being among the top three priorities for the 2018-19 year in both regions. Another area for growth identified through the survey was in one-on-one teacher-student relationship/rapport building. Results were fair in this area, with responses ranging from 75-79% to questions where students indicated whether or not there was at least one staff member who cared about them, who held them accountable for their actions, who believed they could be successful. Strategies to increase student engagement and retention, with an emphasis on building rapport and daily connections with students, have been at the forefront of our professional development offerings.  Other indications of student satisfaction with school safety and connectedness include student participation in the various measures our school has taken to intentionally create a positive school climate. These include programs such as Back on Track, Keys to Change, and Keys to College, which are therapeutic community dorms made up of students who have agreed to hold themselves and others accountable to specific standards of living and learning. These housing units receive special services and programming, including instruction around social skills, cognitive behavioral support, and community building, as well as access to wraparound services and regular meetings with teachers and case managers. Our school corridor is the safest part of the jail and the safest place for teachers to teach. There are fewer fights compared to the general housing units in custody and compared to public schools, in general.|Met||2018
38684780118141|Five Keys Independence HS (SF Sheriff's)|6|Through a student satisfaction survey that was distributed school wide in June 2018, students provided feedback on school safety, connectedness, and motivation. This includes students in-custody and in the community, in both northern and southern California counties. Their responses indicate that Five Keys provides a safe, welcoming, and respectful environment for students. 98.4% strongly agreed/agreed that they feel safe at school, with “my teacher” being the most common response to “What motivates you to come to school?” When asked, “When you are absent from school, what are the reasons?” the majority of students (64%) reported illness. However, there was a small percentage (less than 2.5%) of students who indicated that that their absences are sometimes due to social problems with friends, even bullying or peer pressure. Although this is a fraction of our students, we are taking action to address this school wide, as evidenced through School Culture and Restorative Justice being among the top three priorities for the 2018-19 year in both regions. Another area for growth identified through the survey was in 1-on-1 teacher-student relationship/rapport building. Results were fair in this area, with responses ranging from 75-79% to questions where students indicated whether or not there was at least one staff member who cared about them, who held them accountable for their actions, who believed they could be successful. Strategies to increase student engagement and retention, with an emphasis on building connections with students daily, have been at the forefront of our professional development offerings.  Other indications of student satisfaction with school safety and connectedness include student participation in the various measures our school has taken to intentionally create a positive school climate. These measures include the establishment of a Student Council at our TAY sites, which plans events such as prom and alumni luncheons with our potential grads. In the community, our school offers Resource Pop-Up Villages that include free medical exams, clothing donation, dental work, and even a travelling school. In custody, we offer programs such as Back on Track, Keys to Change, and Keys to College, which are therapeutic community dorms made up of students who have agreed to hold themselves and others accountable to specific standards of living and learning. These housing units receive special services and programming, including instruction around social skills, cognitive behavioral support, and community building, as well as access to wraparound services and regular meetings with teachers and case managers. Our school corridor is the safest part of the jail; there are fewer fights compared to the general housing units in custody and compared to public schools, in general.   Our leadership team also received a safety training and have access to an Emergency Planning Handbook for TAY and Youth Policies Handbook.|Met||2018
54720250000000|Outside Creek Elementary|6|From the California Healthy Kids survey, a high percentage of students continue to feel safe at school. Student behavior continues to excel. There are minimal students being suspended, and suspension continues to be a means of holding students accountable for their behavior as well as to keep the school safe. There are no revisions implemented by the LEA.|Met||2018
37683380118083|Innovations Academy|6|Innovations is a school with a strong social emotional program in which classroom community meetings are held daily and students are taught problem solving and conflict resolution. Innovations Academy administers a survey to parents to measure what their children are expressing regarding feelings of safety and connectedness as well as administering surveys to individual classrooms to measure student input on feelings of safety and connectedness. 99.56% of the 227 parent respondents answered that they agreed or strongly agreed that their children felt safe on campus. 98.23% of parent respondents answered that their children enjoyed going to school. 99.12% responded that their children were learning social and emotional skills that supported collaboration. In student surveys, out of 191 respondents in grades where students could take the survey independently 97.9% of students responded that they agreed or strongly agreed that their teacher cares about them. 93.1% responded that they agreed or strongly agreed that they get help when they need it at school. The survey results demonstrate that the majority of our students feel safe and connected at school. The results were high but not 100% which means to us that we need to continually seek out the students who may be needing more support in these areas. We are also continually exploring ways that we can get our youngest students to provide data regarding their feelings that can be accurately measured. We will continue to survey our parents and students about their experiences.|Met|Beyond surveys, our school climate could be assessed by observing how students solve problems with each other and by listening for the language of solution seeking and problem solving on campus. We have not yet found a way to measure these actions and words, but we feel they are important components of a strong and supportive school culture.|2018
15637500000000|Rosedale Union Elementary|6|The Rosedale Union School District values the input from all stakeholders as we plan, develop, and implement all action steps towards our District FOCUS (LCAP) in regard to school climate. To achieve the greatest input from our stakeholders, surveys were distributed to all parents, students (grades 6-8), and staff. Surveys included questions that were rated on a “agree/disagree” scale with the opportunity for open ended statements.  Students also completed the California Healthy Kids Survey (CHKS) in Spring of 2018. Overall, the surveys indicated:   Students:  86% of our students report having or feeling a high level of connectedness at school  94% report a high level of academic motivation. ? 83% report feeling they have adults at school that cares about them. ? 79% report there is a culture of high expectations at school. 87% perceive the school as safe or very safe. ? 90% believe schools are clean and maintained. In addition to the district survey, students completed the California Healthy Kids Survey (CHKS) in the Spring of 2018 and students indicated similar perceptions as was established in the district survey. CHKS did specify student perceptions about bullying and substance abuse. Overall, the survey indicated: 98% feel Teachers here make it clear to students that bullying is not tolerated. 93% of students tell teachers when other students are being bullied. 96% state that if a student was bullied, he or she would tell one of the teachers or staff at school. 99% of students respect each other’s differences. 96% of students believe there is an insignificant problem of alcohol and/or substance abuse.  Parents and Staff:  96% of our students have or feel a high level of connectedness at school. 97% report a high level of academic motivation.? 91% report feeling they have adults at school that cares about them.? 87% report there is a culture of high expectations at school.? 98% perceive the school as safe or very safe. ? 99% believe schools are clean and maintained. 87% believe regular communication has been positive in gathering and seeking stakeholder input. Based on the data results of the various surveys, students and parents indicated a high percentage feel schools are safe, staff care about them, and bullying and substance abuse is very low. The meaning of these results describes our schools as being proactive in ensuring we have policies and protocols in place to make our students and parents feel safe and connected when they come to school. They also feel, because of this, learning can occur with high expectations established by their teachers. Also, having them feel and believe that bullying and substance abuse is significantly low in our schools is another strength that validates a safe and nurturing school for ALL of our students. We can use this data and look at the challenges and/or barriers for us to consider as we move forward.|Met||2018
07616630000000|Byron Union Elementary|6|Each LEA is required to administer a Local Climate Survey every other year.  All 5th and 7th grade students took the CHKS, (CA Healthy Kids Survey) in 2016- 2017.   81% of 5th graders and 75% of 7th graders reported feeling safe at school  62% of 5th graders and 68% of 7th graders reported a high degree of school connectedness.  82% of 5th graders report that they are treated with respect at school and 58 5 of 7th graders report high expectations at school.  School climate will be measured by pupil suspension rates, with the goal of continued decline in the suspension rates.  Pupil engagement is to be measured by school attendance rates.  The  response rate at Discovery Bay Elementary was 50% and Timber Point Elementary 70% while the response rate at Excelsior Middle was 78%. The survey will be administered again in the spring of 2019.|Met|This information was presented to the Byron Union School District Board on November 15, 2018|2018
19647330117648|Magnolia Science Academy 6|6|Annually, MSA-6 conducts the CORE Districts survey instrument to students in grades 6-12, analyzes survey results such as participation rates and average approval rates for each topic and question on the survey, documents our findings (e.g., greatest progress and needs, comparisons with the prior year and CORE district results) and shares the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings. MSA-6 disaggregates the results by grade and student group and also uses open-ended questions to further understand students’ perceptions.  MSA-6 strives to improve our students’ perceptions of school safety and connectedness. In 2017-18, 99.0% of our students participated in the survey and their responses provided an average approval rating of 62% on the eight topics of the survey, with a rating of 70% on Topic 1 (Climate of support for academic learning) and a rating of 53% on Topic 4 (Sense of Belonging / School Connectedness). Our surveys reflected that students feel the greatest area of need is the improvement of school activities and positive reinforcement. There is not enough after school clubs and sport tournaments. Additionally, students expressed the need for more student engagement and more fun projects/homework.  In order to address these areas of needs, our school added more fun clubs for our after school program and established some sport games with our sister school MSA-4. PE teachers are working together and setting some games such as boys and girls soccer games. Moreover, we are implementing PBIS this year and having assemblies to recognize students for their academic and behavior improvements.|Met|Stakeholder voices (i.e., voices of our students, families, staff, and other school community members) play a powerful role in helping us learn how to improve our teaching, leadership, and other school practices. Surveys have been the primary means of collecting student, family, and staff opinions about what we are doing great and should keep doing, and what are areas for improvement so we can continue to provide our students with the best quality education. MSA-6 uses an online platform to provide students, families, and staff with groups of questions that measure their perceptions of teaching and learning, as well as their perceptions of school climate and students’ own strengths and weaknesses. MSA-6 uses the CORE survey instrument for school climate indicators which include the following four topics for students, families, and staff: Topic 1: Climate of Support for Academic Learning; Topic 2: Knowledge and Fairness of Discipline, Rules and Norms; Topic 3: Safety; Topic 4: Sense of Belonging (School Connectedness). In a separate survey students are also asked questions in additional four topics which include indicators for social-emotional competencies: Topic 5: Growth Mindset; Topic 6: Self-Efficacy; Topic 7: Self-Management; Topic 8: Social Awareness. Annually, we analyze survey results and share the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings.|2018
54722560135863|Global Learning Charter|6|The CoVitatlity Social-Emotional Health Survey was administered to 6th grade students in the Spring of 2018. 37 students completed the survey, including 22 boys and 15 girls. The survey uses four specific measures to gather data on seven constructs/domains. • Believe in Self • Believe in Others • Emotional Competence • Engaged Living • Psychological Distress • School Connectedness • Life Satisfaction  DATA: Key learnings from the survey results include: • Within the “Belief-in-Self” domain, students were strongest in “self-awareness” and weakest in “persistence”.  • Within the “Emotional Competence” domain, students scored equally in “empathy” and “emotional regulation” and lowest in “self-control”.  • Within the “Belief-in-Others” domain, students were strongest in “school support” and weakest in “peer support”. • Within the “Engaged Living” domain, students were strongest in “gratitude” and weakest in “optimism”.  • Across all domains, the areas with the highest percentage of students in the “watch” category were “zest” and “optimism”.  • Within the areas of “psychological distress”, “school connectedness”, and “life satisfaction”, students scored relatively similarly, with all scores falling within the “average” range.   MEANING: According to these results, areas of strength for our students include: self-awareness, school support, and family coherence (which refers to the caring and helpful nature of one’s relationships with family). The area with the lowest score across all students was “optimism.” The table of Strength Indicators identifies what percentage of students falls in the following categories for each item: Strength, Watch, and Follow-up. These data are used to guide follow-up care and programmatic decision-making.    USE: The results of the CoVitality survey provide feedback and insights that can be used to guide decision-making and action towards continuous improvement. The results provide justification to continue many of the practices that we began during our first year of operation. These include: weekly whole-school assemblies, morning meetings at all grade levels, positive and strengths-based discipline, opportunities for student voice and choice, and numerous opportunities for recognition and celebration (e.g., classroom compliments, SHINE tickets, student recognition assemblies). In addition, the school worked with the after-school expanded learning program to offer a socio-emotional learning (SEL) curriculum to all participants in the after-school program. In addition to continuing these practices for our second year, the school has added the following programs and practices, which are also expected to impact school climate: 7th grade electives, 7th grade leadership council, several new short-cycle after-school clubs, sports for grades 5-7, one additional day per week with the psychologist, more regular social groups and support services by the Behavior Intervention Technician (BIT).|Met||2018
39685930000000|Manteca Unified|6|Manteca Unified School District utilizes the California Healthy Kids Survey (CHKS) to report student perception of school safety and connectedness.  Results from the most recent survey (2017-2018) must be viewed through a discriminating lens as participation rates were below the levels required for district validity.  The following are the reported results:  53% of 9th graders, 49% of 7th graders, and 54% of 5th graders report feeling highly connected to their school.  65% of 11th graders, 62% of 7th graders and 79% of 5th graders perceive their school as safe or very safe.   Manteca USD also utilizes suspension rate and expulsion rate to measure students’ sense of safety and connectedness.  In 2016-2017 (the latest year data is available), Manteca USD’s suspension rate was 6.5% and the expulsion rate was 0.1%.   CHKS results have not varied greatly from past surveys.  Results indicate that MUSD students feel safe and connected to their school sites, but our suspension rates continue to be high.  This information supports goal 2, Actions/Services 7 and 8 to increase positive discipline and connectedness on our campuses through Positive Behavior Intervention and Support (PBIS).|Met||2018
41690620119503|Everest Public High|6|Everest believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission.  Our small, personalized model of teaching and learning is based in student relationships and community.  Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose.  Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits.  We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits.  Our school also uses restorative practices.  While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students.  Twice a year students at Everest take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building.  We also directly ask about student and community climate with questions about bullying and harassment.  Results of this survey suggest that most students feel that adults are treated with respect at our school.  Students also report high levels of belonging and low levels of reported bullying and harassment.  This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships.  It also maps to our relatively low number of suspensions and expulsions.  While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed.  We take this data very seriously and actively work to tailor our habits-based curriculum, mentoring and community experience to address this.  We also train our mentors to identify student needs and to respond accordingly if students need additional support.|Met||2018
43104390128090|Summit Public School: Denali|6|Summit Denali believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission.  Our small, personalized model of teaching and learning is based in student relationships and community.  Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose.  Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits.  We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits.  Our school also uses restorative practices.  While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students.  Twice a year students at Summit Denali take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building.  We also directly ask about student and community climate with questions about bullying and harassment.  Results of this survey suggest that most students feel that adults are treated with respect at our school.  Students also report high levels of belonging.  Our data does suggest that a number of students feel bullied and/or harassed.  We take this data very seriously and have actively worked to tailor our habits-based curriculum, mentoring and community experience to address this.  We also train our mentors to identify student needs and to respond accordingly if students need additional support.  We are also actively working on our integrated behavioral and support systems to make sure that all students are growing and developing on appropriate, personalized trajectories as they work to become members of our heterogenous community.|Met||2018
37770320134577|Audeo Charter II|6|Audeo II administers an Annual LCAP Stakeholder Engagement Survey to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement.  Over the last five years, survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment.  This requirement has directly impacted the development of Audeo II’s LCAP.  In order to monitor the success of Audeo II’s LCAP goal 4: provide a safe environment and supportive school culture, Audeo II has established a metric of maintain or achieving a 90% or higher safety satisfaction rating.  In 2017-2018, Audeo II exceeded this metric.  Over 96% of students reported that they felt safe at Audeo II.  Additionally, 96% of parents reported that they feel their child is safe at Audeo II.|Met|The school reported Local Indicator Priority 6 results at the October 18, 2018 Board of Directors meeting.|2018
43694270123745|Summit Public School: Rainier|6|Summit Rainier believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission.  Our small, personalized model of teaching and learning is based in student relationships and community.  Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose.  Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits.  We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits.  Our school also uses restorative practices.  While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students.  Twice a year students at Summit Rainier take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building.  We also directly ask about student and community climate with questions about bullying and harassment.  Results of this survey suggest that most students feel that adults are treated with respect at our school.  Students also report high levels of belonging and low levels of reported bullying and harassment.  This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships.  While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed.  We take this data very seriously and actively work to tailor our habits-based curriculum, mentoring and community experience to address this.  We also train our mentors to identify student needs and to respond accordingly if students need additional support.|Met||2018
10622650126292|Reedley Middle College High|6|The local climate survey is administered to all students in grades 9-12 at RMCHS.  This survey provides data on overall school climate and culture as it pertains to student safety, expectations for both behavior and academic achievement as well as expectations beyond graduation.  Through an analysis of the survey results, it is evident that RMCHS has been successful in providing a quality education that promotes the pursuit of post-secondary education for all students after high school while feeling safe on campus.   For example, In the areas of student perception of the quality of education, the overwhelming majority (99%) of 9-12 grade students responded that they agree or strongly agree that “My school provides a good education for students.”  Additionally, the overwhelming majority of students report that “My teachers expect me to continue my education after high school” with a 98% rating of agree or strongly agree.  Furthermore, in the area of expectations for student attendance, 97% of students rated  that they agree or strongly agree that “My principal, teachers think it’s important that I attend school every day.”.    Student perception of safety and connectedness is consistent, but does show there is room for growth.  Students responded positively to the question “I feel welcome at my school” with a 90% for grades 9-12.  Students in grades 9-12 also reported that , 89% of them feel that they “agree or strongly agree” with question “I am safe in the hallways, bathrooms, and on the yard at my school.”      Area for Growth:   An area for improvement that students shared in regards to school connectedness was related to the question, “My school provides co-curricular activities (sports, clubs) that are fun and help students enjoy school.” In this area, 47% of students reported either “disagreed or strongly disagreed” with having a wide array of activities. This is an area that has been addressed starting with the Spring 2018 semester and will be continued to be addressed for this 18-19 school year. New activities that were conducted in the Spring of 2018 are: Powderpuff Football Game, second team of Skills USA, and Junior Class Club. For this 18-19 school next year, the first ASB Officers team was established and a big charge for them will be to organize and create fun activities and continue to build a positive campus culture through fun activities for students.|Met||2018
42691120137885|Trivium Charter School Voyage|6|As a new charter, we don't have this data yet.|Met||2018
45701690134031|New Day Academy - Shasta|6|NDA is a Personalized Learning/Independent Study charter school.  While the majority of a student's daily instruction occurs at home with the parents, students receive instruction in the community through extracurricular vendors, and/or attendance at community colleges.  In the fall of the 2017-2018, NDA-Shasta added a resource center in Redding. This facility is an outstanding addition to the school’s program and is used for internal and state assessment, tutoring, special ed services, writing classes, math instruction, a college and career course, drama classes, and grade level STEAM sessions. The school has a safety plan in place that ensures student and staff safety. The 2018 surveys indicated that all stakeholders believe the resource center is safe, clean and well maintained.    NDA is dedicated to creating a climate of open communication and connectivity with all stakeholders.  Teachers have direct and consistent communication with their assigned families creating close relationships and cooperation. The school is committed to building a strong school community.  One tool used to create that community is Parent Square, an internal communication system used to notify staff, parents, and students about school activities, field trips, and updates important to the school operations.  Our school encourages interaction between families by offering parent workshops, monthly field trips, parent meetings, and Advisory Council meetings. Educational opportunities offered at the resource center encourage peer interaction and create a positive local school climate.  NDA parents and students consistently report that they feel connected and pleased to be part of our school family.   In order to measure the school's local climate and stakeholder perceptions, NDA-Shasta developed surveys for Parents, Students grades 5-8, and High School Students which included questions specifically designed and tailored to the uniqueness of our school programs and student population.  The surveys were completed in the spring of 2018.  Parent Survey - 144 respondents 98% responded that NDA promotes academic achievement for all students. 98% responded that NDA provides access to a wide variety of courses and curriculum. 92% responded that they are very satisfied and 8% are satisfied with their NDA Teacher  98% responded that their children are safe when visiting the school site. 99% responded that they would recommend NDA to others.  Grades 5-8 Survey - 55 respondents 97% responded that they are very satisfied or satisfied with their NDA Teacher. 86% responded that they are proud of their academic progress. 100% responded that they would recommend NDA to friends.  High School Survey - 44 respondents 96% responded that they are very satisfied or satisfied with their NDA Teacher. 97% responded that they are satisfied with the curriculum available for their use. 96% responded that they are proud of their academic progress. 98% responded that they would recommend NDA to friends|Met||2018
45701690137117|New Day Academy|6|NDA is a Personalized Learning/Independent Study charter school.  While the majority of a student's daily instruction occurs at home with the parents, students receive instruction in the community through extracurricular vendors, and/or attendance at community colleges.  In the fall of the 2017-2018, NDA-Shasta added a resource center in Redding. This facility is an outstanding addition to the school’s program and is used for internal and state assessment, tutoring, special ed services, writing classes, math instruction, a college and career course, drama classes, and grade level STEAM sessions. The school has a safety plan in place that ensures student and staff safety. The 2018 surveys indicated that all stakeholders believe the resource center is safe, clean and well maintained.    NDA is dedicated to creating a climate of open communication and connectivity with all stakeholders.  Teachers have direct and consistent communication with their assigned families creating close relationships and cooperation. The school is committed to building a strong school community.  One tool used to create that community is Parent Square, an internal communication system used to notify staff, parents, and students about school activities, field trips, and updates important to the school operations.  Our school encourages interaction between families by offering parent workshops, monthly field trips, parent meetings, and Advisory Council meetings. Educational opportunities offered at the resource center encourage peer interaction and create a positive local school climate.  NDA parents and students consistently report that they feel connected and pleased to be part of our school family.   In order to measure the school's local climate and stakeholder perceptions, NDA-Shasta developed surveys for Parents, Students grades 5-8, and High School Students which included questions specifically designed and tailored to the uniqueness of our school programs and student population.  The surveys were completed in the spring of 2018.  Parent Survey - 144 respondents 98% responded that NDA promotes academic achievement for all students. 98% responded that NDA provides access to a wide variety of courses and curriculum. 92% responded that they are very satisfied and 8% are satisfied with their NDA Teacher  98% responded that their children are safe when visiting the school site. 99% responded that they would recommend NDA to others.  Grades 5-8 Survey - 55 respondents 97% responded that they are very satisfied or satisfied with their NDA Teacher. 86% responded that they are proud of their academic progress. 100% responded that they would recommend NDA to friends.  High School Survey - 44 respondents 96% responded that they are very satisfied or satisfied with their NDA Teacher. 97% responded that they are satisfied with the curriculum available for their use. 96% responded that they are proud of their academic progress. 98% responded that they would recommend NDA to friends|Met||2018
37683383731395|Audeo Charter|6|Audeo administers an Annual LCAP Stakeholder Engagement Survey to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement.  Over the last five years, survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment.  This requirement has directly impacted the development of Audeo’s LCAP.  In order to monitor the success of Audeo’s LCAP goal 4: provide a safe environment and supportive school culture, Audeo has established a metric of maintain or achieving a 90% or higher safety satisfaction rating.  In 2017-2018, Audeo exceeded this metric.  Over 96% of students reported that they felt safe at Audeo.  Additionally, 100% of parents reported that they feel their child is safe at Audeo.|Met|Audeo Charter School reported Local Indicator Priority 6 results at the November 7, 2018 Board of Directors meeting.|2018
07616480115063|Antioch Charter Academy II|6|Students 4th through 8th grade participated in a student survey in Spring, 2017.  The survey includes 40 scale response questions and 2 open ended response questions to measure student opinion about the school climate. The results of the survey indicate 100% of students feel safe at this school.  100% of 4th through 6th grade students feel like they belong, while 95% of 7th and 8th grade students feel like they belong.|Met||2018
42691120137877|Trivium Charter School Adventure|6|We are a new charter and do not have data yet.|Met||2018
42691120124255|Trivium Charter|6|Our Spring 2018 Parent Survey revealed that 78% of 188 families requested more on-campus elective classes so we added in a rotation of art related elective andSTEM related electives at learning centers.  95% of our respondents felt Financial Literacy was an important course for students to take so we added in a Financial Literacy on-campus course for our High School students and embedded financial literacy learning into our younger grades.  We had 297 narrative responses on how to best spend our educational funding which has helped us specifically build our LCAP.  Our parents and students report over 90% excellent ratings on feeling connected, informed of school happenings and feeling safe.|Met||2018
06100660000000|Colusa County Office of Education|6|Overall, survey results suggested that staff excelled at supporting students and catching them up academically. They also indicated a greater need to boost motivation and provide information, which promotes colleges and trade schools. The greatest need identified by students was in promoting respect for adults and respect between adults and students on campus. We are using the College Readiness Block Grant to include field trip options, encourage a college-going culture and highlight career possibilities. In addition, all high school students will participate in articulated course work focused on post-secondary planning. We will also continue to encourage students to participate in classes at our adjacent community college. Our second response is to implement a multitiered system of support to promote student social and emotional learning and foster a culture of respect.|Met||2018
39685770000000|Linden Unified|6|The district will administer California Healthy Kids Staff Survey in December 2018.  Once the data are released by WestEd, the test administrator, updated information will be provided to all relevant stakeholders.|Met||2018
10623800000000|Raisin City Elementary|6|Raisin City Elementary administered a student survey for all students in grades 2nd - 8th. The questions were directed in determining if students felt a comfort zone in a safe learning environment, while also feeling connected to the school culture. The survey revealed that 79% felt they were learning in safe environment, while 75% felt they were connected to the school culture.|Met||2018
31668520121608|Harvest Ridge Cooperative Charter|6|Harvest Ridge administers a yearly survey to parents to provide a valid measure of perceptions of school safety and connectedness. The survey assesses the parent perception of how the school maintains a positive school climate, with an emphasis on student sense of safety and school connectedness. Results showed that 46% of respondents strongly agreed that the school maintains a positive school climate; 49% of respondents agreed; and 5% of respondents were neutral or disagreed. Feedback included support for school-wide anti-bullying and character education programs, facility safety measures that are already in place, and an appreciation for the personal attention that staff provides to parents and students. Areas of focus were playground safety issues, additional supervision, and a continuation of anti-bullying and harassment programs along with character and life-skills development. LCAP goals were developed to address support for facility upgrades and implementation of the safety plan, along with a continued focus on campus wide discipline systems that ensure a positive culture.|Met||2018
41688660000000|Belmont-Redwood Shores Elementary|6|Our LEA administers the California Healthy Kids Survey on an annual basis to monitor the trends in school climate from the perspective of students, staff and parents.   In elementary school, our school climate indicators show a positive climate. In all categories for overall supports and engagement, we outperform the state average by 8-9 percentage points.  For low violence, we out perform the state average by 9-11 points.  In other school climate indicators, we outperform the state average by 4-14 points in every sub-category with the exception of parental involvement in education.  In this area, we lag behind by 2 percentage points.  In middle school, the school climate index has also been steadily increasing.  With an average participation rate ranging from 90-97%, the score has gone from 307 to 346, and the percentile ranking has gone from 57th to 85th since 2014.  WestEd reports do not provide a state average to compare against, but there is a similar school ranking, and our scores have gone from 11th percentile to 36th percentile since 2014.    The scores indicate that students feel safe, they feel connected, and they engage in healthy behaviors.  Notably, our middle schoolers feel more a part of the school, and less harassed or bullied at school.  Our elementary students also report similar findings: more students feel safe at school, and fewer students have been harassed/bullied at school.    Using these data, we are able to determine how best to offer supports to students through the use of LCF funds as well as local grants.  While students generally feel safe (89% in elementary school), and there is a decrease in harassment (from 20% to 13%), there is still room for improvement.  In middle school, even though there has been a decrease in chronic sadness/hopelessness, we still have 15% of our students reporting that they feel chronic sadness/hopelessness.  We support students through a variety of services, and this information helps support our decisions to increase counseling support at all of our schools, but our middle schools in particular.|Met||2018
54722490133793|Accelerated Charter High|6|Each spring Tulare Joint Union High School District administers a climate survey to its students. Accelerated Charter High School is a dependent charter of TJUHSD.  This student survey is administered to sophomores and seniors in our district, including Accelerated Charter. The total number of the responses for the survey in the spring of 2018 at Accelerated Charter was 80 students, with the majority of the students being seniors. The survey includes specific questions geared at school safety and student connections to school.  The survey does include a few questions from the California Healthy Kids Survey, however, we do not use the California Healthy Kids Survey every year, as it is a lengthy survey, resulting in students at times rushing through it. Through the survey, the majority of the students (68%) in our district indicated that they feel close to people at school, with only 15% of the students disagreeing or strongly disagreeing. Fifty-seven percent of the students indicated that they were happy to be at school, while 14% disagreed or strongly disagreed. Nearly half of the students agreed or strongly agreed that they feel like they are part of the school (48%), while only 18% disagreed or strongly disagreed.  Additionally, 55% of the students indicated that they feel safe at school, while only 13% disagreed or strongly disagreed. In addition to the positive response regarding school climate and safety, students also indicated that at their school, they have access to: challenging courses, such as Advanced Placement and honors (74%), the necessary instructional materials (75%), activities that meet their interests and talents (76%) and information on how to plan for college or a vocational school (76%).  Students also indicated that they would like access to take more than six classes and more electives.   Based on the survey results, the majority of our students feel safe and welcomed at our schools.  Even though this is a definite strength, our district continues to explore way to engage all of our students, especially the 30% that still do not feel connected to our school.  One of our challenges includes continuing to create a climate in which all students feel welcomed and connected to our sites.  This has resulted in our district continuing to develop our PBIS program and incentives. Based on the survey results, our district has also made it a priority to provide training to our staff on improving connections to students.  This includes providing all of our teachers with mental health training.  Lack of time is another challenge for our district and has led us to be creative with our training and opportunities that we provide to our students and teachers.  We are also continuing to explore different ways to provide students with more opportunities at Accelerated Charter High School.|Met||2018
19647330121137|Ingenium Charter|6|"Question 1: DATA: Reflect on the key learnings from the survey results and share what the LEA learned.  Ingenium Charter school surveyed all students in grades 3-5 in the Spring of 2018. Overall Ingenium scored above average in five categories which were student engagement, academic rigor and conversations, relevance, instructional methods and personal relationships. Ingenium scored at typical or below average in the categories of classroom culture and project based learning.   When looking at Student Engagement data and questions. There was no big differences when disaggregated by subgroup. Academic rigor and expectations had very widespread answers. Two questions were above average, one typical and two below average. Again, there were no big differences when disaggregated by subgroup. When students were asked about the relevance of their learning, all questions were scored at typical or above average. Nothing notable by subgroup. Students responded to questions about their instructional methods with questions such as,  “Does your teacher ask you to show your work?” This was rated in 27th percentile, which was especially low for 3rd grade. The other questions were answered with an above average rating. Students felt that there was strong personal relationships at ICS. All questions were rated above average. The two lowest scored categories were in classroom culture and project based learning. All questions related to classroom culture were scored as typical or below average. White/Caucasian students were rating higher in 3 out of 4 questions. ICS students scored in the typical range for all project based learning questions.    Question 2: MEANING: What do the disaggregated results (if applicable) of the survey and other data collection methods reveal about schools in the LEA, such as areas of strength or growth, challenges, and barriers?  Our school's strength is that there were NO trends when disaggregating the data by subgroup.  The youthtruth supervisor said, ""This is fantastic! And, in my experience, extremely rare.""    We have a growth opportunity in the category of classroom culture. This is interesting because we scored extremely high in personal relationships. Our White/Caucasian students are rating higher in 3 out of 4 questions. We have noticed that students are lacking the skills to restore relationships with each other as well as solve their problems without adult intervention in their classrooms. We think this could be a contributing reason for the low score.     One barrier we came across was lack of student typing skills in third grade. Time was also an issue as the survey was long. Students were very positive or very negative on their comments. The anonymity meant that students weren't accountable for their words in the comment section."|Met|Response continued: Question 3: USE: What revisions, decisions, or actions has, or will, the LEA implement in response to the results for continuous improvement purposes? Why? If you have already implemented actions, did you see the results you were seeking?  We looked at the data analysis from YouthTruth and we shared it with our ILT teams. They then shared it with their grade level team during grade level collaboration. We did not have the teachers conduct a data analysis on these results. This year, we plan to have teachers, staff and admin conduct an analysis on the data collected.    Last year was the first year we gave the Youth Truth Survey. The results were our baseline data. Therefore, this year we will take the first set of results, make outcomes from the data with our school faculty/staff and then compare them with the end of the year YouthTruth data to see if we met the outcomes.|2018
19647330135921|WISH Community|6|WISH now annually surveys students, staff and parents to gauge satisfaction levels, connectedness, wellness, and resiliency, allowing WISH to solicit crucial feedback for our operations. WISH administers the California Healthy Kids Survey to parents, students in grades 3 – 8 and faculty members. In addition, each week an Owl Proud survey is sent to the entire community. The data from these surveys indicate that WISH students feel like their curriculum is engaging and meaningful, the teachers are invested in them, and they feel free from bullying. Students also indicated that they want more opportunities for student choice and voice to be heard.  Advisory & Community Circle – All students in grades 6-8 participate in advisory each day, while students in grades TK-5 start the day with Community Circle. Both programs offer opportunities for students to share their voice with a dedicated adult champion available to support their socio-emotional needs.  WISH has also infused more social and emotional supports across all grades, including the Yale Ruler program.  WISH Educators participated in the Yale training to ensure a full understanding and effective implementation of the program.  We have shared the tools and language of this program with WISH parents and guardians to allow them to provide support and consistency of message at home.  WISH parents meet in grade level groups regularly to share experiences and advice allowing our community to improve the practice in school and at home.    WISH also employs the WEB (Where Everybody Belongs) program to aid in the transition of into middle school. WEB is built on the belief that students can be positive role models and help their peers succeed.  8th-grade scholars attend summer training sessions where they learn to mentor incoming middle schoolers, to ensure the incoming 6th-grade students acclimate to the rigors of the middle school experience and feel welcome and comfortable as they face new academic challenges.|Met||2018
13101320000000|Imperial County Office of Education|6|Imperial County Office of Education- Alternative Education administered this student survey. A total of 98 students were surveyed.   In relation to School Safety,  76% of students perceived the school as safe or very safe.  85% of students stated that the school has high expectations for them.  80% of students feel they have caring adult relationships at school.   Some areas of continued concern are in the area of the students’ mental and/or physical health.  35% of students surveyed state they currently use alcohol or drugs.   15% of students stated they have been in a physical fight in the last twelve months.   31% of students expressed they have experienced chronic sadness/ hopelessness in the past year.    Additionally,  52% of students surveyed stated that their parents had not completed high school.  53% of student stated that their parents feel welcomed at this school.  These survey results are in alignment with our Local Control Accountability Plan. Staff will continue to review the survey data to shape programs and services that are aligned with the school community needs. ICOE is committed to continue to partner together and with outside agencies (i.e. Imperial County Behavioral Health, Imperial County Department of Social Services, Imperial County Probation) to provide the necessary supports to assist families in getting stronger, both academically and social-emotionally.|Met||2018
19734370137240|Ingenium Clarion Charter Middle|6|Ingenium Clarion Charter Middle School will give its first student survey in late fall 2018.|Met||2018
19734370137257|Ingenium Wings Independent Study - Compton|6|Ingenium Wings Independent Study - Compton will give its first student survey in late fall 2018.|Met||2018
19765470118760|Barack Obama Charter|6|On the YouthTruth Survey, BOCS students were asked to rate a variety of statements covering the following topics: student engagement, academic rigor & expectations, relevance, instructional methods, personal relationships, and classroom culture. BOCS students  provided the highest ratings on Academic Rigor & Expectations and Instructional Methods, while the lowest rated topics were Classroom Culture and Relevance. The students’ ratings were than compared to other students’ ratings from 246 other elementary schools. According to this comparison, BOCS students gave what would be considered typical feedback in the area of relevance.    Based on these results, we learned that students feel challenged by the instruction their teachers provide and that it challenges them to think hard. In regards to relevance, students feel that what they learn in class helps them outside of school and that their teachers ask them about their at home. We also learned that students feel less positively about the personal relationships they have with their teachers and their peers and the overall culture in their classrooms.  The survey results shed light on areas of strength and opportunities to improve. Students provided the highest ratings on Academic Rigor & Expectations and Instructional Methods. When students were asked “does the work you do in your class make you really think?”, most responded in agreement with this statement providing this question with a 2.64 rating out of 3. Additionally, students agreed that their teachers do ask them to show their work when solving problems, rating the statement with a 2.84 out 3. 85% of students who completed the survey agreed that they do feel their teachers want them to work their hardest. However, students indicated that they felt like their teachers let them give up when the work gets hard and did not always feel supported by them.  Students rated the category of classroom culture the lowest out of the 6 categories of questions/statements. When asked the question “do students behave well in your class?”, students rated this questions a 1.95 out of 3 indicating that they feel students do not always behave. Another category that students rated lower was when asked questions about personal relationships. Students indicated that they did not feel their teacher was always fair to them, ranking this question 2.47 out of 3 and 7th percentile.   After receiving and analyzing these data results, BOCS has responded in a variety of ways. In regards to classroom culture and personal relationships, we have identified trauma informed practices as an area of focus for the year. Our theory is that many of our faculty and staff members do not know the effects of trauma on students and how that trauma affects students’ behavior. During our weekly professional development, all-staff are participating in professional development on trauma informed practices. All-staff are learning about the effects of trauma on the brain.|Met|Response continued:  During our weekly professional development, all-staff are participating in professional development on trauma informed practices. All-staff are learning about the effects of trauma on the brain and what research-based practices are most effective when working with students who have experienced trauma through a book study. We have already seen an impact from this work as we have started to see more positive interactions between students and staff. Instead of blaming students for their actions, faculty and staff are now beginning to questions their instructional practices and what changes they can make to provide a better learning environment for their students.   Additionally, students indicated that they do not always feel supported by their teachers academically. During professional development, we are also focusing on Cognitively Guided Math Instruction to support our students in the area of math. Within this work, we are focusing on ways to appropriately scaffold grade level content for students who are performing below grade level. Additionally, we are beginning our math intervention program during which small groups of students will be working with a teacher’s assistant based on their iReady math levels. Students will take the iReady Growth Monitoring Assessment every 2 weeks and these groups will be adjusted every 9-weeks based on student data.|2018
19647330127985|Ingenium Charter Middle|6|Question 1: DATA: Reflect on the key learnings from the survey results and share what the LEA learned.  ICMS rolled out its first YouthTruth survey to students in April 2018 to inquire about the students' perceptions in relation to academic rigor, their relationships with teachers, peers, overall student engagement, and school culture.  ICMS successfully surveyed 92% of its student population, thus receiving the most favorable scores on academic rigor, student engagement, relationships with peers, and school culture with the 6th grade group ranking each domain the highest, while 8th graders ranked each domain below the 50th percentile. The domain for student engagement revealed that students on a general basis enjoy coming to school and that what they learn in class has real life applications, but would like the work to be more enjoyable as it feels menial most of the time. The academic part of the survey revealed that students have a clear understanding that they need to put in the effort to earn passing grades in their classes, but the survey also revealed that they feel the work is not challenging enough; both the 6th and 7th grade groups ranked closer to the 75 percentile than the 8th graders who scored below 50%. One of the lowest rankings at ICMS was the domain that addressed teacher-student relationships. which all students ranked in the 55%. Students at ICMS felt as though teachers did not exert any effort in building relationships with them outside of the classroom or lack understanding of their lives outside of the school. In comparison to other LEAs, ICMS scored at 47% of student who feel as though there is someone they can relate to or get support from when it comes to personal problems. In summary, students at ICMS expressed a higher level of enjoyment in relation the academic rigor and the school engagement, but expressed desire in improving the teacher-student relationships. ICMS ranked high in the family involvement domain.    Question 2: MEANING: What do the disaggregated results (if applicable) of the survey and other data collection methods reveal about schools in the LEA, such as areas of strength or growth, challenges, and barriers?  After reflecting on the data presented by YouthTruth, the staff at ICMS concluded that part of the challenges facing the student-teacher relationships is the high teacher turnover rate, specifically for the 8th grader group whose teachers had not lasted an entire academic year or who left at the end of each year through their enrollment at ICMS. In addition, there was a change in leadership at the Charter Management Organization level which resulted in the improvement of the academic program thus introducing Profound Learning Experiences which proved to be initially challenging for teachers to implement. On the contrary, ICMS has continued to leverage its behavior support plan that continues to foster positive student -to - student relationships which is one of the domains that ranked the highest|Met||2018
28662666026983|Napa Valley Language Academy|6|The California Healthy Kids Survey (CHKS) was administered during the 2017-18 school year. The results serve to measure the district's progress on state Priority Six, Student Climate.  We had 76% fifth grade students participate in this survey. Based on the data collected from the survey, the results were utilized in the development of goals for the BEST/PBIS team. Our School Counseling Department in conjunction with the BEST/PBIS team and site leadership utilized CHKS data to drive guidance curriculum and action steps. According to our Kid's Healthy Survey from Fall 2017: 69% of our students felt connected to school, 70% felt like they had caring adult relationships, 90% felt safe at school.  Results also indicate 38% of students being teased for body image.|Met||2018
19647330129825|Clemente Charter|6|Question 1: DATA: Reflect on the key learnings from the survey results and share what the LEA learned.  Our April 2018 Youth Truth Parent Survey show that we scored on the 99th percentile or higher in school culture, engagement and empowerment, relationships, communication and feedback. We scored higher than all Ingenium Schools and most schools across the country. In the survey responses, Clemente Charter School families expressed support of the Charter School administration as well as their feelings that Clemente students are safe, happy, and are learning.   Question 2: MEANING: What do the disaggregated results (if applicable) of the survey and other data collection methods reveal about schools in the LEA, such as areas of strength or growth, challenges, and barriers?  The disaggregated results of the survey show positive results overall however we noticed that we had lower scores from parents who speak a language other than English and home and from parents who have children with special needs.   Although we scored in the 99th percentile for School Culture, these two groups of families scored lower in the degree to which families believe their school fosters shared goals, respect, fairness, and diversity. We found that most of these families had children in 4th grade.    Although we have expanded our resources within the last four years, Clemente feels we still have room to grow. We noticed that resources still scored the lowest on the parent survey, 97th percentile.  The results also show that Clemente families feel there is a necessity for more resources  to support students. Families who speak a language other than English at home and families with low SES scored 4.56 which is lower than all other groups.   Question 3: USE: What revisions, decisions, or actions has, or will, the LEA implement in response to the results for continuous improvement purposes? Why? If you have already implemented actions, did you see the results you were seeking?  Clemente is working on improving its parents workshops and resources in order to strengthen parenting skills and working with their children at home.  During Coffee with the Principal we asked parents what they would like more of; parents responded by stating they want to be able to help their children at home and they want to learn how to be better parents.   Clemente is on three split sites, we are working in increasing parent communications and adding more parent workshops depending on each sites need. Although we are one school; our three sites have distinct cultures and differ in needs.|Met||2018
15635860000000|Linns Valley-Poso Flat Union|6|Overall Linns Valley feels the school climate is positive. *Results from the 2018 LCAP Survey given to students, parents, staff and community members: • 100% feel a sense of safety • 94% feel a sense of connectedness • 100% feel a sense of increase in student achievement  Our district’s focus is to ensure students feel safe and connected at school.  We will be revisiting our programs and surveying students, parents, staff and community members for ideas on how to increase their engagement with school and finding ways to increase feelings of connectedness.|Met||2018
15636770000000|Mojave Unified|6|1. Students from grades 2, 3, 5, 6, 9, and 11 were surveyed, with the following results: 48.87% of students reported having a sense of safety, and 58.1% of students reported having a sense of connectedness. 2. The survey results reveal that we did not meet our expected outcome of increasing student sense of safety to 57%, although we did meet our outcome for connectedness. Both are still far lower than we would expect and hope to see, given that safety and engagement are top priorities. Attendance, Chronic Absentee and Suspension rates have revealed improvements in this area.  3. The Mojave Unified School District (MUSD) will continue to expand our implementation of Positive Behavior Intervention and Support (PBIS), restorative practices, and Alternative to Suspension (ATS) options. We are also incorporating additional professional development in the areas of implicit bias, trauma informed practices, and cultural awareness. Beginning with the 2018-2019 school year, MUSD will participate in the California Equity Performance and Improvement Grant, which will add an equity lens to the work we are performing with Kern County Superintendent of Schools through the Continuous Improvement Process (CIP). This grant has also allowed us to conduct an equity grant at one of our sites. Throughout this ongoing process, we seek to improve the sense of safety and connectedness that all of our MUSD students have.|Met|In recent years the unfortunate and traumatic increase in school shootings has gained massive attention in our mainstream media. We believe that this has had a definite impact on our students' perception of their safety at school and in public in general. To help alleviate this fear and increase our emergency preparedness, we have increased security measures across all campuses, including the installation of cameras and door security systems, and collaboration with local law enforcement agencies to audit our emergency protocols. Other indicators, such as our suspension and attendance rates reveal that school climate overall is improving.|2018
10621580000000|Fowler Unified|6|The Fowler Unified School District Student LCAP online survey was administered to a sample of 159 students from four schools in grades 3 to 12. Of those surveyed, 49% attend Fowler High and 49% attend Fremont Elementary. Fewer than 2% attend Malaga Elementary and Fowler Academy. There were more female students (62%) than male students (38%) who completed the survey. Student respondents proportionately represented the district’s racial and ethnic diversity. A majority (68%) were Hispanic or Latino, 12% were White (Non-Hispanic) and fewer than 10% were Asian or Pacific Islander. Of the student respondents, 46% reported they qualify for free or reduced-price meals, 25% are English Learners, and fewer than 1% indicated they receive foster youth services. An overwhelming majority (83%) have indicated they plan to attend a college or university after graduating from high school.  Students were asked to select two out of four resources that were most important to them.  Although many of the resources were important to students, the two most important resources were more and better access to technology and stronger academic programs.  Students were asked to select two out of four services that were most important to them.  Although many of the services were important to students, the two most important services were extracurricular activities and connections with community resources.  In addition to the FUSD Student LCAP survey, there were 543 total students in grades 5, 7, 9 and 11 who completed the 2016-2017 California Healthy Kids survey.  A total number of  results indicate that School Connectedness that 89% to 99% felt moderately to highly connected to their school.  In addition, students results for School Safety indicate they feel safe or very safe at their school from 67% to 76%.|Met||2018
39685856116594|Aspire Vincent Shalvey Academy|6|One of the strengths in the data is that our SWD have a higher average of feeling a sense of belonging than our overall school data. We could grow in the overall satisfaction of students in feeling a sense of belonging. Our challenge is ensuring our African American students feel a sense of belonging. African American students are the smallest subgroup we have. I think it's important looking forward to ask our African American students and families  how they are feeling and how we can support them. I also think it's important to increase diversity on the staff. We currently only have one African American staff member.|Met||2018
19647330106872|Bert Corona Charter|6|Bert Corona Charter School MS offers an academically engaging learning environment for all; it has a culture of high expectations and high support, a nurturing environment, and connected school community. In order to ensure we have feedback from all of our stakeholders, we conduct surveys every year using the Youth Truth Survey Platform. We use this feedback to analyze and assess our effectiveness and the effectiveness of the systems we have in place. Once we have collected and analyzed all of our results, we share them with our board. We also replicate the reflection process with our teachers, staff, and students each fall at the beginning of the school year so all staff members are aware of the students’ voice. The results of our surveys last year indicated that… Students felt that our teachers had high expectations for them and that their work was rigorous. Students have learned how to work in collaborative groups working with other students by participating in Project-Based activities that provide for a deeper understanding of their learning.   BCCS Parent survey responses toward school climate reflect the following for Strongly Agree and Agree   • 2D. 94.6% The office staff treats me with respect • 2E.  92.2% Staff members at the school take my complaints and suggestions seriously.  • 2F.  90.6% The school lets me know about school rules and policies.  • 3A.  91.1% I talk to my child about school.  • 6A.   92.2% My child is safe on school grounds.  • 6B.   81.7% My child is safe in the neighborhood around the school.|Met||2018
50711750120212|Aspire Vanguard College Preparatory Academy|6|The overall and dis-aggregated results clearly show room for improvement with respect to students' sense of belonging at our school.  For the previous 9 years, we have been renting a school facility that was not conveniently located for many of our students and, furthermore, we found that it was not possible to customize the space in ways that would respond to students' needs and thereby promote a sense of inclusion and ownership.  We are very pleased this year to have relocated to a new campus that belongs to us and our students and allows us to communicate to students that the space exists for them.  Aesthetics, layout, and furnishings have all been chosen with them in mind.  Moreover, we have capitalized on opportunities to better serve sub-groups of students. We have recruited a very active ELAC, and are gathering input about how to better serve EL students.  We are conducting targeted staff professional development to enhance scaffolding and differentiation in the classroom to ensure that all learners, including students with disabilities, can meaningfully access our curriculum.  We have chartered a new chapter of the Hispanic Youth Leadership Council and formed a Muxeres Club as a manifestation of our efforts to ensure that our school promotes belonging among our largest demographic subgroup.  The responses from our African American students are troubling, and they constitute a real mandate for change.  We have initiated the formation of a Black Student Union, and, in addition, we are laying the groundwork for an advisory council consisting of parents of our African American students.  Our top priority for both our student club and our parent group will be to gather and implement input about how we can ensure that our school is a place of belonging for our African American students.|Met||2018
15634040120139|Nueva Vista Language Academy|6|Nueva Vista Language Academy has made significant progress in the area of School Climate in recent years. They believe that the most valid measures of this progress are the PBIS Self-Assessment Survey and the PBIS School Climate Survey. This survey is given to all students in grades 3-5 and they have been surveying students since 2016 and monitoring data.   On the PBIS Self-Assessment Survey, the “Implementation Average” for Nueva Vista Language Academy has increased from 60% in Fall 2015 to 63% in Fall 2016 to 68% in Fall 2018. Meanwhile, on the PBIS School Climate Survey, the average overall score for Nueva Vista Language Academy has remained very strong at 3.33 in Fall 2018 ( 4.0 = “Always” and “3.0 =“Often”). Question number three on the School Climate Survey asks students, “Does my teacher want me to do well?”  Approximately 200 students scored an average for this question at a 3.86, which shows that students perceive that  teachers at Nueva Vista Language Academy want their students to do well in school.  This data is also supported by Nueva Vista Language Academy's positive attendance rates.   Nueva Vista Language Academy is very proud of their attendance record for the 2018-2019 school year.  They currently hold a 98.7% positive attendance rate and are up 1.08% from the 2017-2018 school year.  Nueva Vista Language Academy has had seven days of 100% perfect attendance for the start of the 2018-2019 school year.|Met||2018
43104390127969|Discovery Charter II|6|On 10/30/17, Discovery did the annual survey of students in grades 4th through 8th grades by asking three questions: Is Discovery a welcoming community? Within the Discovery community, do you feel physically and emotionally safe? Discovery is an inclusive community that celebrates ethnic and religious diversity. And finally, Discovery is an inclusive community that makes students with learning differences feel valued and safe. The answer choices were: Always, Most of the time, Sometimes and Seldom. 53% of students in grades 4th through 8th responded to the survey. In response to the question: Is Discovery a welcoming community? Always- 47% Most of the time-45%  Sometimes-8%  Seldom-0%  Spring 2017 Always- 42% Most of the time-49%  Sometimes-6%  Seldom-3%  Within the Discovery community, do you feel physically and emotionally safe? Always-43% Most of the time-47%  Sometimes-9%  Seldom-1%  Spring 2017 Always-32% Most of the time-45%  Sometimes-21% Seldom-2% **12% moved from “Sometimes” to “Most of the time or Always”; Students cited an increase in parent yard duty during recess and lunch, that were better trained. Discovery is an inclusive community that celebrates ethnic and religious diversity. Always-53% Most of the time-28%  Sometimes-13% Seldom-6%  Spring 2017 Always-42% Most of the time-40%  Sometimes 16%  Seldom-2%  Discovery is an inclusive community that makes students with learning differences feel valued and safe. Always-56% Most of the time-36%  Sometimes-6%  Seldom-2%|Met||2018
41689240127548|Summit Public School: Shasta|6|Summit Shasta believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission.  Our small, personalized model of teaching and learning is based in student relationships and community.  Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose.  Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits.  We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits.  Our school also uses restorative practices.  While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students.  Twice a year students at Summit Shasta take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building.  We also directly ask about student and community climate with questions about bullying and harassment.  Results of this survey suggest that most students feel that adults are treated with respect at our school.  Students also report high levels of belonging and low levels of reported bullying and harassment.  This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships.  It also maps to our relatively low number of suspensions and expulsions.  While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed.  We take this data very seriously and actively work to tailor our habits-based curriculum, mentoring and community experience to address this.  We also train our mentors to identify student needs and to respond accordingly if students need additional support.|Met||2018
50711670137265|Aspire University Charter|6|"The data reveals that we have a strong community and culture and University Charter Academy. Our SWD disabilities is high because we have a strong Special Education teacher and aides and the students enjoy coming to the ""Learning Center"" to learn and take breaks (as needed). The African American population is our smallest population. We have begun in depth work on social and emotional learning, in all classrooms as well as whole school. I believe this work will improve student safety, satisfaction and a sense of belonging as we continue to check on each others emotions and find support."|Met||2018
07100740129684|Summit Public School K2|6|Summit K2 believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission.  Our small, personalized model of teaching and learning is based in student relationships and community.  Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose.  Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits.  We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits.  Our school also uses restorative practices.  While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students.  Twice a year students at Summit K2 take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building.  We also directly ask about student and community climate with questions about bullying and harassment.  Results of this survey suggest that most students feel that adults are treated with respect at our school.  Students also report high levels of belonging and low levels of reported bullying and harassment.  This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships.  It also maps to our relatively low number of suspensions and expulsions.  While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed.  We take this data very seriously and actively work to tailor our habits-based curriculum, mentoring and community experience to address this.  We also train our mentors to identify student needs and to respond accordingly if students need additional support.|Met||2018
48705320122267|Dixon Montessori Charter|6|1. We have used the California Healthy Kids Survey of the 5th and 7th grades to understand the perceptions of students regarding our school climate. The vast majority of 5th grade students feel happy and supported. 97.1% of students say that their teacher cares about them,  The vast majority of students (97.1%) feel that they are learning educationally relevant skills. 100% of students feel safe at least sometimes at school, 77.8% say that they always feel safe in any part of the school.    The vast majority of our seventh grade students, 96.4%, said that they feel supported by their teacher. 100% of students feel that they show educationally relevant skills in school.  95% feel safe at least sometimes at school, 64.82% say that they always feel safe in any part of the school.  2.  The survey results show that DMCS has a culture and climate that makes students feel safe, supported, and eager to learn.  Bullying, drugs, and alcohol are nearly nonexistent.  Our attendance is high, most students who are absent were sick the day of the absence.    3. The feedback from these surveys had an impact on our actions. The admin team will meet with the fifth grade and middle school teachers to analyze the results. After meeting with 5th grade and middle school teachers we will meet as a staff to discuss the survey and to create school-wide and middle school specific climate goals. One goal will be focused on students and the other on staff. These goals will be embedded in our LCAP.|Met||2018
37683383730959|Charter School of San Diego|6|The Charter School of San Diego (CSSD) administers an Annual LCAP Stakeholder Engagement Survey to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement.  Over the last five years, survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment.  This requirement has directly impacted the development of CSSD’s LCAP.  In order to monitor the success of CSSD’s LCAP goal 4: provide a safe environment and supportive school culture, CSSD has established a metric of maintain or achieve a 90% or higher safety satisfaction rating.  In 2017-2018, CSSD exceeded this metric.  98.8% of students reported that they felt safe at CSSD and 99.3% of parents reported that they feel their child is safe at CSSD.    The Charter School of San Diego reported Local Indicator Priority 6 results at the November 7, 2018 Board of Directors meeting.|Met||2018
43694840000000|Gilroy Unified|6|"District results are an average of grades 5, 7, 9, and 11 results.  The California Healthy Kids Survey is administered every two years.  The results of the California Healthy Kids Survey for Gilroy Unified showed the following in the 2017-18 survey:  44% of students reported a high level of school connectedness 40% of students report a high level of expectations 30% of students reported a high level of caring adult relationships 60% of students feel safe at school  The four areas above have been selected by Gilroy Unified as key indicators as relate to the GUSD LCAP goals around student success and student engagement.  The low rate of students reporting a high level of caring adult relationships was a particular concern.  However, a further analysis of the data revealed that 62% of students reported it was ""very true"" or ""pretty true"" that there was evidence of caring adult relationships, which the more accurately reflects this data point.  Gilroy Unified will continue to utilize these recent survey results in the annual update of the 2018-19 LCAP and revision of actions for the following year."|Met||2018
50105045030234|Valley Charter High|6|VCHS administered the California Healthy Kids Survey (CHKS) for grades 9-12 in the spring of 2017. The CHKS captured a valid measure of student perceptions of school safety and connectedness.  109 students completed the CHKS at VCHS.  This reflects 68% of the targeted goal for completion.   Student data reflecting safety and connectedness reports that 42% of the students surveyed reported that they felt Very Safe or Safe on campus, 49% reported they felt Neither Safe or Unsafe and 7% felt Unsafe or Very Unsafe.   Of those reporting they felt Very Safe and Safe, 50% were female and 34% male; the ethnic breakdown reported for the same is 42% Hispanic or Latino and 45% White.  Overall 32% of students have a High rating in School Connectedness, 44% have a Moderate rating and 23% rated low.  The questions in this category include: “I feel close to people in my school”, “I am happy to be at this school”, “I feel like I am part of this school”. Overall, 65% of students had moderate or high school supports, reflecting caring adults and high expectations and participation in school. 76% of students reported no incidents of harassment. 43% of students reported use of alcohol or drugs in the past and 27% admitted to current usage.  Specific items of particular relevance to school safety and connectedness include reasons for truancy. For example, 31% of students noted emotional health issues interfered with the ability to attend school; 29% claimed lack of sleep as their primary difficulty. In addition, only 15% of VCHS students stated that their parents were highly involved in their education. Analysis of the data demonstrates that students will continue to benefit from counseling and mentoring services from SCOE and VCHS staff and collaborative agencies. Areas of student need include substance and alcohol abuse; truancy from school; and emotional wellness concerns. VCHS will continue to partner with collaborative agencies and utilize appropriate staff to address areas of need. In addition, student perception of low parent involvement mirrors data collected during the LCAP process|Met||2018
50710430112292|Aspire Summit Charter Academy|6|This data shows that over 60% of all students feel that they belong.  Additionally, 69% of EL students felt they belong at Summit.  We would like to increase this percentage so more students report feeling as though they belong at Summit.   We have developed a goal to increase how safe students feel on campus.  Our hope is that by making students feel safe they will also feel more connected to the school site community as well.|Met||2018
39686760108647|Aspire Rosa Parks Academy|6|The majority of Rosa Parks scholars feel connected at school. We have worked hard to be intentional in instructional practices and engagement strategies to make our students feel connected to their school and classroom communities.  We continue to strengthen this work and have added ELD strategies and Culturally Responsive Practices to make academic experiences more meaningful and to build deep connections for students with peers and other community members.|Met||2018
07617960133637|Summit Public School: Tamalpais|6|Summit Tam believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission.  Our small, personalized model of teaching and learning is based in student relationships and community.  Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose.  Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits.  We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits.  Our school also uses restorative practices to build and maintain peace in the community.  While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students.  Twice a year students at Summit Tam take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building.  We also directly ask about student and community climate with questions about bullying and harassment.  Results of this survey suggest that most students feel that adults are treated with respect at our school.  Students also report high levels of belonging and low levels of reported bullying and harassment.  This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships.  It also maps to our relatively low number of suspensions and expulsions.  While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed.  We take this data very seriously and actively work to promptly address student concerns as they arise. We proactively tailor our habits-based curriculum, mentoring and community experience to ensure multiple touchpoints for mentors to be made aware of student needs.  We train our mentors to identify student needs and to respond with broad support structures.|Met||2018
22655320125823|Sierra Foothill Charter|6|A climate survey of all grade 3-8 students is conducted twice annually - fall and spring - to gather students' perceptions of school safety and connectedness. The results are shared with staff and with the Governing Board at a meeting in the spring each year. The following are results of key questions from the 2018 spring survey: I feel safe at school. - 83% always/often I have friends at school. - 89% always/often I behave myself and try my best at school. - 92% always/often Staff members treat students fairly and with respect. - 88% always/often I enjoy learning at this school. - 76% always/often School rules are clear and I understand them. - 79% always/often If I have a problem, there is one or more caring adults I can go to for help. - 73% always/often  The staff and Governing Board analyzed the results and noted positive improvement each year. While results are overwhelmingly positive, it was determined that a greater focus on social emotional learning would benefit all students. Staff members received training in social emotional learning strategies, student clubs have been expanded, a counselor is now providing regular services weekly, anti-bullying curriculum was added to the character education program, and coordination with local organizations and resources has been expanded.|Met||2018
28662666113302|River Charter|6|1. DATA: Reflect on the key learnings from the survey results and share what the LEA learned. There are a number of key learnings that came out of the 2017-18 California Healthy Kids Survey.  Students report on a number of elements, from their connection to school, to the perceived safety.  This survey is given to all 7th grade students on a yearly basis.  Students saw a large dip in school connectedness for some reason, as well as a drop in caring adult relationships and high expectations.  There is a consistent rate of students being concerned about bullying or harassment.  There are a number of reasons to think there is a drop, not the least of which was a 2 week leave from school because of the 2017 Napa Fires. 2. MEANING: What do the disaggregated results (if applicable) of the survey and other data collection methods reveal about schools in the LEA, such as areas of strength or growth, challenges, and barriers? River School is a Dependent Charter School, so we do not disaggregate our results.  There are key areas of strength however.  Students feel that River is a safe school.  Additionally students have very low incidents of drugs or alcohol on the school campus.  There has, however, been a reduction in general school connectedness.  There is question as to how this number changed, because this has been an area of strength in the past.  It may be because the survey was given in the wake of the 2017 Napa Fires, which had a huge impact on our community.  Additionally, levels of chronic sadness and hopelessness are hovering around one quarter of the students. 3. USE: What revisions, decisions, or actions has, or will, the LEA implement in response to the results for continuous improvement purposes? Why? If you have already implemented actions, did you see the results you were seeking? There are a number of things that the school is doing differently as a result of the information.  We have decided to continue our Safe School Ambassador program, which is an attempt to support students who feel concerned about bullying or harassment.   We also saw a small rise in electronic cigarette use, which we also notice through the general environment.  We are developing Vaping Education for parents, staff and students through the Catch your Breath Program.  We will also be adding Professional development for teachers on a weekly basis to be able to have “kid talk” which allows for teachers to find ways, with their team, to support students with the intention of increasing connectedness.  Lastly, we have created incentives for students to be more involved in the community activities, to promote connectedness.|Met|It is important to realize that this survey was given right after school being closed for 2 weeks as a result of the 2017 Napa Fires.  We are interested to see results of the 2018-19 survey to see if this was a one time dip.|2018
43697080000000|Union Elementary|6|Annually, Union School District distributes a Perception Survey to all students in grades 4-8. The survey is based on a 5 point scale (Disagree to Agree) from which scores are averaged. In 2017-2018, USD students reported the average score of 4.2 regarding their perception of school safety, by responding to the statement, “When I am at school, I feel I am safe.” The following statements and averages represent student responses related to a sense of belonging and connectedness at school. “My teacher listens to my ideas” - 4.0. “My principal cares about me” - 4.2. “My teacher believes I can learn” - 4.5. “I am challenged by the work my teacher asks me to do” - 3.4. “Very good work is expected at my school” - 4.0. “Students at my school treat me with respect” - 3.7. “I am safe from bullies” - 3.9. Examples of programs and events that support these results include Project Cornerstone, Where Everyone Belongs (WEB), positive behavior incentives, school-wide rallies and events, Smart Start, and Digital Citizenship lessons.|Met||2018
49710190000000|Wilmar Union Elementary|6|Wilmar Union School District / Wilson Elementary School administered a Healthy Student Survey to students in grades 4, 5, and 6 in 2018. Key findings are as follows:  95% feel connected to Wilson School  85% feel they have a caring relationship with either a teacher or another adult at school 100% reported never having smoked either tobacco or marijuana  95% feel very safe on the playground  97% feel very safe in their classrooms  90% have not feared of physical altercations with other students within 12 months  80% feel that teachers have high expectations for them  93% feel they have opportunities to participate in extracurricular school activities  A large percentage of students feel connected, safe, and secure while at school. Staff and parent perceptions of school and student safety are high. The district / school continues to increase implementation and use of social emotional learning curriculum and tools. Increased implementation includes professional development for paraprofessionals, regular classroom lessons, and mini-lessons during the weekly school-wide assemblies.|Met||2018
39686760114876|Aspire Port City Academy|6|The data reveals that while the majority of students feel like they belong at PCA we can work to improve that feeling.  Looking at the disaggregated results I believe that the level of SWD students having a stronger sense of belonging is related to them receiving small group or one on one instruction on a consistent basis multiple times per week, thus developing stronger relationships with their Education Specialist.  We are currently implementing Social Emotional Curriculum with strong results and feel that this will increase student belonging and engagement within the community.  However, we are also looking at incorporating more Social Studies text within the curriculum that will represent the community in which we serve by race, gender, and other measures.  Additionally, we are working with our ELAC around ways to increase parent engagement for our ELL families and this involvement and engagement will potentially increase a sense of belonging for our ELL students.|Met||2018
39686760118497|Aspire Langston Hughes Academy|6|The survey data reveals that less than 50% of all of our students, even when broken down by subgroups, do not feel a sense of belonging at our school. This is disheartening to say the least. To that end, this data represents a huge opportunity for us to increase our efforts around inclusiveness and the recognition and celebration of our students for who they are. We have been intentional around increasing the membership size and activities for student clubs like the Black Student Union and MEChA. We have also adjusted our rallies and other school events to be more culturally responsive and inclusive in celebration of the cultural identities of our students. Additionally, we have implemented a school-wide social emotional curriculum and hired a Social Worker to support our students that may be experiencing challenges outside of school that may impact their feelings of success while at school.|Met||2018
31668450117150|Loomis Basin Charter|6|"LBCS continues to be proud of the educational experience our students receive. As an International Baccalaureate World school, authorized in both the Primary Years and the Middle Years Programs, we use the Learner Profile to guide our positive behavior interventions. Students learn, practice, and model IB attributes like being balanced and caring, and being reflective and principled. From a climate survey, 95% of our parents who responded believe that, ""there is an atmosphere of care, respect, and responsibility at (LBCS)"" and 94% of our parents believe that their, ""child's school has programs that promote positive student behavior.""   Additionally, LBCS incorporates a fine arts program, experience with music, and Spanish instruction. Extra-curricular activities, such as the Loomis Basin Athletic League, the LUSD choir, and the Junior Eagle Band, support engagement within the district community.   Our efforts to improve the learning environment are evident across the school campuses. Based on a survey of our MYP students in 2017, 90% of the students responded that they either ""always"" or ""often"" feel safe at and connected to their school.   One area that we will continue to focus on to improve the learning environment for students is in providing social-emotional instruction.  By providing direct instruction in this area, we hope to increase our students’ abilities to navigate social and emotional challenges at school with the ultimate goal of increasing student resiliency. As indicated in the California School Dashboard, we continue to maintain a low suspension rate.  Additionally, LBCS and LUSD take pride in maintaining our school facilities and completing maintenance projects throughout the year to ensure that our schools are in top shape to support our students in their learning."|Met|LBCS is evaluated by the IBO every five years to ensure that we meet the standards to be qualified as an IB World School. Evaluators examine our philosophy, our organization, and our teaching, learning, and assessment.|2018
48705650000000|Travis Unified|6|At the October 9, 2018 Board meeting, staff reported progress on school climate.  The California Healthy Kids Survey, given in grades 5, 7, 9, and 11, provided important data to help us track our efforts in this area.  Golden West Middle School saw large improvements, with a +71 point jump in their school climate index.  They recently implemented a student leadership program called WEB (Where Everybody Belongs).  In the WEB program, 8th graders welcome incoming 7th graders and support their success in middle school.  Our elementary students report that the adults at school care about them and believe they can succeed.  Levels of bullying are low, and students report that adults make it clear bullying is not allowed.  Please see the full report at https://www.travisusd.org/Page/4630 for details.|Met||2018
37679910000000|Cajon Valley Union|6|Cajon Valley Union School District uses two different assessments to measure school safety and connectedness, 1) the Gallup Student Poll and 2) the California Healthy Kids Survey. The CHKS was administered in the 2016-2017 school year and includes grade levels 5th and 7th grade students at all Cajon Valley Sites. Our Gallup Student poll is administered annually and includes grade levels ranging between 5-8 at all Cajon Valley Sites.  The key findings from the 2017-18  Gallup Survey indicate “high” scores in the domains of “engagement” and “hope”. These domains align to safety and connectedness. Cajon Valley students scored above the U.S. overall average in the domain of “entrepreneurial aspiration”. Results from our 2018 Gallup Survey are in the process of being analyzed and will be used to further conversations and inform decisions about student safety and connectedness.   According to the 2016-17 California Healthy Kids Survey, the majority of 7th grade and 5th grade students feel a high or moderate level of school connectedness. When disaggregated by gender, there is no significant difference. When disaggregated by subgroup, percentage of high connectedness varied.   In regards to “safety”, the overall perception of the school as “safe” was 71% for 7th grade students and 79% for 5th grade students.   Overall, data indicates that the majority of students report a sense of safety and connectedness. There is no significant variations between gender or grade level.  Based on the Gallup data, positive indicators show some decrease in the middle school grades.   Based on this data, social emotional learning has become a district focus for the 2018-19 school year. School sites have begun to implement social emotional curriculum, in conjunction with the World of Work curriculum, to support all students in feeling safe and connected to our schools.|Met||2018
35674880000000|Jefferson Elementary|6|Metric: Healthy Kids Survey Data results show that 100% of students at Jefferson feel competent, confident, and proud of their accomplishments, have a strong desire to improve, and believe that they will continue to increase their achievement. They like Jefferson School, look forward to coming to school and feel a strong connection to the school.  Areas of Strength: Student emotional well-being is high at Jefferson Elementary Challenge: Maintain the strong sense of well-being in the midst of the staff turnover and increasing academic expectations as students advance to higher grade.  Action: Continue a Character Education program and emphasis Positive Behavior Support systems, self reflection, and a growth mindset integrated through all school programs.|Met||2018
15634040000000|Delano Union Elementary|6|The Delano Union Elementary School District has made significant progress in the area of School Climate in recent years. We believe that the most valid measures of this progress are the PBIS Self-Assessment Survey and the PBIS School Climate Survey. This survey is given to all elementary school students in grades 3-5 as well as all middle school students in grades 6-8. On the PBIS Self-Assessment Survey, the “Implementation Average” for our school sites has increased from 75% in Fall 2015 to 80% in Fall 2016 to 82% in Fall 2017. Meanwhile, on the PBIS School Climate Survey, the average overall score for our school sites has remained very strong at 3.22 in Spring 2017, to 3.23 in Fall 2017, and 3.24 in Fall 2018 ( 4.0 = “Always” and “3.0 =“Often”). According to the 2017 California Healthy Kids Survey administered to 7th grade students, 88% of our students indicated that they feel a high level of school connectedness, as compared to 72% in 2015. In the 2018 Student LCAP Survey, 79% of respondents indicated that they feel that their school works with parents and guardians to help students do their best at school; 87% of students believe that their school is preparing them for future college and career success, and 76% of students indicated that they feel safe at school.|Met||2018
34674390102343|Aspire Capitol Heights Academy|6|Our data is revealing that we have some students who are not feeling like they belong at our school. We noticed a discrepancy in our subgroups; specifically, our African American students feel less a sense of belonging than other groups. We have started implementing a new Social Emotional Curriculum across our school campus and have implemented a new positive incentive token enconomy to promote the pro-social behaviors we see in all students. We have started to see in increase in positive behaviors and a decrease in student referrals. Additionally, we will hold focus groups with our students to listen to ways that we can help make our school a place where everyone feels like they belong.|Met||2018
34673140000000|Elk Grove Unified|6|While the minimum requirement for LCAP is to administer a student survey capturing climate every other year, EGUSD surveys students, school staff, and parents annually to capture the quality of school culture and climate around the following themes or constructs:  • School Connectedness and Sense of Belonging • Climate of Support for Academic Learning • Knowledge and Fairness of Discipline, Rules, and Norms • Safety Student survey results show an overall decline in culture and climate ratings from 71% in Fall 2016 to 67% in Fall 2017. The 4% decline in culture and climate is generally consistent across ethnicities and other student groups (EL, socioeconomically disadvantaged, students with disabilities, etc.). For the most recent year of data, culture and climate ratings among ethnic groups range from 60% for African American students to 69% for Asian and Filipino students. Among student groups culture and climate ratings range from 60% for Homeless students to 66% for EL students. Among the various themes under culture and climate, students rate School Connectedness and Sense of Belonging the lowest at 61% and Climate of Support for Academic Learning the highest at 73%. The overall decline is evidenced in each of the 4 themes, with student’s sense of safety least impacted with a 2% decline. The following two items stand out as primary strengths to the district: students believe teachers work hard for them (86% for Elementary) and students actively engage in classroom discussions (78% for Secondary). The following two items stand out as areas for improvement for the district:  students spreading rumors or lies (50% for Elementary) and students treating each other with respect (36% for Secondary). The primary districtwide initiative designed to drive improvement in culture and climate among schools is Positive Behavioral Interventions and Supports (PBIS). EGUSD monitors and evaluates the PBIS program annually. In the most recent evaluation, PBIS implementation increased slightly overall for the district in 2017-18. In addition, increased program implementation was found to be associated with improved student outcomes like off-campus suspensions. In 2018-19, district efforts will focus on supporting the remaining school sites reach full implementation of the first tier of PBIS, in order for them to move onto the next tier or training and implementation. Another key districtwide initiative targeted at improving the quality of school culture and climate for students is promoting educational equity. In 2017-18, the district adopted a 6-year strategic plan to promote equity throughout all aspects of our schools. The district recently created a new management level position for Educational Equity to implement, monitor, and assess efforts.|Met||2018
36750440114389|Mirus Secondary|6|Mirus administers an Annual LCAP Stakeholder Engagement Survey to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement.  Over the last five years, survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment.  This requirement has directly impacted the development of Mirus’ LCAP.  In order to monitor the success of Mirus’ LCAP goal 4: provide a safe environment and supportive school culture, Mirus has established a metric of maintain or achieving a 90% or higher safety satisfaction rating.  In 2017-2018, Mirus exceeded this metric.  96.7% of students reported that they felt safe at Mirus.  Additionally, 100% of parents reported that they feel their child is safe at Mirus.    Mirus Secondary School reported Local Indicator Priority 6 results at the October 25, 2018 Board of Directors meeting.|Met||2018
19650940000000|West Covina Unified|6|The West Covina Unified School District administered its annual local climate survey in the spring of 2018 to its elementary and secondary students, parents, and teachers. Students in grades 2-12, parents, and teachers were surveyed on a range of items that assessed their feelings and opinions about their school experience, including items that specifically assessed their feelings of safety and connectedness at school. Respondents were asked if they agreed, strongly agreed, disagreed or strongly disagreed with key statements such as feeling safe at school, ease of making friends, morale, and their sense of belonging at school. As of the spring of 2018, 78% of students in grades 2-12 surveyed reported feeling safe at school and 75% of students surveyed reported feelings of connectedness to their schools as measured by the climate survey. Parents of students, including unduplicated pupils and targeted student groups, in the West Covina Unified School District were also surveyed with the local climate survey. 91% of parents surveyed agreed or strongly agreed that district schools are safe and 92% reported feelings of connectedness to the school. Teachers were also surveyed with the local climate survey, and 87% reported feeling safe at school and 84% reported feelings of connectedness to their schools. While the majority of students, parents, and teachers surveyed reported feeling safe and connected at school as measured by the items on the climate survey, there is still improvement to be made. The West Covina Unified School District will continue to implement services and programs to improve upon these measures, such as our district-wide safety protocols and drills; comprehensive counseling program; anti-bullying efforts; and implementation of programs to strengthen students’ connectedness to others through enhancing healthy bonds with teachers and staff and establishing collaborative agreements of acceptable and positive behavior.|Met||2018
12630570000000|Trinidad Union Elementary|6|Key learnings from TK/K/1 surveys indicate that while 80% of children feel that teachers treat them with kindness, that there is one adult that they can talk to at school and that they are safe at schoo, only 66% of students enjoy school most to all of the time.  In addition 50% of students have experienced some type of bullying while at school.   Key learnings from 2-6th grades indicate that over 75% of our students feel that school wants them to do well and that there are clear rules at school.  However, findings indicate that the school could improve on recognition of students achievements, supporting students feeling safe, and encouraging student to treat each other well.   Key learnings from 7th and 8th grades indicate that over 70% students like school and that over 79% of students know of an adult other than their teacher that they can talk to.  Over 82% of students feel successful and that the school has high standards.  7th and 8th grade students feel they are treated with respect, that they are safe, and that they are recognized for good behaviors, while over 70% of students feel there are clear rules there is room for improving clear communication for expectations at school.     These results indicate that Trinidad Union School District staff have made excellent connections with our students both in and out of the classroom.  Our students feel connected and safe, and that they have representatives at school that they can count on.  In addition students believe that there are high expectations and that they are rewarded for academics and good behavior. Results indicate that particularly in grades TK-6th students continue to experience some conflict with one another which indicates that this is an area of need.  There is room to grow in all areas at all times.    To support students Trinidad School aligns best practices in teacher with Positive Behavioral Interventions and Supports (PBIS).  PBIS staff leaders meet monthly to discuss policy, practice, data, and student outcomes.  Trinidad school employs one part time school counselor and supervises one social work masters student intern.  These school based mental health support services assist teachers and students with recognizing and intervening when students are in conflict and utilized the opportunities to teach social and emotional strategies.  Regularly our school based mental health staff provide whole class lessons and work with small groups.  Trinidad School teachers meet regularly to discuss expectations, the school holds twice yearly expectation stations for the whole school, and monthly students are recognized for positive behavior, civics, athletics, and academics in an all school assembly.|Met||2018
16639336010466|Island Elementary|6|We had over 90% of our students k-8th grade surveyed, more than 95% of the student feel safe at school.  The majority of the students feel the one to one devices help with engagement in their learning. Based off student input on the surveys we developed a food entrée taste test given to students to determine what healthy entrees to add to our school menu.  Student input is very valuable in having them build a strong family community at Island Elementary School therefore we will continue to use student input to guide our decision making.|Met||2018
01612593030772|Oakland School for the Arts|6|Our most recent school climate survey indicates that our students are both happy and proud to be OSA students (86% indicated this). A large number of our 8th graders (75%) feel academically prepared for high school. Students also feel it’s easy to make friends here, and that their fellow students remain committed to their art form while attending OSA. Also, a striking majority of students, 90%, feel that OSA students appreciate diversity and also that computers and computer support are readily available (92%).  What was revealed by the survey data was that 61% of our students have personally struggled with depression or other mental health issues. Also, although most feel that OSA is a safe place for students (87%) and that they are prepared for earthquakes and fires in our safety planning and drills, a number of students do not feel as prepared for campus intruders or shelter in place situations.   In response to our results, we have implemented additional safety response training. In the first two months of the 2018-19 school year we’ve held a shelter in place drill, an active shooter drill, and participated in the Great Shakeout earthquake drill. Regarding our students’ mental health needs, we have held several parent education nights around supporting a variety of student emotional needs. We have also increased our mental health support team and streamlined the referral process, making it easier to identify students who need help as well as making it easier for students to access.  Our relatively small size as a school means that we can be very responsive to campus climate concerns.|Met||2018
36676520000000|Chaffey Joint Union High|6|The District administered its School Climate Surveys to parents, staff, and all sophomores at all the schools in October 2018.  The survey provides useful data and supports the District in fulfilling one of its goals outlined in the Local Control and Accountability Plan: CJUHSD will provide safe and caring campus environments that engage students in their schools. The surveys included questions taken from the US Department of Education School Climate Surveys. Key findings:  A majority of all stakeholders agree or strongly agree that their school offers a safe environment that provides opportunities to engage students in learning and in school activities--90% of students, 92% of staff, and 90% of parents indicated that they feel their schools are safe.  A majority of stakeholders believe schools maintain high expectations for student achievement--95% of students, 96% of staff, and 91% of parents confirm this.  Also, stakeholders agree that students have opportunities that increase involvement and belonging in their high schools--94% of students, 96% of staff, and 86% of parents agree. Several areas of focus that emerged from the surveys include respectful treatment of students and concerns about substance abuse.  Staff, parents, and students expressed concern about student use of drugs and alcohol. For example, 50% of students agreed that students may have tried drugs and alcohol, and staff and parents agree that substance abuse is a problem for adolescents.  Additionally, students indicated they confront challenges with mutual respect among students, with 42% of students expressing that there is a lack of respect demonstrated among students.  Other areas of concern for students include social media and bullying, and relevance of learning. The District will use this data and ongoing engagement efforts with all stakeholders to improve school climate at all of our schools. The District will examine national trends to see how its results compare to data nationwide. The District will use this data to evaluate further the actions and services it currently offers in its Local Control and Accountability Plan and to inform steps it can take to improve student achievement and outcomes as indicated on the California School Dashboard. In addition, the District will provide the results of this survey to all sites. All schools will receive data based on their own students’ responses. The data will also be disaggregated by gender and student population, so that schools may address the concerns specific to each of their unique student populations. Each site will use this data with all stakeholder groups to develop strategies and responses appropriate to each school site. The District is committed to supporting each of our schools with the resources needed to support their students.|Met||2018
39685850133678|Aspire Benjamin Holt Middle|6|In taking some time to analyze our data, I am not fond of the 55% result.  I am currently working with our WEB Leadership Program to strategize ways in which students feel a sense of belonging to BHM.  We are handing the responsibility of our Town Halls over to WEB (and the first one was a success).  Our Dean of Students and Counselor are also going around to advisory classes to see what supports are needed to ensure their success.  This year we have fully implements Ruler and are participating in Adult SEL/Mindfulness training with James Gallagher.  I think this implementation will help us as adults pay attention to student specific needs.  As a lead team, we are also focusing greatly on Culturally Responsive Teaching on the ALSF Rubric and using some of the readings for our teams.|Met||2018
39685850101956|Aspire Benjamin Holt College Preparatory Academy|6|Data shows that our growth area is to help EL and SpEd students to feel more connected with our school community. Our site plans include Culturally Responsive Teaching development, ethnic studies based course development, expanding opportunity for academic intervention and support. We plan to start an ELAC committee in the near future. The school has implemented an SEL program in each advisory class to help students to feel more included.|Met||2018
56737590000000|Conejo Valley Unified|6|The CVUSD is committed to providing all students with a safe learning environment that promotes participation and school connectedness. CVUSD measures student perceptions of school safety and connectedness via both the biennial California Healthy Kids Survey in grades 7, 9, and 11; and the annual, locally defined, student LCAP survey in grades 4, 5, 7, 8, 10, and 11. The students surveyed using one or both of these measures consisted of 2% African American, 11% Asian, 25% Hispanic or Latino, 57% White/Caucasian, and 28% that were Two or More Races.  The 2017 California Healthy Kids Survey (CHKS) yielded increases in student feelings of safety and connectedness. In 2017, 79% of students in 7th and 74% in 9th grade stated that they feel safe at school, while 71% of 11th grade students also stated via the survey that they feel safe at school. On the same survey, 64% of students in grade 7 reported that there were sufficient opportunities for meaningful participation at their school. 45% of students in grade 11 concurred that sufficient opportunities for meaningful participation were present at their respective schools. The composite scores of CHKS yielded high school connectedness ratings for 69% of grade 7 students, 62% of grade 9 students, and 53% of grade 11 students. Although some differences in responses existed between grade-levels, no statistically significant differences in responses between student populations within grade-levels existed. The locally-defined CVUSD LCAP survey of students in grades 4, 5, 7, 8, 10, and 11 measured student attitudes toward school. The majority of students in all grades reported that they “like being at school.” 89% of students in grades 4 and 5 reported they like being at school, and 70% of students in grades 7, 8, 10, and 11 reported that they like being at school. Further, 96% of students in grades 4 and 5 reported that they feel their teacher cares about them; and 80% of grades 7, 8, 10, and 11 students reported that they feel all of their teachers care about them. An additional student connectedness LCAP metric that is utilized in CVUSD is the percent of high school students participating in at least one school-sponsored co-curricular activity, including Athletics, Dance, Band, or Academic Competitions. Across CVUSD, over 60% of all high school students, including 41% of low income students, 40% of Special Education students, and 26% of students designated English Learners participate in at least one school-sponsored co-curricular activity. However, CVUSD was concerned that these percentages were low. During a student focus group in the fall 2016, and another in fall 2018, the lack of student participation rates was a topic of discussion. Students present stated that they had other interests that took up their time, such as working at a job, participating on a travelling club athletic team, outside arts programs, or that they were simply focusing solely on academics.|Met||2018
27661340000000|Pacific Grove Unified|6|"For 2017-2018 Pacific Grove Unified administered the California Healthy Kids Survey to students in grades 5,  7, 9, and 11.  Every year the results of the California Healthy Kids Survey are reported to the board of trustees at a regularly scheduled meeting.The survey results for 5th grade showed that 90% felt connected to school, 94.5% felt academically motivated, 86% adults cared for them, and 89% felt safe at school. Both elementary schools continue to foster character programs to build cultures of respect and growth mindsets to enhance academic achievement. For grades 7, 9, and 11 we looked at the following criteria related to school connectedness, safety and social emotional well being.  In grade 7 (78%), grade 9 (65%), grade 11 (62%) feel connected to school. In grade 7 (88%), grade 9 (76%), grade 11 (70%) feel academically motivated. In grade 7 (87%), grade 9 (61%), grade 11 (76%) felt the adults set high expectations. In grade 7 (74%), grade 9 (57%), grade 11 (67%) felt adults at school were caring. In grade 7 (83%), grade 9 (74%), grade 11 (75%) felt safe at school. Regarding social emotional areas the survey revealed a decrease from 16/17 to 17/18 in feelings of chronic sadness and hopelessness ( 24% to 20%) grade 7 and grade 11 (37% to 31%) however grade 9 showed an increase (26% to 30%) in this category. Given the increase for 9th grade students in this area, the high school is paying careful attention to providing supports for all incoming 9th graders with the Freshman Academy. Careful attention is placed on issues of suicide prevention due to the increase over  two years in grade 9 (10% to 23%) and , grade 11 (12% to 19%) seriously considered attempting suicide in the last 12 months. The high school’s ""DOT"" program was highlighted as a way for identifying students who might not feel connected and to increase school connectedness and establish adult relationships. The high school has several student activities such as assemblies with Mike Smith on Courage to do the Right Thing/ Taking Ownership, outreach programs, counseling services, and other monitoring programs. The middle school is hosting assemblies on suicide prevention, counseling services, and providing Smart Social Cyber Safety Curriculum as well as an ongoing data collection focused on “Students of Concern”. The OlWEUS survey is also administered to all middle school students to identify concerns related to bullying as a preventive measure and build awareness as well as design programs to encourage students to stop bullying behavior. To address social emotional supports, we have allocated more funding to counseling services at both the Middle and High School. Lastly, all PGUSD staff is required to complete several online professional development related to this and other student emotional wellness concerns."|Met||2018
39686760121541|Aspire APEX Academy|6|In looking at our data only 49% of students responded favorably to this survey about belonging at our school, our EL and Hispanic population are scoring higher than the overall pecrentage which students with disabilities and African Americans scoring below  We have started a new SEL program called RULER to support with students in their socio-emotional well being. In addition we are looking for alternative ways to help students feel more included. We will be starting student focus groups to support with hearing their voice of what we can do to see help with a higher sense of belonging.|Met||2018
10101080119628|Big Picture Educational Academy|6|High School   According to our Parent Satisfaction survey at the high school, 100% of our parents agree or strongly agree with:   Our action steps moving forward will be to increase parent participation in school events, committees and surveys. We will be looking into different trainings for our staff to help communicate with parents.  Elementary K-8  According to our Parent Satisfaction survey:  100% of parents at BPE are satisfied to very satisfied about the physical safety of their students on site. 100% of parents at BPE are satisfied to very satisfied that school staff responds to safety concerns in a timely manner. 99% of parents at BPE are satisfied to very satisfied with the school facilities and grounds. 84% of parents at BPE are satisfied to very satisfied with the amount of supervision on campus 88% of parents at BPE are satisfied to very satisfied about how information is given to parents.  Our action steps will be to continue to work on parent communication. We will also look into providing training to our recess staff, as mentioned in the comment section of our survey.|Met||2018
34674396033799|Bowling Green Elementary|6|In Spring 2018, Bowling Green Charter surveyed students in grades 3 through 6 to measure student perception of safety and connectedness. The survey included additional questions that measured social and emotional learning competencies. This is the second School-wide administration of the survey. Data from the survey is used to better understand the effectiveness of school climate initiatives. The data has been disaggregated to enable staff and administrators from each small learning community to identify and address disparity in perceptions around safety and connectedness by ethnicity, program, gender, segment and socio-economic status. Bowling Green Charter also administered the School Climate survey to teachers, staff and parents. The survey asked students to choose one response relative to each question on a Likert scale. Answers in the top two response options were counted as positive.  Percent of Positive Responses on Perception of Connectedness : 73%     Percent of Positive Responses on Perception of Safety: 68%|Met||2018
34674470120469|Aspire Alexander Twilight College Preparatory Academy|6|Sixty eight percent of the overall student population expressed that they feel a sense of belonging in our school community. Hispanic and English Language Learners report more favorable experiences of belonging than our African American students. This finding reinforces the need to ensure that our African American students do not feel isolated as a minority subgroup (23%) in our school community. To this end, in addition to the school-wide social-emotional curriculum implemented this year, we have made a concerted effort to build a sense of community and belonging through activities such as “Unity Week” and student clubs.|Met||2018
20102070117184|Madera County Independent Academy|6|The LEA administered a school climate survey.  The survey captured a valid measure of student perception of school safety and connectedness.  227 students completed the survey at Madera County Independent Academy.    The current school population is 49% males and 51% female, 42% Hispanic, 10% Caucasian and 48% other.  97% of the student’s surveyed reported feeling safe at school or they don’t feel unsafe.  In addition, 97% of students reported feeling respected by staff and teachers at school.  Of students surveyed 56% stated feeling comfortable participating in school events, while, 80% of students felt their school takes their individual needs into consideration.  78% of students felt teachers set high standards for them and 91% expressed that teachers provided sufficient feedback on their achievement.  Specific items of particular relevance to school safety and connectedness include factors outside of the school setting which include emotional needs, substance and alcohol abuse, gang involvement, transportation and challenging family environments.   Analysis of the data demonstrates that students will continue to benefit from counseling and mentoring services from LEA staff and collaborative agencies.  Areas of student need include substance and alcohol abuse; gang involvement; participation in acts of violence and criminal activity; truancy from school; and emotional wellness concerns.  The LEA will continue to partner with collaborative agencies and utilize appropriate staff to address areas of need.  In addition, the lack of parent involvement/participation is comparable to the perception students have of their parents’ lack of involvement in their schooling.  The LEA plans to continue to collaborate and focus on increasing parent participation through outreach services and other efforts to facilitate increased involvement.|Met||2018
37764710000000|SBC - High Tech High|6|High School Response  High Tech High (HTH) administers the YouthTruth student survey to students in grades 9-12 at each high school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH high school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. For example, the YouthTruth survey given during the 2017/18 school year at each High Tech High high school indicated that HTH was at the 93rd national percentile for the degree to which students believe that the school-wide culture fosters respect and fairness.   Middle School Response  High Tech High (HTH) administers the YouthTruth student survey to students in grades 6-8 at each middle school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH middle school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. For example, the YouthTruth survey given during the 2017/18 school year at each High Tech High middle school indicated that HTH was at the 90th national percentile for the degree to which students believe that the school-wide culture fosters respect and fairness.       Elementary School Response High Tech High (HTH) administered a modified version of the YouthTruth student survey at the elementary school level to gather school climate data. The YouthTruth survey utilizes research validated questions. HTH modified the YouthTruth student survey to incorporate more student friendly language so that the survey would be accessible to a range of elementary school students.    Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The modified YouthTruth survey provides insight into the extent to which this vision is being realized. For example, 76% of students either agreed or strongly agreed that I like the way that adults at this school treat me when I need help.|Met||2018
20102072030229|Pioneer Technical Center|6|The LEA administered a school climate survey.  The survey captured a valid measure of student perception of school safety and connectedness.  A total of 141 students completed the survey at Pioneer Technical Center, Pioneer Technical Center Independent Study, and Pioneer Technical Center Chowchilla.    The current school population is 63% males and 37% females, 54% Hispanic, 9% Caucasian and 37% other.  Approximately 88% of the student’s surveyed reported feeling safe at school or they do not feel unsafe at school.  In addition, 82% of students reported feeling respected by staff and teachers, while 80.6% stated they were encouraged to participate in school events.   Moreover, 88% of students expressed they felt the school considers their individual needs and 70% of students felt teachers set high standards for them and provided sufficient feedback on their achievement.  Specific items of particular relevance to school safety and connectedness include factors outside of the school setting, which include emotional needs, substance and alcohol abuse, gang involvement and challenging family environments.   Analysis of the data demonstrates that students will continue to benefit from counseling and mentoring services from LEA staff and collaborative agencies.  Areas of student need include substance and alcohol abuse counseling; gang intervention training; stopping acts of violence and criminal activity; decreasing truancy from school; and social/emotional wellness education. The LEA will continue to partner with collaborative agencies and utilize appropriate staff to address areas of need.  In addition, the lack of parent involvement/participation is comparable to the perception students have of their parents’ lack of concern in their schooling.  The LEA plans to continue to collaborate and focus on increasing parent participation through outreach services and other efforts to facilitate increased involvement.|Met||2018
37764710137067|High Tech High Mesa|6|N/A School Opened During the 18/19 School Year|Met||2018
10767780000000|Washington Unified|6|Washington Unified administers an annual student survey to all students in grades 3-12. In the 2017-18 school year, 1782 students responded to the survey, ensuring representation from each school.   According to the surveys,  81% of 9th-12th grade students reported feeling safe at school. An average of 83% of 6th-8th graders feel safe at school and an average of 72% of 3rd-5th graders surveyed feel safe at school.   An average of 88% of 3-5th graders surveyed feel that teachers and other grown-ups at school care about them and an average of 74% of students look forward to coming to school everyday.  An average of 81% of 6-8th graders are involved in school activities and 73% of Washington Union students are involved in activities at school.  WUSD values student input. This survey is administered yearly in order to assess the culture and climate of each school site. The results of this survey were taken into consideration as the district planned significant improvements in the area of school safety and social-emotional health for the 2018-19 school year.|Met||2018
37683380108787|High Tech High Media Arts|6|High Tech High (HTH) administers the YouthTruth student survey to students in grades 9-12 at each high school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH high school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. For example, the YouthTruth survey given during the 2017/18 school year at each High Tech High high school indicated that HTH was at the 93rd national percentile for the degree to which students believe that the school-wide culture fosters respect and fairness.|Met||2018
28662660108605|Stone Bridge|6|Stone Bridge School administers student surveys annually which provide insight into school safety and connectedness. Students participated in the surveys in 5th grade for the K-5 span and in grades 6-8 for the 6-8 span.   Across the board, students agreed or strongly agreed that they feel safe and connected at their school.  Any concerns raised will be discussed with specific teachers and changes will be recommended based on that discussion.|Met||2018
37764710114694|High Tech High North County|6|High Tech High (HTH) administers the YouthTruth student survey to students in grades 9-12 at each high school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH high school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. For example, the YouthTruth survey given during the 2017/18 school year at each High Tech High high school indicated that HTH was at the 93rd national percentile for the degree to which students believe that the school-wide culture fosters respect and fairness.|Met||2018
20652430100016|Sherman Thomas Charter|6|1. The data derived from student climate surveys indicate that our students believe that teachers are fair (96%), that their expectations are clear (91%), that student differences are recognized and met with support (94%) and that students are taught responsibility (96%).  These data help us understand that the instructional methods we have adopted are meeting the needs of most of our students.  2. The areas that we can continue to grow need to attend to the students who indicated that they don't feel that their needs are being adequately met. 3. The actions our LEA will take to move toward continuous improvement include quality training and implementation of MTSS Tier 2 supports. This will include formal training and implementation about Trauma Informed Practices, Interventions for academic need as well as behavior needs, and Restorative Practices.|Met||2018
27661670000000|San Antonio Union Elementary|6|Parent perceptions of school safety and providing a welcoming environment for their students remains high. The San Antonio Union Elementary School District always focuses on researching and providing continued improvements to school safety physically, emotionally, and digitally. The District intends on collecting increased student data on their corresponding perceptions.|Met||2018
37764710123042|High Tech Middle Chula Vista|6|High Tech High (HTH) administers the YouthTruth student survey to students in grades 6-8 at each middle school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH middle school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. For example, the YouthTruth survey given during the 2017/18 school year at each High Tech High middle school indicated that HTH was at the 90th national percentile for the degree to which students believe that the school-wide culture fosters respect and fairness.|Met||2018
37764710123059|High Tech Elementary Chula Vista|6|High Tech High (HTH) administered a modified version of the YouthTruth student survey at the elementary school level to gather school climate data. The YouthTruth survey utilizes research validated questions. HTH modified the YouthTruth student survey to incorporate more student friendly language so that the survey would be accessible to a range of elementary school students.    Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The modified YouthTruth survey provides insight into the extent to which this vision is being realized. For example, 76% of students either agreed or strongly agreed that I like the way that adults at this school treat me when I need help.|Met||2018
37683380106732|High Tech High International|6|High Tech High (HTH) administers the YouthTruth student survey to students in grades 9-12 at each high school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH high school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. For example, the YouthTruth survey given during the 2017/18 school year at each High Tech High high school indicated that HTH was at the 93rd national percentile for the degree to which students believe that the school-wide culture fosters respect and fairness.|Met||2018
37764710127605|High Tech Elementary North County|6|High Tech High (HTH) administered a modified version of the YouthTruth student survey at the elementary school level to gather school climate data. The YouthTruth survey utilizes research validated questions. HTH modified the YouthTruth student survey to incorporate more student friendly language so that the survey would be accessible to a range of elementary school students.    Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The modified YouthTruth survey provides insight into the extent to which this vision is being realized. For example, 76% of students either agreed or strongly agreed that I like the way that adults at this school treat me when I need help.|Met||2018
12755150000000|Eureka City Schools|6|LCAP Focus Goal: Increase the level of student physical, mental, and social/emotional health through a multi-tiered system of supports.  Increase to 85% in elementary and raise secondary to 70% for perceived safety  2015-16 Elementary 79% 2016-17 Elementary 68% 2015-2016 Secondary 58.25% 2016-2017 Secondary 58.7%  Increase to 97% in elementary and raise secondary to 90% for connectedness.  2015-16 Elementary 95% 2016-17 Elementary 92% 2015-2016 Secondary 89.6% 2016-2017 Secondary 92.1%  For 2018-2019 the following outcomes are planned for student connectedness and safety according to the CHKS:  Attain 85% in elementary and raise secondary to 70% for perceived safety  Attain 97% in elementary and raise secondary to above 90% for connectedness   In order to meet these planned outcomes, the following actions and services will be implemented:  a. Ensure all teachers are maintaining Physical Education required minutes   b. Support extra-curricular activities which promote physical well-being (e.g. Bike/Running Clubs, Safe Routes to School, Pedestrian Education, etc.)   c. Provide Health Aides   d. Provide GRIP coordinator for secondary students  e. Provide Board Certified Behavior Analyst (BCBA), 0.8 FTE   f. Provide CPI Training/De-escalation techniques and training for staff   g. Provide Student Services Coordinators for each elementary site  h. Implement PBIS and Restorative Practices   i.  Provide Professional Development in Restorative Practices   j.  Provide coaching by PBIS TOSAs   k..  Provide PBIS Tier 2 Check-In Check Out   l. Provide Universal Screening and Progress Monitoring tools for assessment of student behavior by teachers and staff.   m. Provide Behavior Coach to work with staff on classroom management including specific supports for Tier 2 and 3 behaviors -  1.0 FTE  n. Provide a counselor at Zane and Winship.  Part of the responsibilities will be to improve school climate by addressing Tier II and Tier III behaviors|Met||2018
37764710114678|High Tech High Chula Vista|6|High Tech High (HTH) administers the YouthTruth student survey to students in grades 9-12 at each high school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH high school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. For example, the YouthTruth survey given during the 2017/18 school year at each High Tech High high school indicated that HTH was at the 93rd national percentile for the degree to which students believe that the school-wide culture fosters respect and fairness.|Met||2018
37683386117683|High Tech Elementary Explorer|6|High Tech High (HTH) administered a modified version of the YouthTruth student survey at the elementary school level to gather school climate data. The YouthTruth survey utilizes research validated questions. HTH modified the YouthTruth student survey to incorporate more student friendly language so that the survey would be accessible to a range of elementary school students.    Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The modified YouthTruth survey provides insight into the extent to which this vision is being realized. For example, 76% of students either agreed or strongly agreed that I like the way that adults at this school treat me when I need help.|Met||2018
37683380107573|High Tech Middle Media Arts|6|High Tech High (HTH) administers the YouthTruth student survey to students in grades 6-8 at each middle school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH middle school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. For example, the YouthTruth survey given during the 2017/18 school year at each High Tech High middle school indicated that HTH was at the 90th national percentile for the degree to which students believe that the school-wide culture fosters respect and fairness.|Met||2018
15635940000000|Lost Hills Union Elementary|6|The district administers a 21 question locally designed School Climate Survey. All students in grades 4th-8th complete the survey on a yearly basis. Survey is analyzed by a student leadership team and administrators. Results are shared with staff, parents, and board members. This year's survey indicates the following: Q1: My school provides everything I need to learn while at school. Responses- 95.45%. Q5: I look forward to coming to school each day. Responses- 95.45% Agree. Q7: I feel safe while at school. Responses- 90.91% Agree. Q15: Our school facilities are in good repair. Responses- 86.36%.|Met||2018
54718600000000|Cutler-Orosi Joint Unified|6|Cutler-Orosi Joint Unified School District’s most recent California Healthy Kids Survey (CHKS) was administered in 2017-18. The School Climate Report Card provides the School Climate Index for secondary schools, based on responses from students on the CHKS. The results from the Climate Report show gains for both the middle school and high school over the past three survey administrations; 2013-14, 2015-16, and 2017-18. The scores on the School Climate Index range from 100 to 500, with high scores representing a more positive school climate. At the High School level, the School Climate Index improved by 13 points, scoring 323 in 2018. The school climate subscale results indicate although there was a small dip of 30 point in perceived school safety in 2018 as compared to 2016, there was 52-point gain in the area of Overall Low Violence and Substance Use, scoring 392 in 2018 as compared to 340 in 2016. The low physical/emotional violence victimization improved from a 335 score to a 399 score, between 2016 and 2018 and the low harassment and bullying improved by 47 points between 2016 and 2018. At the Middle School level, the School Climate Index took a small dip of 22 points in 2018 as compared to 2016, but it continues to have an overall improvement with a score of 292 in 2018 as compared to 177 in 2014. The school climate subscale results indicate a 11-point gain in the area of Overall Low Violence and Substance Use, scoring 354 in 2018 as compared to 343 in 2016. The low physical/emotional violence victimization improved from a 331 score to a 350 score, between 2016 and 2018. The low harassment and bullying improved by 5 points between 2016 and 2018 survey results. At the elementary level, the survey indicates that in the area of Perceived School Safety, 66% of students in grade 5 reported their school was a safe place having a 16% dip from the results in 2016. Although there was a slight dip in Perceived School Safety, the results of the data show that students at the elementary level report having a stronger feeling that their school is safe as compared to the secondary level students.  The District has increased safety measures by adding additional campus security and a Lead District Psychologist.  In addition, the District has hired several Parent-Student Advocates at the secondary level who focus on making connections with students and parents that did not connect with school before. The Advocates serve as additional support to students by providing them with social/emotional resources, making their environment safer. The District has also implemented Alternatives to Suspensions to support students through counseling, as a means to correct student behavior. All schools continue to focus on their Positive Behavior Intervention and Support (PBIS) initiative to build a more positive school climate.|Met|COJUSD schools build cultures of respect, responsibility, courage, and kindness, where students and adults are committed to quality work and citizenship. School structures and traditions ensure that every student is known and cared for, that student leadership is nurtured, and that contributions to the school and world are celebrated. Positive Behavior Intervention and Support (PBIS) and restorative discipline strengthen positive school culture. At the Secondary level, an Alternatives to Suspension matrix has been developed so that students are provided with other means of correction such as counseling to help address their behavior. The 3 elementary schools and the middle school have received either county or state recognition for model PBIS programs.|2018
37771720000000|SBE - Baypoint Preparatory Academy San Diego|6|As a newly established school, BPA is actively encouraging  parents to attend PAC meetings through monthly emails from administration, reminder emails/handouts, and social media posts. BPA will be alternating meeting times between day and evening meetings to meet the needs of all families.   Surveys  will be distributed to all BPA families at the close of the 2018-19 school year, and every year moving forward, to measure BPA’s school climate and progress toward the LEA’s LCAP goals.  Surveys will also be distributed to students in all grade spans and will be completed at BPA.|Met||2018
45699970000000|French Gulch-Whiskeytown Elementary|6|School climate was addressed both in parent and student surveys. Student surveys reflected a more positive school climate this year than last with such indicators that they felt safe at school, they felt that had at least one adult they could go to if they had concerns, they knew what was expected of them and understood consequences for violations of school/classroom rules, they felt students were treated fairly. Parent surveys indicated that they felt the school provided a safe place for their children but only a few of the surveys were returned in this demographic group.|Met||2018
37683380101204|High Tech Middle|6|High Tech High (HTH) administers the YouthTruth student survey to students in grades 6-8 at each middle school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH middle school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. For example, the YouthTruth survey given during the 2017/18 school year at each High Tech High middle school indicated that HTH was at the 90th national percentile for the degree to which students believe that the school-wide culture fosters respect and fairness.|Met||2018
37683380131565|High Tech Elementary|6|High Tech High (HTH) administered a modified version of the YouthTruth student survey at the elementary school level last year to gather school climate data. The YouthTruth survey utilizes research validated questions. HTH modified the YouthTruth student survey to incorporate more student friendly language so that the survey would be accessible to a range of elementary school students.    Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The modified YouthTruth survey provides insight into the extent to which this vision is being realized. For example, 76% of students either agreed or strongly agreed that I like the way that adults at this school treat me when I need help.|Met||2018
37764710119271|High Tech Middle North County|6|High Tech High (HTH) administers the YouthTruth student survey to students in grades 6-8 at each middle school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH middle school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. For example, the YouthTruth survey given during the 2017/18 school year at each High Tech High middle school indicated that HTH was at the 90th national percentile for the degree to which students believe that the school-wide culture fosters respect and fairness.|Met||2018
10624300000000|Selma Unified|6|The district administered the California Healthy Kids Survey to students in 5th, 7th and 11th grade at all schools in the spring of 2017. This survey will be readministered in spring 2018.   For this year the district looked at the results for the items addressing School Safety and Substance Abuse. Results of the survey for 72% of 5th grade students feel safe at school. In addition, 78% of 5th grade students report that they feel students are treated with respect. Only 11% of 5th grade students report using alcohol or other drugs. 16% of 5th graders in the survey report seeing another student with a weapon at school.   Results of the survey for 7th and 11th graders show that 24% of 7th graders had felt afraid of being beaten up at school. This was higher than the results for 11th graders. The data also demonstrated that middle school students reported higher incidents of students carrying a weapon.   We continue to discuss how to monitor school climate in the interim between the administration of the CHKS in order to set school and district goals and have measurement tools designed to provide safe, consistent and secure learning environments. In order to address some of the areas noted the district has added supervision personnel at the middle school and high school.|Met||2018
58727360000000|Marysville Joint Unified|6|The Marysville Joint Unified School District administers the California Healthy Kids Survey at least every other year. It provides a valid measure of perceptions of school safety and connectedness for grades elementary and secondary grade spans. Results are reported to the local governing board at a regularly scheduled meeting of the local governing board and to stakeholders and the public through the evaluation rubrics. The results are housed on the MJUSD website at http://www.mjusd.com/Parents/Healthy-Kids-Survey/index.html.|Met||2018
54722566116909|Charter Home School Academy|6|The students of Charter Home School Academy completed the CoVitality survey which provides CHSA with a school climate report and an aggregated summary of student responses on four domains:  Persistence, Gratitude, Zest, and Optimism.  The data shows that 75% of students at CHSA work diligently to accomplish their goals, including maintaining interest in the face of adversity and failure. 100% of CHSA students have a sense of thankfulness that arises in response to them benefiting from some kind of transactional means.  50% of CHSA students are experiencing their life in the present moment as exciting and energizing.  65% of CHSA students are expecting the occurrence of good events and beneficial outcomes in their future. In addition, this data shared that CHSA students, on a scale of 1 to 100 had a score of 83.10 when asked to describe their overall satisfaction with life. Lastly, CHSA students scored in the high range when asked about school connectedness; students perceive that their teachers care about them as a person and as a student, which is known as a protective factor against involvement in risk behaviors and promotes positive development.|Met||2018
30665480000000|Huntington Beach Union High|6|The Huntington Beach Union High School District is committed to providing a safe and supportive environment that promotes engagement and school connectedness. HBUHSD conducted a student survey in October 2018 to collect information on students' perceptions of school safety and connectedness. The online survey was administered to students in grades 9-12 and was available in Spanish and Vietnamese as well. The District received 4,073 student responses. The findings include the following: 92% believe their school provides students with many opportunities to participate in extra-curricular activities. 86% strongly agree/agree that they feel safe at their school. 87% strongly agree/agree they are happy to be at their school. 87% strongly agree/agree that their teachers care about students and their learning. The data collected in this survey will be analyzed and included in the 2018-19 LCAP revision process. Additionally, the data will be further disaggregated and distributed to school sites for analysis in their continuous improvement processes.|Met||2018
37103710137695|Community Montessori|6|Community Montessori annually measures the school climate of students and their perception on programs, events, and activities. Results from the student survey are compiled and shared with all stakeholders including the local governing board at a regularly scheduled meeting. Communication has consistently been raised as an area for growth, thus the school implemented the use of Parent Square to establish direct communication with parents, instead of expecting staff to forward information along in a timely manner.  Additionally, the school opened up a parent portal on the website to give parents access to school documents (handbooks, logs, sample curriculum, etc.).|Met||2018
37683383731247|High Tech High|6|High Tech High (HTH) administers the YouthTruth student survey to students in grades 9-12 at each high school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.    Each HTH high school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. For example, the YouthTruth survey given during the 2017/18 school year at each High Tech High high school indicated that HTH was at the 93rd national percentile for the degree to which students believe that the school-wide culture fosters respect and fairness.|Met||2018
23655400000000|Anderson Valley Unified|6|The Anderson Valley Unified School District surveyed all students in Grades K-12 regarding school climate. Of the 286 students who responded to the first survey item, 76% agreed or strongly agreed with the statement, “I feel close to people at this school.” Of the 286 respondents, 79% agreed or strongly agreed with the statement, “I am happy to be at this school.” The statement, “I feel like I am a part of this school,” drew agreement or strong agreement from 74% of the 301 respondents. The statement, “The teachers at this school treat students fairly,” drew agreement or strong agreement from 71% of 301 students. Of the 282 students who responded to the final survey item, 83% agreed or strongly agreed with the statement, “I feel safe in my school.”|Met||2018
43695000000000|Loma Prieta Joint Union Elementary|6|The most recent data from the California Healthy Kids Survey reflects a need for increased opportunities for community service.  Additional local student surveys reflect an increased interest in personalized learning including great student voice in the curriculum. The LEA plans to administer a school climate survey in 2018-19 based upon the Search Institute Developmental Assets Model.|Met||2018
48705730135095|Ernest Kimme Charter Academy for Independent Learning|6|"Parent and student survey questions related to school climate indicated overall satisfaction with facilities, safety, school program, support and interventions.  94% of students and 81% of parents indicated that Kimme Charter ""school environment enables (students) to learn"", while 90% of students and 75% of parents believed that students are, ""prepared for the next grade level, high school graduation, college or career"".  76% of students and 86% of parents agreed that students receive additional academic support when needed.  Between 76% and 86% of students and parents felt supported by teachers and counselor, specifically. 91% of students and 88% of parents reported the utilization of positive behavioral supports at Kimme, while 73% of students and 88% of parents reported ""enjoy(ing) going to school"".  91% and100% of students and parents, respectively, reported felling safe at school.  Two areas of need were identified as 76% of students and 88% of parents expressed a desire for ""social-emotional support"" on campus and 83% of students and 87% of parents requested academic intervention opportunities.   These results indicate an overall satisfaction with school climate and support.  The areas of need were addressed through the addition of a part-time mental health clinician to our staff and increased core subject intervention sessions built into our school day.  The math and science interventions are well attended, while the English and online support interventions are not.  In response, changes to the number and type of intervention are in progress to best support students.  In addition, we are increasing opportunities for students to be positively connected to school through activities, positive supports and community outreach."|Met|We continue to seek innovative means to connect parents and students positively to our school.  As a K-12 blended learning institution with grades 10-12 in primarily independent study coursework we are challenged to encourage students to attend events and activities.|2018
50105040129023|Stanislaus Alternative Charter|6|The Charter serves students/adults age 18 and above.  Students attend weekly sessions with assigned instructors at sites throughout the county for their academic instruction.  The School Site Council includes student participation and the SSC also serves as the LCAP advisory.  The program has successfully completed its first full WASC Self Study (Spring 2018) in which it conducted student surveys to gather data and school climate information. Through SSC input, teacher observation and informal student conversation, mental health services and child day care opportunities have been expanded.  In addition, students are able to attend during expanded hours of operations to accommodate those working full time.|Met||2018
34765050108837|Community Collaborative Charter|6|School climate surveys are administered to both school staff and students on an annual basis.  Both surveys indicated a positive school environment overall where students feel safe and supported.  Staff indicated a positive collaborative culture where shared-decision making is practiced and Capturing Kids Hearts is being implemented school-wide.  The results of the school surveys are reported to the School Site Council and the governing board during the spring of each school year to help develop the LCAP goals for the subsequent school year.|Met||2018
01612000000000|Livermore Valley Joint Unified|6|Livermore Valley Joint Unified School District maintains a positive school climate and learning environment.   The California Healthy Kids Survey is administered to students in grades five, seven, nine, and eleven.  Participation in the survey is anonymous and optional. The results show that our students generally feel safe, connected, and supported in our schools. Percentage of students reporting feeling moderately to highly connected to school: 5th Grade - 96%, 7th Grade - 90%, 9th Grade - 92%, 11th Grade - 89% Percentage of students experiencing caring adult relationships at school: 5th Grade - 97%, 7th Grade - 87%, 9th Grade - 85%, 11th Grade - 88% Percentage of students reporting that they feel safe most or all of the time they are at school: 5th Grade - 84%, 7th Grade - 63%, 9th Grade - 60%, 11th Grade - 61% Results of the California Healthy Kids Survey are reported to the Board of Trustees. LVJUSD continues to strengthen the learning environment by providing Positive Behavior Intervention Supports and social emotional learning through the Choose Love curriculum for students, and ongoing training for staff.|Met||2018
16638910000000|Corcoran Joint Unified|6|1. DATA: Reflect on the key learnings from the survey results and share what the LEA learned. Findings: Corcoran Unified School District administered the Healthy Kids Survey to students in grades 4-12 to measure the perceptions of school safety, connectedness, and academic motivation.  It was administered in the 2017-2018 school year. Survey results showed that 72% of students feel safe at school, while 77% of staff feel safe at school. 79% of students feel connected to the school most to all of the time.  69% of students feel adults at the school care about them.  83% of students feel academically motivated at school.  Something that the District learned from these results is that recent events in the nation play a role in the student’s perception of feeling safe at school.   2. MEANING: What do the disaggregated results (if applicable) of the survey and other data collection methods reveal about schools in the LEA, such as areas of strength or growth, challenges, or barriers? The analysis of the survey identified strengths and areas of need.  The increase in student feeling of safety may be a result of staff trying to connect with students and treating them with respect.  PBIS continues as a focus of establishing school-wide expectations and code of conduct.  All schools have received Gold status this past year for their efforts to set supports in behavior, rewards for conduct and productivity, and for establishing interventions to promote appropriate behavior and conduct.  Though staff is trying to connect with students, finding opportunities and time to engage with students outside of class has been a challenge in middle school and high school.     3. USE: What revisions, decisions, or actions has, or will, the LEA implement in response to the results for continuous improvement purposes? Why? If you have already implemented actions, did you see the results you were seeking? The district plans on continuing to promote positive safety through the use of PBIS.  Building strong relationships between students and staff has been a collaborative effort in order to improve connectedness between the two.  We understand the effect that developing positive relationships have on students academic success.  The District continues to work on training staff to use collaborative structures that will engage students, develop team building, and will foster class building.  Teambuilding activities promote the opportunity for students to work successfully in teams, to thrive in diversity, and to learn to work with others.  Classbuilding activities are designed to enrich the class climate and make the classroom a kinder, safer place to learn.  We continue to work to provide a safe, secure, and engaging learning environment for students that is sensitive to the needs of all students.|Met||2018
56725460000000|Oxnard Union High|6|"The Oxnard Union High School District (OUHSD) administers a local climate survey every other year that provides a valid measure of perceptions of school safety and connectedness. OUHSD utilizes the California Healthy Kids Survey as the measurement tool to gauge school climates by surveying students. 52% of OUHSD 9th grade students report feeling ""safe"" or ""very safe"" at school. 80% of 9th grade students report feeling a moderate to high connection to an adult at their school."|Met||2018
34103480000000|Sacramento County Office of Education|6|"SCOE utilizes the Gallup Student Engagement Survey and a staff developed survey to annually measure student perceptions of school safety and connectedness. Survey questions include measures of how safe students feel on their campus and available opportunities to communicate what they like most about their school. The student response rate is approximately 80%.  In 2017-2018, students attending SCOE court and community schools indicated that more than 75% of students ""definitely"" feel safe at school and an additional 21% ""generally"" feel safe at school. As a measure of how connected students feel to school, the most common response from students (approximately 62%) was that they liked their teachers. To compliment this percentage, another 15% reported that what they liked most were the support services provided."|Met||2018
49706150000000|Bellevue Union|6|Sixth grade students are given an annual online multiple choice survey. A few of the key questions that were looked at related student connectedness were perceptions of leadership and service learning opportunities at the school. In regards to student safety, students were asked about physical safety and their concerns about bullying at their schools. The results will be used to inform future practice.|Met||2018
48705730000000|Vacaville Unified|6|"To assess school climate, our district uses the Healthy Kids Survey.  We use this data to inform our actions, especially our third LCAP goal, which is to ""Ensure all school sites have safe, welcoming, healthy and inclusive climates for all students and their families, so that all students are in their classes ready to learn.""  Specific actions at all schools sites were developed based on this data and staff at those schools continue to work to monitor our progress on this goal, as well as developing ways to improve.  Regarding School Connectedness, 81% of 5th graders, 52% of 7th graders, 55% of 9th graders, and 43% of 11th graders reported feeling connected to school.  Regarding School Safety, 70% of 5th graders, 64% of 7th graders, 63% of 9th graders, and 61% of 11th graders reported feeling safe or very safe at school."|Met||2018
34765050101766|Community Outreach Academy|6|School climate surveys are administered to both school staff and students on an annual basis.  Both surveys indicated a positive school environment overall where students feel safe and supported.  Staff indicated a positive, collaborative culture based on trust and respect, where Capturing Kids Hearts is being implemented school-wide.  The results of the school surveys are reported to the School Site Council and the governing board during the spring of each school year to help develop the LCAP goals for the subsequent school year.|Met||2018
33103300125385|Imagine Schools, Riverside County|6|Last school year we had, all fourth and fifth grade students participate in a student character survey where they answered questions about school climate at a positive rate of 94.5%.  The students were asked about how they feel about their school and how they are treated by the adults at our school.  Students are given an individual username and password so that each student can be honest about answering the questions.  The answers to school climate is important to the school leadership, teachers, and staff because students are a gateway to parents in communicating what they like and dislike about our school.  Our boys and girls are very honest about what they feel and we use this information to make the necessary changes to our programs. We want our students to be comfortable and safe when they are on our campus.  These questions yielded positive responses of 94% and 91% by our students.   In the questions that deal with specific situations (misbehavior, bullying, and self-reflection on own behavior) students responded positively with an average of 94%.  At our school teachers and staff received the same training on Restorative Practices and it is applied for all situations.  Students are expected to behave the same way when they in recess, in the classroom, and the cafeteria because we all use the same strategies for discipline.  Consistency in discipline has kept our suspension rates and classroom removals to a minimum.   The Six Pillars of Character is what we focus on daily to instill moral character traits at our school.  The school leader remind students of their responsibility to follow the pillars, as well as examples of how they should behave every day at school and at home.  Teachers develop lesson plans to teach the pillars during the week.  Students are recognized during student of the month assemblies and every other Friday when we do our Character Counts shout outs.  Teachers and staff reinforce Character Counts with our students’ everyday by giving our students Character Counts tickets when students displayed the character traits.  They would fill out the slip, select the pillar they witnessed the student exhibiting, and the student would save the ticket to enter the bi-weekly drawing.|Met||2018
11626460000000|Princeton Joint Unified|6|The student climate survey speaks very highly of Princeton Schools.  The overwhelming responses indicate a safe and secure feeling in our schools.  The one standout area of concern is that some students report not caring about doing their best.  There is also a correlating response stating that some students do not feel they are encouraged to take the most challenging courses. We are addressing this in several ways including a review of our counseling program and working to market our CTE options better.  We are also looking for ways to increase the level of ownership a student feels over their own education.  We feel that the best motivation is achieved from within a person and therefore we need students to want to learn.  We want them to want to complete a CTE pathway, want to be able to attend a college or university, want to do their best.|Met||2018
17640550108340|Lake County International Charter|6|Each year LCICS distributes a survey to all parents at the close of the first two trimesters that asks for ratings on a variety of subjects and answers to open ended questions on broader categories. The responses are used to develop our LCAP and our overall plans for our school community. As indicated in the response to priority 3, the focus over the past few years has been in improving our site, increasing access to visual and performing arts and offering additional instruction opportunities to the students who struggle academically. Parents have also communicated the desire for additional opportunities for community building and increasing parental participation.  We continue to focus on building positive interactions between all community members. For us, that has meant building a growing understanding of positive discipline and restorative justice practices as well as training our students in the art of peer mediation. The ability to provide a safe environment, where all students feel and function as an integral part of the whole, is a priority for our staff.  Growing connections between the various classes with our Fun Friday and Reading Buddies activities helps to build caring and mentoring relationships between our older students and those in the lower grades. This helps to support an environment where all students can thrive. The ability to self-reflect and take personal responsibility has allowed for more effective resolutions to conflicts that arise both with students and staff members alike.  We struggle with staff turn-over and insufficient funds to fully train our community as we would like. We continue to look for grants and for opportunities for professional development that are within our reach.|Met||2018
19752910000000|San Gabriel Unified|6|San Gabriel Unified School District administered the School Safety Survey in 2018. Results serve to measure the district’s progress on state Priority Six, School Climate.         Elementary Schools- 704 students surveyed Middle School- 859 students surveyed Gabrielino High School- 817 students surveyed Del Mar High School- 41 students surveyed        Differences in student perceptions of school safety exist between the grade levels. Elementary students report higher levels of safety (76%) compared to middle and high school students (JMS 60%, GHS 64% and DMHS 59%). However, a low percentage of students from Gabrielino High report that they have experienced harassment or bullying (13%) while 35% of elementary students report bullying. Parent and staff perceptions of safety remain at high levels. In response to this data, San Gabriel Unified School District has made changes in LCAP Actions/Services to address school safety. Four schools are implementing PBIS, one elementary has the Leader in Me. The secondary schools are engaged in ongoing programs around wellness, character education, and peer assistance. The district also intends to engage students regarding their perceptions and to investigate causes of the discrepancy in responses and declining sense of school safety. The district engages students in the LCAP process through the Educational Advisory Committee which will meet three times in the 2018-2019 school year. The committee is comprised of students, parents, district and site administrators, staff, and teachers.|Met||2018
01611190000000|Alameda Unified|6|To measure progress in this area, AUSD utilizes the California Healthy Kids Survey (CHKS) developed by WestEd for the California Department of Education (CDE). Beginning in 2016-17 and ongoing, AUSD will administer the CHKS annually to measure progress on school climate for the LCFF Local Indicator.   Percentage of 5th grade students reporting that they feel safe at their school most or all of the time: 82% (down 2% from 2016-17)  Percentage of students in secondary grades who report that they feel very safe or safe in their school.  All Secondary students: 63% (down 4% from 2016-17) 7th grade: 63% (down 8% from 2016-17)  9th grade: 62% (down 3% from 2016-17)  11th grade: 67% (up 2% from 2016-17)  Percentage of 5th grade students reporting that they feel close to people at their school most or all of the time: 58% (down 7% from 2016-17) Percentage of secondary students who agree or strongly agree that they feel very safe or safe in their school.  All Secondary students: 59% (down 4% from 2016-17) 7th grade: 62% (down 8% from 2016-17)  9th grade: 62% (down 4% from 2016-17)  11th grade: 58% (No change from 2016-17)  Percentage of 5th grade students reporting that they feel happy to be at their school most or all of the time: 77% (down 3% from 2016-17)  Percentage of secondary students who agree or strongly agree that they are happy to be at their school.  All Secondary students: 58% (down 6% from 2016-17) 7th grade: 63% (down 8% from 2016-17)  9th grade: 59% (down 5% from 2016-17)  11th grade: 54% (No change from 2016-17)  Percentage of 5th grade students reporting that they feel like they are a part of the school most or all of the time: 76% (down 4% from 2016-17) Percentage of secondary students who agree or strongly agree that they are a part of their school.  All Secondary students: 56% (no change from 2016-17) 7th grade: 60% (down 3% from 2016-17)  9th grade: 56% (down 2% from 2016-17)  11th grade: 54% (up 5% from 2016-17) While the 2017-18 and 2016-17 cohorts responding to the CHKS were entirely different groups, the trends across the featured survey areas do indicate a general decrease in reported connectedness and safety. CHKS data has also been validated by the recent Mental Health Needs Assessment conducted by the Student Support Department.  Major program implementations in 2018-19 include the first cohort of sites to be trained in Restorative Practices and a separate cohort of sites receiving anti-bias and related curriculum training from Facing History and Ourselves.  Sites are also continuing their implementation of Multi-tiered System of Supports (MTSS) including Positive Behavioral Intervention and Supports (PBIS) and additional academic supports in an effort to increase the overall sense of safety, belonging, and success at schools.|Met||2018
30736350000000|Saddleback Valley Unified|6|We administer the California Healthy Kids Survey every other year in the Fall. This report contains the 2017-18 results, along with information about actions and services being implemented to support our Local Control and Accountability (LCAP) goals.    The School Connectedness Scale Questions included students responding to the following statements from strongly disagree to strongly agree:  “I feel close to people at this school. I am happy to be at this school. I feel like I am a part of this school. The teachers at this school treat students fairly. I feel safe in my school.” The combination of responses were then categorized as high, moderate, or low level of school connectedness. Sixty four percent (64%) of all students in grades 7 and 11 taking the survey responded with a high level of school connectedness. This ranged from 46% of the Black or African American student group to 70% of the white student group. Sixty three percent (63%)of all students in grades 5, 7 and 11 taking the survey responded with a high level of school connectedness. This ranged from 55% of grade 11 students to 74% of grade 7 students.    The survey question, “How safe do you feel when you are at school?” gave students a choice of very unsafe, unsafe, neither safe or unsafe, safe, or very safe. Seventy seven percent (77%) of all students in grades 5, 7, and 11 completing the survey felt Safe or Very Safe at school. This ranged from 72% of grade 11 students to 83% of grade 5 students. Actions & services being implemented in our LCAP plan relevant to school safety and connectedness include: AVID, PBIS, intervention counselors, and mental health counselors for general education students, students with disabilities, and students in Title I elementary schools.  The SVUSD Assessment & Accountability website contains the Local Indicators Progress Report provided to the Board of Education at the 11/8/2018 Board Meeting and the data collected for the report: go.svusd.org/a-a|Met||2018
42769500132894|Olive Grove Charter|6|Olive Grove Charter School administers a local climate survey every year to all students, staff and parents.  OGCS uses the California Healthy Kids Survey.  OGCS received a 97th State Percentile School Climate Index and 99th Similar Schools Percentile School Climate Index for Middle School and 99th State Percentile School Climate Index and 99th Similar Schools Percentile School Climate Index for High School.  Overall School Climate Index for Middle School was 394 and for High School was 475.   Olive Grove Charter School is proud of the high ratings in the School Climate Index responses for overall supports and engagement (including high expectations and caring relationships, opportunities for meaningful participation, perceived school safety, and school connectedness) and overall low violence and substance use (including low physical/emotional violence victimization, low harassment and bullying, and low substance use at school).  OGCS will continue to administer and analyze responses to ensure that families continue to feel safe and engaged at Olive Grove Charter School.|Met||2018
30664720000000|Centralia Elementary|6|The Centralia school district commits to providing a positive school climate across all school sites within the district. The District has engaged in a process to include all stakeholders to provide input and perspectives regarding student learning, resources, cultivating positive school climate and maintaining clean and supportive learning environments. In April 2018, a survey was conducted and included students, staff and parents.  There were 2,875 students who completed the survey. Eighty five percent of students, in grades 2-6, felt they were treated with respect at school.  There was eighty-six percent of students who felt their school provided the resources needed to learn while at school.  Ninety-two percent of students felt their teachers have high expectations for them to learn.  Ninety-one percent of students reported that they know school attendance is important to their education. Overall student sentiments remain high as indicated by the distribution of positive responses.  Students reported that they needed assistance in math, reading, and writing.  The District will continue to survey all stakeholders yearly to ensure that all resources and supports are utilized for maintaining positive school climate at all district schools.|Met||2018
50105040000000|Stanislaus County Office of Education|6|The LEA administered the California Healthy Kids Survey (CHKS) for grades 7-12 in the spring of 2017.  This survey is administered every two year and data will be updated following the Spring 2019 administration.  The Spring 2017 CHKS captured a valid measure of student perceptions of school safety and connectedness. 231 students completed the CHKS at PACE, John B Allard and Stanislaus County Institute of Learning.  This reflects 75% of the targeted goal for completion.   Student data reflecting safety and connectedness is favorable.  63% of the students surveyed reported that they felt Very Safe or Safe on campus, 32% reported they felt Neither Safe or Unsafe and 5% felt Unsafe or Very Unsafe.   Of those reporting they felt Very Safe and Safe, 65% were female and 62% male; the ethnic breakdown reported for the same is 64% Hispanic or Latino, 53% White and 72% Mixed (two or more races) Overall 43% of students have a High rating in School Connectedness, 42% have a Moderate rating and 16% rated low.  The questions in this category include: “I feel close to people in my school”, “I am happy to be at this school”, “I feel like I am part of this school”. Overall, 86% of students had moderate or high school supports, reflecting caring adults and high expectations and participation in school. 76% of students reported no incidents of harassment. 79% of students reported use of alcohol or drugs in the past and 39% admitted to current usage.  Specific items of particular relevance to school safety and connectedness include reasons for truancy. For example, 18% of students noted emotional health issues interfered with the ability to attend school; 21 of those claimed lack of sleep as their primary difficulty. In addition, only 34% of students stated that their parents were highly involved in their education. Analysis of the data demonstrates that students will continue to benefit from counseling and mentoring services from LEA staff and collaborative agencies. Areas of student need include substance and alcohol abuse; truancy from school; and emotional wellness concerns. The LEA will continue to partner with collaborative agencies and utilize appropriate staff to address areas of need. In addition, student perception of low parent involvement mirrors data collected during the LCAP process. In the WInter of 2017 a WASC survey was given to students, parents, staff and stakeholders.  Data from that survey mirrored the info from the CHKS survey and supported the identified need for increasedmental health services at the school sites The LEA plans to collaborate with parent outreach services from the district in order to facilitate increased involvement.|Met||2018
15633620000000|Panama-Buena Vista Union|6|The Panama-Buena Vista Union School District (PBVUSD) administers a yearly survey in grades 4-8 to gather information regarding school climate and connectedness and overall student perceptions of school.  This local student survey includes an opportunity for students to provide written feedback concerning any aspect of the survey.  The information gathered from the survey is used to identify strengths and weaknesses to help determine necessary actions and services needed to best meet the needs of all students and schools.  PBVUSD has focused efforts in seeking input from students to help drive decision making at both the school and District levels.  The survey indicated 84% of students feel safe at school and 78% look forward to going to school each day.  Some 78% of students surveyed feel part of their school.  While 91% of students feel their teacher/principal is willing to listen if a student has a serious problem.  The survey identified 46% of those surveyed feel students treat each other with respect.  While the results of the survey overwhelmingly show students are comfortable going to an adult on campus with serious problems, there is still a clear need to improve respectful interactions between peers, especially in the junior high schools.  PBVUSD is continuing the process of executing a three-year implementation plan to provide a Positive Behavior Intervention and Supports (PBIS) program at all sites.  PBVUSD expects an increase in positive peer-to-peer interactions with continued PBIS implementation and refinement across the District.|Met||2018
53717610000000|Trinity Center Elementary|6|We learned that the responding parents unanimously agreed that the students felt safe and connected to their school, the students' social and emotional needs were supported, and the school is an inviting place to learn.  Therefore, the survey reflected a positive school climate that is supportive of students.  We will continue to provide a safe, supportive school climate based on current parent input.|Met||2018
36678763630993|Provisional Accelerated Learning Academy|6|Based on the PAL Charter Academy School Climate Student Survey results, PAL Charter Academy students scored our school climate highly in the following areas: students are motivated to learn (W1), the school encourages students to feel responsible for how they act (W25), and this school has helped me think about and explore future career options (W55).   PAL Charter Academy will continue to motivate, continue to teach responsibility, and continue our career pathways. Based on student survey results, the areas of improvement for PAL Charter Academy are: school rules are too strict (W15) and students feel they do not have enough time to eat lunch (W44). Most rules on campus are based on student safety. PAL Charter Academy CEO meets with Student Advisory Team (SAT) on a monthly basis to gain understanding of their perspective of the school climate as well as why they feel rules are too strict. Another avenue of communication with students is our student government. They can sit with our students and talk about the topic of school rules. Lunchtime is based on our schedule and the amount of class time. We can meet with the student government and communicate issues of lunchtime to find a solution.|Met||2018
19650450000000|Sulphur Springs Union|6|All TK-6th grade students in the Sulphur Springs Union School District (SSUSD) have the opportunity to take the District's Local Control Accountability Plan (LCAP) Student Survey each spring. There were 7 questions on the TK-2nd Grade Student LCAP Survey and 20 questions on the 3rd-6th Grade Student LCAP Survey. The questions on the TK-2nd grade survey range in topics from 'my school helps me to learn', 'I feel safe and secure while at school', 'I look forward to coming to school each day' to 'my school is a clean, safe, and in good condition'. The questions on the 3rd-6th grade survey range in topics from 'my school provides a good education', 'I feel safe and secure while at school', 'I look forward to coming to school each day', 'my school is a clean, safe, and in good condition', 'I regularly receive encouragement from teachers, staff, office staff, and my principal to make my education a priority', to 'I trust my teacher and staff to help and support me when I am having trouble learning or are having personal problems'. This survey data led to some of the actions in the District's 2017-2020 LCAP. For example, TK-2nd Grade Survey results are the following: * My school helps me to learn - Yes 97% * I feel safe and secure while at school - Yes 88% * I look forward to coming to school each day - Yes 81.4% * My school is a clean, safe, and in good condition - Yes 68%. 3rd-6th Grade Survey results are the following: * My school provides a good education - Yes 92% * I feel safe and secure while at school - Yes 76% * I look forward to coming to school each day - Yes 69% * My school is a clean, safe, and in good condition - Yes 29% * I regularly receive encouragement from teachers, staff, office staff, and my principal to make my education a priority - Yes 70%.|Met||2018
12630320111203|Alder Grove Charter School 2|6|Student Survey Snapshot:  I am proud to be a student at Alder Grove.    Disagree 3.8  Agree 43  Strongly Agree 53.2 When I am on campus, students are treated fairly.    Never on Campus 7  Unsure 13.9  Agree 36  Strongly Agree 43 I feel safe when I am on campus.  Unsure 7.6  Agree 43  Strongly Agree 46.8 When I am on campus, adults at AGCS know my name and treat me with respect.    Never on Campus 7  Unsure 19  Agree 35.4  Strongly Agree 36.7  Parent Survey Snapshot: AGCS teachers inform me about my child’s academic progress.    Disagree 1.9  Unsure 1.9  Agree 30.2  Strongly Agree 66 AGCS office staff is helpful.    Disagree 1.9  Unsure 1.9  Agree 21.2  Strongly Agree 75 I am aware of my decision-making opportunities at AGCS (participation in the Leadership Team or Governance Council).    Disagree 11.3  Unsure 21.6  Agree 33.3  Strongly Agree 33.3  Teacher Survey Snapshot:  My colleagues and I work together to improve the school.    Agree 33.3  Strongly Agree 66.7 AGCS has high academic expectations for all students.    Disagree 7.4  Unsure 7.4  Agree 66.7  Strongly Agree 18.5  New surveys have been issued for completion in the 2018-2019 school year. All data, including changes, will be tracked and analyzed. All survey data is reviewed regularly as stakeholder input to improve the school.|Met|All responses include range of Strongly Agree, Agree, Unsure, Disagree, Strongly Disagree. If no response is reported for the question,  zero survey takers chose that response.|2018
31668030000000|Dry Creek Joint Elementary|6|The California Healthy Kids Survey was administered to all seventh grade students for the third year in a row. While we do not yet have our comparative data within Placer County and the State, we do have our seventh grade level data over the two years. This data indicates continued high levels of school climate and Student Well-Being.  The students responded that the following measures:  School Connectedness (Feel a Part of the School), (54%), Been Bullied or Harassed at School (32%), Perception of School Safety (66%).    Students continue to report Low Substance Abuse rates.  There was an increase in students feeling that they have Caring Adult Relationships.  An area of needed focus is in the area of Meaningful Participation.  Specifically, 51% of seventh grade students report that they never Help Decide Things Like Class Activities or Rules.  The California Healthy Kids survey was administered to all fifth grade students for the second time.  Unfortunately, due to the metrics changing with the survey administrator, we do not have similar comparisons.  In 2016/2017 we had a 63% participation rate. This last year, we had a 69% participation rate. We anticipated having Placer County comparative data this year, as a few other districts administered the survey to 5th grade, however WestEd was not able to provide.         Areas to note for our 5th grade respondents: 81%-95% (Depending on the school site) of students report that their school has Anti-Bullying Messages. 79% of students report that the feel safe at school.  The overall School Climate Index Score went down. Perceived School Safety went up at one site. ALL areas of Overall Low Violence and Substance Abuse went up at one site. The number of students experiencing chronic sadness/hopelessness – felt sad or hopeless almost every day for two weeks or more during the past 12 months-went up 4 or 5% at two sites.  In addition, the District surveys students 3rd - 8th grade in regard to school connectedness and climate.  Below are the results from 3 questions all students answer District wide.  Student survey information is analyzed at the site and District level in order to determine best practices for supporting students.            % of students report bullying occurs at school. 31%          % of students report that they feel the school is a safe place.    81% % of students report that they feel they are treated with fairness and respect.     52%  Dry Creek JESD has multiple actions and services in progress to support positive school climate  and school connectedness.  For details on these actions and services, please see our LCAP Goal 3.|Met||2018
23655570000000|Arena Union Elementary|6|We developed a survey to use last school year, 2017-2018, to target specific areas we wanted to focus on: community engagement, school climate, and student engagement.  The survey results revealed that the majority of stakeholders felt that the district was making improvements in community engagement and school climate, but that the district should focus more on hands on learning activities for the K-8 and that they'd like to see more for students who are not planning on going to college to prepare them for careers either at the high school or post secondary schools.|Met|Last year's survey (2017-2018) was mainly focused on the community's thoughts on school climate and the related topic of students engagement. This current school year's survey (2017-2018) will be a survey of the community and the students to better understand how students and the community perceive the current school climate and what they believe would further improve school climate.|2018
41689400000000|La Honda-Pescadero Unified|6|"LHPUSD administers the California Healthy Kids (CHKS) survey every two years in grade 5,7,9, and 11. The results from Spring 2018 are being analyzed for key learnings. The 2016 results showed a gap between teacher and student perception of high expectations and consistent messaging regarding equity and respect. Using this data, the district formed a Climate Assembly where the results were studied and further data gathered through focus groups to provide context to the data. The Climate Assembly meets monthly to provide a space where teachers, staff and administration can come together to discuss the issues of bias, equity and respect. One outcome of the collection and review of data over the 2017-2018 was a revision to the middle school discipline practice. Focus group data showed that the discipline practices were being applied unfairly and without consistency. The school replaced the ""blue slip"" system which assigns detentions to students who accumulate blue slips with a ""reminder"" system which assigns a student a team conference with teacher, student and principal if a student accumulates too many ""reminders"" in a week. The data is stored in a data base and will be analyzed in December to determine whether the new system is a more effective behavioral management system than the previous, more punitive system."|Met||2018
41690050127282|Connect Community Charter|6|The Education Vital Signs (EVS) Survey by SixSeconds is administered to the Connect community annually. The return rate on the survey continues to be low.  The staff received training from the Peninsula Conflict Resolution Center on Restorative Practices and Restorative Justice.   Use of reflective practices and the expansion of counseling support have helped to dramatically reduse the suspension rate.|Met|During the 2017-18 school year as a result of the use of restorative practices, restorative justice, and additional counseling the number of out of school suspensions was reduced to a single incident.|2018
19643110000000|Beverly Hills Unified|6|The schools’ vision and values are clearly articulated by the Principals, teachers, parents and students. The schools’ beliefs in how they handle discipline and social-emotional support produces a safe and inclusive learning environment. The schools have created a safe, welcoming environment for students. This begins with supportive and friendly front office staff and fostered by all the school staff. In some schools, teachers routinely engage in collaborative inquiry to establish goals for on-going professional development. Teachers, students, and parents articulated high expectations for student learning. Most students felt safe at school. Teachers (94%), parents (80%) and students (92%) believed the schools had high expectations for student learning. While there is strong agreement from the school community about high expectations, over 70% of the parents reported they sought outside help for their children.|Met||2018
42767866118202|Adelante Charter|6|California Healthy Kids Survey was administered to both 5th and 6th graders this year. The survey is administered annually. Results show 92% of 5th graders and 78% of 6th graders reported feeling safe at school and 62% of 5th grade and 50% of 6th graders reported feeling connected to their school.   Parent School Climate Survey (also administered annually) show 93% of English-speaking and 100%  of Spanish-speaking responders agree or strongly agree that behavioral expectations are clear and consistent. 84.3% of English-speaking and 90% of Spanish-speaking responders report their child feels safe from verbal abuse, teasing and exclusion at school. 94.4% of English-speaking and 100% of Spanish-speaking responders agree or strongly agree that the elements of school life reflect the principles of equity, justice, respect and dignity of each individual.  Identified need: Adelante wants to support all children to feel safe and connected at school. There is still work to be done to ensure this happens. Addressing bullying and verbal abuse by using non-violence and restorative practices are a continued focus. Tribes Learning Communities are used in every classroom and are the foundation for addressing social emotional learning and restorative practices when conflict arises. Tribes activities focus on developing close, supportive relationships between students and school staff with the goal that students feel a sense of belonging and connection to their peers and school community.  Continued Tribes training is needed for all staff to ensure consistency of implementation. Mindfulness activities have also been implemented in K-1 classrooms to bring a greater sense of self and emotions. Additionally, our parent group PIDA (Parent Involvement through Dialogue and Action) organized an anti-bullying campaign to join the national movement around preventing bullying and empowering students to become allies rather than bystanders when they witness bullying behaviors. Adelante is rooted in the Core Values of Cesar Chavez which includes a commitment to nonviolence the acceptance of all people. Students learn about these core values and what they look like when put into action starting in Kindergarten.|Met|Unfortunately, Adelante Charter received an “Un Met” status for this Local Indicator last year. Local indicators were not uploaded last year before the deadline as a designated dashboard coordinator was not identified after a change in administration. The school was unaware of the deadline. All local data re: parent engagement, school climate, state standards and basic priorities for credentialed teachers and facilities were collected and reported to the board of directors and stakeholders as well as being included in the SARC and LCAP last year.|2018
34765050113878|Higher Learning Academy|6|School climate surveys are administered to both school staff and students on an annual basis.  Both surveys indicated a positive school environment overall where students feel safe and supported.  Staff indicated a positive, collaborative culture that is respectful, where Capturing Kids Hearts is being implemented school-wide.  The results of the school surveys are reported to the School Site Council and the governing board during the spring of each school year to help develop the LCAP goals for the subsequent school year.|Met||2018
33751923330917|Temecula Preparatory|6|Local Climate Surveys were sent to all stakeholders in order to ascertain stakeholder perception regarding school culture, safety, instruction, and connectedness.  The results indicate an overall positive school climate. Review of the surveys shows that all stakeholders are satisfied in most areas.  The data shown is based on an average of scores on a scale of 1 to 10 unless percentages are indicated in the tables. Parents and students overall indicated satisfaction with the school.  In the previous year, academic help and after school programs were an area of growth but both areas have significantly improved with the latest survey.  Areas of strength (scored 8 or higher on the survey) include: safety, students are treated with respect, instructional quality, school enjoyment, teacher peer support, administrator support, satisfaction with IT department, teacher ability to understand and teach classical education, positive stakeholder interaction, staff support from co­workers, staff satisfaction with salary schedule, satisfaction with support from Head of School, Dean, facilities and maintenance, and the HR/Business Department, and overall satisfaction with working at TPS.  Areas of growth were identified as student discipline, breadth of after school programs, teacher evaluation process, and professional development in identified areas.  Based on the results of the survey, the school has prioritized appropriate actions in the Strategic Plan, Action Plan, and LCAP to address areas of growth and continued support of areas of strength.|Met||2018
19647330109884|James Jordan Middle|6|Each year, we conduct a parent survey of key indicators of positive school climate.  Because we provide a very challenging standards-based curriculum to students who arrive with academic skills below grade level, we want to make sure that students feel that we believe in them and that we have support for reaching these academic expectations. We also focus on monitoring a feeling of safety and positive engagement on campus.   Here is a summary of the results from the 2017-18 school year survey. 97.5% of parents say that there is always help available at the main office. A welcoming and supportive main office is essential for increasing parent engagement.  85.2% of parents say that teachers encourage their children to come in at lunch and after school for additional help. We hope to see this response climb to 90% in the next survey. 86.4% of parents reported that they felt that teachers care about their child doing well and succeeding in their class.  91.3% say that the administration wants their child to be successful.  We hope that additional one to one conferences will increase the response for teachers above 90%. When presenting challenging academic standards, it is very important that the parents know that we believe in our students ability to reach those standards.  Our state test scores are higher than both the district and the state so we believe that our campus climate is where it needs to be.  89% of parents say that their child has positive feelings about our school.  87.7% of parents report that they feel their child is very safe on our campus. We implemented workshops for parents to explain our emergency procedures and we see an uptick in this response.  93% of parents say that their child is encouraged to share their side of the story when discipline incidents are investigated. This is an essential element of making sure that parents and students feel that our approach to behavior management is “fair.” 95% of parents say that our school works to stop bullying all or most of the time.  Our concern for social-emotional conditions that support academic success means that this indicator is critical to keeping students engaged.  Turning to our student survey, we are pleased to find that key indicators suggest that our campus climate is positive and engaging.   Student responses support our hope for a sense of self-efficacy as well as physical and emotional safety. With 360 out of 384 students responding, here is a summary of results from the 2017-18 student survey.  Several of the survey questions focus on the social-emotional atmosphere amongst the students and how the staff supports healthy peer relationships.  91% of our students report that JJMS is safer than other schools, based on what they hear from friends who attend other schools.  93% of students report that staff sets the expectation that they must be respectful of other students  PLEASE SEE NEXT TEXT BOX FOR CONTINUED STUDENT SURVEY REFLECTION|Met|81.7% of our students say that if they have a problem with another student the staff will ALWAYS do something about it.  84% of our students say that “The adults at JJMS work hard to get students to understand that teasing is unacceptable and could lead to more serious situations” 76% of our students say that there is less bullying at JJMS than at other schools.   Other questions focus on self-efficacy and academic achievement.  91% of our students say that teachers notice when they are doing something good.  87% of the students say that they feel most of the staff cares about them.  95.6% of our students report that they feel most of the staff wants them to succeed in school and in life.  86% of our students say that they believe it is good thing to get into the honors section. Having a high percentage of students aspire to the Honors section is an excellent indicator of their internalizing high academic standards.  96% of our students report that there are many ways to get extra academic support.  We are especially proud of this statistic.  We think an internal locus of control, belief that you can achieve if you just get more help, is very important.  65.3% of our students say that they really like being at JJMS. With intense academic expectations and exceptionally high standards for prosocial behavior, we worry that students will “hate” school and disengage.  We see this statistic as proof that we are creating an excellent campus climate.|2018
01751010000000|Pleasanton Unified|6|Elementary: School Engagement and Supports reported as ‘all the time’ 48% of students feel connected to school, 62% report academic motivation, 52% experience caring adult relationships at school, 52% have high expectations for engagement, 16% engage in meaningful participation. School Safety, 90% feel safe at school. Less than forty percent of students report being hit or pushed, have mean rumors spread about them, or have been called bad names. 10% have seen a weapon at school in the past 12 months.Disciplinary environment, 69% of students say students are well-behaved, 62% say students are treated fairly when they break school rules. 90% of students say they are treated with respect,13% report some experience with alcohol or drug use most or all of the time and none report smoking. Middle School:School Engagement and Support, 33% feel connected to school, and 46% are academically motivated. 1% have been truant in the past twelve months.  36% of 7th grade students maintain caring adult relationships at school, 50% have high expectations and 23% meaningful participation. 18% say schools are clean and well maintained.  School Safety and Substance Use: 80% feel safe at school.  30% of students report some kind of harassment or bullying, 35% report mean rumors or lies about them, 14% report being afraid of being beaten up, 9% have been in a physical fight and 9% have seen a weapon on campus in the past twelve months. None report having been drunk or ‘high’ on drugs at school ever. Mental and Physical Health 2% reported alcohol or drug use, none report binge drinking, being very drunk or ‘high’ seven or more times, or current cigarette smoking. 16% indicated experiencing some chronic sadness or hopelessness within the past twelve months. High School: 9th grade and 11th grade responses are reported separately School Engagement and Support: 28%25% feel connected to school, and 42%/36% are academically motivated. 1%/4% have been truant in the past twelve months. 30% maintain caring adult relationships at school, 50% have high expectations and 15%/13% report meaningful participation. 18/16% say schools are clean and well maintained. School Safety and Substance Use, 77/78%% feel safe at school.  30/29% experience harassment or bullying. 29%/34% have  mean rumors or lies spread about them, 9%/5% are afraid of being beaten up, 10%/8% have been in a physical fight, 10%/8% have seen a weapon on campus in the past 30 days, and 3%/11% have been drunk or ‘high’ on drugs at school ever. 16% of High School students experienced some chronic sadness or hopelessness within the past twelve months.Mental and Physical Health. In the past 30 days 8%/25% report alcohol or drug use, 3%/10% report binge drinking, 3%/12% report being very drunk or ‘high’ seven times or more, 1%/2% report cigarette smoking 7%/20% report electronic cigarette use In the past twelve months. 22%/30% have experienced chronic sadness/hopelessness and 15%/15% have considered suicide.|Met|This information is based on the California Healthy Kids Survey which was administered during the 2017-2018 school year to all students in grades five, seven, nine and eleven attending PUSD Schools.|2018
19643520128496|New Opportunities Charter|6|FFCS’s unique charter mission, student population and high student transiency requires a customized survey to inquire the families of its students. We implemented proprietary surveys using online commercially available interfaces and hard-copy print outs for feedback away from a computer. We are considering an adaptation of the Healthy Kids Survey as elements may be adopted into our internal surveys.  The results of our latest annual student survey (Spring 2017) indicate that 95% of students believe our classes are managed properly as an equivalent to school safety, and 97% report an equivalent to High level of connectedness to our school.|Met||2018
50711000000000|Hickman Community Charter|6|At Hickman Community Charter District, we pride ourselves on making students feel safe and helping them thrive in an academically challenging environment. After completing a student survey, over 90% of our 5th and 8th graders responded that they feel safe and welcome at school.  Over 90% of our students say they think students at their school treat other students with respect on many occasions.  Over 95% of the students surveyed stated that they keep trying when school work is challenging for them.  HCCD parents also had the opportunity to complete a parent survey regarding school climate and student engagement and which indicated that 95% of parents surveyed agree that students are engaged in school,|Met|Local Indicators were presented to the Board on November 13, 2018.|2018
48705810115469|Vallejo Charter|6|The Vallejo City Unified School District (VCUSD) has administered the California Healthy Kids Survey (CHKS) in the Fall of 2015 and the Winter of 2017 as one measure of school climate. Additionally, VCUSD administered the California School Staff Survey in the Winter of 2017.  VCUSD students in grade 5, as well as 7-12 grade students attending *Non-traditional schools (Community, Day, Continuation, Independent Study, and other alternative school settings) participated in the CHKS for the first time in 2017.  Additionally, VCUSD students in grades 7, 9, and 11 continued to participate in the CHKS.  The focus of this submission is students’ perceived safety at school (grades 7, 9, 11, and *NT,) students’ perceived safety at or outside of school (grade 5), students’ school connectedness (grades 5, 7, 9, 11, and *NT), and Perceived School Safety by school staff.   The data demonstrates the District’s rigorous target of making growth for each area.  This reflects the school site and district staff’s sense of urgency around closing the gap between outcomes for students in the Vallejo City Unified School District and students in the State as measured by this survey.  The California Healthy Kids Survey will be re-administered to students in grades 5, 7, 9, 11, as well as non-traditional school students during the winter of 2019.  Staff will be focused on ensuring the highest possible student participation rate as well as surveying parents and staff.   California Healthy Kids Survey  School Connectedness – (High)             Grade 7 - % Grade 9 - %  Grade 11 - %      NT - % 2015-2016 30               20                    17                 - 2017-2018 35               21                    18                33  School Connectedness – (Low)                  Grade 7 - % Grade 9 - %  Grade 11 - % NT - % 2015-2016          21                25                24               - 2017-2018          14                22                25          16  Perceived Safety at School (Very Safe or Safe)                         Grade 7 - % Grade 9 - %  Grade 11 - % NT - % 2015-2016         45                34                 24            - 2017-2018         50                33                 27          48   Perceived Safety at School (Unsafe or Very unsafe)                   Grade 7 - % Grade 9 - %  Grade 11 - % NT - % 2015-2016        21                18                22            - 2017-2018       12                15                18          14   Perceived Safety at or Outside of School  (All or Most of the time) – 2017-2018                                                               Grade 5 - % At school                                    69 On way to and from school           79  School Connectedness                               Grade 5 -% Connectedness – High 41 Connectedness-Low 8  California School Staff Survey  Safe place for students  (strongly agree/agree) 2017-2018 76%        Safe place for staff   (strongly agree/agree) 2017-2018       76%|Met||2018
58727365830138|Marysville Charter Academy for the Arts|6|The Marysville Charter Academy for the Arts administers the California Healthy Kids Survey at least every other year. It provides a valid measure of perceptions of school safety and connectedness for grades secondary grade spans. Results are reported to the local governing board at a regularly scheduled meeting of the local governing board and to stakeholders and the public through the evaluation rubrics. The results are housed on the MJUSD website at http://www.mjusd.com/Parents/Healthy-Kids-Survey/index.html.|Met||2018
19101996119945|Magnolia Science Academy|6|Annually, MSA-1 conducts the CORE Districts survey instrument to students in grades 6-12, analyzes survey results such as participation rates and average approval rates for each topic and question on the survey, documents our findings (e.g., greatest progress and needs, comparisons with the prior year and CORE district results) and shares the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings. MSA-1 disaggregates the results by grade and student group and also uses open-ended questions to further understand students’ perceptions.  MSA-1 strives to improve our students’ perceptions of school safety and connectedness. In 2017-18, 83.0% of our students participated in the survey and their responses provided an average approval rating of 63% on the eight topics of the survey, with a rating of 62% on Topic 3 (Safety) and a rating of 60% on Topic 4 (Sense of Belonging / School Connectedness). Our surveys reflected that students feel the greatest area of need is the improvement and expansion of MSA-1’s physical campus. There is “no gym or soccer field”, and the school has needs like a “better lunch area” and a “high school separate from middle school.” Additionally, students expressed the need for “improving security at our school for better protection.”  In order to address these areas of needs, the school is currently working on an expansion into a building purchased next door to our current site. The new building will allow us to separate high school from middle school.  Our construction plans include a new cafeteria, gym, and a green area for students to play sports.  We also hired two part time campus aides to help with security and overseeing our campus safety.|Met|Stakeholder voices (i.e., voices of our students, families, staff, and other school community members) play a powerful role in helping us learn how to improve our teaching, leadership, and other school practices. Surveys have been the primary means of collecting student, family, and staff opinions about what we are doing great and should keep doing, and what are areas for improvement so we can continue to provide our students with the best quality education. MSA-1 uses an online platform to provide students, families, and staff with groups of questions that measure their perceptions of teaching and learning, as well as their perceptions of school climate and students’ own strengths and weaknesses. MSA-1 uses the CORE survey instrument for school climate indicators which include the following four topics for students, families, and staff: Topic 1: Climate of Support for Academic Learning; Topic 2: Knowledge and Fairness of Discipline, Rules and Norms; Topic 3: Safety; Topic 4: Sense of Belonging (School Connectedness). In a separate survey students are also asked questions in additional four topics which include indicators for social-emotional competencies: Topic 5: Growth Mindset; Topic 6: Self-Efficacy; Topic 7: Self-Management; Topic 8: Social Awareness. Annually, we analyze survey results and share the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings.|2018
40688250000000|San Miguel Joint Union|6|Students in grades 3-5 were given the LCAP Elementary Student Survey and students in grades 6-8 were given the Middle School LCAP survey which measured student perceptions of school safety and connectedness. 85% of the elementary students reported that they felt like their teachers cared about them. Over 80% said their teachers make learning fun and over 87% feel that their teachers believe they can succeed. 82% of students say that they can approach their teachers for help during class or before or after class when they need help. 76% of our elementary students say they have at least one caring adult that they can talk to at school. Over 86% of students report that they reach out to teachers, administrators, or staff if they feel bullied. About 4% say they would not tell someone at school if they were bullied. 42% of students feel safe at school all of the time, 29% of students feel safe at school most of the time, and 16% of students feel safe some of the time. 66% of students say the grounds are clean, safe, functional, and fun. 70% of the middle school students surveyed feel that their teachers care about them. 27% were not sure. About 85% of students in grades 6-8 say that their teachers make learning fun at least some of the time. 74% of students say they feel their teachers believe that they can succeed. 71% of students report that their teachers will take the time to explain things in a different way if they do not understand and over 85% say their teachers are available for question or help before class, during class, or after class. 64% of middle school students report having at least one caring adult that they can turn to if they need help or someone to talk to. 83% of students in grades 6-8 believe it is important to come to school every day. 94% of these students say they feel safe at school at least some of the time. 36% feel safe at all times and 42% feel safe most of the time. 60% report that the school grounds are clean, safe, functional, and fun.|Met||2018
34765050101832|Futures High|6|School climate surveys are administered to both school staff and students on an annual basis.  Both surveys indicated a positive school environment overall where students feel safe and supported.  Staff indicated a positive culture of trust and respect among staff members, where Capturing Kids Hearts is being implemented school-wide.  The results of the school surveys are reported to the School Site Council and the governing board during the spring of each school year to help develop the LCAP goals for the subsequent school year.|Met||2018
51714070000000|Marcum-Illinois Union Elementary|6|The Healthy Kids Survey was distributed to the 5th and 7th grade. As a school, Marcum scored well in school protective factors. The school will also be focusing on school climate through the development of a school strategic plan.  The school also wrote a grant to engage in the PBIS process starting in 18/19.|Met||2018
01611270000000|Albany City Unified|6|During the 2017-2018 school year, the California Healthy Kids Survey was administered to students in grades 5, 7, 9 and 11. The following are key findings from the survey:  When asked about the extent to which students felt a part of the school, 84% of 5th graders reported feeling part of the school all or most of the time.  69% of 7th graders, 58% of 9th graders, and 47% of 11th graders strongly agreed or agreed that they felt like part of the school.    When asked about feeling close to people at the school, 61% of 5th graders indicated feeling close to people at school all or most of time, 69% of 7th graders, 67% of 9th graders, and 57% of 11th graders agreed or strongly agreed that they felt close to people at their school.   When asked about feeling safe at school, 92% of students in grade 5 indicated they feel safe all or most of the time.  In grades 7, 9 and 11,  71% of students in grade 7, 63% of students in grade 9, and 60% of students in grade 11 strongly agreed or agreed with the statement that they feel safe at their school.  When student responses to feeling safe or very safe at school are were dis-aggregated by ethnicity and grade level, Asian students reported the highest rates of feeling safe or very safe at school.  78% of Asian students in grade 7 reported feeling safe or very safe at school compared to 76% in grade 9 and 76% in grade 11.  Students identifying as Hispanic/Latino and two or more races reported the lowest overall rates of feeling safe or very safe at school.  Among Hispanic/Latino students, 67% in grade 7, 60% in grade 9, and 55% in grade 11 reported feeling safe or very safe at school.    Among students identifying as two or more races, 70% of 7th graders, 56% of 9th graders, and 57% of 11th graders reported feeling safe or very safe at school.    In general, the results from the California Healthy Kids Survey indicate that feelings of safety and school connectedness are highest in the elementary grades (5), and decline as students progress through middle grades (7), and high school (9 and 11).   Actions the District will take to respond to this data include implementing activities and strategies to increase feelings of school connectedness and safety.  The District introduced social emotional learning and social justice competencies during the 2018-2019 school year, and the District is also exploring culturally responsive teaching as a vehicle for increasing student success and connectedness.|Met||2018
19647330117622|Magnolia Science Academy 4|6|"Annually, MSA-4 conducts the CORE Districts survey instrument to students in grades 6-12, analyzes survey results such as participation rates and average approval rates for each topic and question on the survey, documents our findings (e.g., greatest progress and needs, comparisons with the prior year and CORE district results) and shares the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings. MSA-4 disaggregates the results by grade and student group and also uses open-ended questions to further understand students’ perceptions.  MSA-4 strives to improve our students’ perceptions of school safety and connectedness. We realized an increase in overall satisfaction with our student population.  Unfortunately, we experience a slight decline with our families and a decline with our staff. This data is crucial to the well-being of our school community and we will make every effort to maintain and/or increase our students’ satisfaction rate and improve our family and staff rates. We experienced a change in personnel which has caused some dissatisfaction with our staff.   There is a consistent effort being made to support all staff as we collectively strive to move our students toward greater academic and social success. We have had an increase in challenging behaviors and we continue to employ PBIS strategies with our students. Our enrollment is very transitory and it can take time for our new students to assimilate, but it usually happens. We will continue to support our students and staff  in this area. To highlight what is being done well at MSA 4, this is what one of our parents wrote, “They're preparing all students for college and adulthood."" Lastly, one of our students stated that he/she likes ""That the teachers care about us and our future."""|Met|Stakeholder voices (i.e., voices of our students, families, staff, and other school community members) play a powerful role in helping us learn how to improve our teaching, leadership, and other school practices. Surveys have been the primary means of collecting student, family, and staff opinions about what we are doing great and should keep doing, and what are areas for improvement so we can continue to provide our students with the best quality education. MSA-4 uses an online platform to provide students, families, and staff with groups of questions that measure their perceptions of teaching and learning, as well as their perceptions of school climate and students’ own strengths and weaknesses. MSA-4 uses the CORE survey instrument for school climate indicators which include the following four topics for students, families, and staff: Topic 1: Climate of Support for Academic Learning; Topic 2: Knowledge and Fairness of Discipline, Rules and Norms; Topic 3: Safety; Topic 4: Sense of Belonging (School Connectedness). In a separate survey students are also asked questions in additional four topics which include indicators for social-emotional competencies: Topic 5: Growth Mindset; Topic 6: Self-Efficacy; Topic 7: Self-Management; Topic 8: Social Awareness. Annually, we analyze survey results and share the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings.|2018
41690216044770|Tierra Linda Middle|6|The California Healthy Kids Survey (CHKS) was administered in SCSD in grades 5 and 7 for the 2017-18 school year.  The following areas of strength were noted: - 7th grade school connectedness and caring adults have improved district-wide - The vast majority of students feel they do things to be helpful - Students continue to feel they work hard to understand new things at school and try to improve. - Fewer students are experiencing chronic sadness & hopelessness - Tierra Linda saw significant gains in opportunities for meaningful engagement & low violence and substance use  Key areas for growth include: - Students continue to experience low levels of meaningful participation - 10% of students feel unsafe most of the time - Very few students feel the school facilities are clean and well-maintained  In addition to CHKS, SCSD administers the Panorama Student Survey to students annually and these results are used to shape LCAP goals. The results below were reported on the spring 2017 survey and shared with the Board last spring (% favorable).  Tierra Linda: Safety: 61%, Sense of Belonging: 75%, Supportive Relationships: 79%  Goal 4 of SCSD’s LCAP specifically targets student engagement and sense of belonging:  Ensure Equitable Access to Learning for all Students and Increase Student Engagement and Sense of Belonging Within Each School Community. Specific actions have been established to address school climate, sense of belonging, active participation, caring adults and high expectations. Ensuring more student voice and choice, increasing student engagement opportunities and Project-Based Learning, and implementing Positive Behavior Intervention and Support (PBIS), and beginning to develop a Multi-Tiered System of Support (MTSS) across all schools were identified as high impact actions. In addition, schools are considering the use of student focus groups and interest surveys to learn more about students’ perceptions and areas of interest.|Met|Panorama survey results were reported to the Board on April 5, 2018. CHKS data was reported to the Board on October 4, 2018.|2018
19643520128488|Family First Charter|6|FFCS’s unique charter mission, student population and high student transiency requires a customized survey to inquire the families of its students. We implemented proprietary surveys using online commercially available interfaces and hard-copy print outs for feedback away from a computer. We are considering an adaptation of the Healthy Kids Survey as elements may be adopted into our internal surveys.  The results of our latest annual student survey (Spring 2018) indicate that more than 90% of students believe our classes are managed properly as an equivalent to school safety, and approximately 97%  surveyed report an equivalent to High level of connectedness to our school.|Met||2018
37683790000000|San Ysidro Elementary|6|The San Ysidro Elementary School District (SYSD) distributes the California Healthy Kids Survey (CHKS) to seventh graders within the district on a bi-annual basis.  On the last survey, school engagement and supports presented as an area in need of improvement.  Fifty-two percent of seventh graders felt connected to school, forty percent were highly motivated academically, and forty-eight percent had high expectations.  Caring adult relationships were cited by only twenty-nine percent of students surveyed and only ten percent of students felt there was meaningful participation at school.   Data for school safety and substance abuse showed additional areas for concern.  Nineteen percent of students had seen a weapon on campus, seventeen percent of students were afraid of being beaten up, and fifteen percent had been in a physical fight.  In addition, thirty percent had experienced instances of bullying or harassment at school.  Another startling fact was twenty-seven percent of seventh graders reported feeling chronic sadness or hopelessness.    This data has led to increased efforts districtwide to provide services for students and parents.  School sites are developing Positive Behavior Intervention Systems (PBIS) and creating new school events and activities to promote school connectedness.  The district has implemented an attendance initiative to increase school attendance and provide resources and services to families.  This year, SYSD has created a Student Success Task Force (SSTK) to generate a district-wide parent handbook and discipline plan which will support our PBIS efforts.  The district has also been awarded a grant in collaboration with the San Diego County Office of Education to explore and develop multi-tiered systems of support (MTSS).  Part of SYSD’s SSTK plan is to develop a school climate survey to measure student perceptions of school safety and connectedness for fourth through eighth grade students.  This survey will be available throughout the academic year and data will be collected and reviewed on a regular basis to evaluate the effectiveness of current programs and determine next steps in improving school climate.|Met||2018
20102070000000|Madera County Superintendent of Schools|6|The LEA administered a school climate survey.  The survey captured a valid measure of student perception of school safety and connectedness.  A total of 21 students completed the survey at Voyager Secondary School within Madera County Juvenile Detention Center.   The current school population is 81% males, 19% females, 81% Hispanic, 11% Asian or African American, and 8% other. From the student’s surveyed, 95% reported feeling safe at school or they do not feel unsafe.  In addition, 100% of students reported never being disrespected by an adult at school because of race, ethnicity, or culture.  When asked regarding bullying, 38% of the students responded they would tell one of the teachers or staff at school if another student was bullying them.  However, only 19% of students would tell teachers if another student was being bullied. In addition, only 62% of students felt confident that teachers would intervene if bullying occurred.  Overall, 89% of students surveyed reported having supportive learning environments, teachers that go out of their way to help, adults that encourage success and treat all students with respect.    Analysis of the data demonstrates that students will continue to benefit from counseling and mentoring services from LEA staff and collaborative agencies. Areas of student need include substance and alcohol abuse counseling; gang intervention training; stopping acts of violence and criminal activity; decreasing truancy from school; and social emotional wellness education. The LEA will continue to collaborate with outside agencies and utilize appropriate staff to address areas of need.  In addition, the lack of parent involvement and participation is comparable to the perception students have of their parents’ lack of concern for their schooling. The LEA plans to continue to collaborate and focus on increasing parent participation through outreach services and other efforts to facilitate increased involvement.|Met||2018
24102490106518|Merced Scholars Charter|6|MSCS administered a school climate student survey in the fall of 2018. The survey provides a measure of student perceptions of school climate in regards to safety, connectedness, and academic motivation and opportunities.   Overall, 89% of the responses positively rated the school in a variety of areas related to school climate. The highest positive ratings were identified in the areas of the school’s promotion of academic success for all students and students feeling like they are part of the school. Both areas scored at 91%. The lowest positive rating was identified at 79% in the area of classes that are challenging and interesting to students. However, this rating is up by 10% from the previous year and is credited due to the incorporation of 5 additional Career Technical Education (CTE) classes.  Specific items of particular relevance to school climate include student perceptions of feeling safe on campus (88%), feeling a part of the school (91%), teachers treating students fairly (89%), and being prepared for high school, college and career is important to students (97%).  Analysis of the data demonstrate that students will continue to benefit from positive interactions with the staff and the continual promotion of academic success for all students. High school and postsecondary preparation is still important and providing students opportunities to set goals, plan, and develop career and life skills are essential. MSCS plans to increase opportunities for students to become involved both on and off campus and to provide students more opportunities to work collaboratively. Also, math was the area most identified by students as requiring additional support. More professional development opportunities will be provided to teachers to better support students in math.|Met||2018
41690216044788|White Oaks Elementary|6|The California Healthy Kids Survey (CHKS) was administered in SCSD in grades 5 and 7 for the 2017-18 school year.  The following areas of strength were noted: - 7th grade school connectedness and caring adults have improved district-wide - The vast majority of students feel they do things to be helpful - Students continue to feel they work hard to understand new things at school and try to improve. - Fewer students are experiencing chronic sadness & hopelessness Key areas for growth include: - Students continue to experience low levels of meaningful participation - 10% of students feel unsafe most of the time - Very few students feel the school facilities are clean and well-maintained  In addition to CHKS, SCSD administers the Panorama Student Survey to students annually and these results are used to shape LCAP goals. The results below were reported on the spring 2017 survey and shared with the Board last spring (% favorable).  White Oaks: Safety: 74%, Sense of Belonging: 87%, Supportive Relationships: 88%.  Goal 4 of SCSD’s LCAP specifically targets student engagement and sense of belonging:  Ensure Equitable Access to Learning for all Students and Increase Student Engagement and Sense of Belonging Within Each School Community. Specific actions have been established to address school climate, sense of belonging, active participation, caring adults and high expectations. Ensuring more student voice and choice, increasing student engagement opportunities and Project-Based Learning, and implementing Positive Behavior Intervention and Support (PBIS), and beginning to develop a Multi-Tiered System of Support (MTSS) across all schools were identified as high impact actions. In addition, schools are considering the use of student focus groups and interest surveys to learn more about students’ perceptions and areas of interest.|Met|Panorama survey results were reported to the Board on April 5, 2018. CHKS data was reported to the Board on October 4, 2018.|2018
23655990000000|Point Arena Joint Union High|6|Through our findings with Health Kids Survey and the Pride Survey the Board of Governors has chosen to institute a drug testing policy and has employed social-emotional and drug counselors for our students.|Met||2018
20652760000000|Raymond-Knowles Union Elementary|6|The LEA administered their version of a Healthy Kids Survey to its fifth graders and its sixth through eighth graders. The results of the survey informed the LEA that they are doing a great job with students feeling like they have good relationships at school with both their peers and the adults on campus. Students also feel like bullying and discipline are handled fairly. Students also feel safe at school. Students did express in the survey that they would like more choice in their academic assignments and projects. The LEA will be looking into how to accommodate this in an effort to increase student engagement in their academics.|Met||2018
40687000000000|Atascadero Unified|6|Atascadero Unified School District annually administers a local survey to parents, teachers and students in grades 4-12.  Results showed an increase in the positive perception of all areas surveyed.  In all areas pertaining to school climate, behavior, safety, and school connectedness an average increase of almost 5% was seen across the sections.  Parents and students report a 4.7% increase in the feeling that rules are enforced equally across their schools, a 5.7% increase in the perception that each school has a positive behavior system in place that is working, and a 7% increase in feeling safe on campuses.  Finally, AUSD chose to give a local survey that aligned with the California Healthy Kids Survey in order to provide annual information across all students, staff, and parents in grades 4-12 to gather more information on a more regular basis than the semi-annual survey that only surveys 4 grades of students within the district.  The questions and findings directly relate to the three goals established within our Local Control and Accountability Plan.|Met||2018
41690216044754|Heather Elementary|6|The California Healthy Kids Survey (CHKS) was administered in SCSD in grades 5 and 7 for the 2017-18 school year.  The following areas of strength were noted: - 7th grade school connectedness and caring adults have improved district-wide - The vast majority of students feel they do things to be helpful - Students continue to feel they work hard to understand new things at school and try to improve. - Fewer students are experiencing chronic sadness & hopelessness Key areas for growth include: - Students continue to experience low levels of meaningful participation - 10% of students feel unsafe most of the time - Very few students feel the school facilities are clean and well-maintained  In addition to CHKS, SCSD administers the Panorama Student Survey to students annually and these results are used to shape LCAP goals. The results below were reported on the spring 2017 survey and shared with the Board last spring (% favorable).  Heather: Safety: 77%, Sense of Belonging: 80%, Supportive Relationships: 89%  Goal 4 of SCSD’s LCAP specifically targets student engagement and sense of belonging:  Ensure Equitable Access to Learning for all Students and Increase Student Engagement and Sense of Belonging Within Each School Community. Specific actions have been established to address school climate, sense of belonging, active participation, caring adults and high expectations. Ensuring more student voice and choice, increasing student engagement opportunities and Project-Based Learning, and implementing Positive Behavior Intervention and Support (PBIS), and beginning to develop a Multi-Tiered System of Support (MTSS) across all schools were identified as high impact actions. In addition, schools are considering the use of student focus groups and interest surveys to learn more about students’ perceptions and areas of interest.|Met|Panorama survey results were reported to the Board on April 5, 2018. CHKS data was reported to the Board on October 4, 2018.|2018
19647330114967|Global Education Academy|6|Based on the California Healthy Kids Survey taken during the 2017-18 school year, overall the students feel a connection to the school, are academically motivated, feel that adults at the school care for them and have high expectations, feel safe at school, and are treated with respect. 36% of the fifth graders who took the survey were females, and 64% of the students were males. 95% of the students felt that there were caring adults in school and 100% of them felt that the adults had high-expectations of them. 97% of the students feel that the teachers and other staff members care about them, and 100% of the students say that the adults at school tell them when they do a good job and believe that they can do a good job. 92% of the students feel connected to the school, and 72% are academically motivated to do well in school. 97% of the students are happy to be at our school and feel that they are treated fairly, and 100% of the students feel safe at school.  The one area of need we identified based on this survey is students being asked what they want to learn about. 46% of students said that their teachers never ask them about what they want to learn about. This shows us that although they are learning and enjoy being at the school, they do not feel like they have much say in what they get to learn. This is important to know because if teachers ask students what they want to learn about and students are able to provide input, teachers can increase student engagement in the classrooms. We will be addressing this topic during our professional development sessions. We have also addressed the topic of socio-emotional learning during professional development in order to maintain/improve the results from the survey.|Met||2018
19650370000000|South Whittier Elementary|6|South Whittier School District has surveyed students in a variety of topics such as school safety, respect, and school connectedness through a written survey and through focus group interviews.  SWSD will continue to survey students in the areas of school safety and connectedness.  SWSD has used both district created surveys and the California Healthy Kids survey. Survey results indicate that 75.4% of our students indicate that they feel safe at school and 84.9% of our students are proud to be a part of their school.  In the focus groups, students indicated that the feeling of safety could be improved with gates being locked at the school site and classroom doors locked during instruction. Based on this feedback, the district has one point of entry at each school site and has implemented a “buzz-in” system at each of the schools and all of the gates have alarms.  In the survey, 79.4% of the students indicated that the school buildings are in good condition.  In the focus group interviews, the students shared that school facilities could be improved by everyone pitching in to keep the bathrooms clean throughout the school day and during the after school programs.  A district-wide recycle program has been implemented at all sites. Uniform recycle containers have been distributed to all classrooms and offices. The recycle program includes plastics, cans, papers and cardboards.  Similarly in the focus groups, students shared that they would like more playground equipment.  The district is in the process of using bond money as well as applying for grant funds to support this need at the school sites.  The district also believes that increasing opportunities to engage students on the playground will decrease the number of students that indicated that they have felt bullied in the past.|Met||2018
41690216044739|Brittan Acres Elementary|6|The California Healthy Kids Survey (CHKS) was administered in SCSD in grades 5 and 7 for the 2017-18 school year.  The following areas of strength were noted: - 7th grade school connectedness and caring adults have improved district-wide - The vast majority of students feel they do things to be helpful - Students continue to feel they work hard to understand new things at school and try to improve. - Fewer students are experiencing chronic sadness & hopelessness  Key areas for growth include: - Students continue to experience low levels of meaningful participation - 10% of students feel unsafe most of the time - Very few students feel the school facilities are clean and well-maintained  In addition to CHKS, SCSD administers the Panorama Student Survey to students annually and these results are used to shape LCAP goals. The results below were reported on the spring 2017 survey and shared with the Board last spring (% favorable).  Brittan Acres: Safety: 78%, Sense of Belonging: 78%, Supportive Relationships: 93%.  Goal 4 of SCSD’s LCAP specifically targets student engagement and sense of belonging:  Ensure Equitable Access to Learning for all Students and Increase Student Engagement and Sense of Belonging Within Each School Community. Specific actions have been established to address school climate, sense of belonging, active participation, caring adults and high expectations. Ensuring more student voice and choice, increasing student engagement opportunities and Project-Based Learning, and implementing Positive Behavior Intervention and Support (PBIS), and beginning to develop a Multi-Tiered System of Support (MTSS) across all schools were identified as high impact actions. In addition, schools are considering the use of student focus groups and interest surveys to learn more about students’ perceptions and areas of interest.|Met|Panorama survey results were reported to the Board on April 5, 2018. CHKS data was reported to the Board on October 4, 2018.|2018
30103060132910|College and Career Preparatory Academy|6|As the College and Career Preparatory Academy services students ages are 18-25, the California Healthy Kids Survey is not administered to our students. However, CCPA administers a student survey for input in establishing and meeting priorities within the LCAP.  These results are communicated to school administrators and this data is used to evaluate student support services at the school sites.  This analysis has resulted in increased student services, technology availability, and expansion of collaboration with community partners which allows students more pathways to careers.  The survey resulted in these key findings: • Ninety-five percent of CCPA students surveyed felt the school was preparing them college and/or career pathways. • Ninety-nine percent of CCPA students surveyed felt that the school staff works with them to help them do their best. • Ninety-six percent of CCPA students surveyed felt safe at school. • Ninety-seven percent of CCPA students surveyed felt that their school is clean, safe, and in good condition   Key comments from the survey: 1. Everything is very neat and well organized. Friendly staff make us feel very welcome and able to have a good conversation with everyone. 2. The teachers really care about the students! I would not change a thing. 3. I think they are awesome in what they do. As for me, they have helped me reach my goals. I am a couple months from finally graduating and I have to give them most of the credit. I went from school to school until I finally came here. I don’t personally think they need to change anything. Everything they did for me was honestly, truly amazing. I am proud to say I will be a 2018 CCPA graduate.|Met||2018
41690216044721|Arundel Elementary|6|The California Healthy Kids Survey (CHKS) was administered in SCSD in grades 5 and 7 for the 2017-18 school year.  The following areas of strength were noted: - 7th grade school connectedness and caring adults have improved district-wide - The vast majority of students feel they do things to be helpful - Students continue to feel they work hard to understand new things at school and try to improve. - Fewer students are experiencing chronic sadness & hopelessness  Key areas for growth include: - Students continue to experience low levels of meaningful participation - 10% of students feel unsafe most of the time - Very few students feel the school facilities are clean and well-maintained  In addition to CHKS, SCSD administers the Panorama Student Survey to students annually and these results are used to shape LCAP goals. The results below were reported on the spring 2017 survey and shared with the Board last spring (% favorable).  Arundel: Safety: 77%, Sense of Belonging: 78%, Supportive Relationships: 87%  Goal 4 of SCSD’s LCAP specifically targets student engagement and sense of belonging:  Ensure Equitable Access to Learning for all Students and Increase Student Engagement and Sense of Belonging Within Each School Community. Specific actions have been established to address school climate, sense of belonging, active participation, caring adults and high expectations. Ensuring more student voice and choice, increasing student engagement opportunities and Project-Based Learning, and implementing Positive Behavior Intervention and Support (PBIS), and beginning to develop a Multi-Tiered System of Support (MTSS) across all schools were identified as high impact actions. In addition, schools are considering the use of student focus groups and interest surveys to learn more about students’ perceptions and areas of interest.|Met|Panorama survey results were reported to the Board on April 5, 2018. CHKS data was reported to the Board on October 4, 2018.|2018
56738740000000|Oak Park Unified|6|"OPUSD utilizes two sources of data to measure the needs of students related to school climate. The two surveys are the California Healthy Kids Survey and the Challenge Success Survey. Results of note include: Increase of nearly 10% at MCMS and OPHS related to there being ""caring adults in my school."" Increase in overall school connectedness Increase in all grades for the statement ""teachers at this school treat kids fairly"" Overall decrease in the statement ""I feel safe at this school.""  The positive increases underscore the need for continued increases to counseling services at all levels. OPUSD is focused on increasing services directed toward the mental and social health of students.The decrease in feelings of safety point to continued physical safety enhancements, such as fencing. Additionally, adding ""soft"" security such as increased campus supervisors and counselors will impact student feelings of safety on campus."|Met||2018
19753090134585|Pathways Academy Charter Adult Education|6|Pathways Academy Adult Education Charter School distributes an annual School Climate survey to stakeholders to review their perceptions of school safety and connectedness. The results of the survey are presented to the school board and all stakeholders; collaboration on how to improve on our positive school climate and connectedness is discussed.  Positive School Climate and Connectedness 100% agree that they feel connected to their school; and, feel valued and respected.   Positive School Climate and Connectedness 100% agree that they feel that their school provides a safe environment for learning.|Met|The Pathways Academy Adult Education Charter LCAP Input Survey results relate to our Positive School Climate and Connectedness, LCAP Goal 2: We will promote high attendance and a positive school climate.|2018
19650600000000|Torrance Unified|6|Over the years, TUSD has surveyed students in a variety of topics such as academics, anti-bullying, drug and alcohol abuse, general health, leadership, college and career planning, etc. The plan is to survey students in the specific topics of school safety and connectedness. Prior similar student surveys and metrics that have already been utilized within the last two years include the Expect Respect Anti-bullying Survey and the Team Kids Challenge Survey. The first was created specifically by TUSD administrators, counselors, and teachers. The second was from the nationally established Team Kids Empowering America’s Future project. TUSD will also be incorporating principles concerning school safety and connectedness from the Positive Behavior Intervention Supports: Tiered Fidelity Inventory and the PBIS: Self Assessment Survey which have each been completed by staff members at schools. As well as data from the School Wide Information System in which all schools record their behavior information.  After reviewing various well known student surveys such as California Healthy Kids, Gallup Student Poll, Safe Schools Survey, Panorama Family-School Relationship Survey, Team Kids Challenge Survey, etc., TUSD decided to utilize the PBIS: School Climate Survey Suite to survey students. Questions on the SCSS are nearly identical to the previously completed Expect Respect Anti-bullying Survey and the Team Kids Challenge Survey on the topics of school safety and connectedness. So there are established baseline metrics which then can be enhanced and disaggregated. Also those similar principles of the TFI, SAS, and SWIS are already incorporated into the SCSS. All 5th, 7th, and 10th grade students will complete the survey again during the month of October. Data from 2017-18 demonstrated that students who participated in the survey indicated an overall 76% positive response rate on questions. Broken down into grade levels, it was 5th grade: 79%, 7th grade: 79%, and 10th grade: 72% positive.|Met||2018
54720090000000|Monson-Sultana Joint Union Elementary|6|The Monson-Sultana JUESD administered the California Healthy Kids Survey (CHKS) in the Spring of 2017 to students in grades 5 and grades 7. The test was optional at the discretion of the parents. In 5th grade, 46% of students participated in the survey. In 7th grade, 76% of students participated. Below is a summary of results and conclusions as it relates to school climate at Monson-Sultana School. 5th Grade: School connectedness 69% Academic motivation 44% Caring adult relationships 62% High expectations 65% Meaningful participation 31% Feel safe at school 81% Been hit or pushed 54% Mean rumors spread about you 58% Been called bad names or mean jokes made about you 54% Saw a weapon at school 38% Students well-behaved 46% Students treated fairly when break school rules 58% Students treated with respect 88% Alcohol or drug use 0% Cigarette smoking 0% E-cigarette 0% 8th Grade: School connectedness 59% Academic motivation 48% Truant more than a few times 7% Caring adult relationships (high) 30% High expectations 55% Meaningful participation 14% School perceived as very safe or safe 82% Experienced any harassment or bullying 48% Had mean rumors or lies spread about you 51% Been afraid of being beaten up 9% Been in a physical fight 23% Seen a weapon on campus 20% Been drunk or “high” on drugs at school, ever 2% Current alcohol or drug use 11% Current binge drinking 0% Very drunk or “high” 7 or more times 0% Current cigarette smoking 7% Current electronic cigarette use 5% Experienced chronic sadness/hopelessness 23% Conclusions: Overall, Monson-Sultana students feel that the school is a safe place. Students also feel treated with respect at school. Alcohol or drug use is reported as very low, another strength. Areas of growth for the school are in the areas of physical bullying, emotional bullying, and a lack of motivation. Some of these areas have already been addressed in the current LCAP. Anti bullying assemblies have been held to promote positive behaviors and anti bullying behaviors. Additional counseling has been provided to help support students with strategies and skills.  Presented to the school board on November 6, 2018.|Met||2018
37683386120935|Albert Einstein Academy Charter Elementary|6|In 4th grade, 61.7% of our students feel very safe, followed by 31.9% who feel safe, 6.7% who feel somewhat safe and no students responded saying they felt unsafe at school. 93.6% of our 4th grade students feel connected to the the school and staff, with 6.4% feeling disconnected.|Met||2018
41690210000000|San Carlos Elementary|6|The California Healthy Kids Survey (CHKS) was administered in SCSD in grades 5 and 7 for the 2017-18 school year.  The following areas of strength were noted: - 7th grade school connectedness and caring adults have improved district-wide - The vast majority of students feel they do things to be helpful - Students continue to feel they work hard to understand new things at school and try to improve. - Fewer students are experiencing chronic sadness & hopelessness  Key areas for growth include: - Students continue to experience low levels of meaningful participation - 10% of students feel unsafe most of the time - Very few students feel the school facilities are clean and well-maintained  In addition to CHKS, SCSD administers the Panorama Student Survey to students annually and these results are used to shape LCAP goals. The results below were reported on the spring 2017 survey and shared with the Board last spring (% favorable). Central: Safety: 72%, Sense of Belonging: 74%, Supportive Relationships: 80% Arroyo: Safety: 68%, Sense of Belonging: 71%, Supportive Relationships: 89%  Goal 4 of SCSD’s LCAP specifically targets student engagement and sense of belonging:  Ensure Equitable Access to Learning for all Students and Increase Student Engagement and Sense of Belonging Within Each School Community. Specific actions have been established to address school climate, sense of belonging, active participation, caring adults and high expectations. Ensuring more student voice and choice, increasing student engagement opportunities and Project-Based Learning, and implementing Positive Behavior Intervention and Support (PBIS), and beginning to develop a Multi-Tiered System of Support (MTSS) across all schools were identified as high impact actions. In addition, schools are considering the use of student focus groups and interest surveys to learn more about students’ perceptions and areas of interest.|Met|Panorama survey results were reported to the Board on April 5, 2018. CHKS data was reported to the Board on October 4, 2018.|2018
54722490130708|Sierra Vista Charter High|6|Each spring Tulare Joint Union High School District administers a climate survey to its students. Sierra Vista Charter High School is a dependent charter of TJUHSD.  This student survey is administered to sophomores and seniors in our district, including Sierra Vista. The total number of the responses for the survey in the spring of 2018 at Sierra Vista was 70 students, with a little over half being sophomores. The survey includes specific questions geared at school safety and student connections to school.  The survey does include a few questions from the California Healthy Kids Survey, however, we do not use the California Healthy Kids Survey every year, as it is a lengthy survey, resulting in students at times rushing through it. Through the survey, the majority of the students (68%) in our district indicated that they feel close to people at school, with only 15% of the students disagreeing or strongly disagreeing. Fifty-seven percent of the students indicated that they were happy to be at school, while 14% disagreed or strongly disagreed. Nearly half of the students agreed or strongly agreed that they feel like they are part of the school (48%), while only 18% disagreed or strongly disagreed.  Additionally, 55% of the students indicated that they feel safe at school, while only 13% disagreed or strongly disagreed. In addition to the positive response regarding school climate and safety, students also indicated that at their school, they have access to: challenging courses, such as Advanced Placement and honors (74%), the necessary instructional materials (75%), activities that meet their interests and talents (76%) and information on how to plan for college or a vocational school (76%).  Students also indicated that they would like access to take more than six classes and more electives.   Based on the survey results, the majority of our students feel safe and welcomed at our schools.  Even though this is a definite strength, our district continues to explore way to engage all of our students, especially the 30% that still do not feel connected to our school.  One of our challenges includes continuing to create a climate in which all students feel welcomed and connected to our sites.  This has resulted in our district continuing to develop our PBIS program and incentives. Based on the survey results, our district has also made it a priority to provide training to our staff on improving connections to students.  This includes providing all of our teachers with mental health training.  Lack of time is another challenge for our district and has led us to be creative with our training and opportunities that we provide to our students and teachers.  We are also continuing to explore different ways to provide students with more opportunities at Sierra Vista Charter High School.|Met||2018
19753090132654|Community Collaborative Charter|6|Community Collaborative Charter School distributes an annual School Climate survey to parents, students and staff to review their perceptions of school safety and connectedness. The results of the survey are presented to the school board and all stakeholders; collaboration on how to improve on our positive school climate and connectedness is discussed.  Positive School Climate and Connectedness 99% agree that they feel connected to their child’s school; and, feel valued and respected.   Positive School Climate and Connectedness 99% agree that they feel that their child’s school provides a safe environment for learning.|Met|The Community Collaborative Charter LCAP Input Survey results relate to our Positive School Climate and Connectedness, LCAP Goal 2: We will promote high attendance and a positive school climate.|2018
27102720000000|Monterey County Office of Education|6|California Healthy Kids Survey was attempted to be administered to all students in Alternative Education during the survey window in spring 2018 which resulted in approximately one-hundred and fifty surveys out of three-hundred students.  All forty-one staff took the survey and a handful of community partners and parents participated.  Student domains that were surveyed include: student core, school climate, and social-emotiona health.  Alternative Programs facilitated a CHKS survey in both the court schools - referred to as Wellington Smith,  and community / independent study programs - referred to as Salinas Community School.  As expected resulted varied between the two school settings.  Interestingly, students in court schools felt safer than students in community school programs even though students view both settings as safe when considering the percentage of students who reported they felt safe at school and the school climate was relatively positive when it came to staff support and programming.  Gang issues came up for both court and community schools.  Students recognized gang prevalence in our programs and inherent tensions brought to school campuses and programs from the streets and activities that occurred outside of school.  Students expressed concern regarding bullying related to gang tension.  Thus, we are focused  as a program with our collaboratives to ensure students and technology are consistently and constantly monitored.    Students and staff recognized that math and English literacy are still in need of more support and progress.  Student reading and math scores have leveled off in Alternative Programs and are far below grade level.  Alternative programs is aware of this and we are invested in staff professional development, curriculum modification, and direct student services through tutoring to assist in raising math and English literacy / outcomes.  Additionally, we increases efforts to a administer, collect, analyze, and inform staff, students, and parents regarding diagnostic scores in math and English through NWEA.     Truancy and attendance were noticeable items in the survey.  Alternative programs averages an eighty-five percent attendance rate in our community schools and almost one-hundred percent attendance rate in our court schools.  One barrier that was noticeable at our community schools is transportation.  Although we provide bus passes it still falls short of an ideal scenario where all students are  transported as needed to school.  Attendance workshops, accountability measures, and communication with parents and collaboratives has helped support a relatively strong attendance rate for students who typically don't attend school.|Met||2018
19647330117655|Magnolia Science Academy 7|6|Annually, MSA-7 conducts the CORE Districts survey instrument to students in grades 2-5, analyzes survey results such as participation rates and average approval rates for each topic and question on the survey, documents our findings (e.g., greatest progress and needs, comparisons with the prior year and CORE district results) and shares the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings. MSA-7 disaggregates the results by grade and student group and also uses open-ended questions to further understand students’ perceptions.  MSA-7 strives to improve our students’ perceptions of school safety and connectedness. In 2017-18, 98% of our 3rd grade to 5th grade students participated in the survey and their responses provided an average approval rating of 69% on the eight topics of the survey, with a rating of 62% on Topic 3 (Safety) and a rating of 59% on Topic 4 (Self Efficacy), and a rating of 58% on Topic 5 (Growth Mindset). Whereas 86%  answered the question positively to the question of “Overall, I am satisfied and would recommend this school to other students.” Our teachers are trained to increase growth mind set during the inservice days. Also all of our staff members getting   training to implement PBIS.|Met|Stakeholder voices (i.e., voices of our students, families, staff, and other school community members) play a powerful role in helping us learn how to improve our teaching, leadership, and other school practices. Surveys have been the primary means of collecting student, family, and staff opinions about what we are doing great and should keep doing, and what are areas for improvement so we can continue to provide our students with the best quality education. MSA-7 uses an online platform to provide students, families, and staff with groups of questions that measure their perceptions of teaching and learning, as well as their perceptions of school climate and students’ own strengths and weaknesses. MSA-7 uses the CORE survey instrument for school climate indicators which include the following four topics for students, families, and staff: Topic 1: Climate of Support for Academic Learning; Topic 2: Knowledge and Fairness of Discipline, Rules and Norms; Topic 3: Safety; Topic 4: Sense of Belonging (School Connectedness). In a separate survey students are also asked questions in additional four topics which include indicators for social-emotional competencies: Topic 5: Growth Mindset; Topic 6: Self-Efficacy; Topic 7: Self-Management; Topic 8: Social Awareness. Annually, we analyze survey results and share the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings.|2018
37682130129668|County Collaborative Charter|6|County Collaborative Charter School distributes an annual School Climate survey to parents, students and staff to review their perceptions of school safety and connectedness. The results of the survey are presented to the school board and all stakeholders; collaboration on how to improve on our positive school climate and connectedness is discussed.  Positive School Climate and Connectedness - 90% agree that they feel connected to their child’s school; and, feel valued and respected.   Positive School Climate and Connectedness - 90% agree that they feel that their child’s school provides a safe environment for learning.|Met|The County Collaborative LCAP Input Survey results relate to our Positive School Climate and Connectedness, LCAP Goal 2: We will promote high attendance and a positive school climate.|2018
12630320124289|South Bay Charter|6|The 2017-18 California Healthy Kids Survey: Summary Results  In general, the results of the CA Healthy Kids Survey illustrate a direct relationship between exposures to adverse childhood experiences and the likely negative impacts.  South Bay Elementary Union School District students are less connected to their school than most other Humboldt County Schools; have been exposed to alcohol, tobacco, and other drug use at slightly higher rates the Humboldt County average; have higher levels of depression and mental health needs; and are more likely to experience school bullying.  The results indicate that addressing student and staff self-efficacy will yield a large return on student achievement and can serve as a high leverage point to ensure that students are college and career ready.  Through our Differentiated Assistance efforts, South Bay Union ESD will continue to work with the Humboldt County Office of   Education to address self-efficacy and other high-leverage systematic change learning opportunities.|Met||2018
29663240000000|Clear Creek Elementary|6|The annual CHKS was administered to students in grades 6-7, parents, and staff in December 2017.  The annual LCAP survey was conducted in January 2018, and reached all staff members, parents, and students in grades TK/K-8.  Results were shared with Staff, the Site Council and School Board and made available to all other parties upon request.  The results of the survey were very positive.  More than 90% of students, staff, and parents felt that Clear Creek provided a safe environment to teach/learn in.  Data also showed a very high rating regarding the connection between home and school.|Met||2018
45698720000000|Bella Vista Elementary|6|The district administered the Education for the Future School Perceptions survey to parents, students, and staff.   The survey results indicate a very high level of parent satisfaction with the school climate for all student and parent sub-groups. The survey instrument was chosen because it is researched based and had been administered in the past allowing current trends to be observed.|Met||2018
19643780000000|Charter Oak Unified|6|Utilizing a local climate survey every other year, this indicator annually measures the LEA’s action of assessing its community’s perceptions of school safety and connectedness.  The California Healthy Kids Survey was given to District students in grades five, seven, nine and eleven in the 2017-18 school year.  Because of the recalibration of norms by WestEd, the survey developer, overall results cannot be compared to those reported in 2016. Differences in student perceptions of connectedness and school safety exist between the grade levels.  Fifth grade students report a higher level of connectedness and safety compared to seventh grade and an even higher level of connectedness and safety as compared to ninth and eleventh grade students.  A lower percentage of seventh, ninth, and eleventh grade students report that they have experienced harassment or bullying as compared to the state average.  These responses indicate that few students have fear of physical or emotional attacks at school.  While these trends indicate that students are feeling relatively safe and connected to their schools sites, national trends continue to indicate that overall perceptions of student connectedness and safety continue to fall.  In response to the CHKS  data and data in the District Annual Survey identifying school safety perceptions, Charter Oak Unified School District has made changes in LCAP Actions and Services to address school safety.  The District also engages students in the LCAP process through District LCAP Advisory groups several times a year.  The student groups are comprised of 7th-8th grade students and 9th – 12th grade students including a representation of both the middle and school low income students and English learners. https://wested.box.com/s/uiyehl0j9tmfh6pfjrf7h7qwivrjtjd7|Met||2018
12630320000000|South Bay Union Elementary|6|The 2017-18 California Healthy Kids Survey: Summary Results  In general, the results of the CA Healthy Kids Survey illustrate a direct relationship between exposures to adverse childhood experiences and the likely negative impacts.  South Bay Elementary Union School District students are less connected to their school than most other Humboldt County Schools; have been exposed to alcohol, tobacco, and other drug use at slightly higher rates the Humboldt County average; have higher levels of depression and mental health needs; and are more likely to experience school bullying.  The results indicate that addressing student and staff self-efficacy will yield a large return on student achievement and can serve as a high leverage point to ensure that students are college and career ready.  Through our Differentiated Assistance efforts, South Bay Union ESD will continue to work with the Humboldt County Office of   Education to address self-efficacy and other high-leverage systematic change learning opportunities.|Met||2018
37754160132472|California Pacific Charter - San Diego|6|California Pacific Charter School distributes an annual School Climate survey to parents, students and staff to review their perceptions of school safety and connectedness. The results of the survey are presented to the school board and all stakeholders; collaboration on how to improve on our positive school climate and connectedness is discussed. Positive School Climate and Connectedness 99% agree that they feel connected to their child’s school; and, feel valued and respected.  Positive School Climate and Connectedness 99% agree that they feel that their child’s school provides a safe environment for learning.|Met|The California Pacific Charter LCAP Input Survey results relate to our Positive School Climate and Connectedness, LCAP Goal 2: We will promote high attendance and a positive school climate.|2018
30666130000000|Ocean View|6|The Ocean View School District is committed to providing a safe, supportive, and nurturing environment that promotes engagement and school connectedness.  Students in fifth grade participate in a locally developed survey and students in seventh grade the California Healthy Kids Survey (CHKS).  Both are anonymous, confidential surveys of youth resiliency, protective factors, and risk behaviors. Results are shared with site administrators and provide valuable information when planning student supports. Results from the locally developed spring 2018 5th grade survey indicated 96% of 5th graders feel the teachers or adults at school care about them, 96% report they are happy to be at school, 95% report feeling safe at school, and 98% report students are taught that bullying is not allowed.  According to the spring 2018 CHKS survey, 68% of 7th-grade students feel close to people at their school, 65% of students are happy to be at their school, and 60% of students feel there is a teacher or other adult who cares about them at school.  Seventh-grade student perception of school safety indicate 67% feel safe at school, 95% report never having been harassed for physical or mental disabilities, and 61% believe their school is safe.  Ocean View School District continues to focus efforts on school climate through LCAP Action 4.3. Using the surveys along with patterns and trends in discipline and suspension data, increasing student engagement in and out of the classroom and developing a social/emotional continuum as part of a multi-tiered system of support (MTSS) are a focus for all students. Strengthening these areas includes implementing social/emotional programs and Restorative Practices, which teach students the skills needed to build relationships and self-monitor their behaviors. Continuing to promote bully prevention activities/programs and strengthening Positive Behavior Interventions and Supports (PBIS) reinforces student feelings of safety and school connectedness.|Met||2018
19646420136127|Community Collaborative Virtual - Keppel Partnership Academy|6|CCVS-Keppel Academy distributes an annual School Climate survey to parents, students and staff to review their perceptions of school safety and connectedness. The results of the survey are presented to the school board and all stakeholders; collaboration on how to improve on our positive school climate and connectedness is discussed.  Positive School Climate and Connectedness 98.75% agree that they feel connected to their child’s school; and, feel valued and respected.   Positive School Climate and Connectedness 99% agree that they feel that their child’s school provides a safe environment for learning.|Met|The CCVS-Keppel Academy Charter LCAP Input Survey results relate to our Positive School Climate and Connectedness, LCAP Goal 2: We will promote high attendance and a positive school climate.|2018
15634120000000|Delano Joint Union High|6|The California Healthy Kids Survey was administered in the spring 2018 to 1944 ninth and eleventh grade students.  Based on this survey, 93% of the students surveyed feel safe at school and 90% feel connected to their school.|Met||2018
36677360136069|Community Collaborative Virtual - Sage Oak Charter|6|CCVS-Sage Oak distributes an annual School Climate survey to parents, students and staff to review their perceptions of school safety and connectedness. The results of the survey are presented to the school board and all stakeholders and collaboration on how to improve on our positive school climate and connectedness is discussed.  Positive School Climate and Connectedness 99.1% agree that they feel connected to their child’s school; and, feel valued and respected.   Positive School Climate and Connectedness 99.1% agree that they feel that their child’s school provides a safe environment for learning.|Met|The CCCVS-Sage Oak Charter LCAP Input Survey results relate to our Positive School Climate and Connectedness, LCAP Goal 2: We will promote high attendance and a positive school climate.|2018
19643030000000|Bellflower Unified|6|Goal four of Bellflower Unified School District's (BUSD) LCAP states, “The Bellflower Unified School District will provide all students and staff a healthy, safe, and secure environment that supports learning.” Action steps included in the LCAP to ensure meeting this goal include monitoring students’ feeling of connectedness and safety at school and their agreement that bullying is not allowed as well as monitoring parents’ agreement that students are safe at school. The Healthy Kids Survey is administered yearly at elementary and secondary school sites. The data for the 17 – 18 school year revealed that 95% of 5th grade students, 92% of 7th grade students, 86% of 9th grade students, and 83% of 11th grade students surveyed feel highly or moderately connected at school. The survey also revealed that 91% of 5th grade students, 88% of 7th grade students, 89% of 9th grade students, and 85% of 11th grade students surveyed report that they are safe at school. This survey also revealed that 88% of elementary students surveyed agree that bullying is not allowed and 94% of parents responding to the survey strongly agree or agree that students are safe at school.|Met||2018
12628100000000|Fortuna Union High|6|The FUHSD administers the CA Healthy Kids Survey annually to assess school safety and student connectedness. The FUHSD LCAP includes several expected annual measurable outcomes related to Priority 6:  75% of students participated in the CA Healthy Kids Survey 6% of parents/guardians completed the CA Healthy Kids Parent Survey 77% of staff completed the CA Healthy Kids Staff Survey 52% of 9th graders indicated a high level of school connectedness 47% of 11th graders indicated a high level of school connectedness 63% of 9th graders perceive school as a “safe” or “very safe” place 51% of 11th graders perceive school as a “safe” or “very safe” place  The survey indicates that FUHSD schools are generally perceived to be safe learning environments where students feel “connected” and “a part” of their school. However, in order to better serve all District students, the FUHSD continues to implement actions/services related to improving school climate.|Met||2018
45104540132647|Shasta County Independent Study Charter|6|"In our 9-12 group of Independent Study students, we inquired whether or not they felt safe at our school. The design of independent study in itself provides individual attention from their instructor.  The other question we asked was ""do you feel supported?""  These questions are intertwined, but also broad. What we discovered was that though our students felt safe at our school, many had come to us as a result of bullying at their previous schools. Others were victims of a number of different traumas in their lives. As a result of this survey, we hired a social worker to support our students emotionally.  We have discovered that in doing so, we have also seen better attendance and work quality."|Met||2018
34674390101048|St. HOPE Public School 7|6|St. HOPE Public School 7 (PS7) regularly surveys students each school year, and every student in grades 6 through 8 is encouraged to share their thoughts on a variety of metrics. The surveys are optionally anonymous to promote honest responses, and the school and its classroom teachers invest students in the survey by explaining how the results are used to guide decision-making in the coming months. In the spring of 2018, 65% of the students in grades 6th-8th responded to the survey.   A focus area for these surveys is gauging students’ level of safety and connectedness at school. In the spring of 2018, 87% of PS7 student respondents said they agree or strongly agree that their family knows how they’re doing in school, which indicates families and PS7 are connected and in communication in a way that is easily perceptible to students. Student survey results also indicate students feel connected to their teachers and believe their teachers are guiding them appropriately toward their long-term goals. Seventy-nine percent said their teachers have high expectations for them, and 88% said they think doing well in school is important for the future. In addition, 83% agreed or strongly agreed they know what it takes to be promoted to the next grade, 87% agreed or strongly agreed that they understand what they have to do to get to college, and 71% said their school is preparing them for college.   Students responded positively to questions specifically about safety.  Sixty-one percent said their school is a safe environment for them to learn.  In addition, 62% said there is an adult they can talk to at school when they need to do so.|Met||2018
30666470000000|Placentia-Yorba Linda Unified|6|PYLUSD administered a comprehensive survey to engage stakeholders and seek  perspectives on the district’s goals: (1) Student Achievement, (2) Effective Instruction and Leadership, (3) Engaged Community, (4) Safe and Respectful Environment, and (5) Optimized Resources.  In partnership with Hanover Research and Bell Educational Solutions, comparative data from 2015, 2017, and 2018 was analyzed to provide site and district administrators with pertinent feedback in order to determine effective practices and implement improvement efforts.  Specific survey questions were aligned in 2017 to measure student perceptions of safety and connectedness to school as required by the state of California for this Local Indicator.   The participation of students in 2018 included 2,970 third and fifth graders, 1,963 eighth grade students, and 1,608 tenth grade respondents for a total of 6,541 students for these specific grade levels.  The data was disaggregated by grade span and results indicated the following: Most students “Feel safe at school” – 90% (3rd and 5th grade) - this is an increase of 3% from 2017, 77% (8th grade) - this also is an increase of 3% from 2017, and 80% (10th grade) - an increase of 7% from the previous year.  Three other questions from the annual survey solicited information regarding student connectedness.  The first question asked students if “They know about the opportunities to be involved in school activities, events, and programs.” - 91% of the 3rd and 5th grade participants agreed with this statement. This statistic remained static from the previous year.  At the 8th grade level, 86% (+3% from 2017) and 86% (+3% from 2017 of the 10th grade population responded positively with this survey prompt.  The second statement “I feel like I belong at this school”  garnered increases with the percentage of students who “Completely Agreed” or “Somewhat Agreed” at every grade span.  The data at the 3rd/5th grade level rose from 84% to 88%.  The increase at 8th grade went from 70% in 2017 to 74% in 2018.  Tenth graders responded more positively and the data increased from 70% to 76%.  The final survey component asked respondents to consider the extent to which, “Teachers care about what I think.”  School climate results to this survey prompt also experienced increases across all grade spans from the previous year.  The following are statistics regarding the percentage of students that “Completely Agreed” or “Somewhat Agreed:” 89% of 3rd and 5th grade students (an increase of +14%), 68% of 8th graders (an increase or +4%), and 71% of the 10th grade population (an increase of +5%).|Met||2018
42692030000000|Guadalupe Union Elementary|6|"Our California Healthy Kids Survey demonstrates that 80% of 7th grade students feel safe or very safe at school. 8th grade students report 72% feel safe at school. 68% percent of 5th grade students report high levels of caring relationships at school and 64% of 7th graders feel they are part of the school. We feel this is due to our initial efforts in Restorative Justice Practices implementation and Steps to Respect anti-bullying education. Actions and services in our LCAP, Goal 2, ""School environment will be well maintained, sustainable, safe, welcoming and used by the community,"" call for continued improvement in these percentages."|Met||2018
30666700109066|Orange County Educational Arts Academy|6|OCEAA's 2017-18 Middle School Climate Report Card, based on comparative data from the 2015-16 and 2017-18 CA Healthy Kids Surveys, shows dramatic increases in School Climate Index Score (+98 points to 331), SCI State Percentile (+65 percentage points to 75th percentile), and SCI Similar School Percentile (+77 percentage points to 91st percentile). We attribute this improvement to several areas of program development over the past two years, including: staff training in Positive Behavioral Interventions and Supports, mindfulness, social-emotional learning and multicultural education; a full-time counselor/PBIS specialist on site; and re-organizing the middle school team and schedule to include dedicated advisory time.|Met||2018
52716390000000|Red Bluff Joint Union High|6|1.  The Healthy Kids Survey was given to all students.  Over 80% of the student population completed the survey.  It was a very strong sample size.  Three key needs were established.  1) School engagement and supports, 2) School safety and substance abuse, and 3) Mental and physical health.  24% of 9th graders report that they have a caring adult relationship at school.  37% of 9th graders state having an adult at school who believes they can be successful.  50% of all students perceive the school as being safe.  42% of 10th graders of experienced harassment or bullying in the last 12 months.  12% of 9th graders report current drug and alcohol use in the last 30 days.  This number grows to 28% of 12th graders.  26% of 9th graders report experiencing chronic sadness/hopelessness in the past 12 months.  15% of 9th graders report that they have considered suicide in the last 12 months.  20% of 10th graders report that they have considered suicide in the last 12 months.  2.  The results show that the social and emotional well-being is at risk.  Many of the cases can be attributed to trauma.  Also, the rural community does not allow for the necessary resources for students suffering from mental illness.  Lacking the supports for the social and emotional needs of students leads to an increase in drug and alcohol use and a sense of hopelessness.  We see this beginning with the 9th grade students, and growing as they make their way through the grade levels.  Having a positive relationship with an adult is very important.  3.  The past two years, the district has developed the GRIT center to help Grow Resilient Independent Teens through researched based practices.  This includes staffing a second full-time psychologist. The district contracts with Empower Tehama for counseling services.  We offer an alternative to suspension through Spartan Refocus and the 300 Virtues of a Spartan program.  Teachers have participated in trauma informed practices and certain staff serve on the Threat Assessment Team that monitors students who may be a harm to self or others.  RBHS participates in Breaking Down the Walls that gives a voice to students in working  together to resolve the social issues facing students.  Finally, the district has taken measures to ensure the safety of students through the required safety plans and facility improvements.|Met||2018
24736190000000|Gustine Unified|6|1.  Data: In 2017, 63% of students stated that they feel safe at school.  In 2018, 84% of students stated that they feel safe in school, which was a 21% increase.  The number of students who stated they feel connected to their schools in 2017 was 65%.  In 2018, 90% of surveyed students felt connected to their schools, which was a 25% increase.  2. Meaning: The schools in Gustine Unified School District, surveyed students in fifth grade, sixth, eighth grade, and ninth through twelfth grade.  The overall strengths were the increase in students who feel connected to their schools and and the total number of students who feel safe at school.   3.  USE: The actions that related to increasing school safety and connectedness were to increase the number of activities provided to students by paying stipends to teachers to coach, organize, and create additional student activities.  A late bus was made available at all sites to ensure transportation so students can participate in activities after dismissal.  Another action relating to safety was providing a school resource officer and vice principals to ensure the safety of students on campus.  The district also implemented district wide Positive Behavior Intervention Support (PBIS).  The PBIS process helped schools to maintain and improve positive relationships with students and foster positive and respectful relationships between students.  According to the surveys, these efforts have proven effective in increasing student perception of school connectedness and safety.|Met||2018
10755980000000|Caruthers Unified|6|The LEA administered the California Healthy Kids Survey to 5th, 7th, 9th and 11th grade students during the Spring of 2017. School engagement and supports data revealed that 58% (5th), 50% (7th), 42% (9th), and 35% (11th) felt connected to school. While 60% (5th), 28% (7th), 26% (9th) and 28% (11th) of students felt they had caring adult relationships. Under school safety 75% of 5th graders felt safe at school and 60% (7th), 65% (9th) and 62% (11th) felt safe or very safe at school. For the 7th-12th grade students that noted they had binge drinking was 6% (7th), 6 (9th) and 10% (11th) grade students. The CHKS will be administered again in the Spring of 2019. Caruthers Unified School District finds that the majority of the students surveyed feel safe at school and we always want the students to have a deeper and more meaningful connections to teachers and staff.|Met||2018
50736010000000|Newman-Crows Landing Unified|6|Newman-Crows Landing Unified School District believes that school safety and connectedness are of the utmost importance in educating the students in our district. We believe that students thrive in a safe, engaging environment that provides students with rigorous curriculum, relevant classroom activities and relationships that support student learning.    Each year, for the past three years, we have administered the WESurvey to our families, students in grades third through twelfth and teachers. We continue to also survey, students, staff and parents with the LCAP Stakeholder Survey and we also administer the Healthy Kids Survey and have results from February 2017 and will again administer the Healthy Kids Survey in February 2019.   Based on the results of the Parent LCAP Stakeholder Survey, sixty percent of parents believe that the schools in our community are working to ensure students graduate College and Career ready. Seventy-six percent of parents believe our schools maintain a positive school climate (students’ sense of safety and school connectedness).  Using results from the California Healthy Kids Survey, sixty-nine percent of 5th grade students responded that they feel safe at school most or all of the time. On average fifty-seven percent of seventh, ninth and eleventh grade students feel safe or very safe at school and with that same group of students an average of eighty-five percent report that they have not experienced cyberbullying. An average of fifty-nine percent of Hispanic or Latino students feel safe or very save at school. Eighty-nine percent of fifth graders feel that teachers and other grown-ups make it clear that bullying is not allowed in school. This data supports that our students at the elementary level feel safe at school but the percentage of students who feel safe at school decreases at the secondary level. There is minimal discrepancy between the student body as a whole and our Hispanic/Latino subgroup when it comes to their perceptions of a safe school environment. In addition, an average of seventeen percent of Hispanic or Latinos at the secondary level reported harassment or bullying due to race, ethnicity, national origin, religion, gender, sexual orientation or a physical disability. Cyberbullying, bullying and harassment at the secondary level is not perceived as a major problem based on the data from all students and subgroups. As a district, we will work to improve on safe school environments free from bullying and harassment. The district now provides the Stop It Anonymous Reporting System so that students at the secondary level can report incidents that may make them feel unsafe. After administering the Healthy Kids Survey again in February 2019 we will have updated data that we can use to inform district and site decision making.|Met||2018
12626870124263|Laurel Tree Charter|6|"Data:  A seven-question survey was given to all students in 6th-12th grade.    1. I feel connected to people at this school.  I feel like people will listen to me and support me.  Not yet 7.81%   Some 18.75%   Most of the Time 23.44%   Almost Always 34,38%  Always  15.63% 2.  I am happy to be at this school. Not yet 1.56%   Some 10.94%   Most of the Time 26.56%   Almost Always 31.25%  Always  29.69% 3.  I get the support I need to learn, grow, and do difficult things. Not yet 4.69%   Some 7.81%   Most of the Time 26.56%   Almost Always 37.50%  Always  23.44% 4.  The teachers at this school treat students fairly. Not yet 3.17%   Some 7.94%   Most of the Time 26.98%   Almost Always 31.75%  Always  30.16% 5.  I feel safe at this school. Not yet 1.56%   Some 7,81%   Most of the Time 4.69%   Almost Always 28.13%  Always  57.81% 6.  I feel academically challenged at this school. Not yet 4.62%   Some 26.15%   Most of the Time 26.15%   Almost Always 30.77%  Always  12.31% 7.  I am interested in what we are learning at this school. Not yet 6.15%   Some 15.38%   Most of the Time 38.46%   Almost Always 29.23%  Always 10.77%  Meaning: Areas of strength - Approximately 72% of students feel connected to people at the school and like they will be listened to and supported most of the time or more.   Approximately 86% of students are happy to be at this school most of the time or more.  Approximately 86% of the students feel like they will get the support they need most of the time or more.  Approximately 86% of the students feel like teachers are fair most of the time or more.  Approximately 80% of the students report feeling safe at school most of the time or more.  57% report feeling safe at school all the time.   78% of students report being interested in what they're learning most of the time or more.   Challenges:  Approximately 30% of students report only ""some or not yet"" for I feel academically challenged at this school.  This is an area we can work on. We also need to continue with what we are doing to make students feel connected, safe, and engaged.  Use:  We will continue to address academic rigor - both how we increase it and how we convey that to students in our LCAP.  Perhaps a modification to LCAP Goal 5 - College Readiness."|Met||2018
36679590000000|Yucaipa-Calimesa Joint Unified|6|YCJUSD administered the Gallup Student Poll to students in grades 5-12. The Gallup Student Poll is a nation-wide poll that allows our schools to monitor progress from year to year in student perspectives, and compare them with the national average. In the Gallup Student Poll, the “engagement” section provides a measure of students’ sense of school safety and school connectedness. This year’s results indicate an increase in the “engagement” metric from the previous year, although it is slightly behind the national average.|Met||2018
43104390124065|Sunrise Middle|6|Results from the Healthy Kids Survey and our own local survey show that our students are not as connected to their school as they used to be  - something we find unfortunate, but inevitable as we have grown larger. We are trying to arrange more grade level and homeroom activities to assist in their connectivity to the school, as we know that for many Sunrise is still their second home. Having said that, we believe our students are still far more connected to their school than students at most schools .We are waiting on Healthy Kids survey data to confirm these findings.  School Climate Student Survey   Actual results   74.3% feel school connectedness ( compared to 86% the prior year)  88.7% feel academic motivation  89.5% feel they are held to high expectations   78.6% feel they have caring adult relationships at school   School Safety: 78% perceive the school as safe  27% experience harassment or bullying  Health: 35.5% experience chronic sadness or hopelessness|Met||2018
07100740134114|Contra Costa School of Performing Arts|6|The Contra Costa School of Performing Arts is an independent LEA governed by ChartHouse Public Schools, 501c3.  Contra Costa School of Performing Arts administers an annual school climate survey to all students.  The survey was created in house and asks a series of simple questions with quantifiable response options.  The survey also provides students an opportunity to expand on the their response in narrative form.  1) 84% of students report that the Contra Costa School of Performing Arts is a safe school.  In comparing with our student behavior data, this number is actually lower than anticipated.  Some students point to discipline systems and mental health services as areas that could be improved.    2) 90% of students report that they have strong connections to the school.  In the narrative responses students repeatedly spoke about both the warm and nurturing environments that their teachers foster as well as the general inclusivity of the school community.  Int he future, we intend to complicate our survey so as to achieve more detailed and nuanced results.  This may include considering an outside vendor for survey administration (i.e. Healthy Kids).  As an immediate action item, the school created a School Culture Committee with representatives from every grade level as well as adult stakeholders (staff and parents).  This group will continue to analyze our data and create actions for implementation.|Met||2018
30665630000000|La Habra City Elementary|6|For the past five years, the La Habra City School District has worked with K-12 Insight to administer a Student Engagement Survey for students in grades 6-8.  This on-line survey measures students’ perception of connectedness, safety, and overall engagement in school.  In 2018, the 6-8 students reported they were often engaged with a score of 3.1/4.0.  Additionally, we conducted focus groups with more than 500 students in grades K-5.   Overall, our K-5 students were engaged at a rate of 90.4%. Additionally, Title I and English learner parent surveys were conducted in 2018.  School climate responses are as follows:  The school promotes positive choices and healthy behaviors (97%).  My child’s school is safe and clean (94.5%).  I feel welcome at my child’s school and the district office (97%).|Met||2018
19769920133900|Prepa Tec Los Angeles High|6|Students were recently surveyed on their opinion about the school.  The results showed that 79% of the students indicated they were Neutral to Strongly Agreed that they were happy at the school.  When asked if they feel safe at school, 87% indicated they were Neutral to Strongly Agreed.  In the area of clean school, 87% indicated they were Neutral to Strongly Agreed.  When asked if Parents were welcomed to participate at school, 92% response was Neutral to Strongly Agreed.  In the area of taking parent concerns seriously, 87% response was Neutral to Strongly Agreed.  When asked if they believed that staff wants them to do their best, 80% response was Neutral to Strongly Agreed.  PTLAHS staff was surveyed and the following were the results: 83% of teachers indicated they emphasize teaching in a manner that is relevant for students.  84% believe PTLAHS handles discipline problems fairly.  100% indicated that PTLAHS promotes academic success for all.  100% indicated that PTLAHS emphasizes respect for all students; and 67% agree that PTLAHS considers closing the achievement gap a high priority.  100% believes that PTLAHS is a safe place for students.  100% believe that the school is clean and well maintained.  Based on the results, overall students are satisfied with being at PTLAHS and staff generally believes teaching promotes academic success for all.  Areas of growth is to work with teachers on making learning meaningful for students and making a concerted effort to close the achievement gap|Met|PTLAHS is committed to creating a school environment conducive to learning where students are safe and feel a sense of connectedness with the staff.|2018
51714560000000|Winship-Robbins|6|A local climate survey was given to students in grades second through eighth grades that provided a valid measure of school safety and connectedness.  The results of this survey were shared at the April 18 and November 14, 2018 Winship-Robbins ESD Board Meetings along with the September 24, 2018 Site Council and DELAC meetings.  Findings from this survey indicated that 76% of the students felt safe at school, with 23% feeling safe sometimes, and only 1% not feeling safe.  When the Climate survey was analyzed for student relationships and learning practices, it was determined that 69% of the students felt they were part of the school family and had close friends to share experiences with at school.  Both these results indicated that more efforts needed to be made to ensure student connectedness to their learning goals and one another.  To facilitate these needs, the LEA empowered the Student Council with a retreat to create goals for student participation to promote student connectedness and involvement. With the assistance of the Student Council, student events were provided monthly to promote student relationships.  These monthly events were referred to as College Team Days.  College Teams were multi-grade teams that each represented a California College or University.  The students work together in College Teams to complete creative activities, participate in competitive games and encourage literacy throughout the grades.  College Teams promote the united relationships our students were seeking.|Met|At the Winship-Robbins ESD the students and staff will work diligently to promote student safety and connectedness until 100% of the students feel safe and connected to the school family.|2018
12628850000000|Hydesville Elementary|6|A survey was distributed to 4-8th grade students in October 2018.  1. 86% indicated they agreed or strongly agreed they felt safe at school. 84% agreed or strongly agreed they felt connected to school.  2. This data will be followed and compared to student perceptions next year to ensure the percent of students expressing feelings of safety and connectedness to school is maintained or improved. 3. LCAP Goal #2 includes programs and services to support a positive school climate and ensure students' social/emotional needs are addressed. Resources to support these services include counseling, Second Step and a variety of other programs and actions to build positive behavior and family engagement.|Met|Other indicators of School Climate are included in LCAP Goal #2 and will be reviewed annually.|2018
54721400000000|Stone Corral Elementary|6|The National School Climate Center identifies five elements of school climate: safety; teaching and learning; interpersonal relationships; institutional environment; and staff relationships. Students were given a survey to measure perceptions of school safety and engagement. The survey was a modified California Healthy Kids Survey given to students in grades 4-8. In analyzing the survey, the following conclusions could be presented: The physical dimension of school climate: Appearance of the school building and its classrooms- Students felt that the school was a clean and safe learning environment. School size and ratio of students to teachers in the classroom- Students felt that the small size of the school and class size helped them learn because they felt there could be more of a focus on each individual student. Order and organization of classrooms in the school- Students liked their classrooms and felt the classrooms were safe and conducive to learning. Availability of resources- Students felt they had adequate textbooks, library books, support material, and access to technology. If there were academic or behavioral problems the teacher or other staff members were there to take of them. The social dimension of school climate includes: Quality of interpersonal relationships between and among students, teachers, and staff- The students felt that the staff was dedicated to teaching all students. Equitable and fair treatment of students by teachers and staff- Students felt that the teachers, students, and staff were treated with respect and gave respect. Students felt that adults in this school apply the same rules to all students equally. The academic dimension of school climate includes: Quality of instruction- Students felt their teachers gave good, engaging lessons and activities. Teacher expectations for student achievement- Teachers let the students know what was to be learned and how to show that they learned it. Monitoring student progress and promptly reporting results to students and parents- Students felt the teacher noticed when they were doing a good job or were having difficulties and let them know it. Teachers and staff communicated with parents about academic and behavior progress. Utilize a Multitiered system of supports such as Positive Behavior Intervention and supports to improve school climate, address school safety, and overall student wellness. Ensure that the strategies used are evidenced based, trauma-sensitive, restorative in nature, and address student mental health. School facilities are maintained in good repair and promote the health and wellbeing of occupants, conserve energy and water, and have clean indoor air. The plan will be describe the attendance policy of the school, progressive discipline based on the number of absences and tardies, alternatives to suspension, and initiate a Stone Corral School Attendance Committee to monitor all student attendance.|Met||2018
39686270126755|Humphreys College Academy of Business, Law and Education|6|School Climate ABLE has received feedback regarding school climate through local measures as follows: ABLE Community Council meetings; WASC self-study meetings; superintendent’s quarterly brown bag lunch meet-and-greets; regular interactions with parents, students, community members, and staff; and teacher generated year-end student questionnaires. For the current year ABLE will transition to a twice annual climate survey appropriately designed for and administered to all grade levels to provide a statistical and valid measure of school safety and connectedness. ABLE will either use the California Healthy Kids Survey or an appropriate alternative.|Met||2018
37682210101360|Integrity Charter|6|Integrity Charter School administered a local climate survey to solicit feedback to measure school safety and student connectedness. The climate survey was given to 5th graders. The results from the survey indicated majority of the respondents agreed or strongly agreed that they felt connected to school, majority of the respondents also agreed or strongly agreed the students looked forward to school each day and their teacher was engaging, connected with the family and provided academic support to the student. Students shared how they connect with their teachers in person, via phone, e-mail and online learning platform (dojo), while having access to assistance as needed from Executive Director, Assistant Director, counselor, and support staff. The students stated they felt connected to school through the educational field trips, enrichment activities, and other social events offered through the school such as school picnics, school dances, Boys and Girls Club and various field trips.|Met||2018
29102980114330|Nevada City School of the Arts|6|1. Data - NCSA gives both the CHKS survey and a student survey.  In both, over 75% of students are engaged, feel safe, and are happy at school. 2. Meaning - Gossip and bullying seem to be the topics that students are having the most trouble with, but unlike last year, students of color or mixed race students did not indicated feeling harassed or that they were treated poorly with is a positive change from last year. NCSA has been doing a great deal of work around this topic and the results appear positive. 3. We now have an anonymous reporting app so students can report any issues they may be having or any bullying they are experiencing.  This has been very effective in reducing negative behaviors. We have created social skills groups for those who need it, have adopted the Positive Discipline method of discipline, and use mindfulness in many classrooms.  Referrals have been reduced by 78%, suspensions have also dropped significantly, and overall discipline issues have decreased.|Met||2018
46701770000000|Sierra-Plumas Joint Unified|6|"School Climate is monitored as evidenced by: - The California Healthy kids Survey is administered within the district on a bi-annual basis.  - The results of the survey are reported to the governing board.  - Additionally the county drug and alcohol prevention program conducts student surveys that reports school climate.  - The results of all surveys are analyzed for use in deciding future programs and guest speakers. - The creation of ""Peace ROARiors"" a peer to peer conflict transformation group."|Met||2018
49738820123786|Credo High|6|Credo High School administered the California Healthy Kids Survey (CHKS) to students in grades 9 - 12 in the fall of the 2016/17 school year and the fall of the 2017/18 school year.  The survey measures students' experience of school supports and engagement, school safety and substance use. In 2017, Credo's School Climate Index score was 444 on a 100 - 500 scale.  Based on student responses to the 2018 survey, Credo's School Climate Index is 408 which represents a drop from the prior year but still places Credo in the 97th percentile of other high schools in the state as well as the 97th percentile compared to high schools with similar demographic characteristics.  Students report a strong sense of safety at Credo with high expectations and caring relationships.  Credo's student population has grown dramatically over the last three years.  To maintain a vibrant and supportive school climate, we have made significant investments in social/emotional programs: weekly personal and social sustainability classes, counseling and  alcohol and drug education.|Met||2018
01612590000000|Oakland Unified|6|DATA We annually administer the California Healthy Kids Survey to all students in grades 5-12, including questions on school connectedness, health and safety, and participation in different programs. Our district-wide 2017-18 student participation rate was 73%, with 66 schools achieving 70% or higher.   Positive responses for school connectedness or safety for elementary students: “Yes, all of the time” and “Yes, most of the time,” and for middle and high school students: “Strongly agree” and ”Agree.”   Across grades 5-12, 57.1% of students felt connected. Elementary students more frequently reported positive feelings of connectedness than middle school students (75.4% vs. 57.9%, respectively), followed by high school students (49.2%).   Student positive responses to connectedness questions across all surveyed grades: 59.5% of students felt close to people at their school. 56.1% felt happy to be at their school. 55.8% felt like part of their school. 57.3% reported that teachers at their school treat students fairly. 56.8% felt safe in their school.   Elementary students reported feeling safe at a rate of 77.1%, versus rates of 56.7% and 48.8% for middle and high school students, respectively.   With respect to both school connectedness and safety, there was some variation in ratings across student race/ethnicity. The highest connectedness and safety ratings were seen for Filipino students across grade levels (81.5% and 79.5%, respectively). The lowest ratings for school connectedness were seen for Native Hawaiian or Pacific Islander students (50.9%), White (51.7%) and Black or African American students (52%). The lowest ratings for safety were seen for Native Hawaiian or Pacific Islander students (47.8%), Asian (52.4%), and Black or African American students (52.6%).   MEANING & USE Our survey results show that we still have work to do in terms of fostering students’ feelings of connectedness and safety, especially as students move to middle or high school. Our middle schools are paying more attention to welcoming sixth graders, and some have Advisory classes designed to connect a small cohort of students with a caring teacher. Our large high schools are similarly creating ninth grade houses. One large high school is organized into five pathways of 300+ students in grades 9-12 with a dedicated assistant principal, counselor, and teacher team who know the students well and who tie classroom learning to real world internships and career themes.|Met|We continue to focus on conditions for learning and invest in sustaining culturally responsive Restorative Justice and Positive Behavior Intervention and Supports at all schools, with a special focus on reducing disproportionate suspensions of African American students and students with disabilities. We continue to embed social and emotional learning in academic instruction, as teachers consider the academic, social and emotional demands of the tasks, from kindergarten all the way to the Graduate Capstone project. We are integrating training for teachers in culturally responsive classroom management, and training in trauma-informed practices for school safety officers, teachers, and other staff. We expect that these system-wide universal and targeted approaches, professional development, and programmatic investments will contribute to increased positive responses related to school connectedness and safety, especially at the secondary level.|2018
19647330124941|Alliance Margaret M. Bloomfield Technology Academy High|6|The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) helps us gather unfiltered student feedback to assess whether we foster a safe school environment. Our survey question regarding whether the student feels safe at school yielded an average response of 3.1. Additionally, our survey question regarding whether the school emphasizes respect for others yielded an average response of 3.1. The Student Satisfaction Survey also helps us determine whether we effectively promote our students’ sense of belonging and connectedness to the school. For example, students provided an average response of 3.3 when asked if the teachers show respect for all students and an average response of 3.1 when asked if the principal shows respect for all students. Furthermore, at Alliance Margaret M. Bloomfield Technology Academy High (“Bloomfield”) we believe that students thrive not only when they develop close relationships with teachers and all adults in the building, but also when we set high expectations for students. Students respective average responses to the following survey questions are indicated in parentheses after each question: (a) I believe that this school is preparing me to be successful in college (3.4), (b) This school does a good job of informing students about options for college (3.4), (c) This school emphasizes the benefits of attending college (3.4), and (d) This school emphasizes the benefits of graduating from college (3.4).|Met|In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) indicate that students believe Alliance Margaret M. Bloomfield Technology Academy High (“Bloomfield”) is meeting its goals for a safe and inclusive school climate. In the Survey, Bloomfield received an overall average response of 3.0. And while we are happy with the score, we will continue to prioritize the safety and well-being of our students. At Bloomfield, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators. At its core, the Student Satisfaction Survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. A copy of the Student Satisfaction Survey is available upon request. The Student Satisfaction Survey was developed by Alliance College-Ready Public Schools Research and Data Team to help schools develop goals to improve services and support provided to students. It is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college, and measures performance on a 1 to 4 scale with 4 being the highest rating.|2018
23655730000000|Manchester Union Elementary|6|In both the 2015-16 and 2017-18 school years the District administered the California Healthy Kids Survey.  Due to the small class size (8 and 10 respectively) no overall score or disaggregated scores are available.  Students also took a locally administered survey, the Pride Survey, again no results have been received to date. Local measures of student involvement show that students are engaged and learning: 100% involved in Culture Days, Author's Tea and poetry workshops, 33% of 6th-8th graders on Honor Roll and 22% on Principal List. The District continues to maintain 0 suspensions or expulsions.|Met||2018
37771560137323|Vista Springs Charter|6|The school is in its first year of operation, so previous year survey data is not available.   The school has contracted to proctor the CA Healthy Kids survey for 2018-19 and will use survey findings for continuous improvement purposes.|Met||2018
37103710138016|Pacific Springs Charter|6|The school is in its first year of operation, so previous year survey data is not available.   The school has contracted to proctor the CA Healthy Kids survey for 2018-19 and will use survey findings for continuous improvement purposes.|Met||2018
39686760120733|Stockton Collegiate International Secondary|6|Stockton Collegiate International Secondary School regularly reviews individual and aggregate reports from both parents and students about safety and perceptions of connectedness. Procedures are in place to address individual concerns promptly and to adjust systems at least annually when necessary.|Met||2018
19644510000000|Downey Unified|6|"Downey Unified seeks input from our students (grades 3-12) through our Annual Stakeholder Engagement Survey.  The key findings from the survey provide the district feedback around our 5 Goal areas (Student Achievement, Whole Child, Best Staff, Parent Engagement, Infrastructure) that incorporate the 8 state priorities.  A total of 9,427 students participated in the survey for 2017-2018.  Students were asked a series of questions around 2 focal areas:  -School Climate -Learning Environment The results shown below reflect the percentage (%) students (3-12) that Strongly Agree/Agree to the following statements around the 2 focal areas:  School Climate:  ""I like going to school"" - 83%  ""I feel safe at my school"" - 88%  ""My school is clean and kept in good condition"" - 74%  ""My school enforces rules consistently"" - 88%  ""The students at my school treat each other with respect"" - 63%  ""The adults at my school treat students with respect"" - 88%  ""The teachers care about me as a person"" - 91%  "" When I have a problem, there is a teacher or another adult I can talk to"" - 86%  ""I fit in my school"" - 87%   Learning Environment:  ""I believe I can do well in school"" - 95%  ""My teachers believe I can do well in school"" - 96%  ""My school has high expectations for all students"" - 93%  ""My teachers help me learn"" - 95%  ""I feel comfortable asking questions in class"" - 73%  ""I learn interesting things at school"" - 87%  ""What I am learning in school will benefit me in the future"" - 86%  ""My teachers recognize me when I do well"" - 83%  ""My school has the technology to learn"" - 96%   These key findings are relevant to school safety and connectedness for Downey Unified and It supports our efforts in the review and modification of our LCAP.  The Stakeholder Engagement survey is directly tied to the District Vision that states all students graduate with 21st Century education that ensures they are college and career ready, globally competitive, and citizens of strong character."|Met||2018
04614240000000|Chico Unified|6|"The Education for the Future survey (administered via Chico State University) is administered yearly to all parents, 3rd-12th grade students and all staff. It provides a historical overview in a cross section of areas regarding school climate and culture encompassing areas such as relationships, educational opportunities, safety, etc. Results are reviewed by district officials, site leaders and School Site Councils. An overview of the results of the survey are included in the Chico Unified Local Control and Accountability Plan (LCAP) for 2018-2019. The specific metric related to the survey in Goal 5 of the Chico Unified LCAP focuses on survey items related to safety and fairness. All items related to safety and fairness averaged at least a 3 (""Agree"").  Through the Athlete Committed program, participating high school athletes take a survey of lifestyle choices, including drug and alcohol use. Results are reviewed by administrators, coaches, parents and students. Since it's inception in Chico Unified, the Athlete Committed program has resulted in a decrease of reported drug and alcohol use among student athletes, as reported to the board during the 2018-2019 school year."|Met||2018
54722490000000|Tulare Joint Union High|6|Each spring Tulare Joint Union High School District administers a climate survey to its students. This student survey is administered to sophomores and seniors. The total number of the responses for the survey in the spring of 2018 was 1,392 students, with a little over half being sophomores. The survey includes specific questions geared at school safety and student connections to school.  The survey does include a few questions from the California Healthy Kids Survey, however, we do not use the California Healthy Kids Survey every year, as it is a lengthy survey, resulting in students at times rushing through it. Through the survey, the majority of the students (68%) in our district indicated that they feel close to people at school, with only 15% of the students disagreeing or strongly disagreeing. Fifty-seven percent of the students indicated that they were happy to be at school, while 14% disagreed or strongly disagreed. Nearly half of the students agreed or strongly agreed that they feel like they are part of the school (48%), while only 18% disagreed or strongly disagreed. Additionally, 55% of the students indicated that they feel safe at school, while only 13% disagreed or strongly disagreed. In addition to the positive response regarding school climate and safety, students also indicated that at their school, they have access to: challenging courses, such as Advanced Placement and honors (74%), the necessary instructional materials (75%), activities that meet their interests and talents (76%) and information on how to plan for college or a vocational school (76%).  Students also indicated that they would like access to take more than six classes and more electives.   Based on the survey results, the majority of our students feel safe and welcomed at our schools.  Even though this is a definite strength, our district continues to explore way to engage all of our students, especially the 30% that still do not feel connected to our school.  One of our challenges includes continuing to create a climate in which all students feel welcomed and connected to our sites.  This has resulted in our district continuing to develop our PBIS program and incentives. Based on the survey results, our district has also made it a priority to provide training to our staff on improving connections to students.  This includes providing all of our teachers with mental health training, as well as having our teachers and students participate in Challenge Day.  Lack of time is another challenge for our district and has led us to be creative with our training and opportunities that we provide to our students and teachers.  This year we also transitioned to a 4x4 modified rotating schedule, in order to give students more opportunities to take classes that they are interested in.|Met||2018
33736760000000|Coachella Valley Unified|6|CVUSD administered the California Healthy Kids Survey (CHKS) in 2018 to students in grades 5,7,9 and 11. Results were used to measure the district’s progress on state Priority Six, School Climate. The 2018 results were compared to a modified CHKS survey (baseline data) that was administered to students, parents, and staff in May, 2017. The 2017 modified CHKS measured 6 key indicators for school climate, compared to the 10 key indicators measured by the 2018 CHKS.   Overall District School Climate Index:  In nearly all grade levels and indicators, the results of the 2017-18 CHKS show that goals were met or exceeded (with the exception of School Connectedness and School Safety).  Results for Academic Motivation exceeded our goals by a substantial amount. The goal was exceeded by 15% - 33% of students, depending on the grade level. Survey results show that 81% of 5th graders are academically motivated, 65% of 7th graders, 66% or 9th graders, and 68% of 11th graders.  Fifth grade students reported higher levels of school connectedness, academic motivation, caring adult relationships, and meaningful participation, compared to seventh, ninth, and eleventh grade students. However, students in fifth grade also reported a higher incidence of being hit or pushed, and having mean rumors or lies spread about them.  Results for student perceptions of school connectedness show that with the exception of 5th grade, all other students surveyed, had a lower than expected level of school connectedness - the results being: 53% of 7th graders, 46% of 9th graders, and 42% of 11th graders. A steady decline in school connectedness is noted between 68% of 5th graders feeling connected to school, compared to only 42% of 11th graders.   In all grades (5, 7, 9, and 11) it is interesting to note that when asked to respond with their perception of school safety, less than half of the students in grades 7, 9 and 11 reported that their school is safe or very safe. These trends can be seen nationwide in student perceptions of school safety. In response to this data and data identifying school safety perceptions, Coachella Valley Unified School District (CVUSD) has made changes in LCAP Actions/Services to address school safety.   In response to the data that 53% of fifth graders, 34% of seventh graders, 28% of 9th graders, and 33% of 11th graders report that they agree/strongly agree they have had mean rumors or lies spread about them - CVUSD has dedicated resources in our LCAP to continue the work of transformational learning, restorative practices, and PBIS. In response to 28% of 7th graders, 31% of 9th graders, and 38% of 11th graders strongly agreeing that they have experienced Chronic Sadness or Hopelessness, CVUSD has dedicated resources to student counseling with the Latino Counseling Commission, as well as the above mentioned Restorative Practices.   https://docs.google.com/spreadsheets/d/1nTfO18AjG_pIwbJwmGB0xGOt89Q8RfRHbF2rbfcaq1Q/edit#gid=1478584649|Met||2018
19647330127936|PREPA TEC - Los Angeles|6|Key learnings from the survey results: The large majority of students felt safe and happy at school.  The large majority of students felt teachers were fair and that the school was a safe environment (50% vs. 13%). The survey also showed that in the area of Parent involvement, students overwhelmingly identified the school as inviting to parents (68% vs. 9%).  Students also felt that the school takes parent concerns seriously and that parent communication is taking place (49% vs. 16%).  In the area of feeling supported by the school 64% vs. 6% stated that the staff cares about them and 81% believe that the staff cares about their success.  70% of students felt that the school acknowledges their efforts. In the area of Drug/Tobacco and Alcohol 96-99% of students deny ever using tobacco, inhalants, pills and 92% deny ever using Marijuana.  However only 81% deny drinking any alcohol.  This is an area of concern. Student safety had mixed results. 32% of students stated that they had been harassed/bullied at least once at school and 15% also stated that the harassment was of a sexual nature, however 89% reported that they still feel safe.  88% also stated that they have never had a physical altercation at school.  96% also stated that they have no affiliation with gangs Emotional health is a concern in that 12% of students stated that they have contemplated suicide and 21% have felt depressed Based on these general outcomes Prepa Tec Los Angeles will continue to provide access to counseling services at no cost.  Prepa Tec will continue to educate students on the dangers of alcohol and drug abuse and reach out to community support groups to join us in our efforts to become Drug and alcohol free.|Met||2018
45701690136440|Phoenix Charter Academy|6|How a student feels when they attend their school setting is vital to their success.  Students who do not feel safe, who do not feel connected, who are not thriving, or who do not feel cared about by adults struggle emotionally and academically.  PCA students completed a school climate survey in the spring of 2018.  This survey was created by PCA staff and the Advisory Counsel.  95% of our students has favorable responses, however it is beneficial to analyze the responses of those who did not respond positively.  Some students did not feel cared about and that their grades were more important to the school that the student themselves.  Other students did not feel challenged academically.  5% of  student reported they did not feel safe due to the multiple school shootings and that we need more security and preparedness.  We were pleased to see that the safety issues did not involved threats, harassment or bullying behaviors.  We are already addressing the security of the school in case of a live shooter and have had our security personnel attend ALICE training. PCA's Security Guard also trained the entire staff in protocols to prevent Intruders or catastrophic events within the Resource Center.  We have an evacuation plan in place.  We installed a bio- metric check in system, allowing all staff members to know who is in the building at all times. PCA's staff is very watchful for unauthorized visitors, and careful to not leave any student outside or inside the Resource Center unsupervised.|Met||2018
19642790000000|Azusa Unified|6|Azusa Unified School District administered the California Healthy Kids Survey (CHKS) in Spring of 2018. Results serve to measure the district’s progress on state Priority 6, School Climate. The overall School Climate Index for schools is as follows: Middle Schools, 291: High Schools, 247. Combined results from the 2018 CHKS administered to grades 5, 7, 9, and 11 reflect the following about school connectedness and safety in AUSD: SCHOOL ENGAGEMENT (Reporting high/moderate)-a) Feeling connected to school 89%; b) Academic Motivation 81%; c) Feeling cared for by an adult at school 85%. SCHOOL SAFETY (Percent Reporting)- a) School Safe or Very Safe 52%; b) Rumors or lies spread about you (Never/some 0-1) 82%; c) Saw a weapon (gun, knife, club, other) at school (Never/some 0-1) 83%; d) Been hit/pushed Elementary (Never/some) 88%; e) Called bad names or mean jokes made about you Elementary (Never/some) 85%; f) Experienced any at school harassment or bullying Secondary 28%; g) Been afraid of being beaten up 16%; h) Been in a physical fight Secondary 13%. Data was developed from AUSD’s “CHKS Main Report” for both Elementary and Secondary levels- data as reported in Core Module Results. Differences in student perceptions of connectedness and school safety exist between the grade levels, this has been the trend districtwide, statewide, and nationwide. Elementary and middle grade students report higher levels of connectedness and safety compared to high school students. A low percentage of ninth and eleventh grade students report that they are afraid of being beat up, have been in a physical fight, and have experienced harassment or bullying. These responses indicate that few students have a fear of physical or emotional attacks at school. It is interesting to note that when asked to respond with their perception of school safety, a little less than half of these same students report that their school is safe or very safe and one quarter report school is neither safe nor unsafe. Trends showing students are feeling less safe even though not necessarily experiencing unsafe conditions have continued since the last administration of the CHKS in 2016 and are understandable in light of national perceptions of school safety. Parent and staff perceptions of safety remain at high levels. In response to the anomaly in the CHKS data identifying school safety perceptions, AUSD has made changes in LCAP Actions/Services to address school safety. The district also intends to engage students regarding their perceptions and to investigate causes of the discrepancy. The district engages students in the LCAP process through the LCAP Student Advisory Committee which meets three times in the 18-19 school year. The committee is comprised of 9th – 12th graders representing all district high schools, low income students, and English learners.|Met|For a detailed report on Azusa Unified School District's Local Indicators, please go to https://ausd-ca.schoolloop.com/LCAP|2018
37680230000000|Chula Vista Elementary|6|The Hanover Survey is completed annually by staff, parents, and students. Below are the key findings that measure student social emotional learning (SEL) in grades 4-6 in the Chula Vista Elementary School District for 2017-2018: On a scale of 1-5 (1-Strongly Disagree to 5-Strongly Agree): Students show positive scores across all seven SEL constructs with the strongest area being social awareness.  On this 5-point scale, students report an average score of at least 4.050 across all constructs. Social awareness stands out as the strongest construct with an average score of 4.461, while the remaining construct scores range from 4.050 to 4.099. Overall, these scores suggest that students who responded to this survey feel that CVESD supports their social and emotional needs and development.  An area for improvement is that many students indicate that they are not confident in their ability to handle stress. While over half of respondents respond positively to all items regarding their social emotional well-being, only 57 percent indicate that they know how to handle stress. Notably, 24 percent of students indicate that they “disagree” or “strongly disagree” that they know how to handle stress, while 19 percent of students “neither agree nor disagree” with this statement.  CVESD will be implementing 15 minutes, per day, of SEL instruction to support students, particularly students who have experienced significant trauma.  We will assess the success of this initiative through the Hanover survey at the end of the 2018-2019 school year.|Met||2018
39686760120725|Stockton Collegiate International Elementary|6|Stockton Collegiate International Elementary School regularly reviews individual and aggregate reports from both parents and students about school safety and perceptions of connectedness. Procedures are in place to address individual concerns promptly and to adjust systems at least annually when necessary.|Met||2018
38684780101337|KIPP Bayview Academy|6|At KIPP Bayview, we believe in an open door policy for our parents and families because a partnership between all parties will improve student learning. Each year, the parents, students and teachers are surveyed to gather important feedback on the climate of the school, including overall safety and connectedness. This survey is administered in January of each year and families are encouraged to participate over a 4 week period. Results from the most recent survey noted that 58% of students, 95% of staff and 72% of families responded positively when asked about school safety on an annual survey.   KIPP Bayview Academy has built a strong and supportive high school environment through both SEL and Restorative Practices. Social Emotional Learning (SEL) is developing social and emotional competence in order to understand, manage, and express the social emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations that arose in class.  KIPP Bayview will be working to close the gap between student and family and staff school safety responses in the coming school year.|Met||2018
30736430000000|Tustin Unified|6|The California Healthy Kids Survey was administered in 2017-18 to middle and high school students (the survey was administered the shortly after a national school shooting, which we believe impacted results). The District School Climate Index Scores are noted below: - District School Climate Index  Middle School = 266 / 500 -  High  School = 334 / 500 - Overall Supports and Engagement (MS) = 282/ 500 - (HS) = 319 / 500 - High Expectations and Caring Relationships (MS) = 280 / 500 - (HS) = 345/ 500 - Opportunities for Meaningful Participation (MS) = 271 / 500 (HS) = 325 / 500 - Perceived School Safety (MS) = 261 / 500 (HS) = 307 / 500 - School Connectedness (MS) = 263 / 500 (HS) = 317 / 500  Every year Tustin Unified students take the Gallup Student Poll. Ratings from the 2017-18 poll are as Grand Means: - Engagement = District 3.95 / U.S. Overall 3.85 - Hope = District 4.22 / U.S. Overall 4.20 - Entrepreneurial Aspiration = District 2.37 / U.S. Overall 2.37 - Career/Financial LIteracy = District 3.26 / U.S. Overall 3.30 A Districtwide parent survey was conducted in 2018. School Climate results are as follows (Strongly Agree/Agree): - Teachers show a genuine concern and respect for my child. (92.0%) - School programs and activities promote and recognize student successes. (86.2%) - I feel my child is safe at school.(93.5%) - Discipline at school is fair, consistent, and effective. (78.8%) - School grounds, classrooms, and other areas of the school are kept clean and orderly. (92.4%) - Administrators are strong, positive, educational leaders who are visible and available. (87.1%) - Administrators show a genuine concern and respect for my child. (85.7%)|Met||2018
19647660000000|Lowell Joint|6|The focus for this criteria is student perceptions of school safety and climate. We chose to open the survey to all of our students in grades 3-8. We had 1,248 student responses with 718 elementary and 530 from Rancho Starbuck, our intermediate school. The survey was selected from the School Climate surveys used with students through Positive Behavior Interventions and Support (PBIS). This information was shared with Principals and at stakeholder meetings as part of the LCAP process. The data is being used to shape goals at both the district and site levels based on disaggregated results. For the most part, students feel safe at school (79% for Rancho and 88% for elementary). When asked if they like school, the majority do (80.4% for Rancho and 70.4% for elementary).  For Rancho Starbuck, over 87% of kids feel like the school has high standards for achievement, sets clear rules for behavior, feel successful at school, and feel treated with respect by teachers. Only 71.5% felt that students were recognized for good behavior, however, so site leadership is building this into student recognition times. 75% of students know there is an adult at school they can talk to if they need help, so we have added additional counseling support as well. This is already having a positive impact on the school with almost half the number of overall suspensions as compared to the same time frame last year (12 versus 20). For the elementary sites, 90% of students feel that the school wants them to do well. 93% of students feel that teachers treat them with respect and that the school has clear rules for behavior, however, only 73% felt good behavior was noticed. This is similar to the findings for Rancho, so again, individual sites are looking at ways to build in recognition for good behavior in addition to student of the month or character recognition that already happens at each of the sites. While students get along with other students (86%), they don't always treat each other well (64%) or behave in class so teachers can teach (58%). Over 86% of elementary students know there is an adult on campus who will help them if needed. As a district, we have also increased access to counseling services at our elementary sites to work on the behavioral and social-emotional needs of students. This can include social groups and opportunities for kids to work through friendship issues. We have also added paid psych internships to provide support for some of the greater needs related to behavioral and social-emotional issues facing kids today.|Met|"For Rancho Starbuck, the school's motto is ""If It Is To Be, It Is Up To Me"" and Developing Character, Passion and Academic Excellence for All Students is their mission. There are a variety of ways for students to connect including Drumline, Visual and Performing Arts programs, STEM courses including coding and audio engineering, National Junior Honor Society, After School Sports - 3 competitive seasons, Honors courses including AP Computer Science, ASB, Science Olympiad, Junior Achievement, and more. Involvement in these activities along with enrichment programs during Flex time are monitored to ensure there is a space for each student to connect. Both the Schools to Watch and Golden Bell recognitions require an outside team of educators to conduct a validation visit. This includes interviewing students, and the data shared from these external reviewers supports a safe, school environment where students feel connected.  For our younger students in TK-6, anecdotal data was gathered through informal interviews to survey key areas for improving student connectedness and engagement. Feedback from written reflections on activities such as the district-wide Cardboard Challenge or other STEAM day activities, art and music programs, or other organized sporting and extracurricular activities gives insight into developing additional avenues for school connectedness. This is part of the continuous improvement cycle to find ways to support student needs."|2018
41689990135608|KIPP Valiant Community Prep|6|At KIPP Valiant Prep, we believe in an open door policy for our parents and families because a partnership between all parties will improve student learning. Each year, the parents, students and teachers are surveyed to gather important feedback on the climate of the school, including overall safety and connectedness. This survey is administered in January of each year and families are encouraged to participate over a 4 week period. Our most recent survey results indicate that 93% of KIPP Valiant's teachers and 97% of KIPP Valiant's families (parents) responded positively when asked about school safety.|Met||2018
01611190130625|Alternatives in Action|6|While we had an overall reduction in the number of fights on campus and a reduction in suspensions related to school safety issues, we noticed that youth and families reported feeling less safe in school than in the previous years. In exploring this issue, we took action by focusing on safety and culture in the classroom and hallways. We brought in Seneca to conduct a series of trainings on trauma informed education. We also added a Social Emotional Learning block to our school schedule to promote healthy relationships and to increase the percent of students reporting a trusting relationship with an adult on campus.|Met||2018
19646670000000|Lancaster Elementary|6|In the 2017-18 school year, Lancaster School District administered a district generated survey to Lancaster Families, Teachers, Classified staff, and both Middle School and Elementary School students in order to better understand the status and perception of LSD as a whole. Students in grades 3-8 were surveyed in order to get a more comprehensive view of school climate. LSD collected 5,722 surveys over the 2017-18 school year. LSD observed that there were some very interesting and impactful learnings that took place. On two key survey points we observed that 54.7% of students think teachers treat kids fairly, and that 50.1% say that teachers tell them when they are doing a good job. Conversely we found that 69% of students say that they either are always stressed or are sometimes stressed at school, and that 60% of students say they have seen a teacher disrespected over the past 30 days (Survey data was compiled in late March). This suggests that there is need for further work within our district pertaining to building school climate via student-teacher relationships.  Based on the findings from the surveys and community engagement that we were able to conduct, we were also able to derive the following themes and found that these themes were most applicable to the positive construction of Lancaster School District: build relationships; build capacity of leadership throughout the organization; build capacity of the site staff; build capacity for family engagement on both sides (families and staff); Multi-Tiered Systems of Support (MTSS); equity in all aspects of a student’s instruction; options - building a student’s access to school; maintaining a safe school. Based on these findings we have derived the need to work more succinctly on the aforementioned.|Met||2018
16101650000000|Kings County Office of Education|6|1. We have administered a local climate survey to students enrolled at our court school for the last several years, and have found that student responses are a valuable part of the impact to our LCAP. The fall 2018 survey responses showed that 80% of students felt quite or somewhat safe at school, which was a 6% increase from the fall 2017 survey. 56.7% of students indicated they felt quite or somewhat connected to school, which was a 21.3% decrease from last year. In addition, 66.7% of students have a friend to talk to at school. This was a decrease of 11.3% as compared to last year. A majority, 80%, felt that school staff treat them with respect. This is a 2% increase over the 2017-18 results.  2. The analysis of survey results identify both strengths and areas of need. The increase in student feeling of safety may be a result of adjusting student groupings. We have also added cameras to the classrooms as an additional safety measure. Staff continue to make a concerted effort to connect with students,and treat them respectfully. We have also increased individual student rewards for positive student behavior and productivity. Students are rewarded for being on task, completing work, polite behavior, and care of school property. The decrease in connectedness may stem from the implementation of additional online programs that require pre-work. Students needed additional support prior to completing online classes, and were resistant to having to complete this. The end result has shown that students are successfully completing classes at higher rates. We have also had an increased number of physical altercations outside of school hours that have caused tension and disconnect between students. The decreased results regarding friendships may be a result of the stricter measures in place regarding student communication due to safety concerns. There are identified barriers in an incarcerated youth program. Students are struggling with  accepting confinement and emotional stress of family separation.  3. Court schools serve populations of students that come into and out of programs more regularly than in other educational settings.  We plan to continue to promote positive safety through the use of student incentives. We now have a Principal that is onsite daily, and meets more frequently with probation staff. We will continue to use this collaboration to support student safety. We have also focused our efforts to increase collaboration, connectedness, and transparency between staff. We have been working on preparing for our  WASC review as a team. We have worked to establish a more regular schedule for professional learning communities, professional learning, and instructional preparation. We are working on increasing student connectedness by working to support the completion of required study guide prior to taking assessments in their online courses. Our program continues to work to provide a safe, secure, & engaging learning environment for students.|Met||2018
11626530000000|Stony Creek Joint Unified|6|The school maintained a quarterly School Site Council meeting . Notes, flyers and an all-call system  was used to promote meetings.  School administration and the county business officer attended monthly meetings with the parent committee from the local rancheria. School surveys for both students and parents will be utilized in the future which will include schedules, courses, field trips, curriculum, school safety, school climate, etc. for the 2018-19 school year.|Met|N/A|2018
12626790109975|Fuente Nueva Charter|6|Students in grades third through fifth were given a survey in the Fall of 2018 to measure the school's climate. Due to several factors, our school opts to not participate in the California Healthy Kids Survey. Therefore we created our own survey that measures a student's sense of safety and connectedness at school. 86.6% of students reported feeling safe at school, and 12.8% said the neither feel safe or don't feel safe. 87.5% of students reported that there is an adult at school that they feel comfortable to speak to if they are mad/sad or scared. Overall our survey results demonstrated that students do feel that they are a part of the school and that teachers treat students fairly. At the same time, the results demonstrated that the survey could be improved to more effectively capture the student's perspective. Through our work on improving our Multi tiered system of support, we are seeking other surveys to use to gather information. In addition, the weekly character education lessons and regular classroom restorative circles are providing students a chance to share their school experience with teachers. Parents were surveyed in the spring of 2018. 91% of parent respondents reported that the school provides clear and open communication about school events and engagement opportunities. 95% of respondents reported having adequate opportunities to participate in school leadership decisions. The teachers were surveyed in the fall of 2018 regarding their own connectedness to their staff and students. The teachers all agreed or strongly agreed that they feel connected to all staff and regularly collaborate. With regards to student connection, teachers agreed that they feel connected to most students, but some indicated that there are some students who are difficult to build rapport with to enhance connection. Overall the results of the survey demonstrate a positive school climate in which students are supported to grow and learn.|Met||2018
54719930124776|Loma Vista Charter|6|Loma Vista Charter School administered the California Healthy Kids Survey (CHKS) to learners in grades 5 through 12. The primary focus of the survey was to assess learner perceptions and experiences related to school climate, connectedness, learning engagement, perceived school safety, and the level at which learners experience supportive, caring, adult relationships. A few of the survey questions were specifically related to perceptions of safety and connectedness to peers and adults in school.  Learners were asked to indicate how strongly they agree with the statement of “ I feel safe in my school.” 85% of grades 7 and 8 learners agreed or strongly agreed and 90% of grades 9 through 12 learners agreed or strongly agreed.   There were equally positive responses on school connectedness for learners in grades 7 and 8. Meanwhile, 89% of learners in grades 7 and 8 felt connected to adults and peers and 84% were happy to be at their school. Although over 80% of learners across all three grade spans generally felt supported, connected and safe in school, only 58% of learners felt they were engaged in meaningful participation at school when responding to the prompt of, “I do interesting activities” and “I do things that make a difference.” These responses reinforce the district’s push towards more authentic and meaningful learning opportunities through project-based learning in the 2018-19 school year.|Met||2018
07616550000000|Brentwood Union Elementary|6|BUSD chose to use the Healthy Kids Survey (CHKS) to report on Priority 6.  2017-2018 CHKS Grade 5 Grade 7 School connectedness (high) 43% 30% Feeling safe at school 82% n/a School perceived as very safe or safe n/a 75%  A review of the data indicates that 43% of students in grade 5 and 30% of students in grade 7 have a high connectedness to school.    In fifth grade 82% of students feel safe at school and 75% of seventh grade students perceive school as safe or very safe.  These numbers demonstrate a significant  percentage of students who feel safe at school with a much smaller percentage of students who feel connected at school.  It should be noted that in fifth grade 44% of girls and 31% of boys feel connected and 79% of girls and 78% of boys feel safe at school.   In seventh grade 26% of Hispanic/Latino students, 28% of Asian students, 14% of African America students, 34% of White students, and 28% of Mixed race students feel connected to school.  Also, 30% of female students and 29% of male students feel connected at school.  Lastly, 73% of seventh grade females and 76% of seventh grade males feel safe at school.|Met||2018
26102640124990|Urban Corps of San Diego County Charter|6|No results for the 2017/2018 school year.  LEA conducted the survey 2016/17 as reported in the 17/18 dashboard and plans to conduct survey in the 2018-2018 school year to be reported in the 17/18 dashboard.|Met||2018
30103060134940|Citrus Springs Charter|6|As part of the 2018 LCAP Stakeholder survey, all students were asked to complete 25 questions from the School Climate module of the CA Healthy Kids Survey.  Response options were: yes, Neutral/I don’t know, or no.  Positive perception questions focus on topics such as learning in a program that they like, with helpful teachers and interesting activities, within a safe and connected environment.  Student in grades 3-12 were surveyed, .  Students responded positively to 77% of the questions, indicating an overall positive perception of the school’s climate.  The two statements with the highest ratings were: “I get along with people who are different than me,” and “I think students enjoy doing things with each other.”  The two statements with the lowest positive ratings were: “I think students pay attention in class,” and “I think students usually follow the rules at school.”|Met||2018
36677360128439|Empire Springs Charter|6|As part of the 2018 LCAP Stakeholder survey, all students were asked to complete 25 questions from the School Climate module of the CA Healthy Kids Survey.  Response options were: yes, Neutral/I don’t know, or no.  Positive perception questions focus on topics such as learning in a program that they like, with helpful teachers and interesting activities, within a safe and connected environment.  Student in grades 3-12 were surveyed, .  Students responded positively to 77% of the questions, indicating an overall positive perception of the school’s climate.  The two statements with the highest ratings were: “I get along with people who are different than me,” and “I think students enjoy doing things with each other.”  The two statements with the lowest positive ratings were: “I think students pay attention in class,” and “I think students usually follow the rules at school.”|Met||2018
37681630128421|Harbor Springs Charter|6|As part of the 2018 LCAP Stakeholder survey, all students were asked to complete 25 questions from the School Climate module of the CA Healthy Kids Survey.  Response options were: yes, Neutral/I don’t know, or no.  Positive perception questions focus on topics such as learning in a program that they like, with helpful teachers and interesting activities, within a safe and connected environment.  Student in grades 3-12 were surveyed, .  Students responded positively to 77% of the questions, indicating an overall positive perception of the school’s climate.  The two statements with the highest ratings were: “I get along with people who are different than me,” and “I think students enjoy doing things with each other.”  The two statements with the lowest positive ratings were: “I think students pay attention in class,” and “I think students usually follow the rules at school.”|Met||2018
33103300110833|River Springs Charter|6|As part of the 2018 LCAP Stakeholder survey, all students were asked to complete 25 questions from the School Climate module of the CA Healthy Kids Survey.  Response options were: yes, Neutral/I don’t know, or no.  Positive perception questions focus on topics such as learning in a program that they like, with helpful teachers and interesting activities, within a safe and connected environment.  Student in grades 3-12 were surveyed, .  Students responded positively to 77% of the questions, indicating an overall positive perception of the school’s climate.  The two statements with the highest ratings were: “I get along with people who are different than me,” and “I think students enjoy doing things with each other.”  The two statements with the lowest positive ratings were: “I think students pay attention in class,” and “I think students usually follow the rules at school.”|Met||2018
29664076027197|Union Hill Elementary|6|"UHSD administers the California Healthy Kids Survey each year to 5th and 7th grade students.  The results of the survey is reported to the Board of Trustees once the results are analyzed.  In 2018 the key findings included overall positive results regarding school connectedness, motivation and relationships at school.  * School Connectedness Rated as High = 62% (10% lower than expected) * Caring Adult Relationships Rated as High = 35% (26% lower than expected)   Areas of concern included the reduction in school connectedness as compared to the rest of Nevada County, a reduction in ""caring relationships"", and a drop in motivation and perceived expectations. 81% of the students reported feeling safe at school although there is an increased concern regarding safety, and a feeling of increased bullying and spreading of rumors .  Parent results remain positive (Agree/Strongly Agree) with regard to the majority of school climate indicators (safe place, academic success, student motivation, caring adults, and opportunities for participation).  There was a slight drop in parents feeling welcome to participate in school.  From parent comments, much of the drop in school climate came from the number of trauma-based student incidents the district experienced in 2018.    As a result of analysis the district has implemented an extensive behavior support plan that includes hiring a Board Certified Behavior Analyst and 3 registered behavior technicians to support teachers in students in behavior modification."|Met||2018
33103300128777|Gateway College and Career Academy|6|"GCCA administers the Youth Truth Student Survey on a bi-annual basis. Youth Truth is a national organization founded through a collaboration between the Center for Effective Philanthropy and the Bill and Melinda Gates Foundation in 2008. ""Youth Truth is based on the simple but powerful premise that when you get timely feedback from those you're trying to serve, and really listen to that feedback to make changes, you get better."" Because new students enter the school throughout the year, it has been our practice to administer the survey in December and May of every year in an effort to capture as many student responses as possible. GCCA has been utilizing the survey since December of 2015 and breaks out the results based on GCCA program status, self-reported grades, gender, free/reduced price meal eligibility, and race/ethnicity.  Over the past three years, students at GCCA have been surveyed about their perceptions of their school in terms of Student Engagement, Academic Rigor, Relationships with Teachers, Relationships with Peers, School Culture, College and Career Readiness, and Academic Support Services. In addition, students provide feedback in regards to Student Voice and Leadership, Emotional and Mental Health, and Student Motivation. On an absolute basis, GCCA students have consistently provided the highest ratings on Academic Rigor and Relationships with Teachers, while the lowest rated areas have been Relationships with Peers and College and Career Readiness (though last year this was our highest rated area). To put student feedback into context, the Youth Truth report compares GCCA students' ratings to the ratings from students at hundreds of other high schools across the country. On a relative basis, GCCA students gave more favorable feedback on: Student Engagement- 86th percentile Relationships with Teachers- 87th percentile Relationships with Peers- 87th percentile School Culture- 85th percentile College and Career Readiness- 91st percentile  The Youth Truth Student Survey results have been incorporated into the GCCA LCAP and are being tracked and reported on as part of that process. Survey results are included in the LCAP metrics and reported to stakeholders in open meetings annually. As part of the LCAP, the survey results are utilized by school staff and faculty to plan for continuous improvement of student outcomes."|Met||2018
39103970000000|San Joaquin County Office of Education|6|The results from the latest California Healthy Kids Survey administered with students enrolled in the San Joaquin County Office of Education Court and Community Schools revealed a number of meaningful data points.  Eighty-six percent of students strongly agree, agree, or were neutral when asked if they feel safe at their school.  Similarly, 85% of students believe teachers treat them fairly.  In terms of academic motivation, 92% of students responded strongly agree, agree, or were neutral when asked if they “are always trying to do better in my schoolwork.”  Given the fact that many of our students have had significant gaps in their learning, it is promising to know they are still intent on improving their academic circumstances.  Ninety percent of students believe there is a teacher or some other adult who always wants me to do my best.  Ensuring student voice and choice is present in all classrooms is an integral part of establishing strong school culture.  Fifty percent of our students indicated they are not involved in deciding class activities or rules.  This is an area that will continue to be reviewed and addressed within the scope of our Positive Behavior and Intervention Strategies (PBIS).|Met||2018
15751680000000|El Tejon Unified|6|2016/17 Health Kids Survey Showed that: (Approximately 50% of 5th, 7th, 9th, 11th participated) Report having or feeling a high level of connectedness at school: 7th Grade: 29% 9th/11th Grade: 16% Report a high level of academic motivation: 7th Grade: 43% 9th/11th Grade: 25% Report feeling they have adults at school that care about them: 7th Grade: 51% 9th/11th Grade: 25% Report there is a culture of high expectations at school: 7th Grade: 62% 9th/11th Grade: 31% Report feeling they have opportunities for meaningful participation at school: 5th Grade: 92% 7th Grade: 19% 9th/11th Grade : 15.7% Perceive the school as safe or very safe: 7th Grade: 75% 9th/11th Grade: 65% Summary of Key Indicators: ETUSD needs to survey a larger percentage of students in all grade levels to ensure accurate percentages. Students feeling like the have adults that care about them and have the opportunity for meaningful participation are low, while the percent of students feeling safe at school is high. Efforts to try and raise the feeling of school connectedness needs to be addressed.|Met||2018
19734520000000|Rowland Unified|6|Local educational agency administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness, such as the California Healthy Kids Survey, to students in at least one grade within the grade span(s) that the local educational agency serves (e.g., K-5, 6-8, 9-12), and reports the results to its local governing board at a regularly scheduled meeting of the local governing board and to stakeholders and the public through the evaluation rubrics. RUSD uses the California Healthy Kids Survey in grades 7, 9 and 11 to measure progress on this indicator.   Overall district school climate index (middle school) on California Healthy Kids Survey:   2015 RUSD Score - 304 2018 RUSD Score - 302 Change (-2) 2015 California Similar School Percentile - 57 2018 California Similar School Percentile - 57 Change (+0)  Overall district school climate index (high school) on California Healthy Kids Survey:   2015 RUSD Score - 267 2018 RUSD Score - 278 Change (+11) 2015 California Similar School Percentile - 27 2017 California Similar School Percentile - 40 Change (+13)  *Combined results from the 2018 California Healthy Kids Survey Grade 7, 9, and 11 show that: 46% of our students report having or feeling a high level of connectedness at school  32% report a high level of academic motivation  30% report feeling they have adults at school that care about them  45% report there is a culture of high expectations at school  11% report feeling they have the opportunities for meaningful participation at school (do things that make a difference, do interesting activities, or decide class activities or rules)  58% perceive the school as safe or very safe  32% of our students responded that they had experienced harassment or bullying in the past 30 days  *Results taken from the district’s “California Healthy Kids Survey” as reported in the Core Module Results “2. Summary of Key Indicators” on Table A2.1, page 3.  Our district is committed to ensuring all students feel safe and connected at school. LCAP actions that increased counselors and implemented Positive Behavioral Intervention and Support (PBIS) provide some insight into the increase in the climate index at both the middle and high school levels over the last three years.|Met||2018
10622400114587|Island Community Day|6|Island School serves a small community of students in the Kingsburg Elementary Charter School District. When parents were asked to respond to questions regarding school climate, safety and feeling welcome, 100% of the parents surveyed responded that they were very happy with the climate at Island School. Parents indicated that they were very appreciative of the way the school is operated and that safety was a priority amongst the staff. Because the population of students is less than 5, due to confidentiality, there are no results to report regarding student subgroup information.|Met||2018
33672150126128|REACH Leadership STEAM Academy|6|School Climate Survey was conducted in 2017-18 to parents and teachers. Out of the parents that responded to our climate survey 81.32% feel that their children are safe in school while 100% of the teachers that responded say feel safe in the place they work. During the 18-19 school year REACH LSA will modify its School Climate Survey for parents and teachers to reflect valid perceptions of school safety and correctness, and will conduct a California Healthy Kids Survey (CHKS) to 5th and 6th graders based on CDE guidelines.|Met||2018
36676780137547|Allegiance STEAM Academy - Thrive|6|ASA will be administering the California Healthy Kids Survey for at least 2 of the grades between 5th grade and 8th grade.   The results will be interpreted and summarized for the Board of Directors and shared at a scheduled meeting of the Board.|Met||2018
04614990000000|Manzanita Elementary|6|"The California Healthy Kids Survey was administered to the 5th, 6th, 7th and 8th grade students in the 2017-2018 academic year. The results of the survey indicated that a 76% of 6th grade students, 88% of 7th grade students,  and 55% of 8th grade students feel safe at school.  78% of 5th grade students reported that they feel safe all of the time and most of the time.  The average of all grade levels is 74.25 of % of students felt safe at school. 81% of 6th graders, 85% of 7th graders, 70% of 8th graders felt ""a part of the school"".  74% of 5th graders feel like they are part of the school all of the time and most of the time. An average of 77.5% of the students feel part of the school. 57% of 6th grade students, 100% of 7th grade, and 55% of Seventh Grade students feel they have a caring adult at school.  83% of 5th grade students feel they have a caring adult most and all of the time. An average of 73.75% feel there is a caring adult they connect with at school.  We will be administering a survey platform through Panorama Education this academic year to gain more insight to our students, staff, faculty and stakeholders with regards to the culture and climate of our school.  Upon completing the analysis of those results, action steps will taken to enhance the culture and climate of our school. The results and subsequent analysis will be reported to our governing board and to all stakeholders and the public."|Met|MESD has implemented The Nurtured Heart Approach and provided professional development for all faculty and staff over the course of the 2017-2018 academic year. Professional development in digital citizenship, cyber-bullying and social media is also being provided and digital citizenship is being explicitly taught to all students to enhance the school climate.|2018
47702010000000|Butteville Union Elementary|6|86% of students feel safe everyday at Butteville Elementary. 90% of students surveyed state that the adults at Butteville Elementary care about them.  87% of students surveyed state they are happy at school. It is apparent from survey data that students feel connected to this small, inclusive school.  It is imperative that teh school maintain this high level of connection.   The school has implemented a student study team model with all teachers to discuss students that are having difficulty at school and brainstorming actions to help these students.|Met||2018
56725790000000|Santa Clara Elementary|6|The Santa Clara Elementary has administered different surveys in past years to students in grades 4th-6th. The district requires parent permission when administering student surveys, and all are anonymous. The surveys are used to gauge how the district is progressing in meeting LCAP goals related to school climate and safety and student engagement. Results have shown that 85% of students indicate a positive attitude toward school and feel safe while on campus. The district administered the California Healthy Kids Survey in the 2017-18 school year to students in the 5th grade. There were only 5 students that participated.  Responses are confidential when reporting for fewer that 30 students.  Teachers and the principal reviewed the responses and decided it would be beneficial to administer the CHKS to all students in grades 4th-6th in the 2018-19 school year.  Stakeholders feel this will give more reliable information needed to monitor the district's progress in implementing the LCAP goals.|Met||2018
19647330120071|New Designs Charter School-Watts|6|Findings reported: PARTICIPATION RATE: New Designs Charter School - Watts administered a local student survey in order to measure student perceptions of school safety and connectedness.  A total of 183 students in grades 6-12 participated and completed the student survey, a 75% student participation rate.   SURVEY FINDINGS: GRADES  The following are the student survey findings: • 64% agree/strongly agree that the school is supportive and inviting place to learn.  • 67% agree/strongly agree that the adults at the school pay attention to students and help them when they need it.  • 57% agree/strongly agree the school is clean and in good condition.  • 66% agree/strongly agree that the school encourages students to feel responsible for how they act.  • 70% agree/strongly agree that teachers go out of their way to help students.   Survey findings were shared with stakeholders (students, staff, teachers and board).  The Principal and school staff will continue to work diligently to improve school climate and student connectedness schoolwide.   For the end of year (Spring 2019) student survey, the Principal will research various types of evidence-based comprehensive student survey such as the CA Healthy Kids Survey, to administer in order to gather student input on school connectedness, school climate and safety that will inform all stakeholders, in the school’s program and support the ongoing schoolwide improvement cycle.|Met||2018
43104390113431|University Preparatory Academy Charter|6|UPA makes use of several survey mechanisms to collect and respond to student feedback regarding the culture, environment, and safety of our campus. Among these survey instruments is the California Healthy Kids Survey, given biannually to all grade levels. The most recent survey, given in 2016-2017, indicates high levels of connectedness to campus in the 7th grade (72%) and in the 12th grade (63%), with a noticeable dip occurring in the 10th grade (27% scale score). In the 10th grade, 63% responded feeling moderately connected to the campus, and 10% reported a low level of connectedness. UPA is scheduled to give the CHKS again in January 2019.  In addition to the California Healthy Kids Survey, UPA annually issues a perception survey to students, parents, and staff. This survey has been developed by the New Teacher Center, a national non-profit dedicated to education research. The survey has been edited for local context and includes LCAP priority items in order to gather parent and student input.. The results of these surveys are reported to the Board of Trustees annually..   On the 17-18 student perception survey, 54.97% agreed with the statement “I feel safe on the UPA campus.” 4.97% of students did not agree. 88.19% of parents believe their students are safe on UPA’s campus. Our WASC visiting committee in March 2018 produced a recommended that UPA update their school safety plan. In order to address the survey results and the recommendation of the WASC committee, UPA has committee to conducting an in-depth review and update of the site safety plan in LCAP.   In previous CHKS and perception surveys students reported high levels of academic stress, and the need for support in the area of mental health. In response UPA drafted LCAP goals for the establishment of a mental health program on campus, which is currently in its third year of operation, consisting of a dedicated on-site therapist, several informational presentations given by contractors such as Kaiser Permanente, and a “Mental Health Awareness Week” in which students are presented with resources and techniques to aid with mental wellness. There has been such a positive response by the student body, and increased demand for therapist services, that UPA committed to adding .2 FTE within LCAP.   Currently, UPA is using the Net Promoter Score (NPS) system used by many industries, which measures responses to the question “I would recommend this school to friends and family to attend.” This question appears at the end of each student, parent, and staff survey, and the results and accompanying comments drive the development of management goals in the area of student engagement, connectedness, and safety. UPA is now issuing shorter perception surveys three times annually to the students, each including the NPS question. The increased frequency will allow UPA to be more responsive to student feedback and to measure our progress toward creating a safe, inclusive school environment.|Met||2018
19650946023527|San Jose Charter Academy|6|In the 2017-2018 school year, San Jose Charter Academy continued to strive for a trusting partnership with parents in the name of advocating for the robust development of their children.  Our goal continues to be ensuring all students and their caregivers have the resources they need to continue creating healthy and secure environments to raise their families. We continue to uphold the three hallmark principles of trust, safety, and opportunity.    In order to do this, we administered a climate survey through The Leader in Me for their perceptions about their child’s safety and school experience. In seeking the greatest participation, we created an incentive for families to engage in the survey.  In total, 87% of our families responded.  Students grades 3 through 8 were given a survey about their perceptions of school safety and connectedness.  When parents were asked, “My children feel comfortable and accepted at school, “ 96% of parents agreed to this statement, which is an increase from last year’s survey.  This communicates that a large majority of parents feel their child is in a safe atmosphere for learning and development.  Students were also asked a series of questions on the topic of physical and emotional safety.  The survey feedback continues to help guide decisions to enhance the school climate.    A prime example was not identified through the annual survey, instead, through ongoing dialogue and open-ended surveys.  It revealed parent, student and staff concerns for the overall safety of our students while at recess.  The community felt as if the students were too vulnerable while in view from the street and thus, the decision to insert privacy slats help to secure the perimeter.  Further, we installed a video camera system that helps us monitor and track any familiar and unfamiliar patterns of activity in key areas of our campus.  The positive response has been extremely impactful and affirmed our key process in maintaining an open dialogue.|Met|We continually seek input and feedback from our families using informal polling, open questionnaires and engage families in structured conversations through our parent service organizations.  While our annual surveys provide relevant feedback, it is the on-going, two-way partnership that guides us in addressing both immediate and long-term needs.|2018
19646260000000|Hughes-Elizabeth Lakes Union Elementary|6|The California Healthy Kids Survey was administered in the spring of 2018 to inform the 2018-2019 and 2019-2020 school years. The survey is administered every two years and will be administered in the spring of 2020. The surveys were taken by all stakeholders within the district community (families and parents, teachers, staff, and students). The following is a summary of the parents’ survey. 42% of respondents agree the district/school welcomes parents’ input and contributions. 83% of respondents feel welcome to participate at the district/school. 75% feel school/district staff treat parents with respect. 42% feel parent concerns are taken seriously. 83% feel staff are helpful to parents. 75% agree the school/district promotes academic success for all students. 75% agree the learning environment is supportive and inviting. 50% agree the school/district provides high-quality expectations. 33% agree the school/district has teachers how to go out of their way to help students. 83% agree the school/district has adults that really care about students. 75% agree the school/district has high expectations for all students. 84% agree the school/district is a safe place for students. 16% agree the school/district provides programs for students’ talents, gifts, or special needs. 17% agree the school/district provides counseling and supports for students with social or emotional needs. 75% agree the school/district provides opportunities for meaningful student participation. 84% agree the school/district provides opportunities for classroom participation. 66% agree the school/district treats all student with respect. 91% agree the school/district encourages a student to care about how others feel. 100% of the respondents agree that gang activity and fights are not a problem. 83% agree that the school/district clearly communicates the consequences of breaking rules. The following is a summary of the student survey 62% of students agree the adults at school have high expectations for all students. 28% of students feel a high connectedness to the school.  77% of students feel safe at school. 87% of student in grade 4 feel they are treated with respect at school.|Met||2018
27660270000000|Graves Elementary|6|GESD Survey reports that a few students (less than 4%) have a fear of physical or emotional attacks at school (bullying and harassment ). Parent and staff perception of safety remains at hight levels. District annual survey has made changes in LCAP Actions/Sevices to address school safety.|Met||2018
19647330102541|New Designs Charter|6|Findings reported: PARTICIPATION RATE: New Designs Charter School administered a local student survey in order to measure student perceptions of school safety and connectedness.  A total of 305 students in grades 6-12 participated and completed the student survey, a 63% student participation rate.   SURVEY FINDINGS: GRADES  The following are the student survey findings: • 71% agree/strongly agree that the school is supportive and inviting place to learn.  • 41% agree/strongly agree that the adults at the school pay attention to students and help them when they need it.  • 72% agree/strongly agree the school is clean and in good condition.  • 78% agree/strongly agree that the school encourages students to feel responsible for how they act.  • 68% agree/strongly agree that teachers go out of their way to help students.   Survey findings were shared with stakeholders (students, staff, teachers and board).  The Principal and school staff will continue to work diligently to improve school climate and student connectedness schoolwide.   For the end of year (Spring 2019) student survey, the Principal will research various types of evidence-based comprehensive student survey such as the CA Healthy Kids Survey, to administer in order to gather student input on school connectedness, school climate and safety that will inform all stakeholders, in the school’s program and support the ongoing schoolwide improvement cycle.|Met||2018
36750770000000|Apple Valley Unified|6|Apple Valley Unified School District utilizes the National Gallup Student Poll as well as local PBIS survey tools to monitor school climate. We have used this measure across the system for grades 4-12 for the last three years and find that the data are useful for national comparison and tracking over time in areas such as student engagement and hope. As reported to the LCAP district Advisory and the governing board on November 1, 2018, the student response data suggest that there is a decline in engagement starting in grade four and continuing through grade eleven. Overall students report feeling that they are safe (3.8/5 score), encouraged by school staff (3.8/5) and certain of graduation and future employment (4.4/5)|Met||2018
41688580000000|Bayshore Elementary|6|The Bayshore Elementary School District administered the California Healthy Kids Survey to all 5th - 8th grade students in the spring of 2017.  Our next administration will be the spring of 2019. Analysis: The following percentage of students rated moderate to high on school connectedness: 5th: 97% 6th: 74% 7th: 86% 8th: 89% The following percentage of students rated moderate to high on having caring adults in schools: 5th: 93% 6th: 91% 7th: 88% 8th: 87% The following percentage of students rated moderate to high on adults having high expectations: 5th: 97% 6th: 89% 7th: 87% 8th: 92%.  We have also implemented a new annual survey related to Social Emotional Learning for all 3rd - 8th grade students which will be given twice a year, once in late November/early December and again in late April/early May.|Met||2018
43693930137273|Campbell School of Innovation|6|Campbell Union School District surveys all students annually using a research-based perception survey that asks families to respond to targeted LCAP correlated statements. Campbell also surveys students using the California Health Kids bi-annually. Using a 5 point Likert scale, the key findings related to students’ sense of safety and school connectedness are noted below. Based on the findings, the district leadership plans to increase opportunities for ongoing student feedback (in person, via Superintendent/District Administrator chats and online, via a Thought Exchange activity).    Campbell has identified four elements of high quality first instruction: Learning Targets, Assessments, Differentiation, and Responsive Teaching.  Under the area of Responsive Teaching, a focus on culturally responsive teaching practices, trauma-informed communities, and positive school climate (PBIS) will support increasing the outcomes around student connectedness as well as feeling safe to take educational risks.  During the 2017-2018 school year, CUSD launched a new survey protocol, ThoughtExchange, to increase all stakeholders’ voices. This platform allowed for a wider scope of topics.  During the exchange stakeholders responded to two broad questions. For the 2018-2019 school year, stakeholders will engage in a similar process using ThoughtExchange to capture stakeholders’ perception on school climate and safety as well as bring to the surface their own responses/topics based on current site needs.  Focus Questions: Question 1: What do you enjoy most about learning?  Question 2: What would improve your learning experience at school?|Met||2018
10622406006704|Lincoln Elementary|6|Responses from the annual parent survey for Lincoln School indicate the following: Rate the overall quality of your child's school: 81.9% selected the school was excellent or above average in this area. Character Building at my child's school is:  72.6% selected excellent or above average in this area. My child's school is welcoming, safe, and ready for students to learn: 84% selected excellent or above average in this area. Lincoln School will continue to work on building school climate with the goal of ALL students feeling that the school is welcoming, safe, and ready for students to learn. The school will continue to implement PBIS and other character building programs and best practices to help students grow and feel better academically and socially.|Met||2018
19647330127886|City Language Immersion Charter|6|All students were surveyed in Spring 2018, in grades K-5.  The primary tool we use to measure the impact of these programs is student satisfaction surveys. What follows is the percent of students who gave a favorable rating to each of the key indicators we track: Climate of support for academic learning: 81% Self-management: 65% Sense of belonging: 77% Social awareness: 67% Growth mindset: 61%  We also capture general measures of culture and climate (97% favorable) and educational excellence (97% favorable). All responses were proportional by racial/ethnic subgroup (within 3% of average). Students rated themselves particularly low on self-management and self-efficacy. We have adopted the Dynamic Mindfulness program to support student self-management, and we have focused on greater goal-setting and reflection practices to address self-efficacy. We are also redesigning our MTSS framework to ensure that all students are working at the right level of challenge, which can enhance their sense of self-efficacy.|Met||2018
01612750000000|Piedmont City Unified|6|Schools in Piedmont delivered the Healthy Kids Survey to students in 7th, 9/10/12th PHS, and half of MHS in 2016-17.  Finding and analysis were reported to the local School Board on February 13th, 2018. Our elementary schools gave the Healthy Kids Survey to 5th graders for the first time in 2017-18 and will be reporting to the school board this school year.  The CHKS results help PMS,  PHS and MHS staff focus resources and develop programs. To address any problem, you first need to identify and understand it. Key findings show growing school connectedness through the grades in high school, high feelings of safety, and concern for stress levels.  The 9th and 10th graders were identified as an area of focus and growth, as overall School connectedness ranges from 61 - 80%, but at the freshman level it was as low as 37%.  The schools realized they need to do something to help our 9th and 10th graders feel connected.  By focusing on increasing students’ feelings of meaningful participation and relationships with caring adults, especially in the 9th and 10th grades, we will also positively impact students’ feelings of chronic sadness or suicidal ideation.  Reducing risk behaviors and promoting positive youth development are key efforts to improve schools and promote academic success among all students.  Assemblies on consent, social justice, and healthy choices will continue.  The Wellness Center, with its therapists, continues to be a support to students, and new board policy around Suicide Prevention will be put into action this year.  Our goal is to determine what we can do to support and help our community’s youth lead healthy, satisfying, and productive lives.|Met||2018
34674390101907|The MET|6|The Met administered an online survey student survey in Spring 2018, to measure perceptions of school safety and connectedness. The following are the findings of the 35 students in grades 9-12 who participated in the Spring 2018 survey: 69.7% agree/strongly agree they feel welcomed, or connected, at The Met. 78.3% agree/strongly agree feel that the school offers a safe atmosphere. These percentages are among the highest in the District. 98% agree/strongly agree that benefit from their internship experience.|Met||2018
56724470000000|Briggs Elementary|6|Briggs Elementary School District issued the California Healthy Kids Survey to 5th and 7th grade students to gather data on school safety and connectedness.  When students were asked if they felt they were treated fairly, happy to be at school and safe at school, 74% of surveyed 5th graders and 51% of 7th graders had a high level of connectedness.  When students were asked about caring relationships with adults in school, 75% of 5th graders and 25% of 7th graders scored high level for meaningful relationships. 25% of 5th graders stated medium level of caring relationships and 64% of 7th graders stated a medium level for caring relationships.  There were 73% of 5th graders and 43% of 7th graders who felt adults in the school setting had high expectations.  24% of 5th graders and 52% of 7th graders report medium level of high expectations at school.  When asked whether they feel safe at school, 63% of 5th graders and 19% of 7th graders felt very safe with 30% of 5th graders and 47% of 7th graders stating they feel safe at school.  The Briggs School District will use the data to search for areas of improvement and to next steps.|Met||2018
10622406006712|Roosevelt Elementary|6|Responses from the annual parent survey for Roosevelt School indicate the following: Rate the overall quality of your child's school: 75.3% selected the school was excellent or above average in this area. Character Building at my child's school is:  75.3% selected excellent or above average in this area. My child's school is welcoming, safe, and ready for students to learn: 74% selected excellent or above average in this area. Roosevelt School will continue to work on building school climate with the goal of ALL students feeling that the school is welcoming, safe, and ready for students to learn. The school will continue to implement PBIS and other character building programs and best practices to help students grow and feel better academically and socially.|Met||2018
39754990102392|Millennium Charter|6|The parents indicated grave concern over the poor facilities the high school used for its program.  Over the last two years, the campus has undergone remodeling and rehabilitation.  The science rooms have been upgraded and are much safer than in the past.   There is still a concern for the lack of a gym for Physical Education or for sports.|Met||2018
56725380000000|Oxnard|6|"The results of the 2017-2018 administration of the California Healthy Kids Survey (CHKS) for 5th grade students in Oxnard School District (OSD) indicated that 55% of 5th grade students reported “high levels of personal school connectedness”. This survey result is seven percentage points lower than the result for the prior year administration of the CHKS. The results of the 2017-2018 administration of the CHKS for 7th grade students in OSD indicated that 43% of 7th grade students reported “high levels of personal school connectedness”. This survey result is three percentage points lower than the result for the prior year administration of the CHKS. For this particular measure within the CHKS, students at grades 5 and 7 are asked to respond to the following prompts: ""I feel close to people at school."" ""I am happy to be at this school."" ""I feel like I am part of this school."" ""Teachers treat students fairly at school."" ""I feel safe at school."" It is important to note the CHKS results for grade 5 indicated 4% of students indicated “low” levels “Caring Adults in School”. In grade 7, 11% of students indicated “low” levels “Caring Adults in School”. OSD continues to identify an area of concern regarding student perception of school climate. Clearly, the District’s work within the realm of Positive Behavior Interventions and Supports (PBIS) is not reaching all students, and there is a downward trend for students reporting “high levels” of “Caring Adults in School” at both grade levels within this critical indicator based upon 2017-2018 CHKS results."|Met|Oxnard School District has dedicated significant resources within the last several years in support of PBIS, including providing one full-time counselor and one full-time outreach specialist at each school site. (An additional school counselor is also allocated at each of the District’s three middle schools.) These site-based staff members increase the District’s capacity to meet the social/emotional/health needs of students within Oxnard School District. For the 2018 – 2019 school year, the District is utilizing a supplemental school climate survey as a formative assessment of student needs at the start of the year. Results from that survey indicate a need for school sites to focus specifically on the concerns of bullying in less structured areas such as the playground, hallways, restrooms and cafeteria.|2018
35674700000000|Hollister|6|We implemented the California Healthy Kids Survey to all students in 5th and 7th grade, staff and parents.  Findings included:  50% of our parents feel we have good parent involvement, 69% of our stakeholders feel our schools are safe and 54% of our stakeholders feel we have a high level of school connectedness.  On the parent survey, we did not get as many participants as we had hoped, and this in itself is a learning opportunity in itself. Our parent participation needs to increase. Of those that did respond, 40% of our parents say they feel welcome to participate in their home school,  39% feel our schools promote academic success and 17% feel that the schools seek parent input. We are working on improving the connections that parents feel to our schools, including seeking parent input for school site decision making.  Some of the ways we are doing this include increasing the number of parents who participate in school groups such as the English Learner Advisory Council, School Site Council or Parent Teacher Organizations. Other ways include surveys and meetings where parents can participate and give input on topics like our after school programs, the LCAP and our early literacy programs. The percentage of parent participation in the Migrant PAC and DELAC meetings is very high, so disaggregating our data shows a strong level of participation from our subgroup populations.  We have a high rate of parent commuters in our community and we are learning how to serve that group better. Some of the decisions we have made around that parent group is to initiate a before and after school program so that parents can feel confident in allowing their children to stay in our schools while they commute away to work.  We are working on a before and after school program plan to include various ways to involve our parents in more school activities by providing increased opportunities for support and connection to school, such as meals or family activities.|Met|See data and analysis above.|2018
04614400121509|Ipakanni Early College Charter|6|Parent and student surveys were conducted this year and information was gathered in order to make additional improvements to school culture and climate. For the student survey Google Forms were used and an online survey created by Student Council President with direction from advisor and staff. Results from these questions will help guide IECCS on continued improvements in order for students to feel safe in a positive academic learning environment.  The results of the survey showed that 94% of the students agree there is very clear rules and expectations of all students. Also, 92% of the students feel they are learning while 91% of the students feel like they belong.  Only 13% of the students felt like they were not safe at the school.  As for the parents only 10% feel as if there is poor communication with the school.  Chronic absenteeism dropped by 31% over the past year.  The suspension rate dropped to 3%.  The attendance rate improved by 6% to 89%.  The mobility rate dropped by 31%.  Looking at the results of the surveys and the data they indicate a significant improvement in the school climate.|Met||2018
43696090000000|Mountain View-Los Altos Union High|6|The CHKS was administered in the Fall of 2017 to all 9th and 11th graders. The School Climate Report Card showed an increase to the School Climate Index (SCI) for LAHS and a decrease for MVHS. The increase at LAHS was due to the reporting of lower violence and substance use. Overall rates of ‘perceived school safety’ and ‘school connectedness’ remained the same for LAHS. MVHS had a decrease of 29 points. There was decrease in overall rates of ‘perceived school safety’ and ‘school connectedness.’ The 2017 report concluded that on an overall scale of school connectedness, 61% 9th grade students scored at a high range, while 34% scored at a mid-range and only 5% scored at a low range. 9th grade students rated fairly high on questions that expressed positive feelings at school. 66% felt close to people at school. 69% felt happy to be at this school, while another 21% felt neutral. Similarly, 64% of students felt part of the school. The timing of the CHKS survey has a great impact on the results. The survey was administered in November, three months into these students’ first year of high school. Most 9th graders need at least a semester to acclimate. The higher percentages are evidence of what the schools have done to create a welcoming and supportive environment for students. The results for 9th graders scoring overall at the high range vary by student groups based on ethnicity. Only 18% of Latino students scored at the high range for school connectedness, while 29% of White students scored high. On every indicator, White students scored higher than Latinos at least by 5% and at most by 13%. African American and Asian students scored similarly to Latino in school connectedness. However, Asians surpassed all students groups on academic motivation. Males scored higher at 24%, while females scored at 20%. Two groups that would require further investigation would include Latino and females. Historically, Latino students have underperformed in most performance indicators compared to their Asian and White peers. It is not surprising to find that fewer Latino students feel disconnected from school. Closing the connectedness gap for Latino students remains a strong focus at MVLA. The CHKS concluded that 9th graders generally feel safe at school. 77% reported that they feel safe at school. 71% have never experienced harassment or bullying. 92% have never felt threatened or feared fighting a peer. 82% of students never experienced cyberbullying. A lower percentage of 76% reported had never experienced name-calling. 15% reported that the reasons for feeling unsafe was attributed to issues of race. A further analysis of why student groups feel less safe on campus is currently being examined through the WASC self-study process. The WASC action plans will reflect strategies to address these concerns.|Met||2018
39754996118665|Discovery Charter|6|Phone bank survey results indicated a 90% satisfaction with the academic and safety concerns identified in the survey.|Met||2018
25735930000000|Tulelake Basin Joint Unified|6|Of the Students surveyed 52% said they felt very safe or safe at school.  We are are always trying to make sure the students are in the best environment under our watch.  We will continue to improve this number with the implementation of PBIS. Although this could be better is is also a strength and a sign on our school community.|Met||2018
36678760121343|Excel Prep Charter|6|To assess school climate, Excel Prep Charter administers an annual student survey to all students in grade 3 - 5. In 2018, the survey was administered online in February and early March. The survey included fifteen (15) questions on school climate. Results indicated 71.11% of students look forward to coming to school every day, 75.55% agreed that there is a trusted adult at the school they can go to for help, 64.44% feel welcomed at school, 54.54% feel safe at school, 97.3% know where to go for help with a problem, 79.55% believe there are clear consequences if rules are broken, and 69.77% believe teachers and adults at school care about them. Because many students stated that they would like to see improved supervision at school, it was incorporated as a new action/service in our LCAP Goal 3. Based on the results of the student surveys, Excel Prep Charter also plans to administer school climate surveys three times per year, in addition to increasing positive behavior intervention and support (PBIS) programs.|Met||2018
42767860000000|Santa Barbara Unified|6|SBUnified greatly values a positive school climate, as a safe, personable and engaging environment helps foster student success. We continue to identify and refine practices that support support a positive school climate, as results from WestEd’s California Healthy Kids Survey (CHKS) highlight the connection between learning environment and academic success.  The data show that students’ sense of safety and connectedness to school decreases as students progress through their education. Specifically, 88% of 5th and 6th grade students feel safe at school, compared to 67% of all secondary students, and 69% of elementary students feel a high sense of connectedness to school, compared to 55% of secondary students. In elementary, the three-year trend for both indicators is steadily climbing, whereas in secondary both indicators essentially remain flat, with connectedness showing more volatility and slight improvement from the 2015-16 baseline.  Results also show that different groups’ experiences of school climate relate to student achievement. While student subgroup data is not available for elementary school students, in secondary, lower proportions of Black/African American, Latinx, socioeconomically disadvantaged, foster youth, and homeless students feel safe at school, and lower proportions have a high sense of connectedness to school. This means that students experience barriers to belonging in secondary, and that they are more pronounced amongst student groups with lower proportions of students mastering academic state standards.  Efforts to improve school climate are designed to impact student engagement, learning, and achievement, and were substantially modified for SY 2018-19 recognizing a need for a more comprehensive and holistic approach. We aim to increase student engagement and promote mental health and wellness of all students through a school-based multi-tiered system of supports (MTSS) that includes social-emotional learning (SEL), restorative approaches (RA), and positive behavior intervention systems (PBIS). These efforts include the creation of a continuum of school-based mental health services, engagement of students who are chronic absentees, and parent engagement strategies.  School climate is a crucial aspect of school life and community, as it impacts belonging, which is highly related to engagement and achievement. The continued development of safe and connected school communities is essential in supporting students’ social-emotional wellness and equity in academic success for all student groups. SBUnified’s improved efforts are detailed under LCAP Goal 2 “Engage students and families to promote student success” and address the state priorities around increasing equity in educational outcomes.  Additional information can be viewed at the November 13, 2018 board meeting at http://www.sbunified.org/board/board-meetings/|Met|The survey is typically administered in November and December, but was extended into January 2018 to allow students more time to respond due to school closures in December 2018 related to the Thomas Fire, and was still open at the time of the debris flow and immediate aftermath, but closed prior to a series of school threats of violence in secondary. Despite the natural disasters, the target response rate of 60% was well exceed as in previous years, reaching 85% in 2017-18; however, it is necessary to consider that perceptions from 2017-18 were captured during the time period the local community was experiencing compounded trauma in relation to the natural disasters.|2018
07616486115703|Antioch Charter Academy|6|The survey was given in the spring of 2017 to students in 1st through 8th grade.  The 1st-6th grade surveys consisted of 30 scaled questions and 2 open ended questions, as well as a space for additional comments.  Approximately 130 students completed the survey.  The findings indicated that the majority of students feel safe at our school.|Met||2018
40688250125807|Almond Acres Charter Academy|6|"[LEA Submission] The Developmental Assets Profile is administered each year to all students in grades four through eight. This survey provides a dispositional status of each student and grade level. The following results signify the status of the previous year's students: Mean Scores for 5 Asset-Building Contexts (Range: 0–30) * Personal - 19.7 * Social - 20.9 * Family - 23.2 * School - 23.2 * Community - 19.5 Mean Scores for 5 Asset-Building Contexts (Range: 0–30): * Support - 23.6 * Empowerment - 20.8 * Boundaries & Expectations - 23 * Constructive Use of Time - 19 * Commitment to Learning - 22 * Positive Values - 19.8 * Social Competencies - 20.7 * Positive Identity - 19.5 Overall DAP Scores: * Total Assets (range of 0-60) - 42.5 * External Assets (range of 0-30) - 21.8 * Internal Assets (range of 0-30) - 20.7 The summary of above scores (assets) illustrates the strengths and struggles of school climate as perceived by students. It is clear that ""support"" from family and school is the strongest are of asset development, but there are concerns regarding students' constructive use of time after school hours and their positive identity as citizens in the community. Results of this survey are discussed in a general session of the school board each year and the survey is conducted each spring."|Met||2018
16638750101717|Crossroads Charter|6|DATA: We administered a local climate survey to all students enrolled at Crossroads Charter Academy during the spring of 2018. Our results showed that 100% felt that we provide a safe and secure learning lab environment. We also had 100% indicate that our facilities are well maintained and in good repair.  Connected 95.7% feel connected and what they had to say was important to staff. 98.2% felt that staff are interested in whether they do school work every day. There were 99% of responses that indicated the school maintains a positive learning environment for students.  Meaning: We continue to work on creating a positive and welcoming school culture and climate. There were many comments regarding the safety of the campus.  We had 0 students suspended or expelled. There were many comments regarding the safety of the campus.  There was a suggestion for adding cameras in classrooms and lighting in the parking lot. We are currently getting bids for cameras for the outside and inside of our building. One challenge for our campus is our current location in proximity to the city’s train station. There are transient individuals that sometimes stay in the area. We have reduced the foliage to cut back on what may have been as sleeping spaces, have cameras for this area, and monitoring students coming and going from campus. Our current cameras aren’t high-definition. It would be useful if we had videos with additional clarity. The train station does allow for easier access for students attending our school via the public transportation. Our site is in a fairly busy location, and is not secluded. We have also been challenged to find a full time math teacher. We have been able to hire a teacher that will be working as an intern. We are fortunate to be able to choose teachers in other areas, despite the teacher shortage. Use: Crossroads has worked to increase student offerings. We have added additional classes in ELA, and extended tutoring hours for math. These changes will support more small group and individual instruction. We are working with our professional learning community to add additional instructional time for students below a grade of 75% in any course. We will be working to find the reasons for non-attendance to encourage more students to take advantage of the additional help. We have set data points to monitor the impact of these actions, and will be adjusting the plan. We are also working to identify which students are attending tutoring regularly, and which aren’t. One potential challenge is maintaining consistent communication with families. We organize weekly meetings with students and parents to support this goal. Survey responses indicated that parents needed more standards information and online resources for use at home. We have worked to create a one page handout that describes the new state standards. We also included free online resources that families may access to use during their at home work in order to support student learning.|Met||2018
36678760120006|New Vision Middle|6|To assess school climate, New Vision Middle administers an annual student survey to all students in grade 6 - 8. In 2018, the survey was administered online in February and early March. The survey included fifteen (15) questions on school climate. Results indicated 54.94% of students look forward to coming to school every day, 68.94% agreed that there is a trusted adult at the school they can go to for help, 61.72% feel welcomed at school, 56.69% feel safe at school, 87.58% know where to go for help with a problem, 77.22% believe there are clear consequences if rules are broken, and 54.78% believe teachers and adults at school care about them. Because many students stated that they would like to see improved supervision at school, it was incorporated as a new action/service in our LCAP Goal 3. Based on the results of the student surveys, New Vision Middle also plans to administer school climate surveys three times per year, in addition to increasing positive behavior intervention and support (PBIS) programs.|Met||2018
37103710136192|School of Universal Learning (SOUL)|6|"1. SOUL gave students and parents an ""End of Year Reflection Survey"" in which they were asked a series of questions in relation to overall thoughts and feelings about their year at SOUL, including suggestions for improvement. The survey included questions regarding school culture, climate, and safety. These questions were:   • Parents: The culture and community that has been established at SOUL has been both positive and nurturing. • Students: I feel both emotionally and physically safe at school and have positive relationships with my guides and peers.  The metric we were using in accordance with our goal for the LCAP was: At least 85% of parents and students will report being “satisfied” or “very satisfied” with the school culture and community on their End Of Year Survey. As a result, exactly 85% of parents and students combined rated these statements between a 7-10 (1=strongly disagree, 10=agree wholeheartedly) on the End of Year Survey. Additionally, 80% of students who completed the survey reported that, if they are struggling in any way, there are adults on campus that they can turn to for mentoring or support.  2. When looking at the data, along with feedback we are given from students, one of our major areas of strengths include developing a positive school culture. Students feel like they have a family at SOUL. A defining feature of the school is the emphasis we place on school culture. Some of the challenges we face include maintaining the conscious and intentional school culture that we've worked so hard to create, as we continue to grow. We also need to have more mental/emotional support for our students by employing a school counselor.  3. For continuous improvement, SOUL plans to use the Healthy Kids Survey to get more standardized data. Additionally, we will continue to provide professional development to our staff which will include, restorative justice, responsive classroom, and positive discipline practices. We also will employ a school counselor to ensure that our students are getting the proper support they need on a continual basis."|Met||2018
19647336117667|Camino Nuevo Charter Academy|6|Camino Nuevo Charter Academy partners with Panorama Education to administer a student survey twice annually, once in the fall and once in the spring. The survey is a research-backed instrument designed and tested to gather feedback students. The survey is nationally benchmarked so it allows us to analyze our data on a macro level, across our district (grades 3-12), and at the individual school level. The survey is designed as a series of questions with responses grouped according to themes, to help us measure an array of aspects of student attitudes and perceptions. The themes included are:       School Belonging measures how much students feel that they are valued members of the school community.    School Climate measures perceptions of the overall social and learning climate of the school.    School Engagement measures how attentive and invested students are in school.    School Mindset measures perceptions of whether students have the potential to change those factors that are central to their performance in school.    School Safety measures perceptions of student physical and psychological safety at school.   School Teacher-Student Relationships measures the social connection between teachers and students within and beyond the school.    School Staff measures the social connection students feel to school staff and engagement in extracurricular activities.        The survey data is reviewed at data meetings with school leadership teams. The leadership team then reviews the information with their teachers, parents, and students. The fall data allows schools to make any course corrections/adjustments and the end-of-year data allows us to track any trends, progress, and plan accordingly for the school year. The data is also presented to the Camino Nuevo Board of Directors to ensure accountability and to help monitor progress. Over 60% of students across the district responded favorably to staff and teacher interactions and research suggests, stronger student-to-staff/teacher relationships, leads to increases in these indicators and ultimately to student achievement. An area of growth across the district is school engagement and helping learnings connect what they are learning in the classroom to broader community interactions|Met||2018
45752670000000|Gateway Unified|6|Gateway Unified School District administers a local annual survey to students in grades 4-12. Survey questions are grouped according to school safety and connectedness. The results were grouped by students in grades 4-8 and grades 9-12.  Over 85% of the students that took the survey in grades 4-8 answered neutral/agree/ or strongly agree:  -- to feeling they belong at the school;  -- to feeling they are safe at school; -- they felt a school adult cares about them; -- that students at the school are friendly to one another Only 80% answered neutral/agree/ or strongly agree that students treat other students with respect.   Over 94% of the students that took the survey in grades 9-12 answered neutral/agree/ or strongly agree: -- to feeling they belong at the school;  -- to feeling they are safe at school;  -- that they felt a school adult cares about them; Only 90% answered neutral/agree/ or strongly agree that students at the school are friendly to one another and that students treat other students with respect.  These numbers are consistent with the previous year's data.  Approximately 32% of students in grades 4-12 completed the survey. This is the same percentage of students that took the test the previous year. The district had set a goal for a 10% increase of the number of students completing the survey.   The district has asked site leadership teams to review scheduling for students to complete the survey this year and increase the number of student responses. Each site leadership team will also target the areas of student friendliness and respect as a goal to increase the percentage of neutral and positive responses.|Met||2018
39754990102384|Primary Charter|6|A survey was not administered this school year.|Not Met||2018
15636510000000|McKittrick Elementary|6|McKittrick Elementary is very small so the results are taken from both a student survey that includes all grades K-8 and a parent survey.  The students and parents were surveyed about their feelings of safety at and connectedness to McKittrick Elementary School.    100% of the students that responded to the survey K-8 said that they felt safe in their classrooms.  Six of those same students said that they did not feel safe in the hallways and bathrooms of my school.   Of the parents that responded to the survey, 74% believed that their students felt “Extremely Safe” and 20% reported that their students felt very safe.   When the parent’s were asked the  question “How much of a sense of belonging does your child feel at McKittrick Elementary  school,” 81% of the parents responding said that their students felt a “Tremendous amount of  belonging,” and 19%, “quite a bit” of a sense of belonging at McKittrick Elementary School. The parents were asked, “How much input do you feel you have in your child’s education at McKittrick Elementary School.”  One parent responded that they had “Too Little”, one other parent responded “Much too little,” and one other parent responded they had “Too Much” input.  The students were asked to respond to the prompt,  “My teacher would give me help if I needed it,” “The adults at my school treat me with respect” and “My teachers really care about me”.  All three questions had a single no response.  Students were asked if they feel a part of McKittrick Elementary School and three students responded “No”.  Of the parents that responded to the survey, 100% reported attending the Harvest Carnival and 84% reported attending the Christmas program.|Met||2018
36678760136952|Entrepreneur High|6|To assess school climate, Entrepreneur High School will be administering an annual student survey to all students in grade 9 - 12. For the 2018-19 school year, the school’s first year of operation, the survey will be administered online to all ninth graders. (This year the school is only serving 9th grade.) Results of the student surveys will impact LCAP development.|Met||2018
36103633630761|Excelsior Charter|6|Excelsior Charter Schools (ECS) administers an internally developed school survey annually to students in order to measure school safety, climate, and connectedness. The survey was developed with the input of all stakeholders and is modified as necessary to meet the needs of the school community. The survey results are shared with the ECS Governing Board annually. Survey results are used to assist ECS with strategic planning and to inform the school's annual LCAP update.|Met|1014 students responded to the 2016-17 school survey. Key findings related to school safety and connectedness are as follows: 95% of students indicated they felt safe on campus. 89% of students indicated they would recommend ECS to other students. 85% of students indicated that they could express their concerns and feel that staff and administration would listen and respond. 91% of students indicated that ECS is preparing them for life after high school. 94% of students indicated that their teacher shows concern for them as a person. 93% of students indicated that ECS teachers want students to be successful and reach their potential.|2018
07617966118368|Manzanita Middle|6|Manzanita is a small school with a very safe school campus and classrooms.  Teachers and student government work to ensure a joyful school experience complete with athletic competition and performance opportunities.  Students participate in annual surveys to provide guidance on improving the learning environment.|Met||2018
01100170131581|Oakland Unity Middle|6|Summary of Student Survey  We have consistently met or exceeded the statewide average for student perceptions of school safety and connectedness as reflected in our students’ survey responses.   For the question on the OUMS survey most directly related to school safety, 78% agreed or strongly agreed that they feel physically safe on the Unity campus. For the question most relevant to “connectedness,” 72% agreed or strongly agreed that they feel emotionally safe and supported on the Unity campus.    Additional questions reflecting a sense of connectedness related to the quality of our School Climate are listed below. In all cases the percent of students that agree or strongly agree is as high or higher than statewide results.   1.     If I have a problem, I can get help from one of the school staff. (83%) 2.     I feel emotionally safe and supported on the Unity campus. (63.7%)  3.     Students of different cultures are respected at our school. (71.7%) 4.     School staff at Unity care about students. (65.4%)   Our results exceed the statewide results reported August 2018 for comparable questions for middle school students (7th grade). See Key Findings, p. xii. 16th Biennial Statewide School Survey: School Climate, Substance Use, and Well-being Among California Students 2015-2017  https://data.calschls.org/resources/Biennial_State_1517.pdf|Met||2018
37684520124917|Guajome Learning Center|6|We offer the CHKS every other year with the most recent administration being in fall 2017. In fall 2018, we administered a climate survey to our students and parents to collect feedback in themes of: Safety, Academic Rigor, School Involvement, and College Readiness.  The feedback that we received from students validated the climate and culture of the organization. Consistent with the responses from the 15-16 climate surveys, both the middle and high school responses demonstrate that GLC’s individual focus on student needs and its safe environment were the most important attributes to students. Overall, students have very positive views of the school in terms of academic rigor, relationships with faculty, and teacher quality. 95% of students contend that their teachers encourage and support them to be successful in their classes, and 90% of students agreed that their teachers are well qualified and are available to assist them when necessary.   The climate survey results is consistent with those of the CHKS from 2017 in which the areas ranked highest by students include: school perceived as very safe or safe, high expectations, and caring adult relationships. One of the clearest areas of growth identified in the survey was in building connection through extracurricular activities. Very few students participate in extracurricular activities or sports, which was one of the reasons for the GLC’s movement onto Guajome Park Academy’s campus, to provide them with more of those opportunities.  Currently, 12.5% of students are dually enrolled – with classes on main campus.  A number of these include electives that also provide extracurricular activities, such as orchestra and choir.|Met||2018
15101571530492|Valley Oaks Charter|6|Valley Oaks Charter School (VOCS) promotes an environment that is safe and secure for students and staff. A safe school environment where values of respect and responsibility are emphasized is exactly the educational setting many of the VOCS parents and students’ desire and what they consider to be a critical part of the educational process. Each year, a comprehensive safety plan is reviewed and updated to address various emergency situations. Staff members and parents work together to identify any potential hazards and take preventive measures to ensure the safety of all students. Additionally, staff continues to be provided with training throughout the year to address campus safety, mandated reporting, first aid, and active shooter/intruder on campus. Emergency drills are conducted at all VOCS sites and each site participates in the Great California Shakeout.  Students and parents are also surveyed to establish the level of school safety and school connectedness at VOCS.  According to the 2017-18 End of the Year Survey, 99% of K-8 grade students, 97% of 9-12 grade students, and 99% of parents felt safe while on campus.  Additionally, 86% of 9-12 grade students, 96% of K-8 parents, and 92% of 9-12 parents reported feeling connected to VOCS.  Lastly, 97% of K-12 families reported that VOCS maintains a positive school climate.  All of the efforts VOCS continues to take to ensure students, staff, and parents are safe and secure while on campus will remain a top priority for the VOCS team.|Met||2018
14633050000000|Round Valley Joint Elementary|6|We administered the healthy kid survey to students in 5th and 7th grade and to parents in 2016-2017. We received 72% of student returns and only 14% on parent returns. In 2016-2017 we learned that 2/48 students county wide reported that they didn't feel safe at school. Using a school created measure we learned in 2017-2018 that 80% of the students, teachers and parents who took the survey rated school safety and connectedness at 3 or above on a scale of 5. This indicates a positive attitude about safety and climate. The school has become much more threat conscious and has worked with the local Sheriff's Dept to improve readiness. We have also connected with Wild Iris, a local organization that provides family support and counseling, to provide education on bullying behaviors, sexual harassment, and social media dangers. We have joined the Inyo County Office of Education Kindness Campaign, have send 8th grade students to a Rotary sponsored leadership camp focused on citizenship, and have increased our school rewards system to recognize positive behavior along with academics. Overall the school has provided an increased focus on positive behavior and student self determination.|Met||2018
54722560120659|Visalia Technical Early College|6|This year VTEC is utilizing the Co-Vitality Survey for Social Emotional Learning.  Data has already been collected on all students and is broken down by grade level and subgroup.  The survey identified three areas as strengths.  These included: 1.  Students can effectively express one positive emotions and manage their negative emotions:  76.56% 2.  Students believe they have a caring and helpful relationship with staff: 76.08% 3.  Student believe they perceive, share and consider the emotional states expressed by others:  73.68%  The three biggest areas of growth included: 1.  Expecting the occurrence of good events and beneficial outcomes in ones future:  52.63% 2.  Experiencing one life in the present moment as exciting and energizing:  48.8 % 3.  Working diligently to accomplish ones goals, including maintaining interest in the face of adversity and failure: 14.83%  Staff is currently working on a plan on how to address the areas of growth.  This includes, but is not limited to the presentation of lessons on Optimism and Zest, incorporating these components into our PBIS model and recognzing outstanding examples of perseverance and grit.  The survey will be shared with our stakeholder groups as well for parent perspective and input.  Pieces of the survey and future work will be incorporated in to the LCAP for next year and be addressed in our PBIS tier two model.|Met||2018
19647330134148|The City|6|All students were surveyed in Spring 2018, in grades 6-8.  The primary tool we use to measure the impact of these programs is student satisfaction surveys. In 2017-18, our school scored in the 90th percentile (in state-wide comparisons) on the measures of student social-emotional development outlined below. What follows is the percent of students who gave a favorable rating to each of the key indicators we track: Climate of support for academic learning: 83% Self-management: 83% Sense of belonging: 79% Social awareness: 76% Growth mindset: 73%  We also capture general measures of culture and climate (77% favorable) and educational excellence (77% favorable). All responses were proportional by racial/ethnic subgroup (within 3% of average). Only 57% of students reported that the curriculum represents their cultural background (this was rated 10% higher on average - 60% - by white students than other ethnic and racial groups, who averaged 50% favorable ratings). As a result we revisited some of our materials to ensure greater representation and inclusivity of all student cultures.|Met|Although we have some specific areas for improvement, because are normed ratings are consistently in the 90th percentile and above, we believe we are substantially meeting this priority.|2018
33669770000000|Alvord Unified|6|Alvord administers the school climate survey every two years to students in grades 5, 7 and 9.  In 2016-17, the District partnered with Panorama to survey student perceptions on school climate and social/emotional learning.  Favorable responses by category: • Climate of Support for Academic Learning – 79% Elementary; 71% Secondary • Knowledge and Fairness of Discipline – 76% Elementary; 60% Secondary • School Safety – 67% Elementary; 65% Secondary • Sense of Belonging – 76% Elementary; 57% Secondary This was the first year that the Panorama survey was administered; therefore, the results are baseline results.  The School Climate Survey Results were originally shared with the Board of Education on November 16, 2017.|Met||2018
36103636111918|Desert Trails Preparatory Academy|6|On October 15, 2018, a school climate survey was conducted by scholars in grade 5. The results are as follows: I like school. Strongly Disagree: 4%; Somewhat Disagree: 34%; Somewhat Agree: 26%; Strongly Agree: 36%. I feel like I do well in school: 2%; 38%; 34%; 24%. My school wants me to do well: 0%; 4%; 6%; 88%. My school has clear rules for behavior: 0%; 10%; 16%; 70%. Teachers treat me with respect: 4%; 12%; 14%; 70%. Good behavior is noticed: 0%; 30%; 32%; 38%. I get along with other students: 2%; 24%; 42%; 30%. I feel safe at school: 6%; 14%; 38%; 42%. Students treat each other well: 4%; 44%; 30%; 22%. There is an adult at school that helps me: 8%; 6%; 14%; 68%. Students in my class behave so that teacher can teach: 6%; 54%; 22%; 12%.  On October 15, 2018, a school climate survey was conducted by scholars in grade 7.  The results are as follows: I like school. Strongly Disagree: 7%; Somewhat Disagree: 10%; Somewhat Agree: 59%; Strongly Agree: 24%. I feel successful in school: 0%; 0%; 69%; 31%. I feel my school has high standards for achievement: 0%; 7%; 41%; 52%. My school sets clear rules for behavior: 3%; 10%; 24%; 62%. Teachers treat me with respect: 3%; 3%; 31%; 63%. The behaviors in my class allow the teachers to teach: 3%; 0%; 59%; 34%. Students are frequently recognized for good behavior: 0%; 24%; 62%; 17%. School is a place at which I feel safe: 10%; 14%; 38%; 24%. I know an adult at school that I can talk with if I need help: 14%; 7%; 24%; 52%.  As a positive from these findings is that scholars at DTPA are treated by respectful teachers who want what’s best for the scholars they serve. Our teachers practice developing a growth mindset and positive reinforcement. This is making the difference in the education of the scholars we serve.  And though our scholars work hard to do well, the results of the survey show that they would like further recognition for these achievements. Thus, DTPA utilizes PBIS to provide incentives and praise for positive behavior and academics.   Furthermore, an area for growth is to have classrooms where scholars stay on task so that teacher can teach.  DTPA is aware of the need for structured behavior management, therefore PBIS is used to bring improvement to this area.  In addition, the middle school survey showed that a significant number of scholars do not believe school is a place in which they feel safe.  DTPA can assume that is related to an increase in school lockdowns due to an increase in crime in the community and situations that have occurred on campus this school year.  Therefore, DTPA has established 24 hour security on campus to further ensure school safety.|Met||2018
11101160124909|Walden Academy|6|Walden Academy strives to increase student involvement at every level of the school day.  One area of focus has been offering students more academic choice during the elective wheel.  It is offered to students in grades 4-8 on Wednesday afternoons.  We offer art, math games, astronomy, weather, choir, games from other countries, technology, yearbook, film, gardening, student council and more.  Student Council meets with student representatives to determine what the student body would like to see at Walden Academy.  To  increase student engagement in the subjects we teach, we offer many off campus learning experiences.  Field trips are an integral part of the educational experience at Walden Academy.  Students have attended the Shakespeare Festival in Ashland, Oregon, Turtle Bay, Chico Creek Nature Center, Laxson Auditorium, CSUC Farm Day, 8th Grade Exploratory Day, Gateway Science Museum, Fur Trappers, CA Academy of Science, plus many others.   Walden Academy also provides a dynamic science curriculum called FOSS which stands for Full Option Science System.  It is an inquiry based, hands on learning curriculum which is very engaging.  To connect with parents at home, we have offered science family nights during the year.|Met||2018
19647336017438|Hamlin Charter Academy|6|Hamlin Charter administered the 2017-18 School Experience Survey during the fall semester to 3rd - 5th graders. The students' participation rate for this survey was 95%. The following are questions that pertain to school climate and the percentage of students indicating All of the Time and Most of the Time are noted next to the question.  1. Do you feel like you are a part of this school? 82%  2. Are you happy to be at this school? 83%  3. Do you feel safe at school? 81%  4. Do adults at this school treat students with respect? 90%  Overall, 83% of our students feel that our school has established a positive school climate. To further assess our local school climate, twice a year we conduct the Rubric of Implementation (ROI) to collect data and monitor our school's progress in the implementation of the school's Discipline Foundation Policy. We strive to successfully implement a school-wide positive behavior support plan to provide a safe environment for students and staff by defining and teaching students clear behavioral expectations; recognizing and rewarding students who exhibit appropriate behavior and regularly analyzing data to monitor students' behavior.|Met||2018
33103300138024|Journey|6|To assess school climate, Journey administers an annual student survey to all students in grade 3 - 6. In 2018, the survey was administered online and included fifteen (15) questions on school climate. Results indicated 67.45% of students look forward to coming to school every day, 81.56% agreed that there is a trusted adult at the school they can go to for help, 75.84% feel welcomed at school, 71.03% feel safe at school, 92.52% know where to go for help with a problem, 78.67% believe there are clear consequences if rules are broken, and 80.07% believe teachers and adults at school care about them. Because many students stated that they would like to see improved supervision at school, this was incorporated as a new action/service in our LCAP Goal 3. Based on the results of the student surveys, Journey also plans to administer school climate surveys three times per year,  in addition to implementing positive behavior intervention and support (PBIS) programs.|Met||2018
01613090101212|KIPP Summit Academy|6|At KIPP Summit Academy, we believe in an open door policy for our parents and families because a partnership between all parties will improve student learning. Each year, the parents, students and teachers are surveyed to gather important feedback on the climate of the school, including overall safety and connectedness. This survey is administered in January of each year and families are encouraged to participate over a 4 week period. Our most recent survey results indicate that 80% of KIPP Summit's teachers and 88% of KIPP Summit's families (parents) responded positively when asked about school safety.|Met||2018
36679340000000|Victor Valley Union High|6|In 2017-18, VVUHSD chose to move from California Healthy Kids Survey (CHKS) to Panorama Education. A total of 6,149 students responded to the new climate survey; an increase of 1,890 from 2016-17. By grade level, 957 gr. 7, 806 gr. 8, 1,271 gr. 9, 1,247 gr. 10, 1,047 gr. 11 and 821 gr. 12 students provided responses.  The first topic, Climate of Support for Academic Learning, had a 67% favorable response (Strongly Agree/Agree), up from 49% in the prior year. There was an increase in the students’ belief the district staff work toward providing an environment that encourages and motivates them to achieve academically. The next topic, Safety, had a 66% favorable response, up from 55%. There was an increase in students’ belief that the district staff work toward providing them a safe environment. The third topic, Knowledge and Fairness of Discipline, Rules, and Norms, had a 57% favorable response, up from 52%. Although the data is moving in a positive direction, the lowest question of the survey was, students treating teachers with respect at 28%.  Mutual respect between teachers and students is an area for future focus. The final topic, Sense of Belonging, had a 49% favorable response, up from 42%. The issue of being treated fairly surfaced as an area of concern with a low response of 45%; this area warrants more exploration by district and schools. The data was analyzed and the district demonstrated strengths in the area of support for academic learning and setting high expectations for student participation. Alternatively, teachers need to support students in socio-emotional learning.  The district must continue to provide professional development in socio-emotional learning for our staff to ensure a climate with clear and supportive expectations for student academic progress, as well as positive student behavior. The district has deepened implementation of Positive Behavior Interventions & Support at all school sites and provided initial training to school site teams in the area of Multi-Tiered Systems of Support.  A second area in which the district must continue to provide support is safety.  Increasing the safety of students at school sites will continue to be an important objective for VVUHSD. In response, LCAP Advisory Committee made significant revisions to the district goals.  Revised goal 2 states, “VVUHSD will provide a safe learning environment for students and staff, with comprehensive safety standards, conducted in clean facilities that supports a positive school climate with family engagement” to address safety.  In addition, Goal 5 now states “VVUHSD will focus on student and staff wellness to promote student academic success through the design and support of programs in attendance, responsible behavior, positive attitudes and social-emotional learning” to address wellness. The actions and services for these goals will continue to use climate survey data for future revisions to ensure we are meeting the needs of our students.|Met||2018
37680310000000|Coronado Unified|6|The California Healthy Kids Survey (CHKS) was used because it is widely used across the state of California.  The following are the key findings from the 2014-2015 and 2016-2017 CHKS administrations. CUSD will be administering the CHKS this school year in January 2019.  In addition to the CHKS, CUSD administered a Safe Schools survey to students in grades 6-12 during the 2017-2018 school year.  Overall, results indicated that 79% of students feel safe while on school grounds, 74% agree that they could talk to an administrator or teacher if they had a problem and 71% feel welcome when they are at school.  A growth area relative to these two surveys is increasing the participation rate to really determine the significance of the survey results.                     CHKS: Response Rate Grade Level     2014-2015     2016-2017 5                           64%            54% 7                           85%            90% 9                           62%              - 11                           69%            78%                        CHKS:  School is perceived as very safe or safe Grade Level        2014-2015 2016-2017 5                              80%               87% 7                              88%               79% 9                              85%                 - 11                              92%                87%                          CHKS:  School Connectedness Grade Level         2014-2015   2016-2017 5                               54%                 62% 7                               75%                 73% 9                               67%                    - 11                               66%                  66%|Met||2018
43694270116889|KIPP San Jose Collegiate|6|At KIPP San Jose Collegiate, we believe in an open door policy for our parents and families because a partnership between all parties will improve student learning. Each year, the parents, students and teachers are surveyed to gather important feedback on the climate of the school, including overall safety and connectedness. This survey is administered in January of each year and families are encouraged to participate over a 4 week period. Our most recent survey results indicate that 88% of teachers and 81% of families agreed that KIPP San Jose Collegiate is a safe and welcoming space for students.|Met||2018
38684780127530|KIPP San Francisco College Preparatory|6|At KIPP San Francisco College Prep, we believe in an open door policy for our parents and families because a partnership between all parties will improve student learning. Each year, the parents, students and teachers are surveyed to gather important feedback on the climate of the school, including overall safety and connectedness. This survey is administered in January of each year and families are encouraged to participate over a 4 week period. Our most recent survey results indicate that 45% of students, 54% of staff and 74% of families responded positively when asked about school safety on an annual survey. While we believe the family safety responses are generally positive, KIPP SFCP will be working to address the gap between family and staff safety in the coming school year.|Met||2018
49710010000000|West Side Union Elementary|6|"Local educational agency administered a local climate survey as required at least every other year that provides a valid measure of perceptions of school safety and connectedness. The following data is from 2016-2017.  All students were surveyed using a format created by students in grades fourth, fifth, and sixth with School Site Council final approval. In the survey results for general safety, younger students, grades TK–2, reported that 88% felt safe in the classroom, but only 62% felt safe on the playground. For upper-grade students, grades 3–6, 93% always/often felt safe in the classroom, and 81% always/often felt safe on the playground. Some younger students stated that ""they could fall off the bars"" and other general safety hazards, so a deeper inquiry into the students' fears on the playground will be needed to determine the specific types of fears and a plan to address them. When surveyed about bullying, 99% of the students knew what bullying is, with 54% reporting to have been bullied at some time or another. When asked if they knew what to do when bullied, 61% said they did know what to do. When students in grades third through sixth were asked if they could get help from their teachers when they didn't understand something, 43% reported always and 42% often. When asked if teachers and grown-ups treated students with respect 57% said always and 26% often. When asked how well West Side School is doing in educating them 57% excellent and 42% pretty well."|Met||2018
19647330122747|Magnolia Science Academy Bell|6|Annually, MSA Bell conducts the CORE Districts survey instrument to students in grades 6-12, analyzes survey results such as participation rates and average approval rates for each topic and question on the survey, documents our findings (e.g., greatest progress and needs, comparisons with the prior year and CORE district results) and shares the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings. MSA Bell disaggregates the results by grade and student group and also uses open-ended questions to further understand students’ perceptions.  MSA Bell strives to improve our students’ perceptions of school safety and connectedness. In 2017-18, 100.0% of our students participated in the survey and their responses provided an average approval rating of 80% favorable school experience and 80% report a favorable climate for learning. The areas of need are in the area of growth mindset with 59% and self-efficacy with 57% of the students answering favorably.  One of our areas of focus the previous year and will continue to be the focus for the 2018-19 is the area of social-emotional development. Mentorships and advisory lessons that focus on areas of need have been strategy that are currently being practiced.|Met|Stakeholder voices (i.e., voices of our students, families, staff, and other school community members) play a powerful role in helping us learn how to improve our teaching, leadership, and other school practices. Surveys have been the primary means of collecting student, family, and staff opinions about what we are doing great and should keep doing, and what are areas for improvement so we can continue to provide our students with the best quality education. MSA Bell uses an online platform to provide students, families, and staff with groups of questions that measure their perceptions of teaching and learning, as well as their perceptions of school climate and students’ own strengths and weaknesses. MSA Bell uses the CORE survey instrument for school climate indicators which include the following four topics for students, families, and staff: Topic 1: Climate of Support for Academic Learning; Topic 2: Knowledge and Fairness of Discipline, Rules and Norms; Topic 3: Safety; Topic 4: Sense of Belonging (School Connectedness). In a separate survey, students are also asked questions in additional four topics which include indicators for social-emotional competencies: Topic 5: Growth Mindset; Topic 6: Self-Efficacy; Topic 7: Self-Management; Topic 8: Social Awareness. Annually, we analyze survey results and share the results and findings with our stakeholders during LCAP information and feedback meetings and regular board meetings.|2018
45700030000000|Grant Elementary|6|"The district worked with school staff and students to develop a school climate survey tool. This survey was administered to students in grades 4-8 and was designed specifically to measure student perception of feeling safe, connected, and supported in school. Across the different grade levels, when asked whether they feel safe in school, over 90% of students responded affirmatively. Students responded that they feel challenged academically and, at the same time, supported to be successful. These supports included help from their teachers and paraprofessionals/instructional aides. High connection rates also were a trend across grade levels as students responded affirmatively to statements like, ""I feel included in school activities"" and ""How many extracurricular activities are you involved in?"". Students expressed pride in their school. As far as areas of improvement are concerned, bullying was a concerning trend with the responses not matching up with school discipline data or parent survey responses. These results were instrumental in the development of the district's Local Control Accountability with actions and services included in the plan targeting areas of improvement."|Met||2018
56105610121756|BRIDGES Charter|6|"Every year, Bridges administers a parent survey to the families of all students that collects data about perceptions of school safety and student connectedness along with other feedback. The survey is compiled and presented to the board annually and is used for making decisions about improving both physical safety and emotional well-being of students. In addition, students meet within their classrooms on a a regular basis in ""Circle Time"" to share feelings and discuss problems with regard to social-emotional dynamics at school. Teachers utilize this information to help students implement conflict resolution strategies and restorative practices. For the 2017-18 school year, Bridges adopted a new social-emotional growth curriculum that was implemented school-wide to help ensure systematic instruction and support for social-emotional learning. In SY 2018/2019, we adopted an additional school-wide social emotional learning curriculum, Toolbox, which supports students in developing empathy, understanding, and the skills to navigate the complexities of life. In SY2017/2018, Bridges administered the California Healthy Kids Survey to our students in grades 5 and 7 to collect data on the effectiveness of our social emotional learning curriculum and its' impact on various ages and sub groups of students. We found that 100% of our 5th grade students feel safe at school and 100% of our 5th graders feel connectedness at school either most of the time or all of the time. For our 7th grade population, we found that 71% feel safe or very safe at school, while 26% feel neither safe nor unsafe. By the same token, 100% of our 7th grade students feel moderately to highly connected to the school. Social emotional learning and whole child education is an area that we continue to invest resources in. In 2018/2019, we have hired a new school counselor and have increased hours for teachers and staff to be available to students for conflict resolution in order to further support the wellbeing of our students."|Met||2018
12628510000000|Green Point Elementary|6|Green Point School administers student and parent surveys to all in every grade level every spring. Student return on the surveys was 100% Parent return was 75%. In the area of school climate 95% of the students felt close to people at school; 5% did not. 84% of the students indicated they were happy at school; 16% were not. 84% of the students felt like part of the school; 16% did not. 100% of the students indicated that the teachers treated them fairly.82% of students felt safe at school; 4% did not, and 14% were undecided. From the results of the student surveys the district will provide staff with appropriate professional development to help foster a more positive feeling in students about their connectivity and their safety. We will continue to pursue working with the County Office of Education to facilitate counseling services. 100% of the parents who participated in the spring indicated that the teachers communicated with them about what the students were expected to learn in class, and that the staff took parent concerns seriously. 90% of the parents who returned their surveys felt welcome to participate in the school. From these results the district has committed to make a more concerted effort to gain a higher return on parent surveys. The goal for the coming year is to increase the return of parent surveys to 100% of the total number of parents. The district will also increase its efforts to encourage parents to attend and participate in study sessions and workshops concerned with analyzing goals and actions as outlined in the LCAP, and working together with the district to plan revisions and needed changes to reach our goals. Efforts will include parent newsletters, calendars, field trip chaperones, telephone calls, text and email messages, and a community potluck/camping trip in the early spring. The district will continue to encourage parents to volunteer in the classrooms, at school events, and on field trips. The teacher survey was completed by 3 of the 3 teachers. 100% of those responding felt connected to all staff and regularly collaborated with other teachers. 100% of the teachers responding felt connected. Based upon the teacher survey, and subsequent discussions, the district determined that continued collaboration time needed to be provided for the teachers. This additional collaboration time will be incorporated into daily morning meetings.|Met||2018
19642120000000|ABC Unified|6|The results from the 2016-17 California Healthy Kids Survey (CHKS) were: 59% of 5th graders, 66% of 7th graders, 48% of 9th graders, and 46% of 11th graders reported high levels of school connectedness. The results from the 2017-18 California Healthy Kids Survey in 2017-18 were: 52% of 5th graders, 59% of 7th graders, 47% of 9th graders, and 39% of 11th graders reported high levels of school connectedness. The CHKS was administered during the time in which there was a national crisis happening in schools located in other districts. Naturally, this crisis influenced students’ sense of safety at their local schools. Since then, new safety/security measures were added at schools to increase school security and students sense of feeling safe.|Met||2018
16638750000000|Armona Union Elementary|6|1. We administered a local climate survey to students enrolled in our district during the spring of 2018. We were able to structure classroom discussions in such a way that we were able to garner input from students in grades TK-8. There were 303 students that participated in the local survey, which we administer bi-annually to all stakeholders. We have used this survey for the past several years, and have found that student responses are a valuable part of the impact on our LCAP. 80% of students indicated they felt protected and safe. We also had 74% of student that were positive about feeling what they have to say is important. We also had 84% of students indicate that adults are interested in making sure they attend school. We have a focused effort on adults supporting students with unconditional positive regard, which includes responding in positive, specific, and supporting ways to students. 2.  We continue to demonstrate strength in our school climate and culture. The district LCAP Goal 2: Provide a safe instructional program for students, staff, and parents is aligned to this priority.  The district has restructured the supports provided to students through the lens of a  Multi-Tiered Systems of Support, and they continue to have an impact on the students across the district. We have been able to hire a full time nurse and are currently seeking a Marriage and Family Therapist to assist us in supports where the data showed a deficiency. We see this process as a strength in meeting the needs of all students, including English Language Learners and students with exceptional needs. While our parent survey results show that parents feel staff values their input in the decision making at school, 26% of our students do not feel that the staff makes them feel like what they have to say is important. We are addressing this through our positive behavior interventions, positive self regard training, positive discipline, and Trauma Informed practices that helps adults learn how to work with all students, but especially those that have been affected by trauma. 3. We will continue to work with all staff, parents, and students to fulfill our motto of “Small but Proud”. We have increased the number of parent nights, where parents and students come together to complete standards based hands-on activities. This has helped us connect what is happening in the classroom with how parents can support the learning at home. We will continue to work together to create additional opportunities for parents to be involved in their child’s education.|Met||2018
33669930000000|Beaumont Unified|6|CHKS Elementary Analysis 2018:  The Beaumont Unified School District’s Elementary Report for Grade 5 of the California Healthy Kids Survey was conducted in March 2018. The school-related domains of student well-being, school climate, and school climate improvement practices were assessed. In the area of school engagement and supports the areas of academic motivation, caring adult relationships, and high expectations rated between 47% and 51% positive.  We noted that meaningful participation and school connectedness were areas of needed improvement.  A majority of 5th grade students feel safe at school, with 72% of the students feeling safe most or all of the time.  A significant number of students report not feeling safe around their peers. In the area of school climate students feel that the adults set high expectations and follow-up with Positive Behavior Intervention and Supports (PBiS) implementation.  Students feel they are supported in school but they have a limited voice in deciding school rules and activities at the elementary level.  Elementary students report that adults are actively engaged in their learning. A majority of students report that teachers and other staff at school care, and are willing to listen to them. The students feel motivated to learn by doing interesting activities and for the most part feel they are given the opportunity to solve school problems and express their ideas.   In an effort to address bullying within the school setting Beaumont Unified School District has implemented anti-bullying and harassment policies.  In addition, an anonymous Anti-Bullying app has been made available for all students grades 2-12.  Additional counseling support has been provided to school sites to provide Tier I, Tier II and Tier III counseling services. Restorative circles, reflection rooms, and Alternative to Suspension have been implemented to address conflict resolution, as well as, student discipline issues.  Progressive discipline is used to maintain consistency within each site.   CHKS Secondary Analysis 2018: Students in secondary schools feel motivated and encouraged to maintain their grades through self-monitoring.  A majority of students in grades 7-11 do not report using alcohol, tobacco, marijuana, and other drugs on school property. We noted that truancy and absences increased as the students progressed across the grade levels. We noted that a majority of students at the secondary level report that they do not feel safe at school.  To address student alcohol, tobacco and drug use, site curriculum and additional counseling services have been implemented at the secondary school sites. A School Resource Officer has been added to the high school to support appropriate activities. See the District LCAP at https://www.beaumontusd.us/ for more detailed information.|Met||2018
49709386113039|Sebastopol Independent Charter|6|Our annual survey included questions about parents' perception of students' physical and emotional safety. We asked for input regarding our social and emotional program. We asked about parents' perception of the cultural climate of the school. We had surveys for our middle school students with similar questions. All our responses came back with an overall positive perception from our stakeholders regarding the school climate and the subcategories within. Our new campus has united our students K-8 on one campus, which has led to a stronger connectedness. Our new campus, which is much larger than the former campuses, gives us more opportunities to strengthen our physical education program that results in healthier students.|Met||2018
52105206119671|Tehama eLearning Academy|6|School survey of all parents indicate a high level (greater that 90% report good or excellent) of satisfaction in school climate. Most parents( more than 90%) feel communication is good or excellent between school and home. 100% of parents or guardians attended annual meeting with teacher and gave input into classes chosen and student learning goals. Parent and student and staff suggestions from surveys were used for program improvement last year including adding a student social event, adding a microwave to the student lounge, providing onsite mental health support, and providing additional support for students taking concurrent college classes.|Met||2018
30666960000000|Savanna Elementary|6|Students in the Savanna School District were given the Healthy Kids survey to determine their level of well-being and indicate perceptions of school climate. 100% of our students reported that teachers and adults at their school treated them with respect.  98% of our students felt that school was a safe place to be. In addition, 97% of students shared that there were caring adults at their school and that they were listened to.  96% of our students felt proud to belong to their schools. The Savanna School District will continue to focus our efforts with data from the Healthy Kids survey, along with data received from attendance and discipline records.  Although 69% of students felt they were taught to be responsible for how they act, only 68% of our students felt they were not taught how other students think and feel. To help strengthen this area, we will implement a district wide SEL program to address those needs, in addition to our PBIS in place.|Met||2018
19642460126003|Academies of the Antelope Valley|6|Academies of the Antelope Valley conducted student climate surveys in both winter and spring of the 2017-18 school year. 100% of students surveyed reported feeling safe at their schools.  In the survey given to students in the spring (WE Learn survey), students continued to feel connected to their schools through teachers and programs.  The results were presented to the Board of Trustees on June 8, 2018.|Met||2018
49709530000000|Sonoma Valley Unified|6|Students in grades 5, 7, 9, and 11 participate in the California Healthy Kids Survey (CHKS) every other year.  The survey was administered during the 2017-2018 school year.  At elementary sites we noted an increase in the percent of students feeling safe and connected at school. There was also an increase in the percentage of students feeling connected at school at the middle school. At the high school the percentage of students feeling connected at school decreased by three percentage points. At the secondary level, we saw a small decrease in the percentage of students reporting school connectedness, with the middle school decreasing four percentage points and the high school decreasing one percentage point.  According the CHKS team, due to changes in the scoring of measures within the CHKS, “The 2017-18 indicators of School Engagement and Supports on the Summary of Key Indicators table are not comparable to those used in 2017-17 or prior years.” Thus, a reasonable analysis of change over time in these measures is not possible.|Met||2018
01100170136226|Opportunity Academy|6|For the 2017-18 AOA administered its first culture and climate survey as a pilot. Seventy-five percent of those surveyed felt a high sense of safety when working with their teacher, while the other 25 % noted that they felt safe. There were only a few responses out of the 270 students served in the 2017-18 school year which was not a clear indication of how safe the program is. A few actions that are being considered: a sign in sheet at the front desk, continued and consistent conversations with AOA's workforce partners who provide case management services for students, and the need to develop a resource binder with vital information that is readily accessible to all students. AOA will be administering another culture and climate survey for the 2018-19 school year.|Met||2018
37682130127084|Compass Charter Schools of San Diego|6|This survey assesses in more depth issues of academic quality, respectful relationships, the relevance of virtual classroom lessons, scholar learning motivation and virtual classroom involvement. In comparison to previous years, there was 92% of families that agree that CCS is committed to the success of each scholar (an increase of 3.1% from the previous school year). Families were also asked if they agree that teachers are responsive to scholar needs, 88% agreed (an increase of 1.44% from the previous school year). There was also an increase in overall program satisfaction from families by .46%.  As a response to the survey results the LEA implemented organization-wide updates for continuous improvement purposes. This includes bringing back the Parent Square communication platform to facilitate and streamline messaging. CCS has demonstrated continuous growth in areas that in previous years were of challenge.|Met||2018
33670586031991|Palm Desert Charter Middle|6|The students of Palm Desert Charter Middle School completed a school-wide student survey from Panorama, a professional survey organization, measuring several aspects of our school climate such as Sense of Belonging (Student Connectedness), Climate of Support for Academic Learning, Knowledge and Fairness of Discipline, Rules and Norms, and Safety.  Additionally, our school site administered a survey, written with the help of our Renaissance students, that covered school safety, cleanliness, academics, cafeteria, and support from faculty, administration, and staff.  Both surveys were administered during class time; and therefore, gave us a valid reflection of our student body with 1181 and 1166 respectfully, out of 1390 students.   Both surveys gave us interesting and valuable information. The Panorama survey data summary states 75% of PDCMS students feel there is a Climate of Support for Academic Learning,  60% of our students gave a favorable measurement to Knowledge and Fairness of Discipline, Rules, and Norms, and a 66% favorable measurement in Safety and Sense of Belonging.  Whereas our local school-generated survey states 90.9% students believe their teachers expect them to go to college, 95.8% favorable rating that teachers made students feet safe at school, 84.4% felt faculty and staff are doing a good job and 76.5% of our students enjoyed their elective classes.    Our school site culture is based on common values and guiding principles: Respect, Perseverance, Open-mindedness, Responsibility, and Teamwork. Based on the data, our school site decided to implement several actions to continue to build a strong and positive school climate such as: rewriting the student agenda to outline and clarify rules, a 6th grade orientation that included an introduction of the student agenda, ASB and club-sponsored activities to encourage student engagement, weekly character recognition awards, and school spirit competitions based on color teams.|Met||2018
10623310130880|Compass Charter Schools of Fresno|6|This survey assesses in more depth issues of academic quality, respectful relationships, the relevance of virtual classroom lessons, scholar learning motivation and virtual classroom involvement. In comparison to previous years, there was 92% of families that agree that CCS is committed to the success of each scholar (an increase of 3.1% from the previous school year). Families were also asked if they agree that teachers are responsive to scholar needs, 88% agreed (an increase of 1.44% from the previous school year). There was also an increase in overall program satisfaction from families by .46%.  As a response to the survey results the LEA implemented organization-wide updates for continuous improvement purposes. This includes bringing back the Parent Square communication platform to facilitate and streamline messaging. CCS has demonstrated continuous growth in areas that in previous years were of challenge.|Met||2018
19651360000000|William S. Hart Union High|6|During the last week of March 2018, 8th and 10th grade students took a voluntary survey in their history classes.  The 34 question, online anonymous survey included questions attempting to assess the students’ perception of their safety on campus and their connectedness to school.    * 2,915 8th grade students completed the survey, which is 88% of the 8th grade class * 2,872 10th grade students completed the survey, which is 77% of the 10th grade class  The following questions from the survey, with the percentage of affirmative responses, were selected as they address the student perceptions that we were asked to measure.  Student Perception of School Safety                                                      8th Grade  10th Grade  * I feel safe at my school                                        93%       83% * If I did not feel safe at my school I would tell an adult                    82%       77% * At my school, there is a teacher or other adult who cares                   91%       86%    about me * If a student tells an adult on campus that someone is                     90%        78%    bullying, the adult will do something to help   Student Perception of Their Connectedness to School                                                        8th Grade  10th Grade  * I feel that I am a part of this school                               88%   75% * I feel close to people at this school                               93%   84% * I am happy to be at this school                                       91%   80%     The majority of students do feel safe and connected to their schools.  This information will be shared with administrators and counselors to facilitate conversations on how to identify and address the issues that are keeping all students from feeling safe and connected to their schools.|Met||2018
19753090135145|Compass Charter Schools of Los Angeles|6|This survey assesses in more depth issues of academic quality, respectful relationships, the relevance of virtual classroom lessons, scholar learning motivation and virtual classroom involvement. In comparison to previous years, there was 92% of families that agree that CCS is committed to the success of each scholar (an increase of 3.1% from the previous school year). Families were also asked if they agree that teachers are responsive to scholar needs, 88% agreed (an increase of 1.44% from the previous school year). There was also an increase in overall program satisfaction from families by .46%.  As a response to the survey results the LEA implemented organization-wide updates for continuous improvement purposes. This includes bringing back the Parent Square communication platform to facilitate and streamline messaging. CCS has demonstrated continuous growth in areas that in previous years were of challenge.|Met||2018
43696660000000|San Jose Unified|6|San José Unified School District administers a student Climate Survey annually to all students in grades 3-12. This survey is aligned to the district’s Strategic Plan and the Local Control Accountability Plan (LCAP). The student climate survey was developed in-house based on national survey models and was pilot tested to measure item validity. In 2017-18, 90% of 3rd-12th graders participated in the survey. The survey uses constructs to measure student perceptions of safety and connectedness. Constructs are used to measure complex concepts that can’t be answered in a single question. The Safe Environment construct asks students questions about how safe they feel in different parts of campus and during different times of day. In 2017-18, 39% of elementary students rate as high and 85% of students rate as medium or high on the safe environment construct. In 2017-18, 43% of middle school students and 53% of high school students rate as high and 88% of middle school students and 93% of high school students rate as medium or high on the safe environment construct. A high rating generally means that students always feel safe, while a medium rating generally means that students feel safe most of the time. To measure school connectedness at the elementary level, SJUSD uses a Caring Environment construct. This construct measures a student’s connection to their teacher and school. In 2017-18, 44% of students rate as high and 84% of students rate as medium or high on the caring environment construct. This is similar to previous year results. To measure school connectedness at the secondary level, SJUSD uses the Sense of Belonging construct. This construct measures a student’s connection to their teachers, classmates, and school. In 2017-18, 21% of middle school students and 16% of high school students rate as high on the sense of belonging construct. 88% of middle school and high school students rate as medium or high on the sense of belonging construct. This is similar to previous year results. All schools focus on this indicator by increasing student engagement in the classroom which positively impacts a student’s connection to their teacher and school.|Met|San José Unified School District uses an annual student climate survey to measure student safety and connectedness. In 2017-18, 85% of elementary students, 88% of middle school students, and 93% of high school students rated their schools as a medium or high safe environment. This means that students report that their school is safe always or most of the time. In 2017-18, 84% of elementary school students, and 88% of middle school and high school students report that they feel connected to their teacher, classmates, and school. Based on the results from the climate survey, SJUSD meets standard for school climate. Although SJUSD meets standard on school climate, there will still be initiatives to continue to improve this area. SJUSD continues to implement and expand the PBIS (Positive Behavioral Intervention Support) at school sites. Through partnership with the county mental health school services, SJUSD provides social-emotional counseling at all campuses for students to access as needed. All schools continue to focus on improving student engagement in the classroom as a means to improve the classroom environment and student connections to their learning.|2018
33769430132522|Baypoint Preparatory Academy|6|Student surveys were created by BPA using Google Forms and the presentation was differentiated appropriately for all grade levels surveyed. Surveys were administered administered in class to all students, K-2 surveys were paper/pencil and data was put into the Google Forms system. Overall, the results indicate that the students feel safe on campus, cared for, and connected to at least one staff member. These findings remain consistent across all grade levels surveyed.|Met||2018
37103710137752|Dimensions Collaborative|6|Dimensions Collaborative annually measures the school climate of students and their perception on programs, events, and activities. Results from the student survey are compiled and shared with all stakeholders including the local governing board at a regularly scheduled meeting. Communication has consistently been raised as an area for growth, thus the school implemented the use of Parent Square to establish direct communication with parents, instead of expecting staff to forward information along in a timely manner.  Additionally, the school opened up a parent portal on the website to give parents access to school documents (handbooks, logs, sample curriculum, etc.).  In the fall and spring of each year surveys are sent to parents/students asking for input regarding school culture and career/college plans. The survey is an internally designed survey given to high school seniors and their parents asking for feedback on their high school experience and graduation plans. Results are reported to the school governing board at regularly scheduled meetings. Parents and students report that the opportunities provided by the school enable them to be connected to both the school and the community through volunteer work, service learning and internships. The majority of parents report their children feel safe, connected, and supported by the school to fulfill their academic goals.|Met||2018
15633210000000|Bakersfield City|6|Bakersfield City School District (BCSD) is providing a summary of its progress toward meeting the standard of administering a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness. BCSD currently administers the California Healthy Kids Survey each year to 5th and 7th-grade students.    In order to add an additional data point and provide qualitative responses regarding student perceptions of school safety and connectedness across multiple grade levels, BCSD conducted focus groups at schools throughout the district. Students were selected by school behavioral intervention specialists. The following themes emerged from the groups:  Safety - Overall, students perceived school as a safe place. The most common reasons for feeling safe include: Staff presence on the playground Clear safety procedures and drills Support from staff (including the presence of police)   Some students indicating they did not feel safe at school. The most common reasons for not feeling safe at school included: A lack of perceived safety in the surrounding community (i.e. shootings in neighborhood, robbery, gangs) Whenever a fight occurs at school  Instances of bullying  Caring Adults - Overall, students indicated that the adults on campus cared about them. Instances where students responded that adults did not care emerged more frequently at the middle school level or specific elementary schools.  The most common responses for how students knew adults cared about them included: Adults welcome us to school (i.e. greeting at the gate/class, smiling, get to know us) Adults check on us (i.e. academically and social-emotionally) Keep me safe and help me (i.e. address problems, prevent fights, help when you are hurt)  The most responses for how students knew an adult did not care about them included: Yelling or raising their voice Unequal treatment (e.g. caring and responding more for some and not others) Perceived to have an attitude or not be in a good mood  Treating Everyone with Dignity and Respect - Overall, responses for this area were split with roughly half the students feeling all receive the same levels of dignity and respect, while the other half disagreed. Students feeling everyone was treated the same rarely cited specific examples. However, the most common responses for students perceiving differences in treatment included: Adults have favorites Adults are harder on students with behaviors “Bad” kids get more chances or are rewarded quicker than “good” kids  Improvement to the School - Students indicated the following areas when asked what would make their school a better place: Improved services (e.g. food, play structures, play equipment) Have more activities and school spirit Increased adult and student kindness and eliminated bullying  Focus group results will continue to be administered quarterly and will be compared with CHKS results in analyzing the level of school climate in BCSD.|Met||2018
09618380136200|Clarksville Charter|6|A local climate survey was administered to solicit feedback regarding school safety and student connectedness. The climate survey was given to 5th graders. The results from the survey indicated majority of the respondents agreed or strongly agreed that they felt connected to school, majority of the respondents also agreed or strongly agreed the students looked forward to school each day and their teacher was engaging, contacted with the family and provided academic support to the student. Students shared how they could connect with their teachers via phone, e-mail, online learning platform (blackboard, Zoom) or in-person, while having access to assistance as needed from Registrar, Executive Director, Principal or counselors. The students stated they felt connected to school through the free educational field trips, enrichment activities, and other social events offered through the school such as zoo days, school dances, field trips or park days.|Met||2018
19753090131987|iLEAD Hybrid|6|iLEAD Hybrid administers the Gallup Student Poll annually to learners in grades 5-12. The Gallup Student Poll is a 24-question survey that measures the engagement, hope, entrepreneurial aspiration and career/financial literacy of students in grades five through 12. The Gallup Student Poll includes non-cognitive metrics with links to student success.   Results for the 2017-2018 Gallup Survey are below:  85.2% of the students report that their teachers make them feel their schoolwork is important 81.3% of the students state they feel safe in school, 87% of the students state they have a best friend at school,  85.2% of the students state they have at least one teacher who makes them excited about the future 79.5% of the students report that the adults at their school care about them 86.3% of the students believe they have a great future ahead of them 86.3% of the students believe they will find a great job in the future|Met||2018
43693696046247|Aptitud Community Academy at Goss|6|Aptitud Community Academy at Goss is committed to providing all students and families with a safe, welcoming and caring environment conducive to learning. 2017-2018 was the first year of the implementation of Positive Behavior Intervention and Supports (PBIS) program as well as Restorative Justice with the goal of reducing incidents and disciplinary actions while working to increase the socio-emotional supports at our site. Suspensions at Aptitud maintained a similar pattern as in previous years. Students and parents have also been surveyed using a Panorama survey focused on school climate. Survey responses indicate that 91% of parents believe Aptitud is safe place while 97% of parents believe that their child feels welcomed by school staff. The students’ responses differ from those of the parents. 53% of Middle School students feel that Aptitud is a safe place while 43% of them feel a sense of belonging at school. At the elementary level, 59% of students feel safe at school and 62% of them feel like they belong at school. Both groups elementary and middle school had a similar response to feeling supported academically with 74% at the elementary level and 71% at the middle school level.|Met||2018
36678760120568|Options for Youth-San Bernardino|6|83% of students, 100% of staff, and 21% of parents participated in the School Climate Survey in 2017. We believe that the high level participation in the survey is a testament to the connectedness our stakeholders have in our school. Although we found most results to be positive across the survey, there were a few areas for us to continue to grow in. Within the domain of safety, measuring rules and norms, 88% of students, 90% of staff, and 87% of parents gave positive rankings (greater than or equal to 3.5 on a 5 point Likert scale). Within the domain of safety, measuring physical security, 72% of students, 80% of staff, and 67% of parents gave positive rankings (greater than or equal to 3.5 on a 5 point Likert scale). Within the domain of safety, measuring social-emotional security, 58% of students, 73% of staff, and 63% of parents gave positive rankings (greater than or equal to 3.5 on a 5 point Likert scale). Within the domain of school connectedness and engagement, 83% of students, 96% of staff, and 87% of parents gave positive rankings (greater than or equal to 3.5 on a 5 point Likert scale). In the 2017-2018 school year OFY-SB used internal surveys to measure stakeholder connectedness and sense of safety in our school. In Spring 2018 parents were asked to give  their level of agreement to the statement, OFY’s facilities are in good repair. 75% of parents agreed or strongly agreed, 66% of students strongly agreed and 59% of staff agreed or strongly agreed. When asked to give their level of agreement to the statement, OFY maintains a positive school climate (sense of safety and school connectedness), 75% of parents agreed or strongly agreed, 65% of students agreed or strongly agreed and 80% of staff agreed or strongly agreed.|Met||2018
36679343630670|Options for Youth-Victorville Charter|6|91.27% of students, 96.10% of staff, and 37.57% of parents participated in the School Climate survey in 2017. We believe that the high level participation in the survey is a testament to the connectedness our stakeholders have in our school. Although we found most results to be positive across the survey, there were a few areas for us to continue to grow in.  Within the domain of safety, measuring rules and norms, 86% of students, 93% of staff, and 92% of parents gave positive rankings (greater than or equal to 3.5 on a 5 point Likert scale). Within the domain of safety, measuring physical security, 72% of students, 73% of staff, and 75% of parents gave positive rankings (greater than or equal to 3.5 on a 5 point Likert scale). Within the domain of safety, measuring social-emotional security, 64% of students, 59% of staff, and 71% of parents gave positive rankings (greater than or equal to 3.5 on a 5 point Likert scale).    We continue to work on Social Emotional activities and curriculum as well as adding a fourth student learning outcome of Resilience as a result of this work.  Within the domain of school connectedness and engagement, 82% of students, 93% of staff, and 91% of parents gave positive rankings (greater than or equal to 3.5 on a 5 point Likert scale).|Met||2018
34674473430691|Options for Youth-San Juan|6|93.95% of students, 98.59% of staff, and 40.24% of parents participated in the School Climate survey in 2017. We believe that the high level participation in the survey is a testament to the connectedness our stakeholders have in our school. Although we found most results to be positive across the survey, there were a few areas for us to continue to grow in.    Within the domain of safety, measuring rules and norms, 82% of students, 88% of staff, and 86% of parents gave positive rankings (greater than or equal to 3.5 on a 5 point Likert scale). Within the domain of safety, measuring physical security, 70% of students, 86% of staff, and 82% of parents gave positive rankings (greater than or equal to 3.5 on a 5 point Likert scale). Within the domain of safety, measuring social-emotional security, 59% of students, 68% of staff, and 66% of parents gave positive rankings (greater than or equal to 3.5 on a 5 point Likert scale). We continue to work on Social Emotional activities and curriculum with as well as adding a fourth student learning outcome of Resilience as a result of this work.  Within the domain of school connectedness and engagement, 76% of students, 91% of staff, and 81% of parents gave positive rankings (greater than or equal to 3.5 on a 5 point Likert scale).|Met||2018
19647330120097|Academia Moderna|6|Key learnings from a survey that was given to parents about Back to School Night showed that 70% parents appreciated the new format to the program.  Seventy-five percent of the parents said that they found the presentation about the school's instructional focus and goals helpful. Key learnings from a survey taken by staff indicated that 82% of staff emphasize respect for all students' cultural beliefs and practices and that 86% of the staff emphasizes the importance that all races and cultures get along on campus.  Sixty-eight percent of the staff feels that they motivate students to learn, and that 77% of the staff feel that they are closing the achievement gap.  Fifty-nine percent of the staff feel that students are meeting standards.  These findings are important because Academia Moderna feels that if students are engaged in their learning process, they will view their school as a safe environment.|Met|Academia Moderna is implementing Positive Behavioral Interventions & Supports.  The staff believes that consistency and repetition is key to establish a climate where appropriate behavior is the norm.  The staff is committed to modeling and rewarding students when appropriate behaviors are shown.|2018
31669440000000|Tahoe-Truckee Unified|6|DATA Survey results indicate: 93% of elementary parents 80% of middle school parents and 84% of high school parents feel that their child is valued and respected by school staff.   Parent perceptions in this area increased in all three grade spans: +1% for elementary; +10% for middle school and +25% for high school.  The total number of high school parents taking the annual survey increased from 22 parents to 61 parents.   MEANING  and USE Strategies to increase high school parent participation were effective. These strategies will continue and be expanded to all high schools. The 2018-2019  annual parent survey will align with Dr. Marzano's research on high-reliability organizations, will be shortened and will have specific questions (TK-12) to gather data related to parent, student and staff perceptions of safe, collaborative and supportive schools.|Met||2018
10738090000000|Firebaugh-Las Deltas Unified|6|CHKS results for the 2016-17 school year were reviewed during the 2017-18 SY with the CHKS scheduled for administration for the current 2018-19 to establish a two year CHKS cycle.  Two school climate key indicators are reported in the LCAP by CHKS grade level.  Five hundred and fifty-eight students completed the survey (Spring 2017). The gender and grade distribution was (5th, 55% M, 45 F); (7th, 52% M, 48 F); (9th, 53% M, 47 F); and (11th, 47% M, 53 F).  Responses of moderate and high levels for school “Connectedness” and “Feeling Safe and Feeling Very Safe” at school were as follows: • Connectedness:   (5th, 93%) (7th, 96%) (9th, 92%) (11th, 91%) • Feeling Safe/Very Safe:  (5th, 79%) (7th, 67%) (9th, 75%) (11th, 57%) 80%, 5th graders feel safe to/from school most/all of the time; 79% feel safe at school; 67%, 7th graders (71% females, 88% males) feel safe at school most/all of the time. 75%, 9th and 57%, 11th graders reported feeling safe/very safe at school.  20%, 9th graders and 36%, 11th graders reported feeling neither safe nor unsafe.  95%, 9th graders and 93%, 11th graders indicated that students perceive school to be safe overall.  95%, 5th graders report bullying is not allowed most/all of the time; 87% of 7th graders feel bullying is not tolerated; 78%, 7th graders reported cyberbullying 0 times (never); 13% reported at least 1 time.  86%, 9th graders and 81%, 11th graders never experienced cyberbullying i.e. rumors/lies on the internet (Facebook, Instagram, Snapchat, email, etc).  98%, 5th grade females and 95% of 5th grade males perceived a health risk for alcohol/marijuana use.  Alcohol and other drug use questions for 7th grade fell into 3 categories:  1) alcohol; 2) Marijuana; and 3) Inhalants.  81% of 7th graders reported alcohol use 0 times; but by 11th grade 48% reported use 0 times.  Fifteen percent of the 5th graders; 47% of 9th graders and 70% of 11th graders surveyed reported that it was “fairly easy” and “very easy” to obtain marijuana.  CHKS results show that students can benefit from the districts commitment to positive, safe learning environments and that alcohol and marijuana use increases as students get older.  FLDUSD is focusing on early prevention and intervention through the implementation of a Multi-Tiered System of Support (MTSS) to more effectively meet the needs of ALL students.  In addition, a new partnership with a substance abuse agency was just established and has resulted in early prevention services being provided five days a week at the secondary level.  Through another partnership, the district is now able to promote appropriate health and personal growth, identity behavior needs of students and develop therapy goals and objectives though an individual therapy plan by trained clinicians.|Met||2018
23656070000000|Round Valley Unified|6|We used the California Healthy kids Survey (CHKS) to survey our 5th, 7th and 9th graders. We selected 4 areas that we felt were important to our sites. They were School Engagement, School Safety, Disciplinary Environment, Substance abuse. In grade 5 we had 100 students survey. Truancy is a big issue in our district and 56% of 5th graders said they had not missed a day of school, 87% of 7th graders missed 0 days while only 18% of high school missed. Engagement has been a focus on both sites, we believe when students like school they attend school so looking at both sites the elementary is doing better at engagement while the high school needs to improve. The main reason students are missing school is because they see no relevance to what they are learning, the subject matter doesn't apply to them Along the same lines of engagement is Academic motivation only 17% of 5th graders, 34% of 7th graders and 36% of 9th graders are motivated to get good grades. Another important issue is school safety. 41% 5th graders, 4% of 7th graders and 0% of 9th graders feel very safe at school. Bullying was the number one reason why students did not feel safe at school. Verbal harassment, name calling, social media are some of the reasons why people are bullied and don't feel safe. Alcohol and drug use is another area both schools find as issues needing to be addressed. 85% of 5th graders have never smoked marijuana or drank alcohol, 30% of 7th graders have smoked marijuana and drank alcohol and 56% of 9th graders have drank alcohol and 56% have smoked marijuana. Tobacco use was another area surveyed. 12% of 5th graders have smoked cigarettes and 13% of 7th graders have smoked and 20% of 9th graders. Electronic cigarettes have a high percentage of use among 7th and 9th graders. 30% of 7th and 44% of 9th graders have smoked electronic cigarettes. Both principals looked at the results and have been making adjustments and making these issues a focus during staff meetings. We are stressing engagement in all our lessons focusing on better relationships and making the material relevant . We have anti-bullying curriculum and have hired an additional counselor and psychologist to help with the school climate. We also teach anti tobacco and are vigilant to drugs and alcohol on campus.|Met|Attendance has gone up every year currently the elementary school has a 94% attendance and High school has 95% attendance a huge increase and our suspension rates are way down so it tells us that what we are focusing on is working.|2018
10101080136291|Career Technical Education Charter|6|In October, Career Technical Education Charter did a needs assessment on current 9th grade students.  The assessment was designed to identify areas of concerns for students, so that CTEC's academic and support programs could be tailored to support the student needs.  The survey covered four areas:  School Concerns, School Obstacles, Personal Concerns, and Daily Needs.  Throughout the assessment, students responded to questions that prompted their perception of school safety and and connectedness within CTEC's academic environment.    At CTEC, 94% of students communicated that their teachers care about them, and 89% communicated that their academics were engaging. 88% of students feel within the first 90 days that they fit in at their school and that they were able to transition into the new school setting.  6% of students communicated they wanted support with handling teasing or being bullied, where 18% of students communicated they would like help with getting along with other students.  To support students with the transition to a new school and academic program, within our advisory we have developed curriculum that assists students in creating connections with their teachers and their peers.  From their first encounter with each other, and with every interaction they make within their advisory, students strengthen their respect for self and others, the impact they can make on their peers and the community, and the desire to seek excellence in all they accomplish.  Through our Positive Behavior and Support Systems we have been able to assist students with developing a positive response towards each other and effective approach to address teasing and bullying that they encounter.  Through a restorative justice process, students have been able to restore relationships and seek restoration of their self worth.|Met||2018
50712090000000|Paradise Elementary|6|Each year students in 7th grade take the Healthy Kids Survey conducted by the Stanislaus County Office of Education.  The results are shared with the Paradise Elementary School District Board, and each year the results are considered at the annual board retreat, when setting goals to improve student achievement.  Regarding key indicators of Student Involvement and Support 90% of students felt a high level of connectedness, 90% of students felt moderate to high Academic Motiviation.  2% of students reported that they had been Truant more than a few times, 90% of students felt moderate to high that they had caring adult relationships, and that adults had high expectations of them.  In regard to School Safety 92% of students feel the school is safe or very safe.  In regards to Mental and Physical Health 0% of students indicated the us of alcohol or drugs, experience chronic sadness or have considered suicide.|Met||2018
36750690000000|Upland Unified|6|The California Healthy Kids Survey (CHKS) was administered online during the 2017-18 school year. Survey samples included 468 fifth grade, 704 seventh grade, 623 ninth grade, and 625 eleventh grade students. In addition, 55 non-traditional (continuation) students participated.  In elementary schools, 62% of fifth grade students reported that there is a “high” number of caring adults at their schools, while 36% said there is a “moderate” number, and  2% felt there is a low number.  At our secondary (middle and high) schools, 39% of seventh grade students reported that there is a “high” number of caring adults at their schools, while 51% said there is a “moderate” number, and 10% felt there is a low number; Ninth Grade: 36% “high”, 51% “moderate”, and 13% “low”; Eleventh Grade: 27% “high”, 54% “moderate”, and 19% “low”.  Student perception of safety at district schools is as follows: Grade 5: 52% “Yes, all of the time”; 32% “Yes, most of the time”; “13% Yes, some of the time”; 4% “No, never”; Grade 7: 30% “Very safe”; 45% “Safe”; 21% “Neither safe nor unsafe”; 2% “Unsafe”; 3% “Very unsafe”; Grade 9: 14%“Very safe”; 45% “Safe”; 34% “Neither safe nor unsafe”; 5%“Unsafe”; 2% “Very unsafe”; Grade 11: 12% “Very safe”; 40% “Safe”; 39% “Neither safe nor unsafe”; 6% “Unsafe”; 4% “Very unsafe”.  Students' safety, including access to a caring adult, are significant priorities.  The district has developed a Climate and Culture team, which is identifying practices that promote students' feelings of safety and connectedness.  The Climate and Culture Team has supported the implementation of Positive Behavioral Interventions and Supports, which is a proactive approach to establishing the behavioral supports and social culture needed for all students in a school to achieve social, emotional and academic success.  In addition, schools are engaged in innovation, including the development of two Wellness Centers and the implementation of Capturing Kids' Hearts at Upland High School.|Met||2018
31750850119487|Western Sierra Collegiate Academy|6|Rocklin Academy Family of Schools envisions a school community that inspires its students to excel academically, pursue their passions, and impact the world with excellence.  In order for this vision to come to fruition, it is important that students feel safe and connected at school.  In an effort to measure perceptions of connectedness and safety,  Rocklin Academy seeks input from stakeholders, including students on a regular basis by participating in local surveys.  One of these is the California Healthy Kids Survey which was administered in grades 7, 9 and 11 in the fall of 2017.  Results serve to measure the organization’s progress on state Priority Six, School Climate.  Because of the recalibration of norms by WestEd, the survey developer, overall results cannot be compared to those reported the previous year at this time but will be used as a baseline for future data.  LCAP Goal 1, Action 3.0 and 3.1 focus on building connections across all four Rocklin Academy schools and identifies events and activities to connect the sites, increasing the number opportunities for students to develop a sense of connectedness to their school.  Additionally, Rocklin Academy has identified ways to promote student safety and each site has created plans to help students make connections.  LCAP Goal 2 states, “The school environment cultivates students who are responsible, compassionate and engaged citizens.”  LCAP actions and services have been identified to support expected outcomes to include the following:  continued development and implementation of the Multi-Tiered System of Supports (MTSS), Positive Behavioral Intervention Supports (PBIS), and social emotional learning curriculum, In Focus.    Key findings from the California Healthy Kids Survey revealed the following: 69% of 7th graders, 73% of 9th and 67% of 11th graders who participated in the survey reported as feeling safe at school all or most of the time. 63% of 7th graders, 57% of 9th and 49% of 11th graders reported as feeling a high level of connectedness with the school.|Met||2018
50712090112383|Paradise Charter|6|Each year students students in 7th grade take the Healthy Kids Survey conducted by the Stanislaus County Office of Education.  The results are presented to the Paradise Elementary School District Board, and goals are set each year in October to insure the results are being maintained at a high level.  Key areas of the survey showed that 90% of students feel that they have a high level of connectedness, 95% of students felt moderate to high Academic Motivation.  2% of students indicated that they had been Truant more than a few times, 90% of students felt moderate or high that they had caring adult relationships.  In regard to school safety 92% of students perceive school as very safe.  According to the 7th grade responses to Mental Health and Physical Health, 0% of students participate in alcohol or drug use, experience chronic sadness or have considered suicide.|Met||2018
43694190000000|Cupertino Union|6|"On November 1, 2018, staff presented the 2017-2018 CUSD 7th grade California Healthy Kids Survey (CHKS) data to the Board of Trustees.   Successes:  Most students reported feeling safe at school, feeling that teachers believe they can learn and succeed, feeling close to others in their school, and working hard to do their best on their schoolwork  Challenges: Fewer than half reported doing things at school that make a difference, fewer than 2/3 of students report knowing an adult at their school really cares about them and almost 1 in 5 seventh graders report having experienced chronic sadness/hopelessness in the last year  Participation rates were high across all five comprehensive middle schools. We noted many strengths as well as an opportunity to increase students' feelings of ownership over learning (meaningful participation), ensure that each child feels known and supported by an adult at school, and work proactively to enhance social-emotional learning and well-being. This school year, one of our key focus areas includes building a Mulit-Tiered System of Supports (MTSS) to ensure that each child is supported both academically and socially-emotionally/behaviorally. Each principal completed a self-assessment tool to determine areas of strength and potential growth at the school site. Many schools are implementing new strategies in the areas of social-emotional learning and PBIS. Each principal analyzed CHKS data, including disaggregated results, and will share this information with their school community to inform goal setting. In addition, we purchased ""School Climate Report Cards"" to share CHKS data in an easy to read format. Middle schools will include CHKS in their SPSAs this school year, and we also committed to increasing participation rates for fifth graders during the 2018-2019 school year so that we can monitor progress in TK-5 as well as in grades 6-8. In addition, we are engaged in a Strategic Planning process this school year to build our Portrait of a Graduate and determine priorities for the years ahead. These discussions include reflections on social-emotional learning, school climate, and academic success. Our next steps in response to this CHKS data include reflecting on progress and next steps via the SPSA and LCAP processes, as well as our continued Strategic Planning conversations."|Met|The 2017-2018 CHKS results and next steps for this school year were shared with the Board of Trustees at the November 1, 2018 meeting.|2018
31668520127928|Rocklin Academy Gateway|6|Rocklin Academy Family of Schools envisions a school community that inspires its students to excel academically, pursue their passions, and impact the world with excellence.  In order for this vision to come to fruition, it is important that students feel safe and connected at school.  In an effort to measure perceptions of connectedness and safety,  Rocklin Academy seeks input from stakeholders, including students on a regular basis by participating in local surveys.  One of these is the California Healthy Kids Survey which was administered in grade 5 and 7 in the fall of 2017.  Results serve to measure the organization’s progress on state Priority Six, School Climate.  Because of the recalibration of norms by WestEd, the survey developer, overall results cannot be compared to those reported the previous year at this time but will be used as a baseline for future data.  LCAP Goal 1, Action 3.0 and 3.1 focus on building connections across all four Rocklin Academy schools and identifies events and activities to connect the sites, increasing the number opportunities for students to develop a sense of connectedness to their school.  Additionally, Rocklin Academy has identified ways to promote student safety and each site has created plans to help students make connections.  LCAP Goal 2 states, “The school environment cultivates students who are responsible, compassionate and engaged citizens.”  LCAP actions and services have been identified to support expected outcomes to include the following:  continued development and implementation of the Multi-Tiered System of Supports (MTSS), Positive Behavioral Intervention Supports (PBIS), and social emotional learning curriculum, In Focus.    Key findings from the California Healthy Kids Survey revealed the following: 83% of 5th graders and 80% of 7th graders who participated in the survey reported as feeling safe at school all or most of the time. 49% of the 5th graders and 62% of the 7th graders reported as feeling a high level of connectedness with the school.|Met||2018
31750856118392|Rocklin Academy|6|Rocklin Academy Family of Schools envisions a school community that inspires its students to excel academically, pursue their passions, and impact the world with excellence.  In order for this vision to come to fruition, it is important that students feel safe and connected at school.  In an effort to measure perceptions of connectedness and safety,  Rocklin Academy seeks input from stakeholders, including students on a regular basis by participating in local surveys.  One of these is the California Healthy Kids Survey which was administered in grade 5 in the fall of 2017.  Results serve to measure the organization’s progress on state Priority Six, School Climate.  Because of the recalibration of norms by WestEd, the survey developer, overall results cannot be compared to those reported the previous year at this time but will be used as a baseline for future data.  LCAP Goal 1, Action 3.0 and 3.1 focus on building connections across all four Rocklin Academy schools and identifies events and activities to connect the sites, increasing the number opportunities for students to develop a sense of connectedness to their school.  Additionally, Rocklin Academy has identified ways to promote student safety and each site has created plans to help students make connections.  LCAP Goal 2 states, “The school environment cultivates students who are responsible, compassionate and engaged citizens.”  LCAP actions and services have been identified to support expected outcomes to include the following:  continued development and implementation of the Multi-Tiered System of Supports (MTSS), Positive Behavioral Intervention Supports (PBIS), and social emotional learning curriculum, In Focus.    The California Health Kids Survey revealed the following findings: 100% of the participating students reported feeling safe at school all or most of the time. 87% of the participating students reported feeling a high level of connectedness with the school.|Met||2018
31750850114371|Rocklin Academy at Meyers Street|6|Rocklin Academy Family of Schools envisions a school community that inspires its students to excel academically, pursue their passions, and impact the world with excellence.  In order for this vision to come to fruition, it is important that students feel safe and connected at school.  In an effort to measure perceptions of connectedness and safety,  Rocklin Academy seeks input from stakeholders, including students on a regular basis by participating in local surveys.  One of these is the California Healthy Kids Survey which was administered in grade 5 in the fall of 2017.  Results serve to measure the organization’s progress on state Priority Six, School Climate.  Because of the recalibration of norms by WestEd, the survey developer, overall results cannot be compared to those reported the previous year at this time but will be used as a baseline for future data.  LCAP Goal 1, Action 3.0 and 3.1 focus on building connections across all four Rocklin Academy schools and identifies events and activities to connect the sites, increasing the number opportunities for students to develop a sense of connectedness to their school.  Additionally, Rocklin Academy has identified ways to promote student safety and each site has created plans to help students make connections.  LCAP Goal 2 states, “The school environment cultivates students who are responsible, compassionate and engaged citizens.”  LCAP actions and services have been identified to support expected outcomes to include the following:  continued development and implementation of the Multi-Tiered System of Supports (MTSS), Positive Behavioral Intervention Supports (PBIS), and social emotional learning curriculum, In Focus.    Key findings from the California Healthy Kids Survey  are as follows: 87% of the students reported feeling safe at school all or most of the time. 87% of the students reported feeling a high level of cennectedness with the school.|Met||2018
34103480136275|Fortune|6|"Fortune annually administers a survey each of its gradespans. Fortune has used a modified version of the California Health Kids survey. This data shows that Fortune Students are highly motivated - with over 60 percent of the students indicated that they are ""always trying to do better in my schoolwork."" It also shows that the adults have high expectations of their scholars and the scholars know it. Over 65 percent of the scholars reported that ""at school there is an adult who always wants me to do my best.""  Although only 20 percent of scholars indicated that ""at school, I do things that make a difference,"" and this is higher than the state average of 15 percent, Fortune believes that we need to find ways to encourage students to participate in meaningful activities."|Met||2018
16739320000000|Reef-Sunset Unified|6|"Reef Sunset Unified School District administered the California Healthy Kids Survey to measure student perceptions of School Safety and Connectedness. We particularly looked at specific questions from the survey based on relevancy. In 5th grade 61% of students reported feeling close to people at school, 82% reported feeling happy to be at this school and 77% reported feeling safe. In 7th grade, 69% of students responded Agree or strongly agree to ""I feel close to people at school."" 62% responded Agree or Strongly Agree to "" I am happy to be at this school"" and 68% responded Agree or Strongly Agree with ""I feel safe in my school. “In 9th grade, 37% of students responded Agree or Strongly agree to ""I feel close to people at school."" 55% responded Agree or Strongly Agree to "" I am happy to be at this school"" and 48% responded Agree or Strongly Agree with ""I feel safe in my school. Based on these reports, the administrative team was asked to analyze the data and respond to it on a site level, in the manner of their choice. It is noted that the older students reported feeling less connected and less safe than their younger counterparts. RSUSD will continue to look at climate data and has created LCAP goals for the next three years in this area."|Met||2018
31103140119214|CORE Placer Charter|6|Surveys were given to families to help better understand the climate of the school and results were very close to what was expected within the six areas targeted for response.  This data was compared to the prior year baseline information to measure growth and additional needs to continue to address through the LCAP.  Some key take-aways from this survey that are in alignment with LCAP goals and data reporting, are as follows:  1) Professional development/parent education had an overall positive response from those who chose to give responses, but the number of responses were limited; 2) In the area of parent outreach and support, the responses showed an 88% satisfaction level, though it was not provided to the degree that was initially desired as noted above; 3) 88% of parents are satisfied with communication through the Parent Square, but it was also moved to an LCAP goal for 2018/19; a specific survey targeting students needs to utilized, so baseline data from a similar survey to the California Healthy Kids Survey will be established this year and compared with past school-developed student surveys which in the past showed that students’ feeling of safety was high, however student feelings of connectedness was less high, in part due to the nature of the school program and their feelings of not having a voice in the selecting/development of activities and classes. As a result, more strategies and emphasis have been and will continue to be put into developing program components to help students feel more connected to the school and their peers,and have a voice in the activities and events. Final key ideas coming out of the family surveys showed a need for full implementation of no-tolerance policies for bullying and harassment at all grade levels, and an increase in support services to ensure safety and appropriate levels of support for students and staff. New surveys will be given to students prior to January 15, 2019 and parent and community surveys will come out around March of 2019 with additional strategies implemented to increase parent participation.|Met|Due to the nature of this IS school program, school climate is harder to measure, as students have the option of attending special enrichment/remediation activities and events. Primary relationships are developed between the PLT and the family and meetings take place at mutually agreed upon sites, hence the measure of school climate is really the measure of the student/PLT/family relationship. Core Placer continues to work on developing and implementing strategies that will enhance student and family engagement on a broader level.|2018
50755490000000|Hughson Unified|6|Our 7th, 9th, and 11th Grade students took the California Healthy Kids Survey in the Winter of 2017 (results below). This survey is administered every other year an will be administered in January of 2019 and the results will be reported to the board in June 2019.  The results from 2017 were presented to our Board of Trustees at the June 2017 School Board Meeting. School Connectedness (Moderate to High): 7th: 91% 9th: 92% 11th: 87% Feel Safe at School (Agree to Strongly Disagree): 7th: 72% 9th: 68% 11th: 62% Caring Adults at School (Moderate to High): 7th: 84% 9th: 77% 11th: 84% Meaningful Participation at School (Moderate to High): 7th: 66% 9th: 63% 11th: 63% .|Met||2018
38684780101352|KIPP San Francisco Bay Academy|6|At KIPP San Francisco Bay Academy, we believe in an open door policy for our parents and families because a partnership between all parties will improve student learning. Each year, the parents, students and teachers are surveyed to gather important feedback on the climate of the school, including overall safety and connectedness. This survey is administered in January of each year and families are encouraged to participate over a 4 week period. Our most recent survey results indicate that 62% of students, 62% of staff and 95% of families responded positively when asked about school safety on an annual survey. We will continue to address this gap in the coming school year.|Met||2018
43693690129924|Kipp Prize Preparatory Academy|6|At KIPP Prize, we believe in an open door policy for our parents and families because a partnership between all parties will improve student learning. Each year, the parents, students and teachers are surveyed to gather important feedback on the climate of the school, including overall safety and connectedness. This survey is administered in January of each year and families are encouraged to participate over a 4 week period. Our most recent survey results indicate that 56% of students, 86% of staff and 81% of families responded positively when asked about school safety. KIPP Prize will address the gap between students and families and staff in the coming school year.|Met||2018
33751760120204|Sycamore Academy of Science and Cultural Arts|6|Sycamore Academy has annually provided a survey to all parents and students in grades TK-8 in order to determine stakeholder perception regarding the school’s social climate, academic effectiveness and communication. The results indicate an overall positive school climate, resulting in a student re-enrollment rate of 97%. Over 90% of the parents that responded to the survey, say that they feel welcome in their child’s classroom. 93% of the parents feel the school is providing enough options for effective communication  with families.  91% of the students surveyed feel that the teacher gives timely feedback and 94% of the students feel that the teachers are willing to make time to give the help that students need.|Met||2018
09100900930131|Rite of Passage|6|Two methods were used to collect student perceptions of school safety and connectedness.  One method was The School Climate Survey and the other was in the form of informal interviews to collect student input on the school program.  The School Climate Survey (a local instrument not associated with the Healthy Kids Survey) provided information from two of the three sites.  According to the Climate Survey (administered to grades 9-12):  78% of students indicated that “Most of the teachers at the school know me” 82% of students indicated “Teachers here treat students with respect” 85% of students indicated “I feel safe at school” Steps are being taken to ensure that all three sites participate in the survey in the 2018-19 school year.|Met||2018
49707146051742|Gravenstein Elementary|6|•Superintendent Schwinn met with representatives from Student Council to review the LCAP goals and receive their feedback. The comments of students were included in the LCAP. •In 2017-18, the CA Healthy Kids Survey (CHKS) was not issued due to the disruption of the CA firestorms in October 2017. However, the CHKS was conducted with 5th and 7th-grade students in the fall of 2018.|Met||2018
48705810137380|MIT Griffin Academy Middle|6|This LEA is new and we plan to administer the SCAI survey later this year  The results will be used as a basis for further actions.|Met||2018
48705816116255|Mare Island Technology Academy|6|"We administered the School Climate Assessment Instrument last year to our faculty and staff. As a result of that survey, we took steps to improve the safety of the campus and the overall school climate. These steps included the hiring of consultants to provide training to the admin on how to increase relational trust with the faculty and staff.  Finally, we purchased an SEL product called ""Thrively"" which we are currently using with our students in Advisory order to reduce stress and improve the classroom environment.  Students are also encouraged to use Thrively for career exploration."|Met||2018
49707146051759|Hillcrest Middle|6|•Superintendent Schwinn met with representatives from Student Council to review the LCAP goals and receive their feedback. The comments of students were included in the LCAP. •In 2017-18, the CA Healthy Kids Survey (CHKS) was not issued due to the disruption of the CA firestorms in October 2017. However, the CHKS was conducted with 5th and 7th grade students in the fall of 2018.|Met||2018
48705814830196|MIT Academy|6|"We administered the School Climate Assessment Instrument last year to our faculty and staff. As a result of that survey, we took steps to improve the safety of the campus and the overall school climate. These steps included the hiring of consultants to provide training to the admin on how to increase relational trust with the faculty and staff.  Finally, we purchased an SEL product called ""Thrively"" which we are currently using with our students to reduce stress and improve the classroom environment.  Thrively is used during our advisory period on a weekly basis.  Students are encouraged to explore career paths on their own."|Met||2018
56725040000000|Mupu Elementary|6|Mupu Elementary School District implemented the California Healthy Kids Survey last year. The focus of this survey is to gather data on whether positive school conditions and climate ensure that all students feel socially, emotionally, and physically safe and that they feel supported and engaged in learning and teaching. Survey participants include 11 students in the fifth grade (65%) and 13 students (100%) in the seventh grade. When students were asked if they felt safe at school, treated fairly, and happy to be at school, 82% of 5th graders and 62% of 7th graders stated they had a high level of school connectedness. When students were asked if teachers and adults at school cared about them and listened to them, 73% of 5th graders and 38% of 7th graders stated they had a high level of caring relationships with adults in school. The remainder of students stated they had a medium level of caring relationships. There were zero responses for a low level of caring relationships. There were 73% of 5th graders and 62% of 7th graders that reported a high level of teachers telling them when they have done a good job and believe in them. 27% of 5th graders and 31% of 7th report a medium level of high expectations at school. When asked whether they feel safe at school, 82% of 5th and 31% of 7th graders said they feel safe at all times. 18% of 5th grades and 46% of 7th graders reported they feel safe most of the time. Teachers and staff use the data to look for areas of improvement and how best to ensure the success of our scholars. Results were presented to our local board November 14, 2018.|Met||2018
01613090114421|KIPP King Collegiate High|6|At KIPP King, we believe in an open door policy for our parents and families because a partnership between all parties will improve student learning. Each year, the parents, students and teachers are surveyed to gather important feedback on the climate of the school, including overall safety and connectedness. This survey is administered in January of each year and families are encouraged to participate over a 4 week period. Our most recent survey results indicate that 89% of teachers, 85% of families and 56% of students agreed that KIPP King Collegiate is a safe and welcoming space for students.|Met||2018
49707140000000|Gravenstein Union Elementary|6|•Superintendent Schwinn met with representatives from Student Council to review the LCAP goals and receive their feedback. The comments of students were included in the LCAP. •In 2017-18, the CA Healthy Kids Survey (CHKS) was not issued due to the disruption of the CA firestorms in October 2017. However, the CHKS was conducted with 5th and 7th grade students in the fall of 2018.|Met||2018
43694500129205|KIPP Heritage Academy|6|At KIPP Heritage, we believe in an open door policy for our parents and families because a partnership between all parties will improve student learning. Each year, the parents, students and teachers are surveyed to gather important feedback on the climate of the school, including overall safety and connectedness. This survey is administered in January of each year and families are encouraged to participate over a 4 week period. Results from our most recent survey indicate that 84% of families, 56% of students and 79% of staff responded positively when asked about school safety on an annual survey.|Met||2018
03100330000000|Amador County Office of Education|6|We administered the California Healthy Kids Survey (CHKS) to students in grades 5,7,9,10,11, and 12 in May 2018. - High School Strengths: Low Substance Use at School, 71st percentile compared to state Low Physical Violence Perpetration 74th percentile compared to state. - Middle School:  Our School Climate Index (SCI) for Middle School students went from the 5th percentile compared to the rest of the state in 2017 to the 36th percentile in 2018 and from the 5th percentile compared to similar schools in 2017 to the 24th percentile in 2018. 81% of our middle school students report they try hard on their school work. Low Substance Use at School 76th percentile compared to state, 77th percentile compared to similar schools. - Elementary School: 81% of our elementary students feel they are treated with respect. 81% feel safe at school.  - Opportunities for Improvement: Our SCI for High School students dropped from the 80th percentile compared to the rest of the state in 2017 to the 59th percentile in 2018 and from the 82nd percentile compared to similar schools in 2017 to the 25th percentile in 2018. We suspect this is due to a broader sample size taking the CHKS in 2018 that is more representative of the entire school population. Nonetheless, this decrease and the overall percentages are concerning. Experienced Chronic Sadness/Hopelessness 39% of 9th graders, 39% of 10th graders, 36% of 11th graders and 40% of 12th graders. - Middle School: While High Expectations and Caring Relationships increased from the 5th percentile compared to state in 2017 to the 10th percentile in 2018 and from the 5th percentile compared to similar schools in 2017 to the 7th percentile in 2018, this is an opportunity for improvement.  - School Connectedness 16th percentile compared to state 4th percentile compared to similar schools. - Elementary: 16% of students said they have high levels of meaningful participation. 49% said they have high levels of caring adult relationships. - Where do we go from here? Each school received a site-level report. Schools created plans to address the areas with opportunities for improvement. Strategies were implemented to address the data. Data cycles were established as many sites created a mini-survey that targeted their area of focus. We are also in the initial stages of a social-emotional curriculum pilot at the elementary level to ensure all students have access in the general education classroom. - At the secondary level, programs such as Where Everybody Belongs (WEB) and Safe & Civil Schools have been implemented to help students feel welcome and safe at school throughout their middle and high school years. We will re-administer the CHKS in March 2019 to measure progress on these goals. - We are putting many resources and effort into LCAP goal 2 around social-emotional wellness and school climate. While we wish for better results, we understand this is a process and it will take time for these efforts to produce the desired results.|Met|Amador County Office of Education’s commitment to a positive school climate is evidenced by the fact that the second of our two LCAP goals is directly related to this area.  It reads, “By 2020, through multiple measures, all students will show an increase in positive school engagement and connectedness with staff, peers, and community, including demonstrating improvement in social/emotional and physical health.”  Action 3 gets even more specific in this area. It reads “Further develop and strengthen welcoming, resourceful, safe and inclusive school climates at every school campus.”  The steps we are taking to fulfill this goal and related actions include support provided by additional school counselors hired by ACUSD, piloting social-emotional curriculum at the elementary level to ensure every student is exposed to this in the general education classroom, implementing alternatives to suspension such as Restorative Justice, providing professional development on the effects of trauma on children and strategies we can use for children who have experienced trauma, and professional development on understanding the mental health needs of students in our classrooms and strategies to assist in this area.  We have also chosen to administer the California Healthy Kids Survey on an annual basis (instead of the required bi-annual basis) in an effort to measure our progress more frequently.|2018
50712330000000|Roberts Ferry Union Elementary|6|The California Healthy Kids Survey was conducted by the Stanislaus County Office of Education in the spring of 2017 to the 7th grade students..The results which have been summarized below were viewed as positive. Regarding key indicators for School Engagement and Support, 95% of the students indicated that they felt a high level of connectedness, 100% of students felt moderate to high that they had caring adult relationships and that adults had high expectations of them. In regards to School Safety, 95% perceived school as very safe or safe with only 5% having a neutral opinion. With evaluating Mental and Physical Health, 0% of the 7th graders responding indicated that they participate in current alcohol or drug use, binge drinking, get very drunk, currently smoke, experience chronic sadness or have considered suicide.|Met||2018
19101996116883|Odyssey Charter|6|In Spring of 2018, Odyssey administered the California Healthy Kids Survey, along with its partner surveys, the California School Climate Survey, California School Staff Survey, and the California School Parent Survey, and intends to administer these surveys annually to identify, strengths and areas of future growth. We selected the survey because of its wide use across the state allows us to compare our results to other schools. Additionally, student voice is instrumental in creating thoughtful, caring and inclusive educational environments.  Findings from the School Climate Report Card suggest we are meeting our goals for a safe and inclusive school climate. Our key data points include: 96% of our students believe our school is safe or very safe; 96% experience positive behavior both in and out of the classroom; 94% believe rules are clear; 93% believe that they have strong social emotional learning supports at the school. Additionally, 88% of our students report that teacher and other grown-ups make it clear that bullying is not allowed at school it is also one of the lowest percentage responses along with 77% of students reporting support from parental involvement in their education. Both of these areas (Anti-Bullying Messages and Parent Involvement in Education) are below the state averages demonstrating an area of growth for our school. Another indicator included in the School Climate Report Card is the Selected Staff-Reported indicators from the California School Staff Survey that are included to facilitate comparisons between student and staff perceptions. This section identifies a shared perception between staff and students in the areas of: Safety at school for students (96%) and 100% of staff feel supported and that it’s an inviting place to work, 94% of students believe adults care about students and 100% of staff believe school is a supportive and inviting place for students to learn, 92% of students’ parents ask about school and 100% of staff believe school is welcoming to and facilitates parental involvement. Moving forward, Odyssey will continue to implement the School Climate Survey, California School Staff Survey and the California School Parent Survey annually and encourage increased participation from all stakeholders, ensure our data analysis includes all stakeholders, improve# our communications to our community on the data with our ultimate goal to help improve the learning environment for all student and staff.|Met||2018
43693690106633|KIPP Heartwood Academy|6|At KIPP Heartwood, we believe in an open door policy for our parents and families because a partnership between all parties will improve student learning. Each year, the parents, students and teachers are surveyed to gather important feedback on the climate of the school, including overall safety and connectedness. This survey is administered in January of each year and families are encouraged to participate over a 4 week period. Results from the most recent survey indicated that 96% of teachers and 86% of families agreed that school KIPP Heartwood Academy is a safe and welcoming space for students.|Met||2018
12627290000000|Bridgeville Elementary|6|Bridgeville School does not CHKS due to the small size of the student population. A local survey to address the same elements surveyed on the CHKS. 1.  Roughly 90% (97% and 86%) of students agreed there were caring adults at school who were good role models. 2. 64% of students agreed they were safe at school. 29% had a neutral response to this question. 3. 57% of students felt they had positive relationships with other students which respected individual differences.   Strengths evident in the results indicate that students believe staff are genuinely concerned and have their interests in mind. This has been a consistent strength over the past two years.  Areas of concern which data identified relate to student attitude about school.  Bridgeville school has added a counselor to support student social-emotional and health needs. These services are included in LCAP Goal #3.|Met||2018
34674390102038|Sacramento Charter High|6|Sac High regularly (at least annually) conducts student surveys and every student in the school is encouraged to share their thoughts on a variety of metrics. The surveys are optionally anonymous to promote honest response. A focus area for these surveys is gauging students’ level of safety and connectedness at school.  In the spring of  2017-2018 school year, the school conducted it’s survey of students and had 73% of students in all grades (9th -  12th)  participate.   Students responded moderately to questions specifically about school safety, with an overall average of 39% for student perceptions of physical and psychological safety at school.  Driving this perception is that 69% of students feel that people are frequently or almost always disrespectful at school, and 25% feel they are likely to be cyberbullied (quite or extremely likely) or worry about violence at school.  With regard to the level of perceived support and the student-teacher relationship, 74%  of students feel is is not, or only somewhat, difficult to get help from an adult and 64% feel that teachers are respectful towards them. Sac High is working with students, parents, teachers and staff to student perceptions of the school climate and will continue to monitor in formal (i.e., survey) and informal means throughout the 2018-19 school year.  Moving forward, the school will reconsider the use of some survey questions so that results are comparable across years to measure progress or slides.|Met||2018
13630730000000|Brawley Elementary|6|In an effort to measure school conditions and climate, BESD administered the California Healthy Kids Survey (CHKS) to students in fifth and seventh grade during the Spring of 2018. In addition, BESD also administered the California Parent Survey and the Staff Climate Survey.  We felt that it was important to view school climate through multiple perspectives.  Nine hundred twenty-one parents, one hundred thirty-two staff members and seven hundred one students participated in the surveys.  Survey questions relating to school connectedness and school safety were analyzed to determine whether or not BESD students, parents and staff feel safe and connected to their school. Our data is based on the School Climate Report Card for each site, which includes data from all three surveys.    School Connectedness (Elementary School State Average:  72%) J.W. Oakley Elementary = 72% (increased from 71% in 2017) Miguel Hidalgo Elementary = 61% Myron D. Witter Elementary = 67% (increased from 61% in 2017) Phil D. Swing Elementary = 66% (decreased from 68% in 2017)  Perceived School Safety (Elementary School State Average:  81%) J.W. Oakley Elementary = 81% (increased from 80% in 2017) Miguel Hidalgo Elementary = 67% Myron D. Witter Elementary = 85% (increased from 73% in 2017) Phil D. Swing Elementary = 74% (decreased from 71% in 2017)  Barbara Worth Jr. High School Climate Index - Secondary Schools (Scaled from 100-500) Overall:  253 (decreased from 255 in 2017) Overall Supports and Engagement:  248 (increased from 225 in 2017) Overall Low Violence & Substance Use:  265 (decreased from 292 in 2017) Perceived School Safety:  240 (increased from 233 in 2017) School Connectedness:  250 (increased from 222 in 2017)  In analyzing our school climate data, the data indicated that parents generally felt that schools were safe; however, the elementary schools were considered safer than the junior high school.   Discipline was considered an issue by staff and students at the junior high school (disrespecting staff, fighting and bullying).  In addition, the staff climate survey indicated that substance use is a problem at the junior high.  Overall, parents, students and staff felt a sense of connectedness.  In response to our data, we have increased our staff to include a Social Worker and a Behavioral Specialist.  We continue to move forward with our Positive Behavior Intervention Support teams at each site.  Schools have been allocated monies for character education, student recognition and attendance incentives.  We need to have students in school and learning.|Met|Presented to the Board of Trustees 9/11/18.|2018
24657890000000|Merced Union High|6|"89% of 9th graders, 87% of 11th graders and 78% of alternative education students responded to the California Healthy Kids Survey in 2017-18.  49% of 9th graders, 54% of 11th graders and 53% of alternative education students responded ""True"" or ""Pretty Much True"" to the statement ""At my school there is a teacher or some other adult who really cares about me."" 56% of 9th graders, 51% of 11th graders and 38% of alternative education students responded ""Agree"" or ""Strongly Agree"" to the statement ""I feel close to people at this school"". 61% of 9th graders, 56% of 11th graders and 52% of alternative education students responded ""Agree"" or ""Strongly Agree"" to the statement ""I feel safe in my school"".  The above data reveals that our district has challenges in terms of school climate.   Five of MUHSD's schools are actively building MTSS structures to improve school climate and analyze services to all students, some and a few students. Many teachers are implementing Project or Problem-Based Learning in their classrooms, and the recent addition of full CTE pathways is allowing more students to experience and actively engage in learning. This is the third year of an internal review process the district calls the Mini-WASC. The evolution of the process over three years is an indicator that the district teachers are embracing change and a more student-centered environment. Results in terms of graduation rates, lower suspensions, etc are yet to be seen."|Met||2018
36750440118059|LaVerne Elementary Preparatory Academy|6|On October 15, 2018, a school climate survey was conducted by scholars in grade 5. The results are as follows:  1. I like school. Never: 12%; Sometimes: 24%; Often: 26%; Always: 38%.  2. I feel like I do well in school. Never: 0%; Sometimes: 26%; Often: 42%; Always: 32%.  3. My school wants me to do well. Never: 0%; Sometimes: 2%; Often: 4%; Always: 94%.  4. My school has clear rules for behavior. Never: 0%; Sometimes: 4%; Often: 6%; Always: 90%.  5. Teachers treat me with respect. Never: 0%; Sometimes: 8%; Often: 24%; Always: 68%.  6. Good behavior is noticed. Never: 0%; Sometimes: 24%; Often: 36%; Always: 40%.  7. I get along with other students. Never: 0%; Sometimes: 26%; Often: 22%; Always: 52%.  8. I feel safe at school. Never: 0%; Sometimes: 22%; Often: 14%; Always: 64%.  9. Students treat each other well. Never: 0%; Sometimes: 24%; Often: 48%; Always: 28%.  10. There is an adult at school that helps me. Never: 4%; Sometimes: 22%; Often: 18%; Always: 56%.  11. Students in my class behave so that teacher can teach. Never: 0%; Sometimes: 22%; Often: 52%; Always: 26%.   A positive from these findings is that scholars at LEPA have teachers who want what’s best for the scholars they serve. Our teachers practice developing a growth mindset and positive reinforcement. This is making the difference in the education of the scholars at our school as the scholars recognize that the school staff want them to do well and they feel respected. Although our scholars work hard to do well, the results of the survey show that they would like further recognition for their achievements. Thus, LEPA utilizes PBIS to provide incentives and praise for positive behavior and academics and we will continue to seek ways to improve scholar satisfaction and enjoyment at school. Furthermore, an area for growth is to provide adults on campus that our scholars can reach out to and provide support beyond the classroom. LEPA is aware of this need.  In the 2018-2019 school, an additional counselor was hired in order to provide more counseling services so that scholars have staff members on campus to talk to and support their socio-emotional needs.|Met||2018
34674390125591|Oak Park Preparatory Academy|6|OPPA conducts quarterly student surveys and every student in the school is encouraged to share their thoughts on a variety of metrics. The surveys are optionally anonymous to promote honest responses, and the school and its classroom teachers invest students in the survey by explaining how the results are used to guide decision-making in the coming months. A focus area for these surveys is gauging students’ level of safety and connectedness at school.  At the end of the 2017-2018 school year, the school conducted it’s 4th quarter survey of students and had 74% of students in both 7th and 8th grade participate.   In the spring of 2018, 93% of OPPA student respondents said they agree or strongly agree that their family knows how they’re doing in school, which indicates families and OPPA are connected and in communication in a way that is easily perceptible to students. Student survey results also indicate students feel connected to their teachers and believe their teachers are guiding them appropriately toward their long-term goals. Eighty-eight percent said their teachers have high expectations for them, and 92% said they think doing well in school is important for the future. In addition, 94% agreed or strongly agreed they know what it takes to be promoted to the next grade, 74% said  they learn something new everyday, and 70% said the lessons they learn each day connect to the real world. Questions around preparing for college also showed positive results. Ninety percent agreed their school is helping them get to college, and 90% said they understand what they have to do to get to college. Also, 84% said their teachers believe they have the ability to go to college, and 84%said their teachers care about their success. Students’ and teachers’ shared investment in long-term achievement demonstrates their connectedness around a shared purpose.    Students responded positively to questions specifically about safety, as well.  Seventy-eight percent said their school is a safe environment for them to learn, and 67% said the school is a clean, safe, and comfortable place to learn.   Sixty-seven percent of students feel their classmates encourage them to do their best and 64% said other student help them succeed in school.  Seventy-three percent also said there is an adult they can talk to at school when they need to do so and 77% said adults at OPPA care about and respect them. Overall, OPPA students indicated that they feel safe and have support within the school.|Met||2018
37683380000000|San Diego Unified|6|"The district has conducted a census administration of the California Healthy Kids Survey (CHKS) at the secondary level for many years, initially on an every-other-year basis. Starting in 2016, the grade 5 survey was added and a switch was made to annual administration.   Based on 2018 survey results, 76 percent of grade 5 students reported that they feel safe at school most or all of the time. For the secondary level, 57 percent of grade 7 students, 50 percent of grade 9 students, and 52 percent of grade 11 students reported that they feel safe or very safe at school.   The CHKS includes a scale for school connectedness, derived from responses to five survey questions. Elementary schools have a 4-point scale and secondary schools a 5-point scale. For comparison purposes here across grade levels and to the component questions, the scales have been converted to 100 points.   Overall, the school connectedness scale scores were: grade 5 – 76.3; grade 7 – 70.8; grade 9 – 68.4; and grade 11 – 68.4. For the individual questions that contribute to the scale, the results that follow are percentages of students at grade 5 who responded ""most or all of the time"" and at secondary, students who ""agreed or strongly agreed."" The results, by question, follow:  • ""Feel close to people at school"" — grade 5 – 56; grade 7 – 66; grade 9 – 61; and grade 11 – 58  • ""Happy to be at school"" — grade 5 – 73; grade 7 – 58; grade 9 – 54; and grade 11 – 53  • ""Feel part of school"" — grade 5 – 72; grade 7 – 55; grade 9 – 50; and grade 11 – 49  • ""Teachers treat students fairly"" — grade 5 – 81; grade 7 – 53; grade 9 – 51; and grade 11 – 55  • ""Feel safe at school"" — grade 5 – 76; grade 7 – 58; grade 9 – 51; and grade 11 – 54"|Met||2018
15636100000000|Maple Elementary|6|Maple has not had any students suspended from school in the past three years. We have workked hard with our Shared Responsibiltiy Framework to increase positive experiences and Mindset to that of supportiing student sin being successful and helping them to make the best possible choices for the community and for themselves. Our survey resdults: % of 117 responses from 4th-8th graders participating in survey (agree or strongly agree) Survey Questions: I understand and follow school expectations and rules. Outcome: 89.2% Survey Questions: I am rewarded or acknowledged for appropriate behavior in school. Outcome: 70.3% Survey Questions: I feel comfortable with what I am learning in school. Outcome: 87.6 Survey Questions: The teachers make learning fun. Outcome: 68.6% Survey Questions: The school's expectations are enforced. Outcome: 72.7% Survey Questions: My school has a plan for working with students who do not follow the school's expectations. Outcome: 64.5% Survey Questions: In general, the environment in school is positive and safe. Outcome: 72.7% Survey Questions: Students in school show respect to each other. Outcome: 48% Survey Questions:All school staff members are friendly and helpful. Outcome: 75.3% In response to this data we have set up focus groups to determine if there is a culture change that needs to occur in our school climate of if we had a few students or a class of students who responded negatively based on one or a very few instances or percieved instances. In this very small community the number of data points is very limited and can be impacted by very few responses.|Met||2018
20652430000000|Madera Unified|6|In 2017-18, Madera Unified administered the Panorama Student Survey which targeted four areas of interest (School Belonging, School Climate, School Engagement, and School Safety).  Over 7,500 students from grades 5-10 participated in the survey.   Results from the 2017-18 survey indicate that students in grades 6-10 are feeling as safe at school (SCHOOL SAFETY) as the results from 2016-17 (no % change).   When 2017-18 survey data related to school safety are analyzed along gender lines, male students in grades 6-10 have a higher favor-ability rate of 57% compared to female students at 53%.   5th grade (61%), 6th grade (62%), 7th grade (51%), 8th grade (52%), 9th grade (54%), 10th grade (53%). Results related to SCHOOL BELONGING indicate that student perceptions of contentedness bounced back for the school district as the favorability rate in grades 6-10 is up 4% from the 2016-17 school year, returning to the 2015-16 school year level.  When 2016-17 survey data related to school belonging are analyzed along gender lines, male students in grades 6-10 have a higher favor-ability rate of 45% compared to female students at 42%.  As for a grade level breakdown, the favor-ability rate starts to decrease from 6th grade and onward. 5th grade (64%), 6th grade (53%), 7th grade (47%), 8th grade (43%), 9th grade (36%), 10th grade (36%).    Additional work will be done to understand the root causes of the results above.  A major focus will be on determining ways to improve student engagement by fully understanding what accounts for the results and developing change ideas for improvement.|Met||2018
10622650116640|Dunlap Leadership Academy|6|The local climate survey is administered to all students in grades 3-12 in KCUSD, including students at Dunlap Leadership Academy.  This survey provides data on overall school climate and culture as it pertains to student safety, expectations for both behavior and academic achievement, as well as expectations beyond graduation.  Through an analysis of the survey results, it is evident that DLA has been successful in meeting student academic needs.  99% of students feel that the school provides them with a good overall education. 90% of students feel that DLA provides students with the opportunity to take all the classes they are interested in taking.    In addition, it is clear that student behavioral needs are being met as evidenced by both student survey results and our recognition as a gold level model school award recipient with the Fresno County Office of Education.  For example, 96.2% of students in grades 9-12 at DLA feel safe in the hallways, bathrooms and on the school campus.  100% of students at DLA feel that there are clear expectations for behavior at school.  91% of students also agree that there are clear consequences for breaking rules and 92% of them feel that the school is calm and under control.   It is clear that communicating student expectations and consequences for violations is a strength at DLA, contributing to a “safe” feeling on campus.    Student perception of school connectedness is an identified area of growth.  Only 48% of students feel that the school provides co-curricular opportunities to connect with school.  Moving forward, plans are in place to make additional club, CTE, and athletic opportunities available to students at DLA.  Teachers have volunteered to advise after school clubs, we have purchased additional licensing for online CTE opportunities, and athletic options are being explored for students.  We recognize the importance of finding connections for students with school outside of traditional academic connections.|Met||2018
41689240000000|Jefferson Union High|6|Lat year, a local survey was administered to measure school climate. However, we wanted to use a survey tool that is research-based, valid and reliable. For that reason, the District decided to administer the California  Healthy Kids Survey (CHKS) to the 9th and 11th grade students. The results indicated that we need to focus on students feeling connected to school and that each student feels that there is at least one caring adult on campus. Moving forward we will be identifying 3-5 questions as baseline for the school climate indicator.|Met||2018
57727020000000|Winters Joint Unified|6|The Winters Joint Unified School District annually administers the California Healthy Kids Survey (CHKS) in grades 5, 7, 9, and 11. The results of the survey from the 2017-2018 school are as follows: > School Connectedness: Grade 5 = 96%; Grade 7 = 91%; Grade 9 = 84%; Grade 11 = 90%; Alternative Education = 100% > School Safety: Grade 5 = 90%; Grade 7 = 90%; Grade 9 = 91%; Grade 11 = 92%; Alternative Education = 100% Perceptions of School Connectedness and School Safety remain high throughout the District. To address the transition between school sites and perceptions of school connectedness, the District has implemented a number of new student mentoring programs, including Link Crew at Winters High School. Additionally, Goal 3 of the LCAP identifies specific action items to increase the social-emotional well-being of students by strengthening co-curricular and extracurricular activities.|Met|Methodology: Data collected from the California Healthy Kids Survey (administered in the Spring of 2018) was presented to the Board of Trustees in September of 2018 and reviewed by District Leadership Team members.|2018
49706070000000|West Sonoma County Union High|6|The District administered the CHKS to 9th and 11th graders in the spring of 2018.  The response rate was 83%,  Results show the following percentages of agreement with the statements listed:  64% say that there is a teacher or adult that really cares about them.  73% say they feel safe at school.  42% says parents feel welcome to participate in the school.  35% experienced harassment of some kind on school grounds in the last 12 months, 27% have used drugs in the last 30 days, 11% on school property.  43% have used an e-cigarette or other vaping device.  The district will further examine results to determine changes in actions to the LCAP to address these issues.|Met||2018
49706070135327|West County Charter Middle|6|Results from the CHKS show that 82% of the 7th graders responded to the survey.  The following are the key findings:  64% say there is a teacher or adult at the school that really cares about them. 74% says they feel safe at school.  56% say their parents feel welcome to participate in the school.  29% they have experienced harassment at school.  There no reports of drug use.  16% have used an e-cigarette or a vaping device.  The school will increase parent engagement efforts, address harassment and tobacco use.|Met||2018
19647336019392|Superior Street Elementary|6|Superior administered the 2017-2018 School Experience Survey. The following are the results that pertain to school climate:  Students who reported being happy at school-90% Students who reported feeling like they are a part of their school-86% Students who feel safe at school-93% Students feel adults treat them with respect-83%|Met||2018
41690470129759|Design Tech High|6|Every year the school sends out a fall and spring survey to students asking about the overall educational program, school safety and connectedness. The surveys have provided consistently positive results regarding these issues. In our most recent survey, 95% of students reported feeling positive about the school, and 94% of students reporting feeling safe at school.  These are very positive outcomes and we will continue to devote resources to developing a safe and inclusive school community.  Additionally, 66% of the students reported that design thinking is teaching them how to solve problems.  This is a key part of our educational model and this number is lower than we expect for our school.  We are in the process of using this data to redesign our design lab classes to improve this number.|Met||2018
21653340000000|Kentfield Elementary|6|In the Spring of 2018, students in grades 3-8 participated in the first administration of the Youth Truth Survey. Youth Truth was chosen because it taps into the school experience for all stakeholders on measures other than academic achievement.  Kent School Culture Response Distribution (% of students who agree or strongly agree with the statement): I think my classmates want to do well in class: 59% agree or strongly agree Most students in this school treat adults with respect: 44%   Most adults in this school treat students with respect: 60%   Discipline in this school is fair: 41%   Adults in my school respect people from different backgrounds: 78%   Bacich Classroom Culture Response Distribution (% of students who said “Yes, very often” in response to the statement): Does your class stay busy and not waste time? 29% said “Yes, very often”  Do students behave well in your class? 18%  Do students in your class treat the teacher with respect? 45%  Can you find the things you need in your classroom? 88%  Do adults in your school respect people from different backgrounds? 89% said “Yes, very much” Kent School Safety Questions (5 point scale): I feel safe from harm while in my home (4.47), in my neighborhood (4.29), in my classes (3.98), at school in general (3.84), going to and from school (3.83), outside the buildings on school property (3.74), and in the hallways, bathrooms, and locker rooms at school (3.61). During this school year, 39% say other students have bullied or harassed them. Bullying was reported to be 72% verbal, 70% social, 28% physical and 20% electronic. Bullying was perceived to have been based on looks (41%), how much money the family has (21%), race or skin color (19%), because people think they’re gay (19%), where their family is from (16%), sex or gender (14%), a disability they have (14%), their religion (11%), and other reasons (32%). Bacich School Safety Questions (3 point scale) I feel safe from harm while going to school (2.79), while at school (2.72), in the hallways of my school (2.66), on the playground (2.65), in the bathrooms at school (2.48). During this school year, 31% of students say other students have bullied or harassed them. Fifty percent report having been verbally bullied, 39% socially, 20% physically, and 4% electronically. Students attribute the bullying or harassment to their sex or gender (46%), a disability they have (33%), how they look (13%), their race or skin color (9%), where their family is from (7%), their religion (7%), how much money their family has (2%), and other reasons (37%).  At face value, this data is concerning. Staff at Bacich and Kent are taking stock of what Youth Truth data is telling us and deciding what to work on first. Another round of data collection will help focus that work.|Met||2018
12628286116289|Freshwater Charter Middle|6|California Healthy Kids Survey was administered to seventh and eighth graders in 2017-18.  Perceptions of school safety are as follows: -The School Climate Index for students that reported feeling safe at school most or all of the time was 304.  This is a decrease of 80 points from the prior year. -The School Climate Index for students that reported having a caring relationship at school was 316.  This is a decrease of 53 points from prior year. Full results of the school climate report card were reported to the board on 11/13/18.|Met|This school climate data is used to inform LCAP Goal #3.|2018
19647330100800|Central City Value|6|The Central City School Climate Survey, which was administered in October of 2018, was modified from the 2017-18 survey. The survey was doubled in length from 15 to 30 questions to make it more in keeping with the California Healthy Kids Survey.  The 2018-19 version included new questions on healthy choices, mental health, and student behavioral issues such as bullying.  A total of 431 surveys were successfully completed from the school population of 465, representing all four grades levels (9-12) and a 92.7% completion rate.  The survey results were overall very positive with a few areas that will need follow-up discussion and possible steps for improvement.    First, on the positive side, almost all questions relating to faculty and staff interactions with students were favorable or highly favorable.  In general, it seems that students view their faculty and staff favorably, can trust them, feel that they in turn are respected by them, and that their teachers care about them.  They also feel that the school promotes and encourages students to do well and prepares them for college and university success.    On the other hand, areas for follow-up tend to focus on student-student interactions or student-based issues.  Three questions might need to be addressed.  First, one question which asked if students would try to stop bullying if they witnessed it, only 37% agreed.  As a school that is based on values, including respecting everyone, this is inconsistent with our philosophy and should be addressed in multiple formats to be determined.  The other two questions related to drug/alcohol use and vaping/cigarette smoking among students at Central City.  Roughly a third of all students in each case (29% and 30% respectively) disagreed that students avoid each behavior, while approximately a third agree that they do (30% and 32% respectively).  These two issues will need further investigation and perhaps some educational or intervention program.|Met||2018
04733790000000|Pioneer Union Elementary|6|89% of our families said their child felt safe at school. Of our 35 families 18- strongly agree their child felt safe at school, 13 agreed, 1 disagreed, 1 strongly disagreed and 2 were not sure.|Met||2018
30664230131417|GOALS Academy|6|Due to the newness of our charter school and the Dashboard requirement, this survey will be administered for the first time during the 2018-2019 school year.|Met|The 2018-2019 school year will be the first year that the California Healthy Kids Survey will be administered due to the newness of our charter school. It will then be administered every school year and analyzed for perceived patterns and areas of strengths and challenges.|2018
31667870126664|Alta Vista Community Charter|6|AVCCS implements a variety of programs designed to increase student engagement with, and connection to, their school community. Such programs include Student Council, Class Representatives, Classroom Buddies, and SuperBucks.   93.6% of students responding to the LCAP Survey report that AVCCS has a positive and welcoming atmosphere for students and 91% of stakeholders responding to the LCAP Survey report that AVCCS maintains a positive school climate where students feel safe, valued and connected.  Auburn Union School District administered the California Healthy Kids Survey to all Grade 5 students, including AVCCS students.  CHKS survey results indicate high levels of school connectedness and academic motivation among students.  CHKS results also indicated that students feel safe and have access to caring adults at school.  AVCCS incorporates several social/emotional learning tools, including PBIS, Life Ingredients and Toolbox.  We will continue to focus on improving the learning environment for students through restorative justice practices to increase our students’ abilities to navigate social and emotional challenges at school with the ultimate goal of increasing their resiliency.  As indicated in the California School Dashboard, the suspension rate for the 2017 reporting period was in the green performance range at less than 2%.  AVCCS’ social emotional support programs, are designed to assist students in learning appropriate school behaviors which contribute to a reduction of school behaviors that lead to suspensions.|Met||2018
01611920000000|Hayward Unified|6|We annually administer California Healthy Kids Survey to 5th, 7th, 9th and 11th grade students enrolled at all schools within district.  This survey includes questions on perceived safety, relationships and student engagement.  In 2017-2018, overall participation was 74.22% with 16 schools over 70%.  Target questions address Safety: ’ Do you feel safe at school?’(elementary) / ‘I feel safe at my school’ (secondary); and School Connectedness:  ‘Do teachers and other grownups at school care about you?’ ‘Do teachers and other grownups at school listen when you have something to say?’(elementary)/’At my school there is a teacher or other adult who really cares about me,’ ‘At my school there is a teacher or other adult who notices when I’m not here,’ ‘At my school there is a teacher or other adult who listens to me when I have something to say.’ (secondary).  Reported are rates of positive response from surveyed students ‘yes, all of the time’ and ‘yes, most of the time’ for elementary students and ‘agree’ and ‘strongly agree’ for secondary students.    Overall, 50% of students across all participating grades reported feeling safe at school, with the elementary, middle and non-traditional high school students more likely to report feeling safe all or most of the time, 68%, 54% and 53% respectively.  High school students were less likely to have feelings of safety, with 39% of 9th graders and 27% of 11th graders in traditional high schools feeling safe at school all or most of the time.    Twenty eight percent reported a connection to an adult at school, with elementary students being more likely to report a strong relationship in contrast to middle and high school students.  46% of elementary students agreed all or most of the time, with 25% of middle school students and 18% of 9th grade, 25% of 11th grade and 15% of nontraditional high school students, agreeing or strongly agreeing.    These results are less positive than previous year, specifically in area of students reporting they feel safe at school.  Over the last year there have been national and community challenges impacting overall feeling of safety for students, staff and families.  This data highlights need to be intentional and targeted to ensure safe, positive environment.  Our schools continue to implement Positive Behavior Intervention and Supports (PBIS), Restorative Practices (RP) and Coordination of Services Teams (COST) to support students within our school communities.  Additionally, schools are developing tools to seek student voice to learn more about ways to strengthen school connectedness and student to adult relationships at school.|Met||2018
12629760000000|Pacific Union Elementary|6|These results are taken from the 2017 – 2018 school year California Healthy Kids survey for grades 5 and 7.  School Climate – Student Survey (2017-2018) Grade 5 - Pacific Union School Question – Rating - Percent Responding *   Do you feel close to people at school? Yes, all of the time 25  Yes, most of the time 46  Yes, some of the time 21  No, never 7 Are you happy to be at this school? Yes, all of the time 39  Yes, most of the time 43  Yes, some of the time 7  No, never 11 Do you feel like you are part of this school? Yes, all of the time 50  Yes, most of the time 36  Yes, some of the time 7  No, never 7 Do teachers treat students fairly at school? Yes, all of the time 36  Yes, most of the time 46  Yes, some of the time 11  No, never 7 Do you feel safe at school? Yes, all of the time 42  Yes, most of the time 35  Yes, some of the time 19  No, never 4  School Climate – Student Survey (2017-2018) Grade 7 - Pacific Union School Statement – Rating - Percent Responding *  I feel close to people at this school. Strongly agree 20  Agree 51  Neither disagree or agree 20  Disagree 7  Strongly disagree 2 I am happy to be at this school. Strongly agree 32  Agree 34  Neither disagree or agree 24  Disagree 10  Strongly disagree 0 I feel like I am part of this school. Strongly agree 36  Agree 33  Neither disagree or agree 15  Disagree 13  Strongly disagree 3 The teachers at this school treat students fairly. Strongly agree 30  Agree 35  Neither disagree or agree 20  Disagree 13  Strongly disagree 3 I feel safe in my school Strongly agree 26  Agree 42  Neither disagree or agree 18  Disagree 8  Strongly disagree 5  *  Total percentages for each statement may not equal exactly 100% due to rounding.|Met|Our school mission is to educate our students to become lifelong learners who will contribute productively to the world they inherit. Pacific Union strives to address the diverse needs of all students. In partnership with the community, Pacific Union’s highly-qualified staff members provide a safe and healthy environment where students experience opportunities to become positive and successful citizens under the umbrella of our Code of Conduct, where the entire Pacific Union community (staff, parents and community members, and students) practices being safe, responsible and respectful.  Pacific Union implements the Second Step program and has a schoolwide positive discipline Code of Conduct.  We utilize the results of the California Healthy Kids Survey, LEA-designed surveys, and the School-wide Information System as part of the Positive Behavioral Interventions and Supports to collect, summarize and use data for decision-making. Expectation Station signage is posted prominently, and students who observe the expectations at an exemplary level are honored with “Golden Tickets”.  Golden Ticket recipients are honored at monthly Golden Ticket assemblies, which focus on a relevant theme. We have a dynamic counseling program, and we work closely with Humboldt State University to utilize its psychology and social work fieldwork students in our program to develop positive behavior supports, create friendship groups, and provide group and individual support.|2018
12627450000000|Cutten Elementary|6|School Climate Survey for Students - Analysis  Fifth and sixth grade students were surveyed, to capture a valid measure of their perceptions of school safety and connectedness.  Out of 87 fifth grade students, 83 responded.  In sixth grade, 72 of 76 students responded to the survey.   Results of the survey show an overall positive sense of feeling safe and connected to school.  There were 155 student responses.  The figures below indicate the percentage of students who agree or strongly agree with the statements: Local Survey I feel close to people at school = 68% I am happy to be at this school = 85% I feel like I am part of this school = 82% The teachers at this school treat students fairly = 79% I feel safe in my school = 85%  California Healthy Kids Survey (most or all of the time) I feel close to people at school = 65% I am happy to be at this school = 83% I feel like I am part of this school = 85% The teachers at this school treat students fairly = 95% I feel safe in my school = 90%  Comparing this year’s local survey responses to those from last year, the following are figures to note:  there was a slight decline (4%) of students who agree or strongly agree with the statement I feel close to people at school.  Although not a significant drop, the percentage of students who feel close to others was already the lowest of the five statements being considered. Staff will continue with strategies to make connections with all students. At the first site meeting at both schools, the complete roster of students was enlarged. Each teacher went through the list and identified which children they know, and how they know them. This gives us a picture of those students who may be on the periphery.  We have also fully implemented a “Hugs and High Fives” system, based on the Check-in, Check-out model, to provide a daily personal connection with identified students who exhibit problem behaviors and/or a disconnect to school. “Hugs and High Fives” provides frequent, consistent feedback and positive reinforcement.  The percentage of students increased who agree or strongly agree with the following statements:  I am happy to be at this school, The teachers at this school treat students fairly, and I feel safe in my school.  The implementation of Positive Behavior Intervention Supports (PBIS) has had a positive impact on school climate. Fifth grade students completed the California Healthy Kids Survey (CHKS) in the spring of 2018.  Comparing the data from our local measure to responses from the CHKS reveals results that are within a few percentage points for four of the five statements listed above. An exception is the response to the statement The teachers at this school treat students fairly.  In the local survey, many students marked “neutral.” Only four students “disagreed” or “strongly disagreed” with the statement. These students will be provided support and opportunities to express their concerns on an individual basis.|Met||2018
31750850137927|Placer Academy Charter|6|As Placer Academy opened in August of 2018, we have no data to date on this.  However, Placer Academy Charter will administer the California Healthy Kids Survey (CHKS) in 2019. Results will serve to measure the school’s progress on state Priority 6, School Climate.|Met||2018
37768510000000|Bonsall Unified|6|Bonsall Unified School District uses a climate survey tool to annually monitor the status of the school environment for students, parents, staff and community members.  The District Climate (LCAP) survey is administered annually to all three school levels. Parents, students, and staff took the survey with their responses regarding feeling welcome and safe on campus scoring 76%, 65%, and 72%, respectively. The purpose of this methodology is to track climate changes over time. Overall, the key indicators reported on the Climate Survey demonstrates a small drop in school climate for parents,students, and teachers attending schools in the Bonsall Unified School District. The District and all sites have implemented more safety trainings, along with the addition of a counselor at the secondary level to support student needs.  The data is showing a need for clear expectations and consequences as reflected by all three groups. The data from the surveys are presented annually to the School Board during a public meeting.|Met|The administration of the survey, collection of data, and analysis of the data is completed by the survey agency to ensure the data collected in not influenced by staff members.|2018
24657300000000|Le Grand Union High|6|The CHKS survey was administered to grades 9, 11 by the LEA during the spring of 2017.  Two questions that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness.  These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school.  52.5% of students say they feel connected with their school.  2. The questions relating to school safety.  These questions measure whether students feel safe at school.  60.5% of students say they feel safe at school.|Met||2018
54718290000000|Buena Vista Elementary|6|All the results from our most recent California Healthy Kid Survey indicate that most students feel safe at school and are making healthy choices for themselves in relation to drugs, alcohol and tobacco use. Buena Vista wants to continue positive growth. While 75%-100% feel safe and supported at Buena Vista, we want that to be 100%. We have 7% that indicated that they have experienced bullying while on campus. We want to bring this to 0%. We want to provide education in an atmosphere of kindness, where the kids see the importance and promote it to each other; while also providing an outlet for the victim to share experiences with staff or privately through a private or even anonymous email. Also, while most of our kids have not experimented with drugs, about 5% have tried marijuana or an inhalant more than once. Buena Vista will continue to focus efforts on the safety and welfare of our students through education and communication. We are presently participating in a grant with the Tulare County Office of Education  and in partnership with the Tulare County Sheriff’s office to provide tobacco and drug education.  Even though we are in the early stages of this opportunity, we are already seeing the positive relationships that are being developed with the students and our law enforcement representatives.   We are scheduled to administer the Healthy Kid Survey again this fall. We will compare results and revisit our goals for student safety and welfare.|Met||2018
19651361996263|Opportunities for Learning - Santa Clarita|6|OFL-WSH conducted local climate surveys to gather feedback from students, school personnel, and parents for the 2017-18 school year. In compliance with state requirements, OFL-WSH administered the Comprehensive School Climate Inventory (CSCI) in spring 2017 and will administer this survey again in spring of 2019. Surveys measured school climate perceptions in: Safety, Teaching and Learning, Interpersonal Relationships, Institutional Environment, and Social Media. Analysis and evaluation of the data findings were conducted to help guide LEA’s decision making and impact future actions. The findings showed consistent positive perceptions across stakeholders and subgroups. Scores, across all stakeholder groups, showed a median rating of 4 or above in most categories reflecting a positive attitude. School personnel had the highest rate of positive responses, followed by parents, and then students. There were no median scores lower than 3.4. While overall median scores were high, several subcategories had lower median scores across all subgroups of participants. Social-Emotional Security in Safety, Social and Civic Learning in Teaching and Learning, and Social Media tended to show lower positive perception median rankings.  OFL-WSH continues to exhibit areas of strength especially with Interpersonal Relationships and Safety based on the survey results. Challenges include providing a sense of social-emotional security, establishing the importance of social and civic learning, and ensuring safe social media experiences. The school continues to build on establishing a rich social-emotional program. Anti-bullying events are conducted regularly, mental health awareness info and strategies are incorporated into daily announcements and mini-lessons, groups such as Girl Talk and Man Cave are offered centered around social-emotional learning. Character Education has been expanded, and student council groups are now fully established at every school location. Sports program awareness and participation continues to grow and has contributed to school pride, student engagement, and an increased sense of school community. Service Learning trips have been added to the experiential learning Pathways trips with a focus on social and civic learning. Each school location also participates in Mock Elections and voter registration drives. OFL-WSH continues to require 10 hrs of community service as a graduation requirement and community service opportunities have been expanded.  Ensuring safe social media experiences continues to be challenging as technology and platforms rapidly change. OFL-WSH has established a policy of appropriate norms and behaviors that are expected and enforced. The Character Education and Health courses incorporate lessons that reinforce appropriate social media behaviors and the mental health awareness program tackles the issue as well. This area will continue to be a target for improvement so positive perceptions increase for all stakeholders.|Met||2018
42750100000000|Cuyama Joint Unified|6|The CHKS survey was administered to grades 5, 9, 11 by the LEA during the spring of 2017.  Two questions that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness.  These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school.  52.0% of students say they feel connected with their school.  2. The questions relating to school safety.  These questions measure whether students feel safe at school.  65.3% of students say they feel safe at school.|Met||2018
21653590000000|Lagunitas Elementary|6|The locally-developed comprehensive Long-Range Plan survey (and subsequent community forum) provided as well as a student survey provided an opportunity for all stakeholders to share information related to their perceptions about school climate.  Across all grade levels students gave extremely positive reports about their perceptions of school in terms of emotional and physical safety and expressed generally good feelings about the school. Of 32 respondents across all grades, 25 reported (in their own words) positive feelings about the school and staff.  Students regularly said they appreciated the freedom they have as students.  Several said that they “love” their teachers. Among the 7 students who did not report positive feelings about the school climate, concerns about the rigor or relevance of the academic program were mentioned.  Although participation was significant, the District could generate better data by encouraging more students to participate in the survey.|Met||2018
42691790000000|College Elementary|6|The CHKS survey was administered to grades 5,7 by the LEA during the spring of 2017.  Two questions that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness.  These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school.  65.5% of students say they feel connected with their school.  2. The questions relating to school safety.  These questions measure whether students feel safe at school.  87.5% of students say they feel safe at school.|Met||2018
36676370000000|Bear Valley Unified|6|The California Healthy Kids Survey was administered in 2017-18.  Participation rates were 5th grade at 52%, 7th grade at 89%, 9th grade at 77%, 11th grade at Big Bear High School at 72%, and 11th grade at CT High School at 72%. School safety key findings are 83% of 5th graders indicated a high level of feeling safe at school. 78% felt students were treated with respect. 49% felt that students were well-behaved. 52% felt they had had rumors spread about them. In 7th grade, 74% of students rated the level of school safety as high, a drop from 78% in 2016. In 9th grade, 54% indicated the schools to be very safe or safe, a drop from 73% in 2016, and in 11th grade at BBHS, 73%, an increase from 72% in 2016, and at CT, 65%.  In response to the dropped level of perceived safety, Behavior Interventionist Support (BIS) persons are at elementary sites. In addition, staff at BBMS received Expect Respect training to teach and expect respectful behaviors. Districtwide, ALICE (active shooter response training) is being implemented and will be completed by fall, 2019.  Students also indicated levels of Connectedness on the CA Healthy Kids Survey. In 5th grade, 58% felt highly connected to their schools, 56% felt academically motivated to do well in school all of the time and 61% believed expectations for the learning were high. 49% felt they had caring adult relationships at schools. 7th grade, 68% of students reported a high level of connection to schools and 61% believed the expectations to be high while and only 51% felt motivated to do well in school. 35% rated caring adult relationships as high. In 9th grade, 36% of students reported a high level of connection to their school and only 34% believed the expectations to be high. 22% believed there were caring adult relationships and 26% were academically motivated. Finally, in 11th grade, 50% of students at BBHS felt a high level of connectedness, and 56% at CT. At BBHS, 48% felt there were high expectations, and at CT, 65% reported high expectations. At BBHS, 51% felt there were caring adult relationships and at CT, 44%. Only 24% at both BBHS and CT felt academically motivated. A full time counselor at BBMS runs the Student Assistance Program (SAP) that empowers students to work together. At BBHS, there are two full time counselors and a Drug and Alcohol support counselor.   A Cyber Security class was added for increased student engagement. (LCAP Goal 3 – Increase engagement levels of students, specifically Actions and Services 3.4.)  In TK – 8, enrichment opportunities such as robotics, STEM, Art, Yoga, Coding, Spanish are offered after school with transportation once a week in alignment with LCAP Goal 3) Increase engagement levels of students, specifically Actions and Services 3.7: offering enrichment and/or intervention opportunities at every site. This information was shared with the Governing Board on November 7, 2018 at a regularly scheduled public hearing.|Met||2018
21653000000000|Bolinas-Stinson Union|6|The Bolinas-Stinson School District contracts annually (for the last three years) with the National School Climate Center to provide a research-based comprehensive tool to gather data about overall school climate.  The CSCI is given to students, parents and staff in the spring and results are generally available in the fall of the next school year.  The survey asks questions and provides data about attitudes and beliefs related to 11 dimensions of school climate: Rules and Norms, Physical Security, Emotional Security, Support for Learning, Social and Civic Learning, Respect for Diversity, Social Support from Adults, Social Support from Students, School Connectedness/ Engagement, Physical Surroundings and Impact of Social Media.   Two additional dimensions are explored with school staff: Leadership and Professional Relationships The complete survey results are posted on the District website.  In summary, the data for 2018 was positive: • 90 people participated in the survey. (School enrollment was 104) • None of the dimensions generated aggregate scores in the negative range.  • Overall scores are neutral or high in all categories and across all three groups.  • The lowest scoring dimension across all three groups (Social Media) was rated neutral.  • High scores were reported across all three groups in Physical Surroundings and Respect for Diversity.  Areas of Concern: • There are some notable discrepancies between sub groups in perception of physical security with students providing a high rating and staff and parents providing neutral ratings and in Adult Social Support with staff providing high ratings and parents and students providing neutral ratings.  This shows a possible disconnect between student perception of adult support and adult beliefs about their own practice.  • Concern was expressed at the Board level about the survey’s inability to disaggregate data by grade level- an effect of a very small student population where disaggregated data could be used to identify individual students and teachers.   • Individual data showed that despite mostly positive and minimally neutral scores in some areas, individual student or perhaps student in a single class may have provided some negative feedback that was not visible in aggregate.|Met|Staff is re-considering the use of the survey to determine if there is another tool that might provide valid disaggregated data without compromising student and staff confidentiality.|2018
47704170000000|Montague Elementary|6|Montague Elementary School District collects and analyzes data using two primary instruments; the California Healthy Kids Survey, and a local school climate survey.  A summary of local data is included.  Strengths   1.       I am welcome to participate in my child’s school.  97% Agreed 2.       Adults at this school challenge my child to do better. 95% Agreed 19. This school offers opportunities for parent involvement. 95% Agreed 17. This school does a good job of teaching my child’s responsibility and accountability. 92% Agreed 14. The school facilities are clean and well-maintained. 92% Agreed   Written Comments:   Good Communication (Mentioned 5 times) Teachers and Staff (Mentioned 6 times) Education (Mentioned 3 times) Sports (Mentioned 2 times) Recommendation: continue to develop partnerships with parents, hold students accountable and maintain a clean facility   School Needs or Areas of Improvement   18. This school has good public image. 30% Disagreed 8. Overall the school preforms well academically. 22% Disagreed 4. Homework is productive and supports learning in the classroom. 19% Disagreed 7. I believe my child is receiving the education to prepare him/her for the future. 19% Disagreed 13. Order and discipline are consistently maintained.  19% Disagreed 3. Good teaching is important at this school. 16% Disagreed  Written Comments: No split classes (three students that will be pulled next year) After School (Mentioned twice) Discipline Accountability and follow through for staff   Recommendations   Based on the perceived needs for school improvement and SSC input, it is recommended that:   1.   The school’s instructional model be improved with a strong focus on school wide effort to improve student motivation for learning 2.   Provide accurate and reliable data to parents 3. Focus of provide smaller single grade level classes through restructuring of staff assignments|Met||2018
24656980000000|Hilmar Unified|6|"HUSD adminsters the CHKS every year at the 5th, 7th, 9th, and 11th grades and also to all students in Alternative Schools prgrams.  The following are the student results:  5th grade:  CHKS ""school connectness"" 47%, ""caring adult at school"" 82%, ""feel part of the school"" 64%, ""school safety"" 81% 7th grade:  CHKS ""school connectness"" 32%, ""caring adult at school"" 66%, ""feel part of the school"" 72%, ""school safety"" 73% 9th grade:  CHKS ""school connectness"" 24%, ""caring adult at school"" 64%, ""feel part of the school"" 69%, ""school safety"" 75% 11th grade: CHKS ""school connectness"" 17%, ""caring adult at school"" 66%, ""feel part of the school"" 53%, ""school safety"" 67% LCAP Student surveys are administered to all students in grades 5 through 12.  The following are the results: 5th grade:  Students reported high levels of feeling ""welcome at school"" 78%, ""teachers and staff care about my well-being"" 67% 6th-8th grades:  Students reported high levels of feeling ""welcome at school"" 79%, ""teachers and staff care about my well-being"" 75% 9th-12th grades:  Students reported high levels of feeling ""welcome at school"" 65%, ""teachers and staff care about my well-being"" 67% These results and discussion with students at each school site indicate that students continue to feel safe and connected to their schools.  Since the the LCAP and CHKS surveys are anonymous, other data will be reviewed to look for trends among disaggregated groups."|Met||2018
31667950000000|Colfax Elementary|6|Extensive surveys were conducted of parents, students, certificated, and classified staff on the presence of the eight state priorities in March through April 2018.  Almost 50% of our parents responded in the surveys. Input from parents, students, staff, discussion at District Advisory Committee/Site Council and Board provided input  as well as review of state and local assessments provided guidance in developing this plan. This occured at weekly teacher meetings through LCAP Committees as well as all staff meetings on the first Monday of the month.  Site Council meetings were as follows: October 24th, November 28th, December 19th,January 30th, February 27th, March 20th, April 24th  & May 29th of the 2017-18 school year.  School site council provided  input on outcomes to address state priorities on October 24th, November 28th, December 19th, January 30th, February 27th, March 20th, April 24th  & May 29th of the 2017-18 school year.  The school site council served as the parent advisory group known as the District Advisory Committee for the purposes of the LCAP. The survey Data  from students, staff and community resulted in looking at our challenges, barriers and areas of growth.  Areas of growth that were identified drive our three LCAP goals in academic achievement, enrichment and school safety.  As a result of this input, the district created actions plans which resulted in more enrichment (for example hiring an art teacher), increasing  academic intervention staff and adopting an ELA program. The Superintendent  with ongoing input from Site Council at regular meetings, shared data, discussed and presented goals and a draft of the LCAP to the school site council/advisory group for review/comment.Parents were surveyed for input on outcomes to address state priorities via online surveys in March and were available until end of April. All parents were invited to take the survey with over 80% of parents participating.  Parents were also invited to provide input at Open House.  -Staff and bargaining units provided opportunities for LCAP review  including goals, strategies, and actions at all staff meetings and teacher meetings.  Once a month all staff meetings review LCAP Goals and receive staff input as well as weekly teacher meetings in which LCAP committees work on our three goals. All parents were invited to public input meetings and board meeting public hearings to provide input on 6/13/18 and 6/29/18 Surveyed parents, students, certificated, and classified staff on the presence of the eight state priorities in March and April of 2018 as well as the Superintendent/Principal was available at Open House on 5/14/18 Parent, community, and staff budget and LCAP hearing and input  The public and staff  were given an opportunity to give input on the LCAP via online surveys and the public hearing.|Met||2018
56105610109900|Vista Real Charter High|6|In the spring of 2018, the local school climate survey was given to students online and anonymously.  We serve students in an individualized program mainly in high school.  The results were analyzed and shared with the school board at a regularly scheduled meeting.   The students reported the following metrics in accord with their experience: *  99% of the students reported that they felt safe at school *  96% reported that they felt connected to the school *  99% of the students reported that they were satisfied with their individualized program This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending.  A positive school culture is fundamental to our values and mission.  We are aware of the fact that there are students who require additional attention and outreach, so that they will also feel connected to the school.  The challenge is that a few students have had traumatic experiences with school and/or with adults in their past, so our trauma informed practices must be implemented with fidelity.  In the spirit of continual improvement, we will consider other survey options that could inform the quality of our school programs.  The local school climate survey was designed to align with our LCAP Goal #5 and was given during the 2nd semester to students, parents and teachers/staff.  The results reflect the school’s efforts to implement our LCAP and meet the goals.|Met||2018
36677360136937|Vista Norte Public Charter|6|THE SCHOOL IS NEW AS OF JULY 2018. The local school climate survey will be given to students online and anonymously.  We serve students in an individualized program mainly in high school.  The results are analyzed and shared with the school board at a regularly scheduled meeting. The faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending.  A positive school culture is fundamental to our values and mission.  We are aware of the fact that there are students who require additional attention and outreach, so that they will also feel connected to the school.  The challenge is that a few students have had traumatic experiences with school and/or with adults in their past, so our trauma informed practices must be implemented with fidelity.  The local school climate survey was designed to align with our LCAP Goal #5 and will be given during the 2nd semester to students, parents and teachers/staff.  The results reflect the school’s efforts to implement our LCAP and meet the goals.|Met||2018
34674210132019|Paseo Grande Charter|6|In the spring of 2018, the local school climate survey was given to students online and anonymously.  We serve students in an individualized program mainly in high school.  The results were analyzed and shared with the school board at a regularly scheduled meeting.   The students reported the following metrics in accord with their experience: *  99% of the students reported that they felt safe at school *  99% reported that they felt connected to the school *  99% of the students reported that they were satisfied with their individualized program This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending.  A positive school culture is fundamental to our values and mission.  We are aware of the fact that there are students who require additional attention and outreach, so that they will also feel connected to the school.  The challenge is that a few students have had traumatic experiences with school and/or with adults in their past, so our trauma informed practices must be implemented with fidelity.  In the spirit of continual improvement, we will consider other survey options that could inform the quality of our school programs.  The local school climate survey was designed to align with our LCAP Goal #5 and was given during the 2nd semester to students, parents and teachers/staff.  The results reflect the school’s efforts to implement our LCAP and meet the goals.|Met||2018
19651360114439|Mission View Public|6|In the spring of 2018, the local school climate survey was given to students online and anonymously.  We serve students in an individualized program mainly in high school.  The results were analyzed and shared with the school board at a regularly scheduled meeting.   The students reported the following metrics in accord with their experience: *  97% of the students reported that they felt safe at school *  96% reported that they felt connected to the school *  96% of the students reported that they were satisfied with their individualized program This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending.  A positive school culture is fundamental to our values and mission.  We are aware of the fact that there are students who require additional attention and outreach, so that they will also feel connected to the school.  The challenge is that a few students have had traumatic experiences with school and/or with adults in their past, so our trauma informed practices must be implemented with fidelity.  In the spirit of continual improvement, we will consider other survey options that could inform the quality of our school programs.  The local school climate survey was designed to align with our LCAP Goal #5 and was given during the 2nd semester to students, parents and teachers/staff.  The results reflect the school’s efforts to implement our LCAP and meet the goals.|Met||2018
19753090137786|Mission Academy|6|The school is new and will implement their survey in the spring. The local school climate survey will be given to students online and anonymously.  We serve students in an individualized program mainly in high school.  The results will be analyzed and shared with the school board at a regularly scheduled meetings. The faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending.  A positive school culture is fundamental to our values and mission.  We are aware of the fact that there are students who require additional attention and outreach, so that they will also feel connected to the school.  The challenge is that a few students have had traumatic experiences with school and/or with adults in their past, so our trauma informed practices must be implemented with fidelity.  The local school climate survey was designed to align with our LCAP Goal #5 and will be given during the 2nd semester to students, parents and teachers/staff.  The results reflect the school’s efforts to implement our LCAP and meet the goals.|Met||2018
34674210137950|Marconi Learning Academy|6|The local school climate survey will be given to students online and anonymously.  We serve students in an individualized program mainly in high school.  The results are analyzed and shared with the school board at a regularly scheduled meeting. The faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending.  A positive school culture is fundamental to our values and mission.  We are aware of the fact that there are students who require additional attention and outreach, so that they will also feel connected to the school.  The challenge is that a few students have had traumatic experiences with school and/or with adults in their past, so our trauma informed practices must be implemented with fidelity.  The local school climate survey was designed to align with our LCAP Goal #5 and will be given during the 2nd semester to students, parents and teachers/staff.  The results reflect the school’s efforts to implement our LCAP and meet the goals.|Met||2018
16639580136556|Kings Valley Academy II|6|In the spring of 2018, the local school climate survey was given to students online and anonymously.  We serve students in an individualized program mainly in high school.  The results were analyzed and shared with the school board at a regularly scheduled meeting.   The students reported the following metrics in accord with their experience: *  97% of the students reported that they felt safe at school *  97% reported that they felt connected to the school *  96% of the students reported that they were satisfied with their individualized program This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending.  A positive school culture is fundamental to our values and mission.  We are aware of the fact that there are students who require additional attention and outreach, so that they will also feel connected to the school.  The challenge is that a few students have had traumatic experiences with school and/or with adults in their past, so our trauma informed practices must be implemented with fidelity.  In the spirit of continual improvement, we will consider other survey options that could inform the quality of our school programs.  The local school climate survey was designed to align with our LCAP Goal #5 and was given during the 2nd semester to students, parents and teachers/staff.  The results reflect the school’s efforts to implement our LCAP and meet the goals.|Met||2018
37683383731189|Preuss School UCSD|6|The California Healthy Kids Survey was administered to students in grades 7-12 in 2017-18.  The great majority of the questions were school-specific.  Indicators included: • Student grades, truancy, reasons for missing school, academic motivation, and school connectedness, as indicators of engagement. • The levels of students’ three fundamental developmental supports (protective factors) that promote positive academic, social, and emotional outcomes: experiences of caring adult relationships, high expectations, and opportunities for meaningful participation at school. • Perceived safety and the frequency and type of harassment and bullying at school. • Levels of violence, substance use, and crime-related behavior (e.g., weapons possession) at school.  A high percentage of students feel safe at school and a majority feel close to people at the school.  Approximately one third to one half of students in grades 10 and above have tried alcohol or drugs.  Sadness affects some students on a regular basis, and across the grades 7-27% of students have considered suicide in the last year.  Stress is also a concern, with students at all grade levels feeling some stress on a regular basis.  Academics and concerns about college/future are the areas that cause the most stress; family stress is also a factor.  Lack of sleep and being behind in schoolwork are two of the most commone reasons for missing school, behind illness.  The amount of stress seems to increase as students go from middle school to high school.  Peers are less of a stressor in HS than in MS.  The survey also provided information on student sexual behavior and use of contraception.  Survey results have been shared with Preuss staff and faculty, and they are discussing ways to further address students’ needs.  There has been discussion about giving students the vocabulary for expressing concerns, as well as how to seek help.|Met||2018
19642461996537|Desert Sands Charter|6|In the spring of 2018, the local school climate survey was given to students online and anonymously.  We serve students in an individualized program mainly in high school.  The results were analyzed and shared with the school board at a regularly scheduled meeting.   The students reported the following metrics in accord with their experience: *  97% of the students reported that they felt safe at school *  97% reported that they felt connected to the school *  96% of the students reported that they were satisfied with their individualized program This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending.  A positive school culture is fundamental to our values and mission.  We are aware of the fact that there are students who require additional attention and outreach, so that they will also feel connected to the school.  The challenge is that a few students have had traumatic experiences with school and/or with adults in their past, so our trauma informed practices must be implemented with fidelity.  In the spirit of continual improvement, we will consider other survey options that could inform the quality of our school programs.  The local school climate survey was designed to align with our LCAP Goal #5 and was given during the 2nd semester to students, parents and teachers/staff.  The results reflect the school’s efforts to implement our LCAP and meet the goals.|Met||2018
10625470136523|Crescent View South II|6|In the spring of 2018, the local school climate survey was given to students online and anonymously.  We serve students in an individualized program mainly in high school.  The results were analyzed and shared with the school board at a regularly scheduled meeting.   The students reported the following metrics in accord with their experience: *  97% of the students reported that they felt safe at school *  91% reported that they felt connected to the school *  93% of the students reported that they were satisfied with their individualized program This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending.  A positive school culture is fundamental to our values and mission.  We are aware of the fact that there are students who require additional attention and outreach, so that they will also feel connected to the school.  The challenge is that a few students have had traumatic experiences with school and/or with adults in their past, so our trauma informed practices must be implemented with fidelity.  In the spirit of continual improvement, we will consider other survey options that could inform the quality of our school programs.  The local school climate survey was designed to align with our LCAP Goal #5 and was given during the 2nd semester to students, parents and teachers/staff.  The results reflect the school’s efforts to implement our LCAP and meet the goals.|Met||2018
54767940000000|Woodlake Unified|6|The California Healthy Kids Survey was administered in the spring of 2018 to students in grades 5, 7, 9, and 11. The Local Control and Accountability Plan has tracked the students' perceptions on three critical indicators: 1. I feel safe at school (66% agree or strongly agree); 2. Teachers and other adults at school care about you (80.8% agree or strongly agree); 3. I feel like I am part of the school (58% agree or strongly agree).   The results indicate that while most students indicate that adults care about them, there is more work to do in this area.  The responses to I feel safe at school are concerning to the district.  In the light of national events, we understand our students’ concerns.  Additionally, the students’ responses to I feel connected to school requires attention.    In response to student safety, the district launched A.L. I.C.E. (Alert, Lockdown, Inform, Counter, Evacuate) protocol training.  This district wide program launch will train every adult and student in the district and will continue over the course of the 2018-2019 and 2019-20 school years and beyond. In addition, the district will continue to work to improve school climate especially in creating an atmosphere that promotes respect through Positive Behavior Interventions and Supports (PBIS) in grades K-8 and Save Our Students (SOS) in grades 7-12 which focus on creating positive social and emotional outcomes and school connectedness for all our students.  These efforts are strengthened by the 2 social workers funded by the Local Control and Accountability Plan.|Met||2018
19734370000000|Compton Unified|6|Compton Unified School District provides school connectedness surveys to students in grades 5-12. This survey has 30 questions related to safety, bullying, relations, instruction, and rules/consequences. In 2017, approximately 2,700 students participated in the survey, while in 2018 more than 3,950 students completed it. This was a significant increase in the number of students completing the survey, and our goal is to increase to a minimum of 5,000 students next school year.  The results indicate that 78% of the students who took the survey in 2018 looked forward to attending school (13% undecided, and 8 disagreed). This is an improvement from 2017, when only 66% of the students agreed. 73% of the students also agreed that their school was an inviting place to learn, although 20% felt undecided, and 8% disagreed.  The results were similar to the year before (71% agreed).  On questions related to safety, 76% of students agreed that staff at their school does a good job at supervising the school building and grounds to keep the school safe (15% were undecided, and 9% disagreed/strongly disagreed). In 2017, only 45% of the students agreed that their school was a safe place. A total of 81% of the students agreed that adults at their school felt the responsibility to ensure a safe/supportive learning environment (14% still felt undecided and 5% disagreed). This is significantly higher than the 69% of the students who agreed in 2017.  On questions related to bullying and disrespect not being tolerated at school, only 54% of the students agreed; 24% of the students were undecided, and 22% disagreed. These results are concerning, and not much better than the year before when students reported that only 42% of their peers and 69% of the adults would be willing to intervene when they witnessed instances of bullying.  CUSD has developed multiple strategies to improve school climate. In 2017 seven schools participated in the “Year 1 PBIS Reboot” and attended LACOE sponsored workshops throughout the year. Eight additional schools are participating this year in the expansion of the PBIS program. The collaborative efforts between CWA, school police, and the school sites established a partnership with Centinela Youth Services to provide weekly restorative justices practices for students throughout the district.  “Be and Upstander” anti-bullying campaign was launched in October 2017. School sites were provided t-shirts and wristbands for students and adults. Rallies were held district-wide and posted on twitter. “Upstander” orange was worn on Fridays by the CWA staff to promote anti-bullying all year long, and we launched “Brim”, our new state-of-the art bullying application.  This year, CUSD will be piloting “My Buddy Benches” in several Elementary Schools as an intervention to combat student isolation and loneliness.  The “My Buddy Bench” is a safe space for children who are feeling lonely, and it can help them find a “buddy” to eat lunch, talk, and play.|Met|CUSD administers an aligned survey to students in grades 5-12 every year. The data is shared with all stakeholder groups as part of the LCAP process. Sites review this data as part of their beginning-of-the-year planning, and the district uses this data to both refine and implement new programs around anti-bullying, safety, relationship building, etc. For example, CUSD implemented anti-bullying month in October 2017 and 2018, and developed the slogan of being an “Upstander” in response to bullying and negative behavior. A variety of school-based and district events occurred during the last two years to promote anti-bullying practices. In addition, a kindness week happened in the spring, and will reoccur again this school year. Schools are expected to use their data and create committees (students, staff, and parents) to develop plans to address the questions on the survey that are lower than 75% agree. Schools are expected to increase participation in the survey for 2019 by a minimum of 25%.|2018
41690050132068|KIPP Excelencia Community Preparatory|6|At KIPP Excelencia, we believe in an open door policy for our parents and families because a partnership between all parties will improve student learning. Each year, the parents, students and teachers are surveyed to gather important feedback on the climate of the school, including overall safety and connectedness. This survey is administered in January of each year and families are encouraged to participate over a 4 week period. Results from our most recent survey indicated that 85% of students, 76% of staff and 89% of families responded positively when asked about school safety on an annual survey.  The KIPP Excelencia Community Preparatory combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in established KIPP schools, including: character education, extra-curricular activities, technology, and community service. Teachers also take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It was equally important that all scholars were offered support in social and emotional development. As young adults grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has direct impact on students’ academic success, graduation rates, and overall well-being and connection to their school community.   KIPP Excelencia Community Preparatory has built a strong and supportive high school environment through both SEL and Restorative Practices. Social Emotional Learning (SEL) is developing social and emotional competence in order to understand, manage, and express the social emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to addressthe harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations that arose in class.|Met||2018
30664310000000|Anaheim Union High|6|AUHSD administers several local surveys to measure student perceptions of school safety and connectedness. These surveys include California Healthy Kids Survey, Exit Surveys, and Student LCAP Surveys. In these surveys, 92% of junior high students and 88% of high school students feel connected to their school. The data also shows that students feel safe while at school. When asked about attending school on a daily basis, 80% of our students look forward to coming to school every day, and 87% of our students feel that there are a lot of opportunities to be engaged and involved in extra-curricular activities  Our areas of strength are the result of our continual efforts to implement programs which build a positive school climate and, as a result, we have a high percentage of students who feel connected to school and engaged through instruction. We have Positive Behavior Intervention Supports (PBIS) at each school, a focus on Multi-Tiered Systems of support (MTSS), and fully implemented school safety teams. Additionally, we have Licensed Clinical Social Workers who provide support and provide professional development related to Mental Health/Mental Wellness. Finally, our schools focus on First Best Instruction in every classroom, to improve academics, increase student engagement, and decrease unwanted behaviors.  We have some areas of growth identified after looking at our local climate survey data related to safety and connectedness. Overall, students feel safe at school, but there is a decline in data compared to prior years. Nationwide tragedies in schools may have contributed to this decline, but we have focused our efforts to ensure that students, parents, and community members feel safe at school. These efforts include improving communication and strengthening the collaboration between school site safety teams, law enforcement, and our community. We are also focused on increasing student involvement in activities and engagement since 87% of our students recognize that there are many opportunities at our schools, but only 66% take advantage of these offerings.  Some of the school climate challenges/barriers we face in AUHSD are related to the socio-economic status of our students. Many students have responsibilities in the home that prevent them from staying after school or getting involved in other activities. We also have a high number of McKinney-Vento families whose basic needs must be met before they can address the educational needs.    As a result of our surveys, we have implemented several initiatives to improve school climate. Several of our schools have experienced a transformational process called Capturing Kids’ Hearts which promotes skill development, self-managing classrooms, and decreased discipline issues. Restorative Practices are implemented and three full-time Restorative Practices Coaches support our schools. Our Saturday Academy Program brings an awareness to the importance of attendance and improves school connectedness.|Met||2018
33751926112551|Temecula Valley Charter|6|"California Healthy Kids Survey was administered to students in grades 5 and 7 in March of 2018. Results were reported to the local governing board at a regularly scheduled meetings in May and in June 2018.  DATA:  Key Learnings from elementary (5th grade) student surveys on school climate *School Connectedness: Average Reporting ""Yes, all of the time"" 45% High Moderate Low Academic Motivation Average Reporting ""Yes, all of the time"" 59% High  Moderate Low DATA:  Key Learnings from elementary (5th grade) student surveys on school climate *School Connectedness: Average Reporting ""Yes, all of the time"" 45% High 65% Moderate 31% Low 4% Academic Motivation Average Reporting ""Yes, all of the time"" 59% High 54% Moderate 29% Low 17% Key Learnings from middle school students on school climate *School Connectedness: Average Reporting ""Yes, all of the time"" 61% High 90% Moderate 10% Low 0% Academic Motivation Average Reporting ""Yes, all of the time"" 68% High 68% Moderate 26% Low 6% MEANING: Although results show TVCS is doing a good job, there is room for growth. More actions are needed in the areas of academic motivation in the elementary setting.  USE: In response to the data, TVCS has already implemented actions such as: Anti-Bullying assembly in October 2018, Cyber Civics curriculum implemented in grades 6-8 as a yearlong program, Administrator 2 day professional development in Boys Town model of Positive Behavior Intervention Support (PBIS). 6 elementary teachers attended a summer multi-day Get Your Teach On! professional development about engaging students. 5 elementary and middle school staff members attending a multi-day STEAM professional development and are planning a school wide STEAM event during a school day. All 6 middle school teachers will be attending PD for motivating reluctant students. Staff is preparing for parent training opportunities to take place in the spring of 2019 for Boys Town social skills at home."|Met|TVCS understands that the social/emotional health of our students is paramount to their success in school and in life.|2018
25658960000000|Surprise Valley Joint Unified|6|Surprise Valley Joint Unified School District administered the California Healthy Kids Survey (CHKS) in 2017-2018. Results serve to measure the district’s progress on state Priority Six, School Climate. Because of the recalibration of norms by WestEd, the survey developer, overall results for 2018 cannot be compared to those reported in 2016.  Overall district School Climate Index:  Based on the Healthy Kids Survey give in fall of 2017, 83% of students feel safe at school. 98% of parents on the ES site survey felt that school was a safe place for their child and 95% of parents felt that their child had at least one adult that their child was connected to at school. New baseline should be 90% of students should feel safe at school.|Met||2018
01612590115014|KIPP Bridge Academy|6|At KIPP Bridge, we believe in an open door policy for our parents and families because a partnership between all parties will improve student learning. Each year, the parents, students and teachers are surveyed to gather important feedback on the climate of the school, including overall safety and connectedness. This survey is administered in January of each year and families are encouraged to participate over a 4 week period. 40% of students, 56% of staff and 58% of families will respond positively when asked about school safety on an annual survey.  The KIPP Bridge Academy combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in established KIPP schools, including: character education, extra-curricular activities, technology, and community service. Teachers also take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It was equally important that all scholars were offered support in social and emotional development. As young adults grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has direct impact on students’ academic success, graduation rates, and overall well-being and connection to their school community.  KIPP Bridge Academy has built a strong and supportive high school environment through both SEL and Restorative Practices. Social Emotional Learning (SEL) is developing social and emotional competence in order to understand, manage, and express the social emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to address the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations that arose in class.|Met||2018
50712170000000|Patterson Joint Unified|6|School Climate results are as follows:  School Connectedness:  % of student agreeing and strongly agreeing with school connectedness 5th = 98%   7th = 82%    9th = 84%    11th = 79%  Trend is the higher the grade level the less connected students feel to their school.  Overall it is a positive % of students that feel connected  Caring Adult Relationships:  % of student agreeing and strongly agreeing  5th = 98%   7th = 54%    9th = 45%    11th = 50%  Our 5th graders agree at a high % that they have a caring adult at school.  Roughly half of our middle school and high school student agree.  Meaningful Participation:  % of student  strongly agreeing 5th = 70%   7th = 13%    9th = 7%    11th = 9%  We need to work with our teachers in making lessons relevant and meaningful.   This data will be used to revise LCAP action in order for the % of agreement to increase across the district.|Met||2018
41688900000000|Cabrillo Unified|6|The Cabrillo Unified School District uses the Panorama survey for students in grades 5-12, based on a scale of 1 to 5 (5 being the highest score). Specifically, through our Local Control and Accountability Plan, our District reports on two major areas - School Climate and School Safety.  Compared to the prior year, the 2017-2018 score for Grade 5 in both School Climate and School Safety maintained at 3.8 and 3.6 respectively. For grades 6-12, the score dropped slightly in both of these areas. The School Climate score decreased from 3.4 to 3.3 and the School Safety Score decreased from 3.7 to 3.6.  The districts' analysis of the data reveals that students feel more pressure from social media and the effects of cyber-bullying are spilling into the schools.  Based on this data, the Local Control and Accountability Plan was revised to include specific actions to support safety and school climate. This includes the development of Positive Behaviors, Interventions and Supports (PBIS), expanding wellness programs, creating more robust safety plans across the district to include health and anti-bullying, as well as evaluating social-emotional programs.  The district has also created programs designed to address cyber-bullying.  These programs target both students and their families.  The district is also educating parents on how to work with their students to monitor the use of social media.|Met||2018
03739810000000|Amador County Unified|6|We administered the California Healthy Kids Survey (CHKS) to students in grades 5,7,9,10,11, and 12 in May 2018. High School Strengths: Low Substance Use at School 71st percentile compared to state Low Physical Violence Perpetration 74th percentile compared to state. Middle School:  Our School Climate Index (SCI) for Middle School students went from the 5th percentile compared to the rest of the state in 2017 to the 36th percentile in 2018 and from the 5th percentile compared to similar schools in 2017 to the 24th percentile in 2018. 81% of our middle school students report they try hard on their school work. Low Substance Use at School 76th percentile compared to state, 77th percentile compared to similar schools. Elementary School: 81% of our elementary students feel they are treated with respect. 81% feel safe at school. Opportunities for Improvement: Our SCI for High School students dropped from the 80th percentile compared to the rest of the state in 2017 to the 59th percentile in 2018 and from the 82nd percentile compared to similar schools in 2017 to the 25th percentile in 2018. We suspect this is due to a broader sample size taking the CHKS in 2018 that is more representative of the entire school population. Nonetheless, this decrease and the overall percentages are concerning. Experienced Chronic Sadness/Hopelessness 39% of 9th graders, 39% of 10th graders, 36% of 11th graders and 40% of 12th graders. Middle School: While High Expectations and Caring Relationships increased from the 5th percentile compared to state in 2017 to the 10th percentile in 2018 and from the 5th percentile compared to similar schools in 2017 to the 7th percentile in 2018, this is an opportunity for improvement. School Connectedness 16th percentile compared to state 4th percentile compared to similar schools. Elementary 16% of students said they have high levels of meaningful participation. 49% said they have high levels of caring adult relationships. Where do we go from here? Each school received a site-level report. Schools created plans to address the areas with opportunities for improvement. Strategies were put in place to try and change the data. Data cycles were established as many sites created a mini-survey that targeted their area of focus. We are also in the initial stages of a social-emotional curriculum pilot at the elementary level to ensure all students have access in the general education classroom. At the secondary level, programs such as Where Everybody Belongs (WEB) and Safe & Civil Schools have been implemented to help students feel welcome and safe at school throughout their middle and high school years. We will re-administer the CHKS in March 2019 to measure progress on these goals. We are putting many resources and much effort into LCAP goal 2 around social-emotional wellness and school climate. While we wish for better results, we understand this is a process and it will take time for these efforts to produce the results we are looking for.|Met|Amador County Unified School District's commitment to a positive school climate is evidenced by the fact that the second of our two LCAP goals is directly related to this area.  It reads, “By 2020, through multiple measures, all students will show an increase in positive school engagement and connectedness with staff, peers, and community, including demonstrating improvement in social/emotional and physical health.”  Action 3 gets even more specific in this area. It reads “Further develop and strengthen welcoming, resourceful, safe and inclusive school climates at every school campus.”  The steps we are taking to fulfill this goal and related actions include the hiring of additional school counselors, piloting social-emotional curriculum at the elementary level to ensure every student is exposed to this in the general education classroom, implementing alternatives to suspension such as Restorative Justice, providing professional development on the effects of trauma on children and strategies we can use for children who have experienced trauma, and professional development on understanding the mental health needs of students in our classrooms and strategies to assist in this area. We have also chosen to administer the California Healthy Kids Survey on an annual basis (instead of the required bi-annual basis) in an effort to measure our progress more frequently.|2018
34765050108415|Heritage Peak Charter|6|Annually, Heritage Peak Charter School surveys all stakeholders, including its K-12 students. A majority of the questions in the surveys are directly aligned to the 8 Basic State Priorities including school climate. Data from the survey and stakeholders meetings are reviewed and discussed. High priority status pertaining to student performance, attendance, school facilities, and school climate and course offerings are taken regarding the school’s needs and areas for growth. This information is compiled and the district LCAP is written based from these identified needs. The final plan is provided to the Board of Directors for approval at a regularly scheduled Board meeting in June.|Met||2018
21654176113229|Novato Charter|6|Our Annual Middle School Student Survey is completed each year in January and the results are presented to the Board and community members.  Multiple questions are asked in each of four categories - Role & Impact of Teacher; Perceptions of Fellow Students; Self-Assessment; and Overall Attitude.   Our goal is to reach 75% or above in each category related to self-responsibility, self-direction and feelings of safety and inclusion at the school. 67% stated sense of belonging. 64% stated they can express themselves at school.  75% said they treat each other well and care about each other.  Continuing to build and maintain a sense of community, especially in the middle school, is a priority for our school leaders.  We will continue to support team building field trips and work with outside programs to deepen our Social Inclusion Program.  We continue to identify new leaders in our middle school program.   New 7th grade student leaders were identified and joined the Student Social Action Committee at the beginning of the year and trained as playground and classroom mediators.|Met|Our parent-let group, The Many Hearts Committee, is designed to promote greater understanding and acceptance of diversity in the parent community. The school's ongoing work with outside organizations like Beyond Differences continues to help bolster the social inclusion curriculum that is woven into the class lessons. The faculty and administration are involved with ongoing work with Gender Spectrum as well.|2018
44697810000000|Pacific Elementary|6|Pacific did complete the CHKS but due to our very small size, the results were not considered valid.  We do, however, collect and analyze data in three relevant areas: students who are sent to the office for health reasons and discipline reasons and attendance data. The most noteworthy aspect of all 3 data sets is that for the most part students attend school on time every day, do not have any injuries or illnesses, and are not sent to the office for poor behavior.  Indeed, a very small percentage of the students account for inordinate percentage of absences, tardies, injuries, illnesses, and disciplinary issues.   For example, 8 students account for over half of disciplinary visits to the office.  10 students account for 36% of health visits to the office.  Only 9 students were absent more than 10% of days enrolled.|Met||2018
07617390000000|Martinez Unified|6|Martinez USD administered the California Healthy Kids Survey (CHKS) in the 2017-18 school year, as it had in the 2016-17 school year, to students in grades 5, 7, 9, and 11. Although not required to give the CHKS annually, MUSD has chosen to do so in order to more carefully monitor and respond to the overall health and safety of our students. In the category of School Engagement and Supports the rankings reported by CHKS were all in the high category, that is, the majority of students responded with a “most of the time” or “all of the time” in these areas. In the category of School Safety, the majority of students in all grade levels surveyed responded that they “feel safe at school.” Regardless of school or grade level, student responses were between 60-70% of students stating that they perceived their school to be safe to very safe.  School connectedness is an area that gets a lower responses from students, with responses for sites and grades reporting within 13-21% of students  feeling very connected to school.  It is worth noting that there is no more than a 5% variation in how different ethnic groups of genders reply to this question.  This is a positive indicator in that no student group is feeling less connected than others, yet overall there is a need to improve the connectedness of our students.  In looking to improve this sense of connectedness, MUSD is exploring and piloting various behavior and social emotional learning curriculums as part of our first year’s work with Multi-Tiered Systems of Support.  Additionally, each school site will receive two initial equity trainings focusing on culturally responsive practices, facilitated by a team from the district who have attended various culturally responsive trainings.  The work will be sustained at the site level by site administration and various student groups to increase the sense of equity and voice among our students. MUSD looks forward to tracking the benefits of these actions as we continue to administer the CHKS each year and to analyze any change in results.|Met||2018
47703180000000|Gazelle Union Elementary|6|"Parent survey indicates 90% of parents strongly agree (rating of 5), that their child is safe at school, is safe going to and from school, and has adequate supervision during school. The survey indicated, however, that 80% of parents agree, (rating of 4), that students have enough supervision before and after school. As a result, we have appointed additional staff to recess duty on the playground prior to the start of the school day. The actions this LEA had taken to promote a safe, responsible and respectful campus was to implement the PBIS behavior model.  To continue the ""safe, respectful, responsible"" student behavior, the LEA will implement group sessions with our grade 4-8 grade students in January of 2019. The trained counselor will offer strategies to build communication skills amongst peers."|Met||2018
52716210000000|Red Bluff Union Elementary|6|Red Bluff Elementary School District collaborated with Youth Truth to administer student surveys.  This is the District’s first year to administer this survey to establish a baseline from 1,108 students in grades 3-8 on their perceptions of their schools.  Students answered questions related to various themes.  For elementary students, survey questions were rated on a 1.0 to 3.0 scale, with any score above 2.0 considered favorable. Student data was favorable or above 2.0 on the scale on all key measures: Academic Rigor, Relationships, Instructional Materials, Culture and Safety.   At the elementary sites, 89% of students believe their teacher treats them with respect and 88% think their teacher cares about them.  An average of 93% of elementary students believe their teacher wants them to work their hardest.  The middle school survey questions were rated on a 1.0 to 5.0 scale with any score above 3.5 considered favorable.  Key measures for the middle school survey vary slightly from the elementary survey.  Student data was favorable on the following key measures: Academic Rigor, Relationships, Engagement, and Safety.   At the middle school, 62% of students believe most of the adults in the school treats them with respect and 85% think their teacher believe that students can get a good grade if they try.  The top ranked areas for the Safety measure related to responses on bullying and harassment where students reported the school has clear rules against hurting other people (4.19), adults at school try to stop bullying and harassment (3.92), and students usually try to help other students being bullied or harassed (3.92).  Although the key measure of Belonging and Connectedness was slightly below 3.5 and was rated 3.44, students’ responses to the questions in this measure were comparable to those reported in the typical middle school nationally and other California middle schools.  Student comments included statements such as, “What I like most about my school is that I can be myself with all of the people that go to the school” and “They are nice, and everyone is usually positive.”  Overall, the student survey results were positive.|Met|The District is in it's fourth year of implementation of Positive Behavioral Interventions and Supports (PBIS) and all schools have a PBIS committee which use data to identify strengths and areas for improvement.  Staff training in the area of behavior management and trauma informed practices has occurred over the past four years to support personnel in building and maintaining positive school climates.|2018
37680490000000|Dehesa Elementary|6|"In spring 2018, Dehesa School administered the Healthy Kids survey to students in grades 6-8 in an effort to measure student connectedness to school, teachers, and peers; as well as feelings of physical and emotional safety at school.  When asked whether or not students were happy at school, 100% of students polled reported being happy some of the time (80%) and most of the time (20%).  93% of student felt that the grown-ups at school cared about them; with 100% of the students feeling as though they were treated fairly at school some, most, or all of the time.  100% of students reported that either some, most, or all of the teachers and other grown-ups on campus make it clear that bullying is not allowed and 100% of students polled reported that if they were being bullied a teacher would do something to help them.  In terms of perseverance through times of academic struggle, 100% of students reported completing class assignments when the work was hard either some, most, or all of the time.  When asked if students kept working on schoolwork unit they got the right answer, 19% reported that they kept working some of the time, 50% reported that they kept working most of the time, and 31% reported that they kept working all of the time until they achieved the right answer.  69% of students reported that when they received a bad grade at school, they always tried harder next time and 25% stated that most of the time they tried harder next time.  100% of students also reported that teachers and other grown-ups at school believe that they can do a good job, either some, most, or all of the time.  After careful analysis, it was determined that although this goal has not yet been met due to an oversight in administering the survey to the K-5 sub-group, Dehesa School is making positive gains towards meeting this goal and our work with anti-bullying and growth mindset is reflected in the views of the students polled.  Additionally, even though many of the questions within the Healthy Kids survey data was 100% positive, our goal is to move more students from the ""some"" and ""most"" of the time categories to the ""always"" category."|Not Met|Dehesa School has made school climate and the importance of building strong relationships between staff and students a priority the over the past to years by focusing professional development opportunities and professional book study groups around the topics of restorative practices, positive behavioral support and interventions, understanding the nature of behavior, and supporting student learning through differentiation, with plans to continue this course of action.|2018
19643290000000|Bonita Unified|6|Based on information taken from the California Healthy Kids Survey:          - The District’s School Climate Index for Middle School was 305. This score places BUSD in the 56th Percentile.          - The District’s School Climate Index for High School was 284. This score places BUSD in the 48th Percentile.          - The percentage of students indicating that they feel a part of the school was 79% for 5th grade, 66% for 7th grade, 55% for 9th, and 49% for 11th grade.          - The percentage of students perceiving school as a safe or very safe place was 86% for 5th grade, 71% for 7th grade, and 73% for 9th, and 74% for 11th grade.             Based on the data above, our District will focus on increasing the percentage of students engaging with the school and feeling a part of the school culture.|Met||2018
50710926112965|Hart-Ransom Academic Charter|6|The annual parent survey is available to all parents of students in all grade spans. The 17-18 survey results included 117 respondents. Using a “Strongly Agree” through “Strongly Disagree” rating scale, HRACS received 74% “Strongly Agree”, 25% “Agree”, and 1% “Does Not Apply” to questions about parent engagement.  Parents also provided specific comments on the survey regarding school climate, staff effectiveness, curriculum, school-provided technology and use of school digital resources. Sample answers included: “Individualized care,” “...has a positive environment for its student,” “very accommodating staff,” “The biggest strength is having the ability to customize learning and having amazing support from the staff for the success of your child’s education, ” “The staff is amazing!  They go above and beyond and are ALWAYS so friendly with my kids and stop to say hello and check in.” This information is used in the development of the LCAP and during WASC oversight.|Met|In addition to the annual parent/student survey, HRACS surveys parents and students throughout the year to seek input on various school programs such as student enrichment activities, parent workshops, program vendors, curriculum, field trips, fundraising activities, and volunteer opportunities. As a homeschool program, parent participation is a key aspect in all facets of the school program.|2018
48705400000000|Fairfield-Suisun Unified|6|The District administers the California Healthy Kids Survey to students in grades 5, 7, 9 and 11 every two years.  The results of the survey are reported to the Governing Board and posted on the District’s website.  Key Findings When Comparing 13/14  Survey Data with 17/18 Survey Data: (1)  Alcohol, Cigarettes & Other Drugs: Percentage of students reported drinking one or more drinks of alcohol decreased by over 50% in grades 9 and 11, and by 1% in grade 7. The nontraditional sites (NT) increased by 6%.  Students reported using marijuana decreased by approx. 7% in grades 9 and 11, stayed consistent in grade 7, and increased by 12% at the NT sites. Students reported using inhalants decreased by 1% in grades 9 and 11, and increased by approx. 1% in both grade 7 and the NT sites.  No students reported smoking cigarettes or using smokeless tobacco on a regular basis. Students using vaping devices decreased by approx. 1% in grades 7, 8, and 9 and increased by 2% at the NT sites.  For the 2017-18 school year, 1% of students in grade 5 report using alcohol, inhalants or marijuana. Grade 5 students have not smoked a cigarette, and 2% have used a vaping device.   (2)  Safety Related Incidents on School Property: The percentage of students reported they feel “very safe at school” increased by 5% in grade 7, decreased by 2% in grades 9 and 11, and decreased by 30% at the NT sites.  The percentage of students reported being in a fight have decreased in grades 7, 9, and 11; and increased by 5% at the NT sites. Students reported being afraid of being beaten up stayed fairly consistent.  Students reported carrying a gun or another weapon, or seeing someone carrying a weapon, has decreased in grades 7, 9, and 11; however, the NT sites increased by approx. 2%.  Despite the changes in the above indicators, the number of students reported harassment within the last twelve months decreased an average of 5%. For the 2017-18 school year, 39% of 5th graders report feeling safe at school; 3% report bringing a weapon to school, and 16% report witnessing another student with a weapon at school. Approx. 50% of students report being harassed on school property, while 33% report being hit or pushed while at school.  (3)  Physical Health & Resiliency: The percentage of students reported Meaningful Participation while at school decreased an average of 4%, while the indicators of Caring Adults at School have increased by 4% in grade 7, stayed consistent at 27% in grade 11 and decreased in grade 9 and the NT sites. Students reported Adults Having High Expectations decreased slightly in grades 7 and 11, and significantly in grade 9 and the NT sites.   (4)  For the 2017-18 school year, 10% of 5th graders report high levels of Meaningful Participation at school; 56% report a high levels of Meaningful Participation at school; 56% report a high level of Caring Adults at school; and 60% report a high level of Adults Having High Expectations for students at school.|Met|The District Climate Report Card charts the School Climate Index (SCI) at the high and middle school levels. SCI provides a state normed, school-level description of several factors that are known to influence learning success in schools. SCI scores can range from 100 to 500, with higher scores representing more positive school climates.    Both FSUSD middle and high schools have an SCI score of 237. This score is lower than in past years and indicates that FSUSD has lower supports/engagements and higher levels of violence and substance use than the average school in California. Further, 10% of middle schools and 9% of high schools in California scored the same as FSUSD; and 19% of similar middle schools and 14% of similar high schools in California scored the same as FSUSD.   Since 2013-14, student suspensions have decreased from 2,046 to 1,421 and expulsions have decreased from 72 to 16.  In addition to working on the implementation of Multi-Tiered Systems of Support, every school is practicing Positive Behavior Interventions and Supports (PBIS) and are strategically working to eliminate the disproportionality in exclusionary discipline practices, specifically African American students with disabilities.  To view the full report that was presented to the FSUSD Governing Board during the November 8, 2018 board meeting, cut and paste the following link: http://www.boarddocs.com/ca/fsusd/Board.nsf/goto?open&id=B5SKGQ5162E4.|2018
27102720112177|Monterey Bay Charter|6|The school surveyed grades three, five, and seven. The results of the survey were presented at a Board meeting. The following is the rolled up summary of the survey results:  95% believed they got help from teachers and other adults when they were having difficulties • 91% agreed that there are clear consequences for not following the rules • 89% felt that there was at least one adult at school who really cared about them • 89% stated that teachers and other adults at school help students solve conflicts • 85% felt safe at school • 83% believed that their school works with their parents • 77% stated that the school building and playgrounds are clean most of the time • 68% felt that students treat each other with respect  The school community values relationships and with teachers looping with their classes for several years at at time, each child and their family are well known members of the class community and the school community. The survey results reflect this value. The school's LCAP goal of positive school climate has focused attention on this area. The school's investment in social skills programming for general education and special education students, along with restorative justice practices to resolve peer conflicts and problem solving skills has the benefitted the students. The majority of students have a relationship with a an adult at school and state that teachers and adults help them solve conflicts, however, 32% of students don't feel they are treated respectfully by their peers. This implies that there is either ongoing issues between peers or students are not informing teachers when there are negative peer relations. The survey results will be presented to teachers to develop a plan on how to further develop students' advocacy skills. The school is also exploring AAA Safety program.  The school will survey all students in grades three through eight before winter break and again in the spring to determine if there has been improvement.|Met|The school's self-study action plan also has a goal to focus on creating and sustaining healthy collegial relations, which will also positively impact the student's climate.|2018
19647330127910|Camino Nuevo High #2|6|Camino Nuevo Charter Academy partners with Panorama Education to administer a student survey twice annually, once in the fall and once in the spring. The survey is a research-backed instrument designed and tested to gather feedback students. The survey is nationally benchmarked so it allows us to analyze our data on a macro level, across our district (grades 3-12), and at the individual school level. The survey is designed as a series of questions with responses grouped according to themes, to help us measure an array of aspects of student attitudes and perceptions. The themes included are:  • School Belonging measures how much students feel that they are valued members of the school community.  • School Climate measures perceptions of the overall social and learning climate of the school.  • School Engagement measures how attentive and invested students are in school.  • School Mindset measures perceptions of whether students have the potential to change those factors that are central to their performance in school.  • School Safety measures perceptions of student physical and psychological safety at school. • School Teacher-Student Relationships measures the social connection between teachers and students within and beyond the school.  • School Staff measures the social connection students feel to school staff and engagement in extracurricular activities.   The survey data is reviewed at data meetings with school leadership teams. The leadership team then reviews the information with their teachers, parents, and students. The fall data allows schools to make any course corrections/adjustments and the end-of-year data allows us to track any trends, progress, and plan accordingly for the school year. The data is also presented to the Camino Nuevo Board of Directors to ensure accountability and to help monitor progress. Over 60% of students across the district responded favorably to staff and teacher interactions and research suggests, stronger student-to-staff/teacher relationships, leads to increases in these indicators and ultimately to student achievement. An area of growth across the district is school engagement and helping learnings connect what they are learning in the classroom to broader community interactions.|Met||2018
34765056033336|Smythe Academy of Arts and Sciences|6|The California Healthy Kids Survey (CHKS) is administered annually to students in grades 7 – 12. A district developed survey was administered during the 2017-18 school year to students in grade 5. The surveys includes items in a variety of domains measuring school climate and safety.  CHKS -Major School-Related Student Domains: • School Connectedness • Student Learning Engagement and Motivation • Student Performance • Academic Rigor and Norms-High Expectations • Teacher and Other Supports for Learning • Relationships Between Students and Staff • Relationships Among Students     • Parent Involvement • Meaningful Participation and Decision-Making • Perceived Safety                         • Violence and Victimization • Alcohol, Tobacco and Drug Use • Social-Emotional and Behavioral Supports   Key Findings: 53% of 5th graders had favorable responses to school culture and climate questions. School Connectedness responses for strongly agree at secondary sites was 52% for 7th grade, 42% for 8th grade, 25% for 9th and 10th grade, 28% for 11th grade and 32% for 12th grade with little variation across ethnic subgroups. School Safety responses for strongly agree at secondary sites was 63% for 7th grade, 53% for 8th grade, 40% for 9th and 10th grade, 42% for 11th grade and 51% for 12th grade with little variation across ethnic subgroups.   The school connectedness and safety responses showed a small decline from the previous year administration of the CHKS.  Efforts to increase school connectedness for secondary sites includes the use of Counselors and Activity Directors, as well as Social-Emotional Supports. Student engagement opportunities before, during, and after school make a difference.|Met||2018
57726940131706|River Charter Schools Lighthouse Charter|6|Lighthouse Charter School (Lighthouse) is committed to ensuring a positive school culture. Toward that end, it holds the goal that students and families feel safe, engaged, and empowered, in service of supporting students’ overall development and well-being. ASSESSMENT: The Local Indicator to measure progress is an Annual Survey administered by Columbia University, a research-based and nationally normed instrument, to evaluate family and student satisfaction with school culture and sense of safety. RESULTS: On the Student Survey Indicators, 1) For Campus Safety, 94% of K – 2nd and 79% of 3rd - 4th grade students feel safe at school, 2) For Teacher Relationships, 98% of K – 2nd and 100% of 3rd -4th grade students feel that their teacher expects them to do their best and cares for them, 97% of K - 2nd grade and 91% of 3rd – 4th grade students feel that they can talk to their teacher when they have a problem, 3) For Academic Awareness, 95% of TK-2nd grade students feel that they know what they are supposed to learn in class and that they are learning a lot in class, 97% of 3rd - 4th grade students know what they are supposed to learn and why it is important, 4) For Overall School Satisfaction, 92% of TK-2nd grade students want to return to LCS next year and 88% of 3rd-4th grade students would recommend LCS to a friend or someone else.|Met||2018
19647330106435|Camino Nuevo Charter High|6|Camino Nuevo Charter Academy partners with Panorama Education to administer a student survey twice annually, once in the fall and once in the spring. The survey is a research-backed instrument designed and tested to gather feedback students. The survey is nationally benchmarked so it allows us to analyze our data on a macro level, across our district (grades 3-12), and at the individual school level. The survey is designed as a series of questions with responses grouped according to themes, to help us measure an array of aspects of student attitudes and perceptions. The themes included are:  • School Belonging measures how much students feel that they are valued members of the school community.  • School Climate measures perceptions of the overall social and learning climate of the school.  • School Engagement measures how attentive and invested students are in school.  • School Mindset measures perceptions of whether students have the potential to change those factors that are central to their performance in school.  • School Safety measures perceptions of student physical and psychological safety at school. • School Teacher-Student Relationships measures the social connection between teachers and students within and beyond the school.  • School Staff measures the social connection students feel to school staff and engagement in extracurricular activities.   The survey data is reviewed at data meetings with school leadership teams. The leadership team then reviews the information with their teachers, parents, and students. The fall data allows schools to make any course corrections/adjustments and the end-of-year data allows us to track any trends, progress, and plan accordingly for the school year. The data is also presented to the Camino Nuevo Board of Directors to ensure accountability and to help monitor progress. Over 60% of students across the district responded favorably to staff and teacher interactions and research suggests, stronger student-to-staff/teacher relationships, leads to increases in these indicators and ultimately to student achievement. An area of growth across the district is school engagement and helping learnings connect what they are learning in the classroom to broader community interactions.|Met||2018
34765050108795|Creative Connections Arts Academy|6|The California Healthy Kids Survey (CHKS) is administered annually to students in grades 7 – 12. A district developed survey was administered during the 2017-18 school year to students in grade 5. The surveys includes items in a variety of domains measuring school climate and safety.  CHKS -Major School-Related Student Domains: • School Connectedness • Student Learning Engagement and Motivation • Student Performance • Academic Rigor and Norms-High Expectations • Teacher and Other Supports for Learning • Relationships Between Students and Staff • Relationships Among Students     • Parent Involvement • Meaningful Participation and Decision-Making • Perceived Safety                         • Violence and Victimization • Alcohol, Tobacco and Drug Use • Social-Emotional and Behavioral Supports   Key Findings: 53% of 5th graders had favorable responses to school culture and climate questions. School Connectedness responses for strongly agree at secondary sites was 52% for 7th grade, 42% for 8th grade, 25% for 9th and 10th grade, 28% for 11th grade and 32% for 12th grade with little variation across ethnic subgroups. School Safety responses for strongly agree at secondary sites was 63% for 7th grade, 53% for 8th grade, 40% for 9th and 10th grade, 42% for 11th grade and 51% for 12th grade with little variation across ethnic subgroups.   The school connectedness and safety responses showed a small decline from the previous year administration of the CHKS.  Efforts to increase school connectedness for secondary sites includes the use of Counselors and Activity Directors, as well as Social-Emotional Supports. Student engagement opportunities before, during, and after school make a difference.|Met||2018
19648400000000|Norwalk-La Mirada Unified|6|Data was collected from students in NLMUSD during Winter 2018 using the California Healthy Kids Survey. The survey collected data from students’ about their perceptions of elementary, middle, and high school students on school supports that are available, their level of connection to school, and their academic motivation: • Percentage of students that feel a moderate or high level of school support on the Winter 2018 California Healthy Kids Survey: • 5th Grade: 94% • 7th Grade: 85% • 9th Grade: 75% •11th Grade: 76%   • Percentage of students that feel a moderate or high level of connectedness to their school on the Winter 2018 California Healthy Kids Survey: • 5th Grade: 96% • 7th Grade: 93% • 9th Grade: 87% •11th Grade: 84%  • Percentage of students that feel a moderate or high level of academic motivation to be successful in school on the Winter 2018 California Healthy Kids Survey:  • 5th Grade: 82% • 7th Grade: 83% • 9th Grade: 75% •11th Grade: 70%|Met||2018
34765056112643|Westside Preparatory Charter|6|The California Healthy Kids Survey (CHKS) is administered annually to students in grades 7 – 12. A district developed survey was administered during the 2017-18 school year to students in grade 5. The surveys includes items in a variety of domains measuring school climate and safety.  CHKS -Major School-Related Student Domains: • School Connectedness • Student Learning Engagement and Motivation • Student Performance • Academic Rigor and Norms-High Expectations • Teacher and Other Supports for Learning • Relationships Between Students and Staff • Relationships Among Students     • Parent Involvement • Meaningful Participation and Decision-Making • Perceived Safety                         • Violence and Victimization • Alcohol, Tobacco and Drug Use • Social-Emotional and Behavioral Supports   Key Findings: 53% of 5th graders had favorable responses to school culture and climate questions. School Connectedness responses for strongly agree at secondary sites was 52% for 7th grade, 42% for 8th grade, 25% for 9th and 10th grade, 28% for 11th grade and 32% for 12th grade with little variation across ethnic subgroups. School Safety responses for strongly agree at secondary sites was 63% for 7th grade, 53% for 8th grade, 40% for 9th and 10th grade, 42% for 11th grade and 51% for 12th grade with little variation across ethnic subgroups.   The school connectedness and safety responses showed a small decline from the previous year administration of the CHKS.  Efforts to increase school connectedness for secondary sites includes the use of Counselors and Activity Directors, as well as Social-Emotional Supports. Student engagement opportunities before, during, and after school make a difference.|Met||2018
37680560000000|Del Mar Union Elementary|6|The Del Mar Union School District has met the standard for School Climate by administering the California Healthy Kids Survey in spring 2017 to fifth and sixth-grade students at all school sites.   An analysis of the critical indicators of school climate and student well-being are as follows: (1) School engagement and supports - Students indicate they are highly connected to their school and have caring adult relationships. (2) School safety - Ninety percent of surveyed students feel safe at school.  (3) Disciplinary Environment - Students report they are well behaved, and if they do not follow a school rule, they experience fair treatment.  Eighty-six percent of students say they receive respect.  (4) Lifetime Substance Use - Students report low rates of cigarette smoking (1%).  Although 22% of students indicate they have used alcohol, 21% indicate their use to consists of one or two sips.   Overall, the key indicators reported in the California Healthy Kids survey demonstrate a positive school climate for students attending schools in the Del Mar Union School District.  Beginning in the 2018-19 school year, a survey measuring school climate and student well-being will be administered annually.|Met||2018
13630990000000|Calexico Unified|6|Calexico Unified School District administered the Healthy Kids Survey on February 2017. We received 2498 Responses. Elementary: 463 (5th grade) Secondary: 2035 (7th, 9th, 11th, NT). 68% of the 5th graders, 66% of the 7th graders, 55% of the 9th graders, 50% of the 11th graders and 46% of NT students indicated a contentedness to school. 59% of the 5th graders, 41% of the 7th graders, 30% of the 9th graders, 28% of the 11th graders and 34% of NT students indicated having caring adult relationships. 81% of the 5th grader, 70% of the 7th graders, 64% of the 9th graders, 61% of the 11th graders and 54% of NT students perceived school as very safe or safe. Our Governing Board and District Safety Committee has made student safety a priority. The District has taken numerous measures to create a safe learning environment including stationing a School Resource Officer at Calexico High School and securing an additional SRO to support the rest of the sites. CUSD continues to employ many campus security at the secondary sites and noon duty aides at the elementary sites. All school sites have secured the main office entrance, rerouting visitors to main office, and a visitor management system was installed at every school site. The District has also implemented Catapult, a mass emergency and crisis alert system, to better communicate with site staff, district staff and law enforcement in real time and account for students and staff in a more efficient manner. Schools have implemented programs such as Character Counts, Conscious Discipline and 7 Habits of Highly Effective Students to foster positive climate change to produce exceptional results in the academic, social, emotional and character development. In addition, CUSD has collaborated with Imperial County Office of Education to initiate a multi-tier system of supports (MTSS) implementation districtwide.|Met|Calexico Unified will administer the Healthy Kids Survey to 5th, 7th, 9th, 11th and NT in February 2019 to continue to develop LCAP goals, actions and services to best meet the needs of students. In addition, we will continue to provide training for staff to address school climate and students social and emotional needs.|2018
19647330124826|Camino Nuevo Charter Academy #4|6|Camino Nuevo Charter Academy partners with Panorama Education to administer a student survey twice annually, once in the fall and once in the spring. The survey is a research-backed instrument designed and tested to gather feedback students. The survey is nationally benchmarked so it allows us to analyze our data on a macro level, across our district (grades 3-12), and at the individual school level. The survey is designed as a series of questions with responses grouped according to themes, to help us measure an array of aspects of student attitudes and perceptions. The themes included are:  • School Belonging measures how much students feel that they are valued members of the school community.  • School Climate measures perceptions of the overall social and learning climate of the school.  • School Engagement measures how attentive and invested students are in school.  • School Mindset measures perceptions of whether students have the potential to change those factors that are central to their performance in school.  • School Safety measures perceptions of student physical and psychological safety at school. • School Teacher-Student Relationships measures the social connection between teachers and students within and beyond the school.  • School Staff measures the social connection students feel to school staff and engagement in extracurricular activities.   The survey data is reviewed at data meetings with school leadership teams. The leadership team then reviews the information with their teachers, parents, and students. The fall data allows schools to make any course corrections/adjustments and the end-of-year data allows us to track any trends, progress, and plan accordingly for the school year. The data is also presented to the Camino Nuevo Board of Directors to ensure accountability and to help monitor progress. Over 60% of students across the district responded favorably to staff and teacher interactions and research suggests, stronger student-to-staff/teacher relationships, leads to increases in these indicators and ultimately to student achievement. An area of growth across the district is school engagement and helping learnings connect what they are learning in the classroom to broader community interactions.|Met||2018
37756140000000|Valley Center-Pauma Unified|6|In our continued effort to maintain a positive school climate that ensures that students feel safe and connected to their schools, our LCAP committee administered surveys to students (3rd-12th). Below are the key findings:  DATA SUMMARY 94.9% agree teachers and adults at school care about them. 92% agree the school teaches them to care about each other and treat each other with respect.  94.5% agree teachers and other adults make it clear that bullying is not allowed. 90.7% feel safe at school. MEANING- The district continues to focus on counseling services and student support activities and data indicates that the LCAP goals and activities are providing students with the needed services that reflect positive rating on perceptions of school safety and connectedness within all grade levels. USE - The district will continue to use annual data for the continuous improvement of activities and services that provide positive outcomes in student school safety perception and connectedness.|Met||2018
37735510000000|Carlsbad Unified|6|The following are the key findings from the last California Healthy Kids Survey (CHKS): School perceived as very safe or safe: Grade 7: 75%. Grade 9: 70%. Grade 11: 69%. School Connectedness marked high or moderate: Grade 7: 94%. Grade 9: 91%. Grade 11: 92%.|Met|This year we will be adding a Social Emotional Survey that all students in grades 5-12 will take twice a year.  The survey will measure our Graduate Profile Attributes along with SEL attributes; Growth Mindset, Self-Efficacy, Self-Management, and Social Awareness.|2018
34674130114660|Delta Elementary Charter|6|Delta Elementary Charter School (DECS) is committed to ensuring a positive school culture. Toward that end, it holds the goal that students and families feel safe, engaged, and empowered, in service of supporting students’ overall development and well-being. ASSESSMENT: The Local Indicator to measure progress is an Annual Survey administered by Columbia University, a research-based and nationally normed instrument, to evaluate family and student satisfaction with school culture and sense of safety. RESULTS: On the Student Survey Indicators, 1) For Campus Safety, 95% of K – 2nd students and 93% of 3rd - 6th grade students report feeling safe at school, 2) For Teacher Relationships, 96% of K – 2nd and 98% of 3rd - 6th grade students feel that their teacher expects them to do their best and cares for them, 96% of K - 2nd grade and 83% of 3rd - 6th grade students feel that they can talk to their teacher when they have a problem, 3) For Academic Awareness, 96% of K - 2nd grade students feel that they know what they are supposed to learn in class and feel that they are learning a lot, 90% of 3rd - 6th grade students know what they are supposed to learn and why it is important, and 85% of 3rd – 6th grade students report knowing how they are doing in class, 4) For Overall School Satisfaction, 90% of 3rd - 6th grade students would recommend DECS to a friend or someone else and 95% of K - 2nd grade students want to return to DECS next year.|Met||2018
40687590000000|Lucia Mar Unified|6|In the Spring of 2018 Lucia Mar administered the California Healthy Kids Survey (CHKS).  The California Department of Education (CDE) has funded the CHKS since 1997 to provide data to assist schools in: (1) fostering safe and supportive school climates, social-emotional competencies, and engagement in learning; (2) preventing youth health-risk behaviors and other barriers to academic achievement; and (3) promoting positive youth development, resilience, and well-being. A thorough understanding of the scope and nature of these student behaviors, attitudes, experiences, and supports is essential for guiding school improvement and academic, prevention, and health programs. Survey results are integral in the planning and goal-setting in our LCAP. 535 5th graders took the survey as well as 830 7th graders, 720 9th graders and 620 11th graders. Key findings from 5th graders: 46% feel connected to school 58% are academically motivated 83% feel safe at school 17% reported alcohol or drug use  Key findings: School connectedness: Gr 7-29%, Gr 9 -20%, Grade 11-19% Academic motivation:: Gr 7- 41%, Grade 9- 28%, Grade 11- 28% School perceived as very safe or safe: Grade 7- 71%, Grade 9- 61%, Grade 11- 60% Experienced any harassment or bullying: Grade 7- 36%, Grade 9- 40%, Grade 11- 17% Current alcohol or drug use: Grade 7- 5%, Grade 9- 18%, Grade 11- 29% Experienced chronic sadness/hopelessness: Grade 7- 26%, Grade 9- 33%, Grade 11- 37% Considered suicide: Grade 9- 19%, Grade 11- 17%  Data shows a continuing trend of students in need of social-emotional support. We continue to add counseling for students in crisis and improve positive behavior interventions. We also continue to add PD for the classroom teachers such as RTI, MTSS and UDL.|Met||2018
19647330122564|Camino Nuevo Elementary #3|6|Camino Nuevo Charter Academy partners with Panorama Education to administer a student survey twice annually, once in the fall and once in the spring. The survey is a research-backed instrument designed and tested to gather feedback students. The survey is nationally benchmarked so it allows us to analyze our data on a macro level, across our district (grades 3-12), and at the individual school level. The survey is designed as a series of questions with responses grouped according to themes, to help us measure an array of aspects of student attitudes and perceptions. The themes included are:  • School Belonging measures how much students feel that they are valued members of the school community.  • School Climate measures perceptions of the overall social and learning climate of the school.  • School Engagement measures how attentive and invested students are in school.  • School Mindset measures perceptions of whether students have the potential to change those factors that are central to their performance in school.  • School Safety measures perceptions of student physical and psychological safety at school. • School Teacher-Student Relationships measures the social connection between teachers and students within and beyond the school.  • School Staff measures the social connection students feel to school staff and engagement in extracurricular activities.   The survey data is reviewed at data meetings with school leadership teams. The leadership team then reviews the information with their teachers, parents, and students. The fall data allows schools to make any course corrections/adjustments and the end-of-year data allows us to track any trends, progress, and plan accordingly for the school year. The data is also presented to the Camino Nuevo Board of Directors to ensure accountability and to help monitor progress. Over 60% of students across the district responded favorably to staff and teacher interactions and research suggests, stronger student-to-staff/teacher relationships, leads to increases in these indicators and ultimately to student achievement. An area of growth across the district is school engagement and helping learnings connect what they are learning in the classroom to broader community interactions.|Met||2018
34674390101899|George Washington Carver School of Arts and Science|6|George Washington Carver School of Arts and Science students participated in the School Climate Survey in Spring 2018. Of the 73 students who took the survey, 69% responded positively to their perception of connectedness and 75.3% responded positively to their perception of safety.  Carver student responses are higher than the district averages in these areas, reflecting the strong culture in the small high school. Parents have noted the connection between student and teacher is palpable in the classroom learning environment. The school will maintain the variety of student engagement opportunities offered, such as Monday morning meeting, advisory, and multiple lunchtime clubs, tutoring and after-school intramural sports.|Met||2018
19753090137703|Method Schools, LA|6|An annual school wide survey is sent to all students.  73.7% of students at least somewhat agree that there is very little bullying at school and equally 73.1% stated they felt safe at school. 84% felt they could ask their teacher and parents for help.   Method recognizes that every student must feel safe at school and promotes strong communication lines between student, parent, and teacher. It is currently implementing programs that promote digital literacy, global citizenship, and service learning to promote positive interactions between students and staff.  Teachers receive professional development on increasing student engagement and increased student social and emotional intelligence.|Met||2018
37680490129221|MethodSchools|6|An annual school wide survey is sent to all students.  73.7% of students at least somewhat agree that there is very little bullying at school and equally 73.1% stated they felt safe at school. 84% felt they could ask their teacher and parents for help.    Method recognizes that every student must feel safe at school and promotes strong communication lines between student, parent, and teacher. It is currently implementing programs that promote digital literacy, global citizenship, and service learning to promote positive interactions between students and staff.  Teachers receive professional development on increasing student engagement and increased student social and emotional intelligence.|Met||2018
38684780000000|San Francisco Unified|6|"In Spring 2018, San Francisco Unified School District administered a survey to gauge students' social-emotional learning (SEL) skills and their views on school culture/climate. Students who were in 4th grade or higher were eligible to take the survey. 74.8% (26,845 out of 35,893) of students in those grades participated. This report summarizes the survey results focusing on two of the four culture/climate constructs: students' sense of safety and their sense of belonging (or school connectedness). The results are broken down by the three gradespans—elementary, middle, and high schools. For each construct, students' responses are summarized as percentage of students who responded favorably (""favorability"") on the set of questions falling under that construct. Higher favorability rates indicate a more positive view among the group of students for a construct.  Sense of Safety: The overall districtwide favorability on safety was 60% for elementary level students. However, the rate varied widely across different subgroups. Three racial/ethnic subgroups—white students, students of multiple races, and Asian students—were at or above this district average, while others were below (the “Decline to State” group was also slightly above the district average). Notably, English Learners and students receiving special education had low favorability rates, 51% and 53%, respectively. Newcomer students had the lowest favorability rate of all groups, at 49%. The overall districtwide favorability on safety was 57% for students in middle school (grades 6-8). African American Indian/Alaskan Native students in this grade span had the largest gap from the overall average: nine percentage points below the average, or 48%. The next lowest favorability score, 52%, was shared by African American and Filipino students. Lastly, the overall districtwide favorability on safety among high school students was 73%. For this, Asian students had the highest favorability rate of 76%, whereas American Indian/Alaskan Native student had the lowest favorability of 63%. Sense of Belonging: The overall districtwide favorability on sense of belonging was 74% for elementary level students. Students receiving special education and African American students had the lowest favorability scores for this construct: 67% and 66%, respectively. Filipino and white students shared the highest favorability score, at 78%. Among middle-grade students districtwide, the favorability rate was significantly lower, at 56%. Pacific Islander students stood out as the group with the highest favorability rate. The favorability rate for African American, Filipino, and Hispanic/Latino students was slightly below the middle school average. Lastly, high school students districtwide had the same average favorability rate of 56%. English Learners and Newcomer students had the highest rates, at 63% and 68%, respectively. Pacific Islander and African American students had the lowest rates, at 49% and 47%, respectively."|Met||2018
36676780000000|Chino Valley Unified|6|The California Healthy Kids Survey was administered during the 2017-18 school year to students in grades 6-12. Based on the responses from 7033 students, 72% agreed or strongly agreed that their school was safe, and 70% reported that they agreed or strongly agreed that there were structures, supports, and staff members at school to keep them connected to school [5-point scale: Strongly agree, agree, disagree, strongly disagree, don’t know].         The School Quality Survey was also administered to students in grades 6-11. Based on the responses from 9397, 76% reported that their school was safe, and 72% of students reported that were structures, supports, and staff members at school to keep them connected to school.        The results of both surveys provide data supporting an increase in students feeling safe at school. The 2015-2016 California Healthy Kids Survey revealed that 64% of students felt safe at school and that 76% of students reported feeling connected to their school.         There was an increase in school connectedness reported by K-8 students during this most recent survey. Positive Behavioral Interventions and Support (PBIS) began with grades Kindergarten through 8th during the 2016-17 school year and now continues into our comprehensive high schools. PBIS aligns with Chino Valley Unified School District’s Multi-Tiered Levels of Support, where we seek to provide a multi-tiered approach to meeting students’ behavioral and academic needs in a progressive manner through evidence-based and data-driven strategies.|Met||2018
42693100000000|Santa Maria Joint Union High|6|The California Healthy Kids Survey was administered in November 2017 to 3,466 9th, 11th and NT students .  It is also currently being administered to all 9th and 11th and NT students in November – December 2018.  Data: School Connectedness, Academic motivation, and School safety.   MEANING: The District recognizes a need to effectively measure and monitor student engagement across all school sites. The California Healthy Kids Survey (CHKS) is administered to different groups of students annually and therefore is inadequate to address improvement or need. A locally developed survey given to all grade levels annually would provide more relevant feedback from which to assess the concept of ‘engagement’.   USE: Some areas of focus already being undertaken involve increases in Student/Counselor face to face time; Restorative Approaches; increase the number of College/Career events held on each campus; on-going development of Career Pathway opportunities; field trips; and the improvement of on-campus safety measures by creating thorough coverage of each physical campus with security cameras.|Met||2018
38103890000000|San Francisco County Office of Education|6|"In Spring 2018, San Francisco Unified School District administered a survey to gauge students' social-emotional learning (SEL) skills and their views on school culture/climate. Students who were in 4th grade or higher were eligible to take the survey. 74.8% (26,845 out of 35,893) of students in those grades participated. This report summarizes the survey results focusing on two of the four culture/climate constructs: students' sense of safety and their sense of belonging (or school connectedness). The results are broken down by the three gradespans—elementary, middle, and high schools. For each construct, students' responses are summarized as percentage of students who responded favorably (""favorability"") on the set of questions falling under that construct. Higher favorability rates indicate a more positive view among the group of students for a construct.  Sense of Safety: The overall districtwide favorability on safety was 60% for elementary level students. However, the rate varied widely across different subgroups. Three racial/ethnic subgroups—white students, students of multiple races, and Asian students—were at or above this district average, while others were below (the “Decline to State” group was also slightly above the district average). Notably, English Learners and students receiving special education had low favorability rates, 51% and 53%, respectively. Newcomer students had the lowest favorability rate of all groups, at 49%. The overall districtwide favorability on safety was 57% for students in middle school (grades 6-8). African American Indian/Alaskan Native students in this grade span had the largest gap from the overall average: nine percentage points below the average, or 48%. The next lowest favorability score, 52%, was shared by African American and Filipino students. Lastly, the overall districtwide favorability on safety among high school students was 73%. For this, Asian students had the highest favorability rate of 76%, whereas American Indian/Alaskan Native student had the lowest favorability of 63%. Sense of Belonging: The overall districtwide favorability on sense of belonging was 74% for elementary level students. Students receiving special education and African American students had the lowest favorability scores for this construct: 67% and 66%, respectively. Filipino and white students shared the highest favorability score, at 78%. Among middle-grade students districtwide, the favorability rate was significantly lower, at 56%. Pacific Islander students stood out as the group with the highest favorability rate. The favorability rate for African American, Filipino, and Hispanic/Latino students was slightly below the middle school average. Lastly, high school students districtwide had the same average favorability rate of 56%. English Learners and Newcomer students had the highest rates, at 63% and 68%, respectively. Pacific Islander and African American students had the lowest rates, at 49% and 47%, respectively."|Met|San Francisco operates as both a County Office of Education and a Unified School District. We are reporting the same metrics for both entities.|2018
37681633731239|Julian Charter|6|1. Last year we completed an online survey related to health, safety and school-connectedness. Approximately 30% of parents and 33% of students responded to the online survey. Overall parents feel that JCS does a good job of supporting students, keeping students safe, and keeping parents informed. Parents feel that JCS has high expectations for students but also that they care for students. Overall students feel that JCS does a good job of keeping them safe and keeping their parents informed. They also feel teachers care about them and have high expectations for them, but also make them feel like they are able to achieve. In all grade bands, students report that bullying is a small problem. Drug and alcohol use, as reported by students, is not a problem.   2. Students in all grades reported that they don't feel they have a voice in class/school rules and activities (~45%). Additionally many students in grades 6-8 reported that class activities are not very engaging and/or don't make a difference. High school students last year reported depression (35%) and suicidal thoughts (18%) in significant enough numbers that we want to continue to focus on early intervention in middle school to help students feel connected and safe.  3. Areas of growth have been identified and are part of our LCAP goal #3 to provide ongoing social-emotional learning for K-8 students and training to staff on recognition, prevention and intervention in bullying, sexual harassment, and suicide ideation.   In mid-November JCS will be sending out a survey for families in all grades to complete about health, wellness and connectedness to our school. This will give us slightly different information than that we got last year as part of Julian Charter School, and we believe it will be that much more relevant.|Met||2018
42691200000000|Santa Maria-Bonita|6|The Santa Maria-Bonita School District’s (SMBSD) commitment to a school climate conducive to learning is reflected in our LCAP Goal 3, “Maintain a safe, secure, healthy and positive learning environment for all students and staff.” To measure student perceptions of school safety and connectedness, SMBSD administered the California Healthy Kids Survey (CHKS) to 5th and 7th-grade students in February 2018. This administration of the CHKS had an average response rate of 78% of 5th graders and 89% of 7th graders. The major findings from the 2017-18 CHKS are as follows: 5th and 7th grade students report high to moderate levels of school connectedness at 98% and 92% respectively. Greater than 79% of 5th grade students report high to moderate ranges of feeling “safe at school.” A majority of 7th graders (89%) perceive school as “very safe, safe or neither safe nor unsafe.” Students in 5th and 7th grade report high to moderate levels of academic motivation at 81% and 83%, respectively. A vast majority of both 5th and 7th grade students feel there are caring adults at school (97% and 88% respectively). Analysis of the data revealed an area of potential improvement as related to the “ever used marijuana” question and the increase that occurs between 5th and 7th grade students (from 1% to 7% respectively).   SMBSD continues to actively pursue measures to assist our students and seeks to provide students and their families with a supportive, inclusive, and welcoming school environment. Efforts to implement appropriate and responsive solutions to increase student connectedness, school safety and student achievement continue districtwide. They include, the hiring of additional staff to maintain clean and safe facilities, expansion of counseling services to support the socio-emotional well-being of our students and their families, additional School Resource Officers serviced through law enforcement agencies, an increase in student supervision, an increase in health assistant coverage, and the coordination and collaboration among the school district and community resources to meet the needs of the whole child. The district has hired two program specialists to support and coordinate varying aspects of community engagement and health. Additionally, five family outreach advocates and four district community liaisons have been hired to assist in expanded communication and the connection to services for students and their families. Although the State indicator for suspension has not yet been reported for the 2017-18 school year, with the additional student supports and alignment of actions and services to promote positive interactions and enhance behavioral supports at schools, we expect the positive trends to continue. The district is encouraged by the positive changes these measures have produced and is committed to continuing its efforts to foster the academic achievement and socio-emotional well-being of its students through school safety and connectedness.|Met|Fourteen schools are participating in the implementation of Positive Behavior Intervention Support (PBIS) with the assistance of CALTAC and 2 of 20 schools are participating in the MTSS process to link Response to Intervention and PBIS actions. In addition to these endeavors, academic and enrichment activities received increased support with the goal of focusing our students on academic success, positive interactions with their peers and their college and career goals. Some of these academic and enrichment activities include: the DARE program for our 6th grade students, the Too Good for Drugs curriculum for all Kindergarten through 6th grade students (students in 7th and 8th grade receive this instruction via the Project Alert curriculum), and school wide positive incentive programs.|2018
54721400136507|Crescent Valley Public Charter II|6|In the spring of 2018, the local school climate survey was given to students online and anonymously.  We serve students in an individualized program mainly in high school.  The results were analyzed and shared with the school board at a regularly scheduled meeting.   The students reported the following metrics in accord with their experience: *  97% of the students reported that they felt safe at school *  99% reported that they felt connected to the school *  98% of the students reported that they were satisfied with their individualized program This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending.  A positive school culture is fundamental to our values and mission.  We are aware of the fact that there are students who require additional attention and outreach, so that they will also feel connected to the school.  The challenge is that a few students have had traumatic experiences with school and/or with adults in their past, so our trauma informed practices must be implemented with fidelity.  In the spirit of continual improvement, we will consider other survey options that could inform the quality of our school programs.  The local school climate survey was designed to align with our LCAP Goal #5 and was given during the 2nd semester to students, parents and teachers/staff.  The results reflect the school’s efforts to implement our LCAP and meet the goals.|Met||2018
37682960000000|Poway Unified|6|As a means to analyze the school climate on our sites, the California Healthy Kids survey was used. This tool is administered to students at grades 5, 7, 9, and 11 on a bi-annual basis.  In the months of October and November, we garnered student and staff input concerning school climate issues via the California Healthy Kids Survey.  The information gleaned from this tool provides our staff with focus areas for students to enhance their overall school experience.   On a regular basis, our staff examines our social emotional supports that are provided for students in order to curtail negative student to student behaviors. In response to survey results, we have initiated the following programs:  No Place for Hate – ADL  Say Hello – Sandy Hook Promise  Social/Emotional Learning Curriculum – Second Step Lessons  Character Counts Additional Counselors and increased hours for our Student Support Services personnel|Met||2018
19648570112714|Antelope Valley Learning Academy|6|In the spring of 2018, the local school climate survey was given to students online and anonymously.  We serve students in an individualized program mainly in high school.  The results were analyzed and shared with the school board at a regularly scheduled meeting.   The students reported the following metrics in accord with their experience: *  97% of the students reported that they felt safe at school *  97% reported that they felt connected to the school *  98% of the students reported that they were satisfied with their individualized program This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending.  A positive school culture is fundamental to our values and mission.  We are aware of the fact that there are students who require additional attention and outreach, so that they will also feel connected to the school.  The challenge is that a few students have had traumatic experiences with school and/or with adults in their past, so our trauma informed practices must be implemented with fidelity.  In the spirit of continual improvement, we will consider other survey options that could inform the quality of our school programs.  The local school climate survey was designed to align with our LCAP Goal #5 and was given during the 2nd semester to students, parents and teachers/staff.  The results reflect the school’s efforts to implement our LCAP and meet the goals.|Met||2018
37683380135913|Urban Discovery Academy Charter|6|UDA utilizes annual climate surveys to measure student and parent perceptions of student safety and connectedness schoolwide. The Student Climate Survey and Parent Satisfaction Survey are both customized for Urban Discovery Academy; the student climate survey incorporates many facets of the California Healthy Kids Survey into its design.  DATA In our latest implementation of the K-8 student survey, 90% of 2nd to 8th grade students reported they feel safe or very safe in school. 87% of students reported they “agree or strongly agree” to the statement, “When I am at school I feel I belong.”   In the latest implementation of the high school survey, 71% of high school students reported feeling safe at school and 85% reported feeling comfortable attending school. 74% of students reported feeling like they “belong.”  MEANING There is a need to continue to focus on school safety, particularly at the high school level. School safety feels stronger at the K-8 level, still with room to grow, but there is a great need to focus on school climate and connectedness at the high school level where the program, curriculum or relationships are still developing.  USE This year, there is a continued strengthened focus on school safety through training, instruction, staffing, and parent collaboration.   Staffing updates include the addition of a full-time school psychologist, a campus supervisor, a high school dean, and a cultural and behavioral specialist.   All levels are continuing to focus on the refining of and schoolwide implementation of restorative practices. At the middle school and high school level, relationship and community building are an enhanced focus of the developing advisory program. School climate and behavior norms have also been redeveloped since last school year, with additional teacher training and collaboration to support a strengthened school culture. At the TK-8th grade level, character building has been added back to school curricula. Cyber security training has also continued to be strengthened schoolwide, with training added for high school grades.   In addition to staffing, there has been an enhanced focus on parent engagement and collaboration through ongoing trainings, including cyber security training. The high school has added a specific emphasis on parent workshops with drug and alcohol awareness and other critical student safety topics.|Met||2018
49709380120121|REACH|6|The school did a parent and staff survey in 2017-18 that provided data related to student's feelings of safety and connectedness to the school. The 2017-18 LCAP set goals targeting 83% of parents reporting that their child feels engaged at school, and 87% of parents reporting that their child feels safe at school. 98% of parents agreed or strongly agreed that school is a safe place for their student, 100% agreed or strongly agreed that the school has a learning environment that is supportive and inviting for students, and 98% that the school has adults that really care about students.|Met|In alignment with charter goals, the school adopted and invested in a three-year implementation of Positive Discipline as our social emotional curriculum of choice.All staff were trained in the curriculum and the school started the process of integrating the framework into school curriculum, as well as Board policies and disciplinary practices. A group of parents were also trained as the first step in extending tPositive Discipline principles into the entire school community. In 2016-17, the school invested in a community-wide design process for campus improvements and the creation of an overall plan that reflects the school's values of PBL and SEL. 2017-18 reflects the first phase of that plan.|2018
19647330117598|Alliance Piera Barbaglia Shaheen Health Services Academy|6|The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) helps us gather unfiltered student feedback to assess whether we foster a safe school environment. Our survey question regarding whether the student feels safe at school yielded an average response of 2.6. Additionally, our survey question regarding whether the school emphasizes respect for others yielded an average response of 2.8. The Student Satisfaction Survey also helps us determine whether we effectively promote our students’ sense of belonging and connectedness to the school. For example, students provided an average response of 3.1 when asked if the teachers show respect for all students and an average response of 3.1 when asked if the principal shows respect for all students. Additionally, students provided an average response of 2.9 to the question: Students have a voice in improving the school. Furthermore, at Alliance Piera Barbaglia Shaheen Health Services Academy (“Shaheen”) we believe that students thrive not only when they develop close relationships with teachers and all adults in the building, but also when we set high expectations for students. Students respective average responses to the following survey questions are indicated in parentheses after each question: (a) I believe that this school is preparing me to be successful in college (3.0), (b) This school does a good job of informing students about options for college (3.1), (c) This school emphasizes the benefits of attending college (3.2), and (d) This school emphasizes the benefits of graduating from college (3.1).|Met|In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) indicate that students believe Alliance Piera Barbaglia Shaheen Health Services Academy (“Shaheen”) is meeting its goals for a safe and inclusive school climate. In the Survey, Shaheen received an overall average response of 2.7. And while we are happy with the score, we will continue to prioritize the safety and well-being of our students. At Shaheen, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators. At its core, the Student Satisfaction Survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. A copy of the Student Satisfaction Survey is available upon request. The Student Satisfaction Survey was developed by Alliance College-Ready Public Schools Research and Data Team to help schools develop goals to improve services and support provided to students. It is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college, and measures performance on a 1 to 4 scale with 4 being the highest rating.|2018
20652430107938|Ezequiel Tafoya Alvarado Academy|6|ETAA administered a school climate survey in March of 2018. The survey provides a measure of parent perceptions of school climate regarding safety, learning environment, communication and staff.   Overall, 85% of the responses positively rated the school in a variety of areas related to school climate. The highest positive ratings were identified in the areas of the school’s safety of the child going and coming from school at 94%. The lowest positive rating was identified at 75% in school’s effort to get family members to take part in school activities, and parents feeling connected to school (71%). However, these rating are expected to go up because, this year, teachers have Class Dojo to communicate with parents for 2018-2019 school year.  The app, Class Dojo has an automatic translator for non-English speakers and parents feel more connected to our school, classroom and child’s school activities.  We also hired a principal who meets with parents needing to have resolution to issues that come up.  Specific items of relevance to school climate include parents’ perceptions of students feeling overall safe on campus (90%), staff teaching students to respect differences (88%), and teachers setting high standards for students to think independently (90%).  Analysis of the data demonstrate that students will continue to benefit from positive interactions with the staff and the continual promotion of academic success for all students. High school and postsecondary preparation is important and upper grades provide students opportunities to set goals, plan, and develop career and life skills.  Also, ETAA has educational field trips, including a leadership fieldtrip to UC Davis for Cesar Chavez day and some local educational settings.  ETAA increases opportunities for students to become involved both on and off campus with collaborate projects which include field trips.   Finally, math was the area most identified by our data as requiring additional support. More professional development opportunities will be provided to teachers to better support students.|Met||2018
15634870000000|General Shafter Elementary|6|Data collected from survey results from parents, students and staff reflect a strong level of support for currant facilities and operations. Parents surveys suggest they would like to see an increase in the arts and STEAM. Student surveys indicate they would like to see more hands on learning  by way of field trips. Staff Surveys would indicate a greater need for Professional Development.  General Shafter School District leadership are working to grow in the area of the arts and STEAM. Our goal is to provide training for our staff in regards to ideas for hands on learning. EL and RSP staff are in place to provide services.|Not Met||2018
14101400000000|Inyo County Office of Education|6|In 2017-18, a local survey was conducted.  Areas of strength based on survey results include feeling of school safety.  Areas of need include increasing staff responsiveness to trauma students' experience outside the classroom and attendance.The CHKS survey was administered to all students in 2017-18, however results are not made public due to the small number of students (total enrollment for grades 6-12 is under 15 students each year).|Met||2018
27660350000000|Greenfield Union Elementary|6|Our School Climate data for local priority six is collected every other school year via the California Healthy Kids Survey. The last sample collected was derived from our California Healthy Kids Survey results in grades 5 and 7 during the 2017-18 school year. 61% of our 5th graders and 83% of our 7th graders participated during the 2017-18 sample. It was discovered that 81% of our students felt as though they were being treated with respect and 51% of our sampled students felt as though they were treated fairly. On average, 54% of our students felt safe at school, 29% had been hit or pushed, and 40% had been the center of mean rumors. These numbers are too high for our district. We will be reviewing our Positive Behavior Intervention Supports (PBIS) implementation at both site and district level to ensure we demonstrate a high reduction in bullying and an increase in safety and fairness at all of our school sites.|Met|This local indicator data and narrative was presented to our local school board and community in June 2018 and will again in February 2019.|2018
10101080109991|Crescent View West Public Charter|6|In the spring of 2018, the local school climate survey was given to students online and anonymously.  We serve students in an individualized program mainly in high school.  The results were analyzed and shared with the school board at a regularly scheduled meeting.   The students reported the following metrics in accord with their experience: *  98% of the students reported that they felt safe at school *  96% reported that they felt connected to the school *  98% of the students reported that they were satisfied with their individualized program This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending.  A positive school culture is fundamental to our values and mission.  We are aware of the fact that there are students who require additional attention and outreach, so that they will also feel connected to the school.  The challenge is that a few students have had traumatic experiences with school and/or with adults in their past, so our trauma informed practices must be implemented with fidelity.  In the spirit of continual improvement, we will consider other survey options that could inform the quality of our school programs.  The local school climate survey was designed to align with our LCAP Goal #5 and was given during the 2nd semester to students, parents and teachers/staff.  The results reflect the school’s efforts to implement our LCAP and meet the goals.|Met||2018
19647330122861|Camino Nuevo Academy #2|6|Camino Nuevo Charter Academy partners with Panorama Education to administer a student survey twice annually, once in the fall and once in the spring. The survey is a research-backed instrument designed and tested to gather feedback students. The survey is nationally benchmarked so it allows us to analyze our data on a macro level, across our district (grades 3-12), and at the individual school level. The survey is designed as a series of questions with responses grouped according to themes, to help us measure an array of aspects of student attitudes and perceptions. The themes included are:  * School Belonging measures how much students feel that they are valued members of the school community.  * School Climate measures perceptions of the overall social and learning climate of the school.  * School Engagement measures how attentive and invested students are in school.  * School Mindset measures perceptions of whether students have the potential to change those factors that are central to their performance in school.  * School Safety measures perceptions of student physical and psychological safety at school.  * School Teacher-Student Relationships measures the social connection between teachers and students within and beyond the school.  * School Staff measures the social connection students feel to school staff and engagement in extracurricular activities.|Met|The survey data is reviewed at data meetings with school leadership teams. The leadership team then reviews the information with their teachers, parents, and students. The fall data allows schools to make any course corrections/adjustments and the end-of-year data allows us to track any trends, progress, and plan accordingly for the school year. The data is also presented to the Camino Nuevo Board of Directors to ensure accountability and to help monitor progress. Over 60% of students across the district responded favorably to staff and teacher interactions and research suggests, stronger student-to-staff/teacher relationships, leads to increases in these indicators and ultimately to student achievement. An area of growth across the district is school engagement and helping learnings connect what they are learning in the classroom to broader community interactions.|2018
10623800136499|Ambassador Phillip V. Sanchez II Public Charter|6|The local school climate survey was given to students online and anonymously.  We serve students in an individualized program mainly in high school.  The results were analyzed and shared with the school board at a regularly scheduled meeting.   The students reported the following metrics in accord with their experience: *  98% of the students reported that they felt safe at school *  91% reported that they felt connected to the school *  91% of the students reported that they were satisfied with their individualized program This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending.  A positive school culture is fundamental to our values and mission.  We are aware of the fact that there are students who require additional attention and outreach, so that they will also feel connected to the school.  The challenge is that a few students have had traumatic experiences with school and/or with adults in their past, so our trauma informed practices must be implemented with fidelity.  In the spirit of continual improvement, we will consider other survey options that could inform the quality of our school programs.  The local school climate survey was designed to align with our LCAP Goal #5 and was given to students, parents and teachers/staff.  The results reflect the school’s efforts to implement our LCAP and meet the goals.|Met||2018
19734370137893|KIPP Compton Community|6|In 2017-18, KIPP LA administered the California Healthy Kids Survey (CHKS) to all 3rd - 8th graders whose parents gave consent. The survey was administered during January and February of 2018. KIPP Compton Community School was not yet open in the 2017-18 school year and has not yet taken the student survey. In 2018-19 KIPP LA will no longer administer CHKS, and will instead adminster a new student survey created by KIPP LA. A copy of the new survey may be obtained on our website at www.kippla.org.|Met||2018
19647330100867|KIPP Los Angeles College Preparatory|6|In 2017-18, KIPP LA administered the California Healthy Kids Survey (CHKS) to all 3rd - 8th graders whose parents gave consent. The survey was administered during January and February of 2018. Specific results on school safety and connectedness are included below:  % of students reporting I feel safe at school: 79%  % of students reporting I am happy to be at this school 72%                                                           In 2018-19 KIPP LA will no longer administer CHKS, and will instead administer a new student survey created by KIPP LA. A copy of the new survey may be obtained on our website at www.kippla.org.|Met||2018
37680490136614|Diego Hills Central Public Charter|6|In the spring of 2018, the local school climate survey was given to students online and anonymously.  We serve students in an individualized program mainly in high school.  The results were analyzed and shared with the school board at a regularly scheduled meeting.   The students reported the following metrics in accord with their experience: *  95% of the students reported that they felt safe at school *  94% reported that they felt connected to the school *  92% of the students reported that they were satisfied with their individualized program This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending.  A positive school culture is fundamental to our values and mission.  We are aware of the fact that there are students who require additional attention and outreach, so that they will also feel connected to the school.  The challenge is that a few students have had traumatic experiences with school and/or with adults in their past, so our trauma informed practices must be implemented with fidelity.  In the spirit of continual improvement, we will consider other survey options that could inform the quality of our school programs.  The local school climate survey was designed to align with our LCAP Goal #5 and was given during the 2nd semester to students, parents and teachers/staff.  The results reflect the school’s efforts to implement our LCAP and meet the goals.|Met||2018
16639660000000|Lakeside Union Elementary|6|1. We administered a local climate survey to all students enrolled at Lakeside School during the spring of 2018. Our results showed that 73% of students indicated they felt safe while at school. 84% of all students felt that they were a part of the school community. Results were similar when asked if staff respects them at school with a response 82% . A very high number, 90%, of all students surveyed during the spring of 2018 specified that they would like the school to continue to provide parent-student activities.  2. We continue to demonstrate strength in our school climate and culture. The majority of all students surveyed during the spring of 2018 stated they would like the school to continue to provide a Student Advocate. This position supports positive school climate efforts.  We have shown growth in our identified outcomes. The district LCAP Goal 1 is aligned to this priority: Lakeside Union School District will provide a safe and aesthetically pleasing school environment.  Some challenges are related to the recent violence in schools on the news was found to be a contributing factor in our survey responses. 3. We will continue to work with parents and students. For example,  Parents as Partner activities, such as the spring community service event. 8th grade partners, Kindergarten students, and parents worked to create a Christmas greeting activity that was later delivered to patients at a local post-acute care center. We have had such favorable responses related to the community project that we are currently exploring additional opportunities. Lakeside strives to develop and maintain a positive relationship between parents, students, staff, and community.|Met||2018
19647330129460|KIPP Vida Preparatory Academy|6|In 2017-18, KIPP LA administered the California Healthy Kids Survey (CHKS) to all 3rd - 8th graders whose parents gave consent. The survey was administered during January and February of 2018. Specific results on school safety and connectedness are included below:  % of students reporting I feel safe at school: 74%  % of students reporting I am happy to be at this school: 76%                                                           In 2018-19 KIPP LA will no longer administer CHKS, and will instead administer a new student survey created by KIPP LA. A copy of the new survey may be obtained on our website at www.kippla.org.|Met||2018
12753820000000|Mattole Unified|6|"School Climate – Student Survey California Healthy Kids Survey Grades 5-8 (May 2018)  Statement ""I feel close to people at  this school"" Strongly disagree 0% Disagree 0% Neither disagree or agree 17% Agree  50% Strongly Agree  33%  Statement: ""I am happy to be at this school"" Strongly disagree  0% Disagree 17% Neither disagree or agree  33% Agree  42% Strongly Agree  8%  Statement: ""I feel like I am part of this school"" Strongly disagree  0% Disagree 8% Neither disagree or agree  8% Agree  67% Strongly Agree  17%  Statement: ""The teachers at this school treat students fairly"" Strongly disagree  0% Disagree 0% Neither disagree or agree  25% Agree  67% Strongly Agree  8%  Statement: ""I feel safe in my school"" Strongly disagree  0% Disagree 0% Neither disagree or agree  0% Agree  67% Strongly Agree  33%  School Climate – Student Survey California Healthy Kids Survey Grades 9-12 (May 2018)  Statement ""I feel close to people at  this school"" Strongly disagree 0% Disagree 8% Neither disagree or agree 0% Agree  38% Strongly Agree  54%  Statement: ""I am happy to be at this school"" Strongly disagree  8% Disagree 8% Neither disagree or agree  38% Agree  31% Strongly Agree  15%  Statement: ""I feel like I am part of this school"" Strongly disagree  0% Disagree 8% Neither disagree or agree  8% Agree  67% Strongly Agree  17%  Statement: ""The teachers at this school treat students fairly"" Strongly disagree  0% Disagree 15% Neither disagree or agree  15% Agree  62% Strongly Agree  8%  Statement: ""I feel safe in my school"" Strongly disagree  0% Disagree 0% Neither disagree or agree  0% Agree  58% Strongly Agree  42%"|Met||2018
47703670000000|Junction Elementary|6|According to the survey that was completed by parents in Spring 2018, 100% of the responses say that Junction Elementary School is a clean and safe school and that they feel welcome. We did see that 11% (1 survey) felt that they did not feel informed about their students education and school decisions. Using this information, we can touch these subjects with all parents at our activities and parent/teacher conferences to assure all involvement.|Met||2018
37683386039457|Darnall Charter|6|(1) Summary Results: (1.a)School Climate Survey Overall Positive Response Average: 74.95% (baseline). (1.b) School Safety Positive Response Average: 69.48%. (1.c) Connectedness Positive Response Average: 81.20%.   (2) Combined results from the 2017 School Climate Survey of 4th - 8th grade students (305 respondents): (2.a) The lowest positive responses were to questions about how students treat each other (47.65%, 26.51% and 54.90%). (2.b) 80.79% of students replied that they feel safe while at school. (2.c) 86.71 felt teachers treat them with respect. (2.d) 74.85% think teachers treat them fairly. (2.e) 96.98% know how to follow the school motto (Be respectable, responsible and safe). (2.f) 75.91% believe the school works with parents/guardians to help them do their best. (2.g) 78.29% look forward to coming to school each day. (2.h) 89.47% believe teachers provide them with a lot of chances to be a part of class discussions or activities. (2.i) 90% of students feel their teacher really cares about them.   (3) Student group reporting - Student group data was reported to the Darnall Board. In general, responses were consistent between different age groups. School safety and connectedness is a priority at Darnall. We will continue to implement the Positive Behavioral Intervention and Supports (PBIS) program. Based on survey data, we will focus on fostering positive student to student interaction and respect.|Met|At Darnall Charter School, our motto is to: “Be Respectful, Be Responsible, Be Safe”. These ideas define our commitment to provide a safe and secure learning environment for each and every child and adult on campus. Under the leadership of the PBIS committee, our students and staff embrace the Eight Keys of Excellence and restorative practices every day. With these practices in place, we have created a school culture that nurtures the whole child.|2018
19647330125641|KIPP Sol Academy|6|In 2017-18, KIPP LA administered the California Healthy Kids Survey (CHKS) to all 3rd - 8th graders whose parents gave consent. The survey was administered during January and February of 2018. Specific results on school safety and connectedness are included below:  % of students reporting I feel safe at school: 80%  % of students reporting I am happy to be at this school: 76%                                                           In 2018-19 KIPP LA will no longer administer CHKS, and will instead administer a new student survey created by KIPP LA. A copy of the new survey may be obtained on our website at www.kippla.org.|Met||2018
30103060134841|Orange County Workforce Innovation High|6|In the spring of 2018, the local school climate survey was given to students online and anonymously.  We serve students in an individualized program in grades 9-12.  The results were analyzed and shared with the school board at a regularly scheduled meeting.   The students reported the following metrics in accord with their experience: *  98% of the students reported that they felt safe at school *  96% reported that they felt connected to the school *  97% of the students reported that they were satisfied with their individualized program This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending.  A positive school culture is fundamental to our values and mission.  We are aware of the fact that there are students who require additional attention and outreach, so that they will also feel connected to the school.  The challenge is that a few students have had traumatic experiences with school and/or with adults in their past, so our trauma informed practices must be implemented with fidelity.  In the spirit of continual improvement, we will consider other survey options that could inform the quality of our school programs.  The local school climate survey was designed to align with our LCAP Goal #5 and was given during the 2nd semester to students, parents and teachers/staff.  The results reflect the school’s efforts to implement our LCAP and meet the goals.|Met||2018
34674470132399|Golden Valley Orchard|6|GVCS administers an annual survey that includes school climate questions.  The data reflects that parents feel secure in the community and the students feel safe in the learning environment.  The school compares this data with suspension and discipline referral numbers.  Furthermore, data sets are developed which collate the answers with similar questions asked asked of parents, students, and staff.  An area of growth identified the need to put bullying prevention plan into place.|Met||2018
19647330117903|KIPP Raices Academy|6|In 2017-18, KIPP LA administered the California Healthy Kids Survey (CHKS) to all 3rd - 8th graders whose parents gave consent. The survey was administered during January and February of 2018. Specific results on school safety and connectedness are included below:  % of students reporting I feel safe at school: 90%  % of students reporting I am happy to be at this school: 84%                                                           In 2018-19 KIPP LA will no longer administer CHKS, and will instead administer a new student survey created by KIPP LA. A copy of the new survey may be obtained on our website at www.kippla.org.|Met||2018
19647330131797|KIPP Promesa Prep|6|In 2017-18, KIPP LA administered the California Healthy Kids Survey (CHKS) to all 3rd - 8th graders whose parents gave consent. The survey was administered during January and February of 2018. KIPP Promesa Prep only had students in grades TK-2 in the 2017-18 school year and has not yet taken the student survey. In 2018-19 KIPP LA will no longer administer CHKS, and will instead administer a new student survey created by KIPP LA. A copy of the new survey may be obtained on our website at www.kippla.org.|Met||2018
34674470114983|Golden Valley River|6|GVCS administers an annual survey that includes school climate questions.  The data reflects that parents feel secure in the community and the students feel safe in the learning environment.  The school compares this data with suspension and discipline referral numbers.  Furthermore, data sets are developed which collate the answers with similar questions asked asked of parents, students, and staff.  An area of growth identified the need to put bullying prevention plan into place.|Met||2018
19647330131771|KIPP Ignite Academy|6|In 2017-18, KIPP LA administered the California Healthy Kids Survey (CHKS) to all 3rd - 8th graders whose parents gave consent. The survey was administered during January and February of 2018. KIPP Ignite Academy only had students in grades TK-2 in the 2017-18 school year and has not yet taken the student survey. In 2018-19 KIPP LA will no longer administer CHKS, and will instead administer a new student survey created by KIPP LA. A copy of the new survey may be obtained on our website at www.kippla.org.|Met||2018
37679830134890|San Diego Workforce Innovation High|6|In the spring of 2018, the local school climate survey was given to students online and anonymously.  We serve students in an individualized program mainly in high school.  The results were analyzed and shared with the school board at a regularly scheduled meeting.   The students reported the following metrics in accord with their experience: *  98% of the students reported that they felt safe at school *  93% reported that they felt connected to the school *  96% of the students reported that they were satisfied with their individualized program This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending.  A positive school culture is fundamental to our values and mission.  We are aware of the fact that there are students who require additional attention and outreach, so that they will also feel connected to the school.  The challenge is that a few students have had traumatic experiences with school and/or with adults in their past, so our trauma informed practices must be implemented with fidelity.  In the spirit of continual improvement, we will consider other survey options that could inform the quality of our school programs.  The local school climate survey was designed to align with our LCAP Goal #5 and was given during the 2nd semester to students, parents and teachers/staff.  The results reflect the school’s efforts to implement our LCAP and meet the goals.|Met||2018
19647330125609|KIPP Philosophers Academy|6|In 2017-18, KIPP LA administered the California Healthy Kids Survey (CHKS) to all 3rd - 8th graders whose parents gave consent. The survey was administered during January and February of 2018. Specific results on school safety and connectedness are included below:  % of students reporting I feel safe at school: 67%  % of students reporting I am happy to be at this school 53%                                                           In 2018-19 KIPP LA will no longer administer CHKS, and will instead adminster a new student survey created by KIPP LA. A copy of the new survey may be obtained on our website at www.kippla.org.|Met||2018
19647330127670|KIPP Iluminar Academy|6|In 2017-18, KIPP LA administered the California Healthy Kids Survey (CHKS) to all 3rd - 8th graders whose parents gave consent. The survey was administered during January and February of 2018. Specific results on school safety and connectedness are included below:  % of students reporting I feel safe at school: 76%  % of students reporting I am happy to be at this school: 78%                                                    In 2018-19 KIPP LA will no longer administer CHKS, and will instead adminster a new student survey created by KIPP LA. A copy of the new survey may be obtained on our website at www.kippla.org.|Met||2018
19647330121699|KIPP Empower Academy|6|In 2017-18, KIPP LA administered the California Healthy Kids Survey (CHKS) to all 3rd - 8th graders whose parents gave consent. The survey was administered during January and February of 2018. Specific results on school safety and connectedness are included below:  % of students reporting I feel safe at school: 65%  % of students reporting I am happy to be at this school: 64%                                                           In 2018-19 KIPP LA will no longer administer CHKS, and will instead administer a new student survey created by KIPP LA. A copy of the new survey may be obtained on our website at www.kippla.org.|Met||2018
19647330121707|KIPP Comienza Community Prep|6|In 2017-18, KIPP LA administered the California Healthy Kids Survey (CHKS) to all 3rd - 8th graders whose parents gave consent. The survey was administered during January and February of 2018. Specific results on school safety and connectedness are included below:  % of students reporting I feel safe at school: 91%  % of students reporting I am happy to be at this school 89%                                                           In 2018-19 KIPP LA will no longer administer CHKS, and will instead administer a new student survey created by KIPP LA. A copy of the new survey may be obtained on our website at www.kippla.org.|Met||2018
19647330135517|KIPP Corazon Academy|6|In 2017-18, KIPP LA administered the California Healthy Kids Survey (CHKS) to all 3rd - 8th graders whose parents gave consent. The survey was administered during January and February of 2018. KIPP Corazon Academy only had students in grades TK-1 in the 2017-18 school year and has not yet taken the student survey. In 2018-19 KIPP LA will no longer administer CHKS, and will instead adminster a new student survey created by KIPP LA. A copy of the new survey may be obtained on our website at www.kippla.org.|Met||2018
57105790137422|Yolo County Career Academy|6|This data will not be available until YCCA complete's the California Healthy Kids Survey in February of 2019.|Met|Completed by the Executive Director of YCOE and Assistant Principal of Alternative Education 11/09/18.|2018
12626790000000|Arcata Elementary|6|The Arcata School District annually surveys students, parents, and staff. Each survey includes a section on school climate. The following are 2018 survey responses regarding school climate:   Students 76% of students indicate they “feel safe at school” and another 16% indicate they “feel mostly safe at school” 30% of students indicate “students at their school are respectful and kind” and another 61% of students indicate “students at their school are mostly respectful and kind” 92% of students indicate there is at least one adult they can talk to if they have a problem at school.  Staff 78% of staff feel “extremely safe” or “quite safe” at school  Parent/Guardian 93% of of parents/guardians indicate their “children feel safe at school” 96% of parents/guardians feel “the school community is inclusive and caring towards all students” 95% of parents/guardians indicate their “child feels like a part of the school community “  94% of parents/guardians feel “the school addresses student issues in a positive and appropriate way”  Summary: Based on the survey conducted in the Spring of 2018, Students, Staff, and Parents/Guardians appear to feel safe and welcome at our school sites. Students appear to generally feel comfortable in their interactions with both adults and other students, and confident in the availability of adult support.|Met||2018
36678760000000|San Bernardino City Unified|6|In 2017-18, the Panorama Education Climate and Culture Survey was administered to 31,741 students in the district.  The survey is given to grade 5 students at the Elementary level and to grades 6-12 at the Secondary level.  For Elementary students, the Sense of Belonging rankings remained consistent with 2016-17 with 72% indicating positive responses.  Chronically Absent (68%), African American (65%) and Special Education (66%) students have the lowest rates of favorable responses for Elementary in Sense of Belonging.  The overall rating of 72% places our Elementary schools in the 10th percentile when compared to other large, urban CORE districts. The Safety component declined by 3 percentage points to 64%. Chronically Absent (57%), Special Education (57%) and English Learner (60%) students have the lowest rates of favorable responses. The district’s overall score of 64% places our Elementary schools in the 60th percentile for Safety among CORE districts.  At the Secondary level, Safety results were 66%, no change from the previous year. Foster Youth reported 61% favorable for Safety; placing our Secondary schools at the 40th percentile among CORE districts. Sense of Belonging decreased by 1 percentage point from 56% to 55%; ranking our Secondary schools in the 30th percentile for CORE districts. Chronically Absent students reported the lowest rate of Sense of Belonging at 47%. For sense of belonging/school connectedness there is a significant difference between students in grades 6-8 and grades 9-12. Students feel less connected in grades 9-12.  The results indicate there is work to be done to support students in feeling safe at school.  The district is actively working to improve safety features at all schools. Each school site has developed school safety plans and now utilize the Raptor system to check in visitors; additionally, many sites have undergone structural improvements to better control access to campuses.  At schools showing the lowest Sense of Belonging scores on the student survey outside consultant group were hired to provide student mentoring. Within these schools, Chronically Absent students were identified to receive these mentor services.  Additionally, a Saturday program was initiated to support Chronically Absent students in recouping lost instructional days.  Climate and Culture Coaches were identified and together with school counselors received training in understanding the survey data and used the data to create action plans to be implemented for the 2018-19 school year. Planned services for the 2018-19 school year include the creation of the Hope Maker Mentors at two school sites to provide group and individual mentoring for students reporting a low Sense of Belonging score and identified as Chronically Absent.   Results from the 2018-19 Panorama Education Survey will be used to monitor and evaluate effectiveness of the supports listed and provide focus for our continued work in the area of school climate and culture.|Met||2018
19647330101444|KIPP Academy of Opportunity|6|In 2017-18, KIPP LA administered the California Healthy Kids Survey (CHKS) to all 3rd - 8th graders whose parents gave consent. The survey was administered during January and February of 2018. Specific results on school safety and connectedness are included below:  % of students reporting I feel safe at school: 53%  % of students reporting I am happy to be at this school: 46%                                                           In 2018-19 KIPP LA will no longer administer CHKS, and will instead administer a new student survey created by KIPP LA. A copy of the new survey may be obtained on our website at www.kippla.org.|Met||2018
26736680000000|Eastern Sierra Unified|6|The district participated in the CA Kids’ Healthy Survey in the Fall of 2017. This survey is administered in Mono County every other year. The district uses passive participation methods in order to obtain the greatest sample size. In 2017 the students in grades 5 and 6 were surveyed across the district. Results indicate that students feel fairly positive in their level of connectedness and safety. Overall, 77.5% of students felt safe at their respective schools. 64.5% of students feel they are always treated fairly by adults. 62% indicated there are caring adults at their school “all the time”. 53% reported they feel connected to their school “all the time”. The students’ perception that teacher care about them (62%) and listen to them (50%) “all the time” is positive. Lastly, 62% of students revealed that they are “part of the school”. This data indicates that the majority of the ESUSD students surveyed feel positive about school and their school environment.|Met||2018
36750510136432|Alta Vista Innovation High|6|In the spring of 2018, the local school climate survey was given to students online and anonymously.  We serve students in an individualized program in grades 8-12.  The results were analyzed and shared with the school board at a regularly scheduled meeting.   The students reported the following metrics in accord with their experience: *  98% of the students reported that they felt safe at school *  90% reported that they felt connected to the school *  95% of the students reported that they were satisfied with their individualized program This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending.  A positive school culture is fundamental to our values and mission.  We are aware of the fact that there are students who require additional attention and outreach, so that they will also feel connected to the school.  The challenge is that a few students have had traumatic experiences with school and/or with adults in their past, so our trauma informed practices must be implemented with fidelity.  In the spirit of continual improvement, we will consider other survey options that could inform the quality of our school programs.  The local school climate survey was designed to align with our LCAP Goal #5 and was given during the 2nd semester to students, parents and teachers/staff.  The results reflect the school’s efforts to implement our LCAP and meet the goals.|Met||2018
19650520000000|Temple City Unified|6|Each year, TCUSD embeds local climate questions in its LCAP survey in order to capture student, parent/guardian, and school personnel perceptions of school safety and connectedness. The District notes responses among stakeholder groups and uses this information to make decisions and implement initiatives related to school climate and safety. Students, parents/guardians, and school level personnel respond to statements about safety, bullying, respect, staff-student connectedness, and encouragement. The responses to these statements on this year’s survey were positive. • 73% of students agreed or strongly agreed that “My school is safe” • 67% of students agreed or strongly agreed that “My school is proactive about anti-bullying efforts” • 63% agreed or strongly agreed that “If another student was bullying me, I would feel comfortable telling a teacher or staff member at my school” Parents/Guardians echoed these sentiments: • 82% of parents agreed or strongly agreed that “My child’s school is safe” • 73% agreed or strongly agreed that “My child’s school is proactive about anti-bullying efforts” Students also expressed positive feelings about their connectedness to school. • 69% of students agreed or strongly agreed that “I receive encouragement from the teachers and staff members at my school” • 73% agreed or strongly agreed that “I feel respected by the teachers at my school” • 69% agreed or strongly agreed that “I feel respected by the staff members at my school” Responses to the survey revealed some areas for growth, which will continue to inform district action in the coming year: • 42% of students agreed or strongly agreed that “Students at my school try to stop bullying when they see it happening” • 40% agreed or strongly agreed that “Students at my school respect each other” In response to this data, the district set an LCAP goal to increase positive responses among students, staff, and parents around the acceptance of differences among our student populations by 8%. TCUSD strives to provide all students with positive behavior and intervention support programs in order to ensure they graduate with the intra- and interpersonal skills necessary to succeed in college, career, and life. The District promotes a culture of support for positive student behavior by employing counselors at all academic levels supporting student development and growth. These staff members support students as they pursue academic and social endeavors at school. Additionally, many TCUSD employees have received training on suicide prevention and the District recently began a collaboration with Pacific Clinics to support student mental health issues. The District also supports opportunities for school engagement and socio-emotional development by offering clubs and innovative academic programs, such as extra-curricular STEAM and VAPA opportunities, to extend a sense of connection between the schools, home, and the community.|Met||2018
20755800000000|Golden Valley Unified|6|Golden Valley Unified School District surveys all students in grades 4 through 12 every year.  The survey is a local survey created several years ago to provide feedback when the funding for the CA Healthy Kids Survey was no longer available.  Key findings:  Only 65.46% of students like coming to school.  85% of students felt safe.  One troubling statistic continues to be of concern - only 47.38% of students feel that students treat each other with respect.    GVUSD will focus on character development, and building a positive culture at all school sites.  A greater emphasis is being put on building relationships within each school, classroom and community.  So far this year, the climate at our high schools has improved a great deal.  Students are happier and have a voice that is heard by staff.  The climate data is included in goal 3 of our LCAP.|Met||2018
36103630115808|Norton Science and Language Academy|6|In the fall of 2017, Norton Science and Language Academy conducted a student climate survey to all students in grades 5 through 8 to measure the school’s progress on state Priority 6. Overall, students enjoy the school and their teachers. Teacher-student relationships scored the highest with over 75% of students agreeing that their teachers are supportive and encouraging both academically and emotionally. While over 60% of students believe that their school is safe and enjoyable, one overwhelming concern was the overall cleanliness of the campus. To rectify this, the school reviewed the facilities schedule to ensure that common areas were cleaned regularly. Additionally, the school administrative staff spoke with students about their responsibility and ownership of the campus and how they can help with keeping the campus clean. Several negative student comments were about the quality of food provided for school lunches. The administration began a search for outside vendors meeting the health guidelines for schools to bring a variety of choices for school lunch. With the help of a student testing panel, two well-known outside vendors were contracted for the 2018-19 school year. Continuous feedback from students is being collected by administrative staff to ensure satisfaction with cafeteria lunches. 51% of students felt that harassment, intimidation, and bullying are a problem. To clarify student perception, administrative staff met with individually with all classrooms, grades 4-8. Staff discovered from these meetings that students were unclear of what harassment, intimidation, and bullying mean and went on to clarify this with students. A new survey was sent out to these grades focusing only on these three topics. The results showed these were not school wide concerns but rather individual or isolated events mainly during recess or lunch periods. Classified staff supporting students during these periods received SB1626 training, Love & Logic strategies training, and weekly meetings with the Dean of Students. Additionally, counseling provided anti-bullying sessions in individual classrooms for grades 4-5. All middle school students attended an anti-bullying event provided by Kaiser Permanente. Progress is being monitored through office referrals and continued student feedback.|Met||2018
19647330123141|Alliance Ted K. Tajima High|6|The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) helps us gather unfiltered student feedback to assess whether we foster a safe school environment. Our survey question regarding whether the student feels safe at school yielded an average response of 3.1. Additionally, our survey question regarding whether the school emphasizes respect for others yielded an average response of 3.0. The Student Satisfaction Survey also helps us determine whether we effectively promote our students’ sense of belonging and connectedness to the school. For example, students provided an average response of 3.2 when asked if the teachers show respect for all students and an average response of 3.3 when asked if the principal shows respect for all students. Furthermore, at Alliance Ted K. Tajima High School (“Tajima”) we believe that students thrive not only when they develop close relationships with teachers and all adults in the building, but also when we set high expectations for students. Students respective average responses to the following survey questions are indicated in parentheses after each question: (a) I believe that this school is preparing me to be successful in college (3.3), (b) This school does a good job of informing students about options for college (3.3), (c) This school emphasizes the benefits of attending college (3.4), and (d) This school emphasizes the benefits of graduating from college (3.4).|Met|In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) indicate that students believe Alliance Ted K. Tajima High School (“Tajima”) is meeting its goals for a safe and inclusive school climate. In the Student Satisfaction Survey, Tajima received an overall average response of 3.0. And while we are happy with the score, we will continue to prioritize the safety and well-being of our students. At Tajima, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators. At its core, the Student Satisfaction Survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. A copy of the Student Satisfaction Survey is available upon request. The Student Satisfaction Survey was developed by Alliance College-Ready Public Schools Research and Data Team to help schools develop goals to improve services and support provided to students. It is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college, and measures performance on a 1 to 4 scale with 4 being the highest rating.|2018
34674473430717|Visions In Education|6|One measure of school climate is the school suspension rate. This is a statewide indicator that is captured on the CDE dashboard independently of local indicators. Visions currently has a suspension rate of 0%.  With regard to the Local Indicator for school climate, there are two areas that were measured, school connectedness and safety. Each of these components were addressed in the 2018 LCAP survey.   School Connectedness- The 2018 LCAP survey sought to capture the school climate by asking parents and students whether or not Visions was a “fit” for their student.  The current educational landscape provides families a wide variety of choice for students to attend. As a result, it is imperative that schools work to ensure that instructional programs, resources, and staff match the academic and personal growth goals of students.   The results showed that for 96.7% of students and parents, Visions was identified as a “fit” for their student.  This number also captured the increase in the total number of stakeholders who participated in the survey.  School Safety- The 2018 LCAP survey additionally sought to capture school climate by asking parents and students whether or not they felt safe when participating in school events or enrichment activities (classes).  Survey results showed that for 99.1% of students and parents, Visions was perceived as a SAFE place for students to attend.|Met||2018
19647330111500|Alliance Dr. Olga Mohan High|6|The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) helps us gather unfiltered student feedback to assess whether we foster a safe school environment. Our survey question regarding whether the student feels safe at school yielded an average response around 2.9. Additionally, our survey question regarding whether the school emphasizes respect for others yielded similar results (3.0). The Student Satisfaction Survey also helps us determine whether we effectively promote our students’ sense of belonging and connectedness to the school. For example, students provided an average response of 3.1 when asked if the teachers show respect for all students and an average response of 3.2 when asked if the principal shows respect for all students. Furthermore, at Alliance Dr. Olga Mohan High School (“Mohan”) we believe that students thrive not only when they develop close relationships with teachers and all adults in the building, but also when we set high expectations for students. Students respective average responses to the following survey questions are indicated in parentheses after each question: (a) I believe that this school is preparing me to be successful in college (3.2), (b) This school does a good job of informing students about options for college (3.1), (c) This school emphasizes the benefits of attending college (3.2), and (d) This school emphasizes the benefits of graduating from college (3.2).|Met|In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) indicate that students believe Alliance Dr. Olga Mohan High School (“Mohan”) is meeting its goals for a safe and inclusive school climate. In the Student Satisfaction Survey, Mohan received an overall average response of 2.9. And while we are happy with the score, we will continue to prioritize the safety and well-being of our students. At Mohan, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators. At its core, the Student Satisfaction Survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. A copy of the Student Satisfaction Survey is available upon request. The Student Satisfaction Survey was developed by Alliance College-Ready Public Schools Research and Data Team to help schools develop goals to improve services and support provided to students. It is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college, and measures performance on a 1 to 4 scale with 4 being the highest rating.|2018
19647330121285|Alliance Cindy and Bill Simon Technology Academy High|6|The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) helps us gather unfiltered student feedback to assess whether we foster a safe school environment. Our survey question regarding whether the student feels safe at school yielded an average response of 3.1. Additionally, our survey question regarding whether the school emphasizes respect for others yielded an average response of 3.2. The Student Satisfaction Survey also helps us determine whether we effectively promote our students’ sense of belonging and connectedness to the school. For example, students provided an average response of 3.2 when asked if the teachers show respect for all students and an average response of 3.5 when asked if the principal shows respect for all students. Additionally, students provided an average response of 3.0 to the question: Students have a voice in improving the school. Furthermore, at Alliance Cindy & Bill Simon Technology Academy High School (“Simon”) we believe that students thrive not only when they develop close relationships with teachers and all adults in the building, but also when we set high expectations for students. Students respective average responses to the following survey questions are indicated in parentheses after each question: (a) I believe that this school is preparing me to be successful in college (3.4), (b) This school does a good job of informing students about options for college (3.3), (c) This school emphasizes the benefits of attending college (3.4), and (d) This school emphasizes the benefits of graduating from college (3.3).|Met|In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) indicate that students believe Alliance Cindy & Bill Simon Technology Academy High School (“Simon”) is meeting its goals for a safe and inclusive school climate. In the Survey, Simon received an overall average response of 3.1. And while we are happy with the score, we will continue to prioritize the safety and well-being of our students. At Simon, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators. At its core, the Student Satisfaction Survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. A copy of the Student Satisfaction Survey is available upon request. The Student Satisfaction Survey was developed by Alliance College-Ready Public Schools Research and Data Team to help schools develop goals to improve services and support provided to students. It is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college, and measures performance on a 1 to 4 scale with 4 being the highest rating.|2018
15636930000000|Norris Elementary|6|"The California Healthy Kids Survey was administered to 7th grade students in 2017-18. Below is a summary of the key indicators.   School Engagement and Supports - 66% of students feel a sense of school connectedness - 51% of students are academically motivated - 1% of students were truant more than a few times - 39% of students experience caring adult relationships in school - 64% of students believe there are high expectations - 16% of students report meaningful participation in school - 55% of students report satisfactory upkeep of facilities  School Safety and Substance Use - 72% of students perceive school as very safe or safe - 32% of students have experienced some form of harassment or bullying - 41% of students had mean rumors or lies spread about them - 22% of students have been afraid of being beaten up - 13% of students have been in a physical fight - 14% of students have seen a weapon on campus - 1% of students have been drunk or ""high"" on drugs at school  Mental and Physical Health - 6% of students currently use drugs or alcohol - 2% of students have participated in binge drinking - 1% of students have been very drunk or ""high"" 7 or more times - 1% of students smoke cigarettes - 3% of students smoked electronic cigarettes - 21% of students experienced chronic sadness/hopelessness  In addition, parents of K-8 students completed a survey at parent conferences in October 2018. Some of these questions addressed student perceptions of school safety and connectedness. Below is a summary of those results. – 93.1% of parents believe the district effectively addresses attendance, dropout, and absenteeism issues. - 94% of parents indicate their child/children look(s) forward to attending school each day. – 96.8% of parents indicate their students are safe while at school. - 97.6% of parents indicate their child's school is clean and in good repair.  In general, all of the schools sites in the Norris School District maintain a positive school climate, however, there is always room for improvement and we want to create the best environment possible for all of our students.  In an effort to continually improve school climate, all of our campuses implement Positive Behavioral Interventions and Supports (PBIS).  At the elementary campuses, there are also behavioral support aides to provide support to students who need guidance in both social and educational settings.  At the middle school, they have started the Safe School Ambassadors program as well as the SLED (Students Leading Education) program.  These programs give many students from a variety of different backgrounds the opportunity to be involved in leadership on campus resulting in students taking ownership and helping create a more positive school climate."|Met||2018
19647740000000|Lynwood Unified|6|Over the years, LUSD has surveyed students in a variety of topics such as academics, anti-bullying, drug and alcohol abuse, general health, leadership, college and career planning, etc. LUSD survey students in the specific topics of school safety and connectedness utilizing Youth Truth and Healthy Kids Surveys. For the 2017-2018 school year LUSD did not administer the youth truth survey but will administer the survey during the 2018-2019 school year.  LUSD also incorporates principles concerning school safety and connectedness from the Positive Behavior Intervention Supports: the PBIS: Self-Assessment Survey which have each been completed by staff members at each school. As well as data from the School Wide Information System in which all schools record their behavior information. After reviewing various well known student surveys such as California Healthy Kids, Youth Truth and Self-Assessments surveys, and the California Dashboard LUSD will analyze the Data to disaggregated into subgroups such as gender, ethnicity, and other groups that the student identifies and to address the needs on the topics of school safety and connectedness through professional development for staff and administration.  YouthTruth survey gathers student, parent/guardian, and school staff perceptions to help make schools better and stronger.  This is our second year working with YouthTruth and we plan to continue to survey each fall to monitor changes over time. LUSD is currently only surveying at the secondary level, though we may add in elementary at some point.  We use their data to understand climate and culture through the “Overall School Experience” Survey Teachers in the core subject areas of Math, English, Science, and Social Studies also receive individual reports with feedback from their students. These reports are only shared with teachers and are for professional development and reflection.  We invited all parents/guardians of middle and high-school students to respond to the survey.  As well as all secondary staff. LUSD is really proud to see that students are -- in general -- feeling more positive about their relationships with their teachers. When we drill into the individual questions that make up the “relationships with teachers” factor, we see that we’ve made really great gains in the area of teachers making an effort to understand what students’ lives are like outside of school. We moved from just above the 50th percentile up to the 85th percentile in response to this question. This is something we’re really celebrating.|Met||2018
39686500125849|California Connections Academy @ Ripon|6|N/A|Met|California Connections Academy @ Ripon does not have any charter goals or outcomes related to this local priority, therefore, under guidance from the State Board of Education, no information needs to be reported for this local indicator. This local indicator is not applicable to California Connections Academy @ Ripon.|2018
30664640106765|Capistrano Connections Academy|6|N/A|Met|Capistrano Connections Academy does not have any charter goals or outcomes related to this local priority, therefore, under guidance from the State Board of Education, no information needs to be reported for this local indicator. This local indicator is not applicable to Capistrano Connections Academy.|2018
54718030112458|California Connections Academy@Central|6|N/A|Met|California Connections Academy @ Central does not have any charter goals or outcomes related to this local priority, therefore, under guidance from the State Board of Education, no information needs to be reported for this local indicator. This local indicator is not applicable to California Connections Academy @ Central.|2018
43694350000000|Evergreen Elementary|6|Evergreen School District elementary students were surveyed in January 2018 about their perceptions of their schools in terms of Student Engagement, Academic Expectations, Relevance, Personal Relationships, Instructional Methods, and Classroom Culture.    On an absolute basis, students at the typical Evergreen School District elementary school provided the highest ratings on Student Engagement and Personal Relationships, while the lowest rated topics were Relevance and Classroom Culture.  The response rate for this round of surveying at Evergreen School District was 93%.  Because this survey is administered anonymously and because elementary students are not asked to self-report ethnicity, it is not possible to disaggregate by ethnic subgroup.  Our data is compared to a national sample, and therefore presented as a percentile ranking. Specific data and percentile rankings can be found at https://www.eesd.org/uploaded/documents/caaspp/2018_Local_Indicator_Update.pdf   Evergreen School District middle school students were surveyed in January 2018 about their perceptions of their school in terms of Student Engagement, Academic Rigor, Relationships with Teachers, Relationships with Peers, and School Culture.    On an absolute basis, students at the typical Evergreen School District middle school provided the highest ratings on Academic Rigor and Student Engagement, while the lowest rated topics were Relationships with Teachers and Relationships with Peers.   The response rate for this round of surveying at Evergreen School District was 87%.  While this survey is administered anonymously, students are asked to self-report ethnicity.  Therefore, it is possible to disaggregate by self-reported ethnic subgroup.  Our data is compared to a national sample, and therefore presented as a percentile ranking. Specific data and percentile rankings can be found at https://www.eesd.org/uploaded/documents/caaspp/2018_Local_Indicator_Update.pdf|Met||2018
36750773631207|Academy for Academic Excellence|6|In the fall of 2017, the AAE conducted a student climate survey to all fourth, eighth, and twelfth grade students. Students at the AAE indicated an overwhelming feeling of connectedness to the teaching staff. Students view teachers as being encouraging, providing meaningful assignments, offering assistance to struggling students, and recognizing achievement. While 67% of students believe that their school is safe and enjoyable, one glaring concern was the overall cleanliness of the campus. 60% of students believe that the campus and restrooms are lacking. To rectify this issue, the contracted janitorial staff shifted management resulting in a cleaner campus and restroom facilities. Students have reported in the Student Advisory Council that restrooms have improved since the change. Though the staff works diligently to keep students safe while having positive and respectful interactions, close to half of the students surveyed report the security team as being inequitable in the administration of disciplinary consequences, most specifically having “favorites”. Training ensued for staff in the areas of student interaction and conflict resolution. Administrators and counselors continue to provide on site training in both areas encouraging students to become problem solvers.    The clearest point of dissatisfaction is the perceived lack of agency that students have regarding school wide decision-making and the adopted uniform policy. At the high school level, a Student Advisory Council was formed in the spring of 2018 to gather additional student input and ensure that students are involved in decision making. For the 2018-19 school year, the Student Advisory Council was expanded into middle school and elementary. All three councils meet monthly with the current administration. Outcomes developed from these meetings include improvement in facilities maintenance, increased outside trash cans, increased outside seating, activities during lunch times, communication about school lunch guidelines, establishment of Knightline to report bullying and other concerns.|Met||2018
17640550129601|California Connections Academy @ North Bay|6|N/A|Met|California Connections Academy @ North Bay does not have any charter goals or outcomes related to this local priority, therefore, under guidance from the State Board of Education, no information needs to be reported for this local indicator. This local indicator is not applicable to California Connections Academy @ North Bay.|2018
15634046009369|Del Vista Math and Science Academy|6|"Del Vista Math & Science Academy has made significant progress in the area of School Climate in recent years. We believe that the most valid measures of this progress are the PBIS Self-Asssessment Survey and the PBIS School Climate Survey. This survey is given to all students in grades 3-5. On the PBIS Self-Assessment Survey, the ""Implementation Average"" has increased from 68% in Fall 2015 to 77% in Fall 2016 to 78% in Fall 2017. Meanwhile, on the PBIS School Climate Survey, the average overall score has remained strong at 3.28 in Spring 2017, to 3.33 in Fall 2017, and 3.24 in Fall 2018 (4.0 = ""Always"" and 3.0 = ""Often""). In the 2018 Student LCAP Survey, 79% of respondents indicated that they feel that their school works with parents and guardians to help students do their best at school; 87% of students believe that their school is preparing them for future college and career success, and 76% of students indicated that they feel safe at school. Some of the climate building activities include Red Ribbon Week, celebrations of different cultures throughout the year (Larry Itliong and Cesar Chavez Days), Antibullying Delano Police Officers versus students basketball game, and Morris Brothers Antibullying Assembly."|Met||2018
19651020000000|Westside Union Elementary|6|The California Healthy Kids Survey Student, Staff and Parent surveys were administered to parents, staff, and students in grades 5 - 8 in December 2017. Modules administered include: the Elementary and Middle School Core; Closing the Achievement Gap, and the Resilience and Youth Development.  44% of 5th graders at elementary sites participated in the CHKS.  At the middle school level 93% of 7th graders and 93% of 8th graders participated.  34% of all 6th graders participated.  Most 6th graders were from elementary sites.  Some were from 6th grade programs at Hillview or Joe Walker Middle Schools.  A Summary of Key Indicators includes:   School Engagement and Supports Students reporting a high degree of each of the following:           Connectedness                 5th- 42%          6th- 44%  7th - 29%      8th- 21%            Academic Motivation              5th-  64%     6th- 55%   7th- 45%      8th-37%            Caring adult relationships       5th- 49%      6th-38% 7th-34% 8th- 29%            High Expectations                   5th-49%       6th-46% 7th- 50% 8th- 40%         Meaningful Participation          5th-14%       6th-12% 7th-14% 8th- 11%  School Safety  Elementary:  77 % of 5th graders and 73% of 6th graders reported feeling safe at school.  Behavior most negatively impacting this area was “being called names or having mean jokes made about you” with 53% of 5th graders and 49% of 6th graders reported having experienced this.  Middle:  82% of 6th graders, 73% of 7th graders, and 52% of 8th graders reported feeling safe at school.  The behavior most negatively impacting this area for middle schoolers was “was being made fun of, insulted, or called names ” with   28% of 6th graders, 22% of 7th graders, and 26% of 8th graders having experienced this at least two times during the past 12 months.  Disciplinary Environment   Elementary:  % of students responding “all or most of the time” to the following: Students are well-behaved                                        5th-43%   6th - 37% Students are treated fairly when they break a school rule. 5th-58%  6th- 56% 7th-56%   8th-43% Students are treated with respect.                                  5th- 78%  6th- 75% 7th-67%  8th-52% Substance Use; Mental and Physical Health 12% of 5th and 19 % of 6th reported ever using alcohol or drugs; % 0 of 5th and 2 % of 6th reported ever having smoked cigarettes;1% of 5th and 4 % of 6th reported ever having smoked an e-cigarette. 2% of 6th, 3%of 7th, 9% of 8th reported using alcohol or drugs within the past 30 days.  1% of 6th, 0%of 7th, 1% of 8th reported smoking cigarettes within the past 30 days.  1% of 6th, 2%of 7th, 4% of 8th reported smoking e-cigarettes within the past 30 days.  28% of 6th, 22% of 7th, 26% of 8th reported experiencing chronic sadness/hopelessness with the past 12 months. Environmental Assets:  61% 6th,54% 7th, 48% 8th reporting ‘high’. Internal Assets: 63% 6th, 57% 7th, 53% 8th reporting ‘high’.|Met|Providing the most positive, nurturing school climate for students, staff and parents is a priority for District staff. The School Climate Index for the District’s middle schools has increased steadily over the last four reporting periods from a score of 284 in 2015 to 330 in 2018; the State Percentile from 38 to 75; and the Similar Schools Percentile from 39 to 74.    To address the relatively low percentage of students at both the elementary and middle school level who indicated that they felt that their thoughts and opinions mattered in school-related decisions (compared to the other reported subdomains), an area of focus continues to be providing intentional and meaningful opportunities for student students to participate in decision making opportunities at the classroom and school site levels.  Programs, services, and activities designed to support a positive, nurturing school climate and to develop the habits of mind and skill sets that support self-efficacy include:  counseling support at all schools; collaboration with community mental health agencies to provide School-Based Mental Health support for eligible students at all schools; district wide implementation of BoysTown including professional learning opportunities for certificated and classified staff; and districtwide implementation of Fulcrum’s Leadership Development through Physical Education.|2018
19647336119903|Downtown Value|6|On the CA Healthy Kids Survey, 58% of students surveyed that they feel they are always or mostly always a part of this school, and 58% feel proud or that they belong at DVS. over 80% believe teachers treat them fairly, and 65% of students feel that teachers take the time to get to know them. Students have also identified that they understand bullying is not allowed, teachers will help students that are bullied. With a majority of students feeling support from staff and teachers, students work hard to improve in their learning and keep trying when they do not understand. Over 80% of students surveyed believe their parents want them to do the best they can, and over 90% of students think their parents believe they can do a good job.   In the same survey, 26% of students have indicated that students at school spread rumors or lies about them. Downtown Value has started implementing a shift to PBIS to help students with their social/ emotional needs which aligns to the school values. This data is shared with stakeholders so they can be informed and assist the school with their student’s needs.|Met||2018
34674390000000|Sacramento City Unified|6|"Sacramento City Unified School District administered the School Climate Survey to 13,350 students in grades 3-12 in the spring of 2018. This represents an increase of over 1,500 students as compared to the previous year.   The data shows that positive responses to perception of safety ranges from 60.6% at the elementary segment to 75.0% in small high schools. Positive responses to perception of connectedness ranges from 60.6% in comprehensive high schools to 68.8% in elementary to 69.8% in small high schools.   English learners had the lowest positive responses to sense of Safety, and Connectedness. Students with Disabilities had the next lowest positive responses to sense of Safety. Comprehensive high schools had the lowest positive responses to sense of Safety, while small high schools had the highest positive response to sense of Safety. The White student group had the highest positive responses to Connectedness (8% above the district average) and sense of Safety (5% above district average). Compared to the previous year, African American students showed the greatest decrease in perception of connectedness, and American Indian students showed the largest decrease in perception of safety.  The results reveal the following about our schools: Strengths: Our small high schools are leading the way toward helping students to feel more connected, have stronger growth mindsets, and feel a stronger sense of safety. With the exception of elementary schools, growth mindset is the strongest indicator across all other segments, indicating a more intentional focus and practice around growth mindset in the upper grades. Challenges: English learners’ low positive response rates are challenges the district will need to understand and address.  Barriers: There are limitations to survey data because it captures a single moment in time. A person’s mood/attitude at any given time might affect how they respond to specific questions. Opportunities to probe deeper through student focus groups of sample students, may help to gather more detailed and quantitative data that could supplement the survey.  With that said, the survey data has implications for our work in the following ways: 1) Focus work with teachers and staff around Trauma Informed Practices and Culturally Responsive Teaching, especially to support English learners. 2) Expand Implicit Bias professional learning work to intentionally include ELs. 3) Collaborate with Math team to emphasize Growth Mindset with elementary teachers. 4) Create opportunities for the small high schools to share their practices with other segments. 5) Shift mindset of adults from “they can… or they can’t…” to “We can...We will;"" from deficit individualism mindset to a positive collectivist mindset."|Met||2018
01611190119222|Nea Community Learning Center|6|Nea is a school of choice in Alameda. Many parents choose the Nea Community Learning Center because of the school's strong culture and curriculum. Of parents surveyed, 80% feel Nea's culture and curriculum are the main reasons they enroll. Nearly 90% of parents surveyed would recommend Nea to other parents and learners. One reason parents and learners are satisfied with Nea is that our programs and policies are consistently in alignment with our school's mission and values. 98% of parents surveyed agreed with this alignment.   Students responses are equally encouraging. Over 80% of the student body feels Nea Facilitators, and staff members encourage and respect their opinions. Also, nearly 85% of students surveyed feel supported at Nea.   We had an increase in parent attendance in school events such as Back-to-School Night, music performances, Science Fair, expo nights, and Multicultural Night. The measurable growth was at Science Fair/ Expo Night in February. The newly formed Black Student Union offered dinner and the number of UV parents visiting UV classrooms increased from previous years.  Family event attendance at Nea Upper Village increased and remained high at the Lower Village.  Nea Community Learning Center works collaboratively involving stakeholders in the planning, implementation, and evaluation of educational programs and services for students and families. Parents, students, staff, local businesses, non-profit organizations, and institutes of higher learning, are all valued as integral partners in the delivery of high-quality educational services for students.   Based on stakeholder feedback, three overarching goals were developed. These goals include:   1. Align student learning to State-adopted standards supported by materials, instruction, and technology in a safe and clean environment 2. Ensure that students demonstrate academic growth and proficiencies, so they leave K-12 ready for college/career 3. Engage parents, staff, and community to promote unique educational opportunities for students|Met||2018
54721990000000|Terra Bella Union Elementary|6|Data:  Healthy Kids Survey 2017-18 v. 2015-16 Terra Bella Elementary School School connectedness 50% (-17) Academic Motivation 45% (+4) Caring adult relationships 42% (-30) High Expectations 40% (+23) Feel Safe at school 81% (-11) Students treated with respect 84% (-1) Carl Smith Middle School  School connectedness 23% (+22) Academic Motivation 42% (+5) Caring adult relationships 32% (+10) High Expectations 49% (-2) Meaningful Participation 17% (+2)  Areas of Strength/Growth The middle school saw gains in the area of school connectedness and caring adult relationships. The elementary school saw gains in the area of high expectations.  Challenges The challenges will lie in finding new ways to increase school connectedness and caring adult relationships in the elementary school, and how to increase high expectations at the middle school.  New Actions In response to the data, the district has initiated extra training in improvement science and will  implement additional time in staff meetings to address the need for school climate analysis and improvement.|Met||2018
36678500000000|Rialto Unified|6|Rialto USD completed the California Healthy Kids Survey during the 2016/2017 school year. Below are the results related to school safety and connectedness which were also reported through our Local Control Accountability Plan. Final Number of Respondents: Elementary: 1079 Middle: 1619 High: 2492 School Safety: Elementary: 81% of respondents report feeling safe at school most or all of the time. Middle: 59% of respondents report feeling safe or very safe at school. High: 44% of respondents report feeling safe or very safe at school. School Connectedness Elementary: 69% of respondents report feeling highly connected at school. Middle: 49% of respondents report feeling highly connected at school. High: 32% of respondents report feeling highly connected at school. The California Healthy Kids Survey will be conducted every other school year.  The California Healthy Kids Survey is currently being administered during the fall of 2018/2019 school year, but the official results will not be available until after the submission window for the local indicators closes.  The official results for the 2018/2019 school year will be shared through the local indicator submission process during the next submission window.|Met||2018
19753090000000|Acton-Agua Dulce Unified|6|"AADUSD used a district-created survey that captures student perceptions related to school climate. The survey questions were selected to assess students' perceptions of feeling safe at school, feeling happy with their school, feeling the school is supportive, and feeling the school is clean and inviting. Students in all grade levels responded to the surveys which included a 2nd through 12th grade version and a Kindergarten/1st grade appropriate version. Results were used to establish goals and actions contained in the district's LCAP. The district's goal was to increase the percentage of students who ""agree"" or ""strongly agree"" by 2% annually for each of the questions. 79% of students agree the district provides a supportive environment; a 16% decrease from prior year. 74% of students agree they feel safe at school; maintained from prior year. 71% of students feel happy with their school; maintained from prior year. 87% of students feel the school's campus is clean and well maintained; an 8% increase from prior year. The district did not meet its growth target for all surveyed items."|Not Met For Two or More Years|Student survey results demonstrate a decrease in the percentage of students that feel safe at school as well as those students happy with their school. The data reflects a need to continue, enhance, and improve current actions that support students' feelings of safety and satisfaction witinh their school. These findings were incorporated into the district's LCAP.|2018
19648080000000|Montebello Unified|6|The Montebello Unified School District implements various survey to gather input regarding perceptions of school safety and connectedness.  The district conducts an annual survey to parents and staff, as well as the annual California Healthy Kids Survey.  With just under 10,000 responses, parents indicated the following during the 2017-2018 school year: • 72% indicate that their child is safe at school • 84% indicate that they are acknowledged courteously when visiting the school • 89% feel welcomed • 86% feel all students have equal opportunity to learn • 86% know the academic standards their child must meet • 89% feel fully informed about their child’s progress  With approximately 900 responses, certificated staff members indicated the following during the 2017-2018 school year: • 82% strong agree or agree that their school is a safe and secure place to work • 91% strongly agree or agree that standards considered essential for all students to learn have been identified and communicated • 82% strongly agree or agree that teachers are engaged in staff development activities that address Common Core State Standards • 89% strongly agree or agree that standards are addressed in the instructional time allocated • 90% strongly agree or agree that structures that allow for teacher collaboration have been established  With approximately 250 responses, classified staff members indicated the following during the 2017-2018 school year: • 80% strongly agree or agree that their school is a safe and secure place to work    The California Healthy Kids Survey was administered to students in grades 5, 7, 9, and 11.  Grade 5 indicate the following results:  Grade 5 results, with 60% responding (1,136 students out of 1,889) 1 83% feel safe at school (most/all of the time). 2 85% feel proud to belong at this school (most/all of the time). 3 89% feel treated with respect (most/all of the time). 4 98% feel motivated to learn (Some/most/all of the time). 5 95% feel teachers and other grown-ups make it clear that bullying is not allowed (most/all of the time). 6 97% feel teachers and other grown-ups care about them (Some/most/all of the time). 7 91% feel that the school teaches students to care about each other and treat each other with respect all of the time (most/all of the time). 8 93% responded that at home, a parent or some other grown-up cares about my school work (most/all of the time).|Met||2018
42692520000000|Montecito Union Elementary|6|5th grade students took the California Healthy Kids Survey in 2016. This survey is given every other year, and is scheduled to be given again in December of 2018.  When compared to results from prior years, MUS has maintained excellent results on key indicators. When compared to statewide results, MUS consistently exceeds reporting levels at other schools. Students at Montecito Union generally feel very safe at school and believe that our adults care about them and have high expectations. One particular measure we are proud of are the combined scores for caring adults in school, and high expectations of adults at school. 100% of students taking this survey indicated moderate or high marks on both of these categories, with three-quarters of the students giving the highest rating. 94% report that teachers and other grown-ups care about them and 91% believe that they can do a good job. We found no substantive differences in reporting levels amongst subgroups. Our 6th grade students participated in a local climate survey as well, where over 98% of students reported they feel safe at school and only 3% reported that they did not feel their teachers cared about their success at school. Furthermore, only 6 percent of students felt bullied or harassed on more than one or two occasions. Because of the small number of 5th and 6th graders at our school, there are not statistically significant subgroups to report on.|Met||2018
19753090127100|Assurance Learning Academy|6|In the spring of 2018, the local school climate survey was given to students online and anonymously.  We serve students in an individualized program mainly in high school.  The results were analyzed and shared with the school board at a regularly scheduled meeting.   The students reported the following metrics in accord with their experience: *  96% of the students reported that they felt safe at school *  98% reported that they felt connected to the school *  95% of the students reported that they were satisfied with their individualized program This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending.  A positive school culture is fundamental to our values and mission.  We are aware of the fact that there are students who require additional attention and outreach, so that they will also feel connected to the school.  The challenge is that a few students have had traumatic experiences with school and/or with adults in their past, so our trauma informed practices must be implemented with fidelity.  In the spirit of continual improvement, we will consider other survey options that could inform the quality of our school programs.  The local school climate survey was designed to align with our LCAP Goal #5 and was given during the 2nd semester to students, parents and teachers/staff.  The results reflect the school’s efforts to implement our LCAP and meet the goals.|Met||2018
19647331937226|Reseda Charter High|6|"Our LEA administered the 2017-18 School Experience Survey during the fall semester. The following results pertain to school climate: 83% of our students feel safe at our LEA; 70% feel safe in the neighborhood around our LEA; 86% felt that if they told an adult at school that someone was bullying them the adult would try to help them; 79% said that the school makes every effort to create a safe, respectful, and caring environment for learning; and 84% said that they felt overall safe on our campus and 84% of our students feel that LGBTQ students are welcome on our campus.  In response to the results of our data analysis, we have implemented Dr. Russell Quaglia's work around student voice and aspirations, focusing building on students' sense of belonging and connectedness, working with them to set goals based on their aspirations. We have also implemented a mentoring program for at-risk students to provide one-on-one adult mentoring, an Aspirations coordinator who monitors progress, and provides socio-emotional and academic support. In addition, we have hired a Pupil Services and Attendance counselor who also holds a Master in social work, to provide additional supports to students with chronic absenteeism that affect their academic performance. In addition, our Associate Student Body (ASB) has implemented several initiatives around kindness, including ""No One Eats Alone"" picnic lunches on the quad, freshmen mentoring, and integration of our students with special needs into all school extra curricular activities."|Met||2018
33672496114748|San Jacinto Valley Academy|6|School Climate Index (SCI): A scale from 100-500 which provides a state norm, school-level description of several factors that are known to influence learning success in schools. SCI is calculated by computing the weighted average of (1) Supports and Engagement and (2) Violence and Substance Use at School. A school with a higher School Climate Index has been shown to have increased academic achievement when compared to schools of similar resources with a lower School Climate Index.   1. The Elementary School (5th Grade) showed a similar performance in 2017-2018 compared to 2016-2017. These results across the board were higher than the state averages.  2. The Middle School (7th Grade) saw a -66 decrease in SCI Score from 287 in 2016-2017 to 221 in 2017-2018.   3. The High School (9th & 11th Grade) saw a +54 increase in SCI Score from 211 in 2016-2017 to 265 in 2017-2018.    School Support & Environment  Findings:   Total School Support- Students Reporting Low Amounts of Support   5th Grade 5% Decreased / 7th Grade 12% Decreased/ 9th Grade 11% Improved / 11th Grade 2% Decreased    Caring Adults @ School- Students Reporting Low Amounts of Caring Adults  5th Grade 1% Improved / 7th Grade 3% Improved / 9th Grade 8% Improved / 11th Grade 2% Decreased   School Development Supports: At my school there is a teacher or adult who Findings  Adult at School Who Cares About Me  7th Grade 8% Decreased / 9th Grade 10%  Improved /  11th Grade 10% Decreased  Notices When I’m not There  7th Grade 1% Improved / 9th Grade 6 % Decreased / 11th Grade 10% Improved  Who Listens to me when I have something to say  7th Grade 5% Decreased / 9th Grade 5% Improved / 11th Grade 13% Decreased  At School I Do Things That Make A Difference  7th Grade 1% Decreased/ 9th Grade 8% Improved / 11th Grade 7% Improved  Action Plans   House System  San Jacinto Valley Academy’s Middle School has implemented a house system to develop a strong and healthy school culture with a focus on college and career readiness. The house system aims to provide a sense of community and excitement to attend post-secondary institutions. For the three years of middle school, students are assigned to one of four houses; UCI, UCSD, UCLA, or UCR. Each week time is dedicated to meet with teachers, counselors, and fellow students to foster relationships and discuss topics related to overall student health and wellness.  In addition to these regular meetings, each house competes to be the reigning House for the year by earning points for GPA, attendance, citizenship, house games, and overall participation in school events. Our students travel with their house to universities and colleges each year, giving our students the opportunity to see and experience post-secondary campuses and communities in our area. SJVA’s house system is an integral part in the success of our students as it fosters a culture that focuses on the well-bein of the whole student:  academically, socially, and emotionally.|Met|Smoothies  SJVA has developed a smoothie and juice bar to provide healthy food choices for students and raise awareness of food choices on their mental health and well-being. Teachers have been provided with a “smoothie ticket” that allows them to provide a student with a free smoothie. This process has not only brought awareness to healthy eating and well-being but also provides an opportunity to students to connect with their students.           Physical Education  Staff strives to provide student recognition in order to highlight many of the successes observed in the classroom. SJVA students who participate in Physical Education will be prepared to take the Physical Fitness Testing (PFT), which assesses the students in 6 fitness areas (aerobic capacity, abdominal strength, upper body strength, body composition, trunk flexibility, and flexibility). In order to make students successful, students are assessed every 6 weeks on every aspect of the PFT to monitor growth and areas of improved.  Students are recognized for their growth and achievement through certificates, award ceremonies and posters posted around campus with their picture.  Progress Reports & Enrichment  Students  are provided with bi-weekly progress reports that must be signed by parents and students to ensure they are informed of their students’ grades. Those that fall below a 3.00 or has a D or F grade are assigned to enrichment after school. This provides students with tutoring to be academically successful.|2018
50710680132662|Denair Elementary Charter Academy|6|Students in Denair schools participate in the California Healthy Kids Survey (CHKS) every other year. 72% of respondents perceive Denair schools as safe or very safe.  24% of respondents report that they have been bullied or harassed in the last 12 months. 54% of respondents think the adults at school have high expectations of them. 38% said there are caring adults at school.  The results of the CHKS also confirm some things we know about the struggles of students in our district and community. While these results represent middle and high school students, these respondents previously attended DECA, live in our community and many have siblings who currently attend our school: * 8% of middle school students and 24% of high school students admit to current drug or alcohol use. * 21% of high school students said they have considered suicide.  * 23% of middle school students said they have experienced chronic sadness/hopelessness in the last 12 months.  We have recently partnered with community-based mental health organizations to provide additional support, guidance, and resources for all students and families in Denair from preschool through grade 12. In addition, we have implemented a number of social-emotional programs to support individual mental health and a positive school culture.|Met||2018
19648160000000|Mountain View Elementary|6|Districts administer a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness, such as the California Healthy Kids Survey (CHKS), to students in at least one grade within the grade span(s) that the districts serve.  In 2016-2017 a total of 323 out of 767 students in grade 5 completed the CHKS and of these students 53% (172) were female and 47% (151) male students  In 2017-2018 461 out of 759 students in grade 5 completed the CHKS and of these students 51% (235) were female and 49% (226) were male students  Two areas were analyzed from the survey.  School Connectedness and Safety.  Student Connectedness: Looking at the data for student connectedness,  it is evident that student’s feel or perceive there is a lack of meaningful participation at school. Students indicate they need adults and grow-ups to get to know them and they need to feel close to an adult. Students want to have a better connection to their school and have activities that give them a sense of connectedness.  Safety: For school safety, the data does not reflect any serious issues. We will continue to develop and improve by looking closer at the Socio-Emotional components and anti-bullying efforts at school sites through PBIS, School Resource Officer will continue to support schools, families, and students through assemblies on social media, bicycle safety, drug issues, student discipline and participating in school events such as Walk to School Day, and enhancing Red Ribbon Week, Think Together partnerships, District and School Site Parent meetings, Coffee with A Cop, Book Drives, and Read Aloud Week, etc.|Met||2018
50710685030267|Denair Charter Academy|6|According to the most recent CA Healthy Kids Survey (2016 -2017), we had a 75% response rate for Grade 7, 82% for Grade 9 and a 74% for grade 11. Eighty four percent of Grade 11 students at DCA feel the campus is very safe or safe. Thirty percent of Grade 11 students have experienced chronic sadness/hopelessness, and 32% reported they were currently using drugs and alcohol. Approximately 20% of DCA students have unique living situations. The results also indicate students in Grade 11 understand English more than they are able to apply their English language when reading and writing. This is an area to look at and provides opportunity for staff discussions on how we can create a positive environment for all students.   The results of the CHKS show students feel DCA is a safe campus. The results also show a need for improvement and growth in the area of social and emotional supports offered to students. Many students at DCA face adversity and are at-risk. Given their home-life and environmental factors which cannot be changed, it is important to examine the supports we offer our students. One barrier to providing this assistance is students are only required to be on-site for one hour each week. This makes it challenging to provide additional support to help them gain and maintain positive mental health. Another barrier we face as a charter school is students often have difficulty with transportation to attend on-site classes and/or additional supports that are outside of their typical independent study appointments.   We are committed to providing interventions and supports to ensure our students are successful. Currently, we offer on-site counseling to students who are facing personal challenges, anxiety, family problems, and other difficulties. We also offer tutoring support for our students who are struggling academically. As part of our efforts to promote positive health and a “drug-free” lifestyle, we have implemented PHAST and PHASTJV for all students Grades 7-12. Grade 7 and 9 students are exposed to curriculum for “Promoting Health and Slamming Tobacco.” We have also created an extension to our PHAST programs through formation of PHAST and PHASTJV clubs. All students are encouraged to participate in the clubs and participate in on-site and off-site activities and conferences. The PHAST clubs organize and help with school-wide events such as Red Ribbon Week and Family Nights. Enrollment in PHAST clubs continues to increase, which provides for more opportunity to teach and inform students of the benefits of “saying no” to drugs and alcohol.|Met||2018
34674390101881|New Technology High|6|The Sacramento City Unified School District administered a climate survey to students in the spring of 2018. In the survey, 42 New Tech students indicated that 65.2% of students had Positive Responses on Perception of Connectedness. Additionally, 66.7% had Positive Responses on Perception of Safety. As part of the New Tech Network, the School also annually participates in the fall, winter, and spring Student Climate survey. Each year, the results are compiled for the year for review by the school staff and parent group. The 2017-18 results are as follows. With 148 student responses, 95% indicated they had a positive connection to the school; 64% indicated that they had a positive learning experience; 87% indicated that discipline is fair, enforced and based on rules they established; 88% indicated they have positive peer relationships on campus; 95% indicated they have positive adult relationships on campus; 75% indicated that their school is preparing them for college or career. In the 2018-19 school year, new administration seeks to build capacity in students, families, teachers and the community to ensure students and families experience is positive, as we continue to build the student population to its maximum of approximately 400 students.|Met||2018
54105460124057|Valley Life Charter|6|Using the LCAP, Culture, and Efficacy survey, VLCS found that In 2017- 81.5% of LCAP respondents felt that Valley Life has a positive school climate. 86.5% of the 2018 LCAP respondents felt that Valley Life has a positive school culture.  The following results were collected from the culture survey, administered in March, 2018: 85% rated their happiness level as high, 16% rated it as moderate; 92% are highly likely to refer someone to work at VLCS, while 8% would possibly refer someone; 69% feel valued at work, 26.5 % sometimes feel valued at work; 65% receive occasional recognition, while 26.5 frequently receive recognition;   VLCS has had a stricter than most discipline policy, resulting in a higher amount of suspensions. (0 Expulsions).|Met||2018
27661420000000|Salinas City Elementary|6|All SCESD students in the 3rd-6th grade span (4,891 students) were invited to participate in the California Healthy Kids Survey (CHKS) during the Fall of 2017.  Of the total 4,891 eligible students, 2,600 students participated, or 53.2%, compared to the participation rate in the Spring of 2017 of 28%.  4th and 6th grade students participated at close to 60%, with 56% and 58% respectively, while we had lower participation in 3rd grade with 46%, and 5th grade with 53%.  Metric 1: CHKS respondent data for School Connectedness Scale Fall 2017, 58.3% students reported “high” on School Connectedness Scale Spring 2017, 61% of students reported “high” on School Connectedness Scale In this first metric, there was a slight decrease of 2.7% of students reporting “high” on the School Connectedness Scale from Spring 2017.  Given a standard deviation of +/- 5 for reliability, this suggests no true variation.  Metric 2: Fall 2017, 78.5% students responded positively, “Do you feel safe at school?” Spring 2017, 80% of students responded positively, “Do you feel safe at school?”  In Metric 2, there was a slight decrease of 1.5% of students reporting positively on their perceptions of “safety.”  Given a standard deviation of +/- 5 for reliability, this suggests no true variation.|Met|SCESD is committed to the development and refinement of school climate and culture.  SCESD employs Positive Behavior Interventions and Supports (PBIS) as a framework for this work.  As a local metric for climate and culture, PBIS’s Tiered Fidelity Inventory demonstrates our system’s fidelity at establishing safe and predictable schools.    Metric 3: Spring 2018, 13 of 14 schools achieved 70% or greater at Tier 1; 5 of 14 schools achieved 70% or greater at Tier 2; and 5 of 14 schools reached Tier 3. Spring 2017, 13 of 14 schools achieved 70% or greater at Tier 1; 5 of 14 schools achieved 70% or greater at Tier 2; and 2 of 14 schools reached Tier 3. The level of fidelity was very consistent from 2016-2017 to 2017-2018 school year in Tiers 1-2.  We grew in Tier 3, as 3 schools reached fidelity.|2018
41689730000000|Millbrae Elementary|6|The Millbrae Elementary School District conducts annual surveys on school climate to 5th and 7th grade classes, all families and all staff. The surveys response rates were as follows: 5th grade: 64%, 7th grade: 92%, Families: 16%, Staff: 34% 39% of 5th grade students responded favorably to school connectedness; 81% of 5th grade students responded favorably to feeling safe at their school 23% of 7th grade students responded favorably to school connectedness; 64% of 7th grade students responded favorably to feeling safe at their school  Families: 91% of the responses strongly agrees/agrees that their students’ feel safe and connected at school  Staff: 78% of the response agreed they feel safe and connected to the sites they are assigned|Met||2018
21770650135350|Ross Valley Charter|6|"Data:   78% of our students responded positively to the following prompt: ""How positive or negative is the energy of the school?"" This was a four percentage point increase over our Spring 2018 Survey. Subgroups: 100% of our English Language Learners responded positively.  85% of students responded positively to the following prompt: ""How respectful is your teacher towards you?"" This was a 5 point increase from the Spring 2018 Survey. Subgroups: 100% of our English Language Learners responded positively.   86% of students responded positively to the following prompt: ""When you feel like giving up, how likely is it that your teacher will make you keep trying?"" Subgroups: 100% of our English Language Learners responded positively.   Meaning:  The overall results of our climate survey were positive. Our students see our school as a safe and positive, they feel respected by their teachers, and are encouraged by their teachers."|Met||2018
50710680000000|Denair Unified|6|Students in Denair schools participate in the California Healthy Kids Survey (CHKS) every other year. 72% of respondents perceive Denair schools as safe or very safe.  24% of respondents report that they have been bullied or harassed in the last 12 months. 54% of respondents think the adults at school have high expectations of them. 38% said there are caring adults at school.  The results of the CHKS also confirm some things we know about the struggles of students in our district and community. While these results represent middle and high school students, these respondents previously attended DECA, live in our community and many have siblings who currently attend our school: * 8% of middle school students and 24% of high school students admit to current drug or alcohol use. * 21% of high school students said they have considered suicide.  * 23% of middle school students said they have experienced chronic sadness/hopelessness in the last 12 months.  We have recently partnered with community-based mental health organizations to provide additional support, guidance, and resources for all students and families in Denair from preschool through grade 12. In addition, we have implemented a number of social-emotional programs to support individual mental health and a positive school culture.|Met||2018
19647330111484|New Village Girls Academy|6|In order to get a comprehensive review on how students feel about their experience at New Village Girls Academy, an online survey was administered where a total of 44 students participated. The survey was provided in both English and Spanish and offered to students in grades 9-12. We are using the results of student surveys, to gather information regarding the quality of courses, resources, and practices, and how these can be improved upon.   Among the positive student perceptions of climate were:  - A majority of students feel that the school exists to empower and support students in their educational and future goals. Our curriculum and programs provide them a way of exploring their individual interests. Over more than 80 percent of the students like coming to school. Students highlighted that some of the main reasons for this sentiment were related to how the staff made them feel safe, that the school provided a sense of stability in their lives, and that their relationship with teachers and staff were strong.  - A majority of students feel that both internships and exhibitions are challenging. Students mentioned that having an internship provided them with connections, hands-on opportunities to apply what they have learned, work experience, and opportunities to self-improve. Over 60 percent of students stated that they enjoyed their internships. Over 60 percent of students indicated that the work they are doing for their exhibitions was either interesting or very interesting.  - Over 65 percent of students felt they are taking full advantage of the resources offered at New Village Girls Academy. For those that were not able to take advantage of such opportunities, the reasons mentioned were because they did not align to students’ schedules, they may not have an interest in them, or students’ may be facing a mental health or physical challenge.   Areas for improvement:  A number of students mentioned the need to have a wider selection of courses and electives.  Students would like to have a better selection of food.  Students would like to leave earlier from school or have a number of shortened days.|Met||2018
41690390000000|San Mateo-Foster City|6|Our students participated in the California Healthy Kids Survey (CHKS) and results were reported to site leadership, teachers, and the board of trustees.  Our major findings from the survey results was that overall our students feel safe and well connected to their schools, and have high levels of personal and academic motivation.  Many other indicators were mixed, and individual sites are aware of their own strengths and areas for improvement.  District-wide students also report increased feelings of chronic hopelessness and anxiety.    The findings reinforced our identified need for instruction and support for student wellness, social-emotional learning, and mental health services.  We increased the number of counselors and improved the access students have for counseling services.  We also implemented improvements for referrals and tracking to improve the quality of services.  Positive Behavior Interventions and Supports (PBIS) continues to be expanded and supported at our schools.  Many schools have also implemented data tracking for climate and behavior which will help with measuring our improvement in this area.|Met||2018
10625390000000|West Park Elementary|6|All most every student at both sites feel that they are on a positive and secure environment. At the West Park Elementary School site there are some minor concerns of teasing or bullying. At both sites, students would like more school activities, classes or clubs.|Met||2018
34673550000000|Galt Joint Union High|6|In the spring of 2018, we administered the Panorama Education Secondary Student Survey instruments to students in all grade levels (9-12), which include question sets specific to school safety and school connectedness. This year we had 55% of our students participate which was a substantial increase from the previous year in which we had only a 22% participation rate.   Overall, 71% of our students rated our schools favorably in terms of school safety, meaning that they felt that our schools were safe.  85% of students responded most favorably to questions regarding physical altercations, theft, and vandalism, meaning that these incidents are infrequent on our campuses, while only 64% of our students responded favorably to questions about bullying and harassment.   The greatest change was seen in our students’ overall sense of safety, where we saw a 6% decrease in favorable responses from the previous year.  We speculate that this has to do with us administering this survey during the weeks immediately following the Parkland shooting.  We will be monitoring this closely when we administer the tests this year to see if these percentages increase back to their historical levels.  While 71% of our non-special education students rated our schools favorably in safety, only 67% of our special education students did so.  Also, our White, English only students (68%) felt less safe in our schools than our Hispanic/Latino (75%) and English Learner/Reclassified students (75%).  Upon further analysis, those groups that reported a lower sense of safety overall, also responded less favorably to questions about bullying and harassment on our campuses. In the area of School Connectedness, 59% of our students responded favorably indicating that they feel connected with the school.  64% of our students said that they feel close to people in the school, while 58% said that they were happy to be at their school, and 56% felt that their teachers treated students fairly.   Students of lower socioeconomic status (55%) do not feel as connected to school as those of higher economic status (61%).  Though, our English Learners (68%) feel more connected to school, than either our English only (59%) or reclassified students (58%). In response to these results, we are creating an Anti-Bullying Coordinator position at both schools.  These positions will be responsible for developing and implementing an on-going initiative to decrease incidences of bullying, cyberbullying, and harassment in our schools.  Also, we have recently upgraded and increased our number of security cameras and are in the process of conducting threat assessments of our campuses and training all of our staff in ALICE strategies for responding to an immediate threat on campus.  In addition, our Leadership and Link Crew classes are classes are working on new ways to increase school connectedness among our entire student body.|Met||2018
48705810000000|Vallejo City Unified|6|The Vallejo City Unified School District (VCUSD) has administered the California Healthy Kids Survey (CHKS) in the Fall of 2015 and the Winter of 2017 as one measure of school climate. Additionally, VCUSD administered the California School Staff Survey in the Winter of 2017.  VCUSD students in grade 5, as well as 7-12 grade students attending *Non-traditional schools (Community, Day, Continuation, Independent Study, and other alternative school settings) participated in the CHKS for the first time in 2017.  Additionally, VCUSD students in grades 7, 9, and 11 continued to participate in the CHKS.  The focus of this submission is students’ perceived safety at school (grades 7, 9, 11, and *NT,) students’ perceived safety at or outside of school (grade 5), students’ school connectedness (grades 5, 7, 9, 11, and *NT), and Perceived School Safety by school staff.   The data demonstrates the District’s rigorous target of making growth for each area.  This reflects the school site and district staff’s sense of urgency around closing the gap between outcomes for students in the Vallejo City Unified School District and students in the State as measured by this survey.  The California Healthy Kids Survey will be re-administered to students in grades 5, 7, 9, 11, as well as non-traditional school students during the winter of 2019.  Staff will be focused on ensuring the highest possible student participation rate as well as surveying parents and staff.   California Healthy Kids Survey  School Connectedness – (High)             Grade 7 - % Grade 9 - %  Grade 11 - %      NT - % 2015-2016 30               20                    17                 - 2017-2018 35               21                    18                33  School Connectedness – (Low)                  Grade 7 - % Grade 9 - %  Grade 11 - % NT - % 2015-2016          21                25                24               - 2017-2018          14                22                25          16  Perceived Safety at School (Very Safe or Safe)                         Grade 7 - % Grade 9 - %  Grade 11 - % NT - % 2015-2016         45                34                 24            - 2017-2018         50                33                 27          48   Perceived Safety at School (Unsafe or Very unsafe)                   Grade 7 - % Grade 9 - %  Grade 11 - % NT - % 2015-2016        21                18                22            - 2017-2018       12                15                18          14   Perceived Safety at or Outside of School  (All or Most of the time) – 2017-2018                                                               Grade 5 - % At school                                    69 On way to and from school           79  School Connectedness                               Grade 5 -% Connectedness – High 41 Connectedness-Low 8  California School Staff Survey  Safe place for students  (strongly agree/agree) 2017-2018 76%        Safe place for staff   (strongly agree/agree) 2017-2018       76%|Met||2018
50712660124768|Great Valley Academy - Salida|6|Each Spring, Great Valley Academy facilitates a survey of it's 3rd through 8th graders. We created a survey tool, and use it to collect data each year. In the spring of 2018 we received 463 student responses. Following, you will find data related to 4 areas supporting a positive school climate: -I feel safe at Great Valley Academy 85% of students responded, often or always -I am excited to learn 73% of students responded, often or always -I feel loved at Great Valley Academy 83% of students responded, often or always -My teacher cares about me 95% of students responded, often or always We also received the following data from our parent survey, in areas related to positive school climate: -My children feel safe at school 99% of parents responded, always or most of the time -My children are happy to come to school 91% of parents responded, always or most of the time -Great Valley Academy creates a safe and loved learning environment 98% of parents strongly agree or agree. We have improved or maintained ratings in 7 out of 9 areas. We analyze annual and comparative data each year, which allows us to monitor results and trends regarding climate issues on our campus.|Met||2018
15633700000000|Buttonwillow Union Elementary|6|Student surveys with a 2-point scale were conducted of all 3rd through 8th grade students. The survey was available for 2 weeks and students were encouraged to complete the survey at school. Over 170 Third through 8th grade students responded to the survey. 93% agreed that the school provides a good education for them. 77% feel safe at school, 83% stated that they participate in extra school activities, 78% felt that their school was in good condition. These results are very similar to the results from last year. Local survey results from students, parents, and staff were presented to the board. Overall data suggests that our students feel safe and connected at school. We will continue to work with staff and students for ideas on how to increase engagement with school and find ways to increase students feelings of safety.|Met||2018
50757390000000|Turlock Unified|6|Turlock Unified School District administered the California Healthy Kids Survey in 2016-2017.  The District's LCAP survey was administered in January-March of 2018.  Key findings of the California Healthy Kids Survey include:  94% of students responded moderately or highly they were connected to school and 87% of students feel there were caring adults in school.  Key findings of the District's LCAP survey include:  87% of students responded strongly agree and agree they feel safe at school and 76% of  students feel like they are apart of the school.  Turlock USD is scheduled to administer the California Healthy Kids Survey to grades 5, 7, 9, and 11 in the 2018-2019 school year. eCademy's data is included in the Turlock Unified School District reporting of local indicators.|Met||2018
49708470000000|Old Adobe Union|6|The Old Adobe Union School District made great progress in obtaining feedback from stakeholders. A perception survey was given to assess needs at all levels. A need for increasing parent participation in school events and in parent education was identified as the home-school connection is vital to student success. OAUSD Implemented Family education evenings and community events; Family Math Night, Literacy Evening, STEM Nights, Salute to STEM; and made several presentations at PTA and ELAC meetings in order to inform all stakeholders of school progress and how to support students. To reach EL parents who speak Spanish all written correspondence was translated, and translated robocalls and texts were utilized to ensure all families received pertinent school news.|Met||2018
50757390124669|eCademy Charter at Crane|6|Turlock Unified School District administered the California Healthy Kids Survey in 2016-2017.  The District's LCAP survey was administered in January-March of 2018.  Key findings of the California Healthy Kids Survey include:  94% of students responded moderately or highly they were connected to school and 87% of students feel there were caring adults in school.  Key findings of the District's LCAP survey include:  87% of students responded strongly agree and agree they feel safe at school and 76% of  students feel like they are apart of the school.  Turlock USD is scheduled to administer the California Healthy Kids Survey to grades 5, 7, 9, and 11 in the 2018-2019 school year.  eCademy's data is included in the Turlock Unified School District reporting of local indicators.|Met||2018
50711006052559|Hickman Elementary|6|At Hickman Elementary School, we pride ourselves on making students feel safe and helping them thrive in an academically challenging environment. After completing a student survey, 95% of our 5th graders responded that they feel safe at school while 93% stated they feel welcome at school.  About 93% of our students say they think students at their school treat other students with respect on many occasions.  An overwhelming 98% of 5th graders stated that they keep trying when school work is challenging for them!  Hickman Elementary School's parents also had the opportunity to complete a parent survey regarding school climate and student engagement.  91% of parents surveyed agree that Hickman Elementary Students are engaged in school, 90% of parents agreed that Hickman gives students access to the core subjects that prepared them for high school and almost 97% of parents agree that HES encourages parent involvement.  After analyzing the survey results, the school council determined that HES could have better communication in the upper elementary grades and offer more performing arts/art/PE opportunities for our elementary students.|Met|Local Indicators were presented to the Board on November 13, 2018.|2018
01611920127944|Silver Oak High Public Montessori Charter|6|The goal is to build an inclusive and respectful community. The comprehensive safety plan is guiding the implementation of the recommended actions (Positive classroom management, Grace and Courtesy, Social Inclusion). Students are taking initiative to create several groups based on their cultures (Asian Students Association, Black Student Union, Latino student Union, Muslim Student Union). They organize a multi-cultural fiesta. They make presentations and encourage celebrations. Students of all ethnicities are welcome to join each group. It is hard to have some measurable outcomes for this goal. But based on the results from the survey, and especially the students’ responses, we notice improvements about the general school climate. Safe school climate - 78% indicated that the school provides a safe school facility, a decrease of 4% (from 82% to 78%) compared to last year. When looking only at the staff surveys, it represents an increase of 8% (from 80% to 88%). - Orderly environment: 80% said that Silver Oak provides an orderly classroom environment (+8%, from 72% to 80%). Students reported 79% (+7%, from 72% to 79%). - Student acceptance: 88% said students feel accepted and supported by the school community (+5%, from 83% to 88%). - Respect: 94% said Gender, racial, ethnic, cultural background are respected (+10%, from 84% to 94%). Students reported 91% (+8%, from 83% to 91%). Parents indicated 91.3% (-3.7%, from 95% to 91.3%). - Social inclusion: 88% said students feel accepted and supported by the school community (+5%, from 83% to 88%). - Staff support: 87% thought that staff supports students through advisories, individual work time and family conferences (+2%, from 85% to 87%). - Advisor: 87% thought that staff supports students through advisories, individual work time and family conferences (+5%, from 82% to 87%). - Language & bullying: 70% of students agreed that rude language and bullying are not tolerated on campus (+11% change compared to last year).  - Ask an adult: 87% thought that staff supports students through advisories, individual work time and family conferences (+18%, from 69% to 87%). The Comprehensive Safety Plan was revised in 2017. It remains the same for the 2018-2019 school year. These are the four climate safety goals that have been identified: 1. Positive classroom management techniques: frequent visits and observations by Dean of Students. 2. Grace and Courtesy: presentation during community meeting, followed by small group discussions. 3. Social Inclusion policy: SAVE (Student Alternatives to Violent Environments) and Cyber Bullying workshops. Student Action Committee, to address issues of social justice at school and outside. Mixed interested students, meet weekly, studied issues, make presentations to the full community. 4. Respect for the environment: to ensure that there are fewer incidences of vandalism.|Met||2018
11765620000000|Hamilton Unified|6|HUSD used a student survey developed by Glenn County Office of Education (GCOE) administered to 5th, 8th and 12th grade students.    There were 76 responses. Students still feel good about school, as they did in 2016-17.  In fact about 43% of students feel good about themselves when they are “successful in school”, this response beat out” hanging out with friends” at 22.7%.   This year the question regarding teachers making learning exciting saw a 10% increase in positive student response, from 39% strongly agree/agree to 48.6% this year. Students feel supported by teachers academically; about 85% strongly agree/agree/neutral  that teachers will help them do better on an assignment, 86% strongly agree/agree/neutral that teachers provide many opportunities to participate in class discussion/activities.   School rules/consequences and overall behaviors still appear to be an area for improvement.  31.7% of students don’t believe that rules are applied to students equally.  31% of students don’t believe rules/consequences are clear.  Additionally a number of questions regarding bullying had approximately 20-25% of students responding that bullying, teasing is a problem.    HUSD should continue working with staff on PBIS training, accommodations, re-calibrating/revisiting behaviors and consequences for clarity and consistency among student, staff, and administration.  A behavior data management system has been implemented as part of an MTSS grant in order to refine response to behavior interventions at the K-8 levels.|Met||2018
50711006116388|Hickman Middle|6|At Hickman Middle School, we pride ourselves on making students feel safe and helping them thrive in an academically challenging environment. After completing a student survey, about 90% of our 8th graders responded that they would recommend their school to their friends that do go here.  About 89% of our students say they think students at their school treat other students with respect on many occasions. 90% of the middle school parents surveyed responded that Hickman Middle School has a positive school climate and students feel safe at school.   An overwhelming 90% of 8th graders stated that they are planning on going to college or some other school after high school.  Hickman Middle School's parents also had the opportunity to complete a parent survey regarding school climate and student engagement.  Almost 96% of parents surveyed agree that Hickman Middle Students are engaged in school, about 92% of parents agreed that Hickman gives students access to the core subjects that prepared them for high school and almost 98% of parents agree that HMS encourages parent involvement.  After analyzing the survey results, the school council determined that HMS could have more effective communication in order to let parents know in a timely manner of the programs and happenings available to students and that students could benefit from more activity-based learning in class.|Met|Local Indicators were presented to the Board on November 13, 2018.|2018
43696900000000|Sunnyvale|6|1) The Sunnyvale School District has a targeted focus on the attendance, behavior, and social-emotional learning of our students.  We utilize Positive Behavioral Interventions and Supports to maintain a positive school climate, and we use the Panorama Survey to evaluate our students’ perceptions of school safety, connectedness, and grit in grades 4-8. Three components of the survey relate to school climate: Self Management, Social Awareness and Growth Mindset. The Self Management score indicates how well students at the school are able to manage their emotions, thoughts and behaviors. High self-management scores lead to a calm and supportive classroom environment. At both the elementary and middle school level, our students score a 4.0 (out of a possible 5), which places them in the 50th percentile of students in the national sample. In Social Awareness, a measure of how well students consider the perspectives of others, and empathize with them, our elementary students score 3.8, placing them in the 50th percentile. Our middle school students score 3.7, which is at the 40th percentile. In our measurement of Growth Mindset, which evaluates students’ perceptions of whether they have the potential to change factors that affect their performance in school, our elementary students score in the 80th percentile (3.7) while our middle students score in the 50th percentile at 3.5. 2) As a district we have focused for the past few years on social-emotional learning and growth mindset. These results indicate that while our efforts have been successful, we need to better facilitate our students’ transition to middle school to ensure they maintain the strong growth mindset beliefs that will ensure student success. In looking at the disaggregated data, a few trends become clear. At all grade spans, female students score higher than males on all three components (with the exception of growth mindset in middle school, where both score 3.5). In self-management, there is a significant gap between the highest scoring student groups (Indian, Asian and Asian Indian) and the lowest scoring (American Indian, Filipino and Hispanic). This gap is also reflected in our academic achievement data. We need to continue our focus on meeting the needs of all students, both academically and with respect to social-emotional learning.  3. In addition to allowing us to monitor our students’ growth along a wide variety of measures, Panorama also provides lesson plans for teachers to utilize to address any areas of need. Next steps for the school district include training teachers in the use of the Panorama data and resources to better meet our students’ needs.  Providing professional development around the use of these resources will enable teachers to design targeted instruction focused on building students’ social-emotional skills, leading to an improvement in school climate and student achievement.|Met||2018
50105040117457|Great Valley Academy|6|Each Spring, Great Valley Academy facilitates a survey of it's 3rd through 8th graders. We created a survey tool, and use it to collect data each year. In the spring of 2018 we received 551 student responses. Following, you will find data related to 4 areas supporting a positive school climate: -I feel safe at Great Valley Academy 82% of students responded, often or always -I am excited to learn 71% of students responded, often or always -I feel loved at Great Valley Academy 72% of students responded, often or always -My teacher cares about me 91% of students responded, often or always We also received the following data from our parent survey, in areas related to positive school climate: -My children feel safe at school 100% of parents responded, always or most of the time -My children are happy to come to school 94% of parents responded, always or most of the time -Great Valley Academy creates a safe and loved learning environment 93% of parents strongly agree or agree. We have improved or maintained ratings in 8 out of 9 areas. We analyze annual and comparative data each year, which allows us to monitor results and trends regarding climate issues on our campus.|Met||2018
27660500000000|King City Union|6|A student climate survey was administered to all students in grades 3 through 8 during the spring of 2018. Results of the student surveys indicated that 79% of students felt safe at school 'often' or 'all of the time'. When analyzing specific grade levels and positive responses to feeling safe 'all of the time', 'often', 'once in a while', or 'never', 4th grade students reported feeling the safest 'all of the time' at a slightly higher rate than 3rd or 5th grade, with the most noticeable decline in feelings of student safety at grades 6th - 8th. The current 4th grade students had previously reported feeling safe 'all of the time' as 3rd grade students in 2016 as well.  While a decline at the middle school grades is noticeable, the trend in responses shows elementary students reported feelings of safety 'all of the time' at a higher rate, while middle school selected the option of 'often' at a higher rate. Survey results at all grade levels indicated that students felt respected by teachers at a high rate, while responses reflecting student to student respect decreased by 6%.  The survey results showed little variance between male and female across the grade levels. The student survey results are one indicator of progress on goal 4 of the district LCAP and assist with refining the focus on school climate. The results of the student surveys of school climate were shared with the local governing board at the regular monthly meeting held June 20, 2018.|Met|All KCUSD schools are implementing Positive Behavioral Intervention and Supports (PBIS) to continue to address the social and emotional needs of all students. As part of the system, each school site has a PBIS team that attends on-going training and provides direction to their individual school site for further implementation. Each school site is monitoring the effectiveness of implementation through the use of both the Tiered Fidelity Inventory (TFI) survey tool and SWIS (School-wide Information System) which each provide valuable data to assist in further planning, collaboration, and goal setting.|2018
43695180000000|Los Altos Elementary|6|LASD piloted a social emotional and climate survey to a small number of students across grade levels in the 17-18 school year. This survey will replace the traditional CA Healthy Kids Survey administered every other year and includes both school climate and safety items, as well as items related to the research-informed habits and skills of successful and well adjusted youth, including agency,  All metrics are monitored in our LCAP.|Met||2018
19647330128512|KIPP Academy of Innovation|6|In 2017-18, KIPP LA administered the California Healthy Kids Survey (CHKS) to all 3rd - 8th graders whose parents gave consent. The survey was administered during January and February of 2018. Specific results on school safety and connectedness are included below:  % of students reporting I feel safe at school: 77%  % of students reporting I am happy to be at this school: 68%                                                           In 2018-19 KIPP LA will no longer administer CHKS, and will instead administer a new student survey created by KIPP LA. A copy of the new survey may be obtained on our website at www.kippla.org.|Met||2018
54105466119291|Eleanor Roosevelt Community Learning Center|6|Students are surveyed using a diversity of methods including exit interviews, personal interviews, and monthly individual meetings. Results of these methods were presented to the board though monthly reports and specifically discussed at the May 8, 2018 and Nov 6, 2018 meetings. In addition these surveys are used to guide decision making regarding curriculum choices, enrichment courses, special events, and field trips. Despite prevailing stereotypes of homeschooled students, we have found that students participating in our homeschooling program report higher levels of connectedness and safety when compared to traditional school options. Reasons cited by students include a variety of community building activities, and an open and accepting culture among fellow students and staff.|Met||2018
31669280000000|Roseville Joint Union High|6|The Roseville Joint Union High School District utilized the California Healthy Kids Survey (CHKS) to examine school climate, school safety and school connectedness.  The 2017-2018 RJUHSD results include the following key findings reported as 9th grade/11th grade percentages: - 20/19% of students report a high degree of school connectedness - 34/37% of students report high expectations exist for all students - 35/29% of students report having academic motivation - 67/71% of students report school as a safe place - 37/32% of students report experiencing bullying within the past 12 months - 29/33% of students report experiencing sadness/hopelessness within the past 12 months The RJUHSD has used this data to initiate a more comprehensive approach to wellness on our campuses.  Beginning in the 2018-19 school year each school site is working on implementation of Wellness Centers.  The district has created a new position in the district in the form of Wellness Coordinators. Each school site has created space on campus for students to access support and resources related to Wellness. Community partnerships are forming with government and non-government agencies to bring in added resources for students and staff. Efforts to address student climate data is just underway so we do anticipate a lag in data impact.  We will utilize our Hanover Research survey process for LCAP purposes in the years we do not administer the CHKS survey to stay abreast of the impact or potential impact our efforts may be. In addition to Wellness Centers implementation the RJUHSD has engaged with the Multi-Tiered System of Supports process for school improvement.  We are part of a regional cohort that is being trained in MTSS protocols. A team of district administrators, support staff and teachers gather to attend training and apply the training to our improvement efforts. More recently, the district has solicited the support from Education for the Future and the work outlined in Dr. Victoria L. Bernhardt's book, Data Analysis for Continuous School Improvement (CSI). We believe our work with MTSS and CSI will guide and inform our efforts to insure we are successful at better serving students.|Met||2018
13631070000000|Calipatria Unified|6|Calipatria USD established the June, 2017 administration of the California Healthy Kids Survey to students in Grades 4, 7, 9 and 11 as the base year data for School Climate (Priority 6).  For base year, the results were evaluated against the target goals in the CUSD  Safety Plan.  As such, the Calipatria USD met the criteria for this indicator.  All grade levels exceeded the biennial goals outlined in the Safety Plan.   The California Healthy Kids Survey was not conducted in the 2017-2018, as the the district elects to evaluate every other year in accordance with state guidelines.|Met|Calipatria USD established the June, 2017 survey results as base year and successfully identified meeting the targets for Priority 6.  No survey was conducted in 2017-2018 as the district has opted to conduct the survey every other year in accordance with state guidance.|2018
33671573331014|Nuview Bridge Early College High|6|"Combined results from 2017-2018 CHKS Grades 9 and 11 show that:  16% of 9th grade students report having or feeling a high level of connectedness at school.  12% of 11th grade students report having or feeling a high level of connectedness at school.   38% of 9th grade students report a high level of academic motivation 32% of 11th grade students report a high level of academic motivation  17% of 9th grade students report feeling they have adults at school that care about them 20% of 11th grade students report feeling they have adults at school that care about them  25% of 9th grade students report there is a culture of high expectations at school 28% of 11th grade students report there is a culture of high expectations at school  8% of 9th grade students report feeling they have opportunities for meaningful participation at school (do things that make a difference, do interesting activities, or decide class activities or rules). 7% of 11th grade students report feeling they have opportunities for meaningful participation at school (do things that make a difference, do interesting activities, or decide class activities or rules).  56% of 9th grade students perceive the school is safe or very safe 48% of 11th grade students perceive the school is safe or very safe  *Results taken from the district's CHKS main report in Module A: Core Results Summary of Key Indicators"" on page 3.  Our data shows we have work to do in increasing areas such as: school connectedness and meaningful participation. This year, as a result of our CHKS we have decided to review the data as a staff and create an action plan to address these areas."|Met||2018
10625470000000|Westside Elementary|6|Westside Elementary School District annually administers a school climate survey to students in 5th and 8th grade. 100% of students participated. The questions include the themes of college and career readiness, clear expectations for behavior, and prevention and response to bullying. The results of the spring survey were presented to the School Board on Oct. 23, 2018.|Met||2018
29663400000000|Nevada City Elementary|6|The California Healthy Kids Survey, School Climate Report Card for 2017/18 showed a five percent decrease from the prior year on the School Climate Index. The LCAP committee discussed this finding and concluded an area of concern were Seven Hills students who were new to the school, and the fact they were struggling with feeling connected. These students were shown to be suspended more often and struggling with their academics. This year Seven Hills started focusing on these students with a new student orientation and regular check in by staff. We hope to see new students performing better academically as well as socially.|Met||2018
29663570000000|Nevada Joint Union High|6|NJUHSD administers the CA Healthy Kids Survey to parents, staff, and students grades 9 and 11 on a yearly basis. The three-year change recorded for the 2017-18 school year reflected a 22 point decrease in our District School Climate Index score.  This is consistent with decreases of 16 points in both the State Percentile score and the Similar Schools Percentile score.  Significant decreases were reported in Overall Supports and Engagement (32 pts), High Expectations and Caring Relationships (32 pts), Opportunities for Meaningful Participation (56 pts), and School Connectedness (34 pts). Additionally, Overall Low Violence and Substance Use saw a moderate decrease of 6 pts.  Additional indicators from our district LCAP Survey:  86.7% of parents, 77.6% of students, 84.5% of certificated staff, and 58.2% of classified staff report students feel physically safe at school.  85.3% of parents, 73.7% of students, 75% of certificated staff, and 55.5% of classified staff report students feel emotionally safe at school. 83.6% of parents, 71.7% of students, 71.6% of certificated staff, and 68.5% of classified staff report students feel involved and engaged in their school culture.  It should be noted that the 2018 LCAP survey was released to stakeholders on Feb 14, 2018.  this was the date of the mass shooting at Marjory Stoneman Douglas High School in Parkland, Florida, which likely had a significant impact on school safety perceptions.   Our district schools continue to examine our efforts to provide opportunities for student disconnectedness.  Activities and programs such as Week of Welcome, Breaking Down the Walls and Athlete Committed are in place in an effort to develop positive school climates and culture.  In addition, we continue to emphasize the importance of building individual relationships with students.   Results have been shared with our stakeholder groups and we will continue to plan and implement activities targeted at addressing the decreases reported in the CA Healthy Kids Survey.  The district will be sending a large cohort of participants to the 3rd annual CA Student Wellness Conference in January of 2019 in an effort to addressing our ongoing concerns with student mental health and general well-being.|Met||2018
04614240121475|Sherwood Montessori|6|We administered a School Survey for parents and other stakeholders during the 2017-2018 with results summarized in our 2018-2019 LCAP. Students were also surveyed to collect school climate data. In the future, we hope to administer California Healthy Kids Survey for 5th graders, and move the collection time to the fall to review the current year. Results of the 2017-2018 school year were reviewed with the LCAP Focus Group. Results indicated that there was an increase in positive responses to questions about communication from school to home. Providing school lunch resulted in a positive school climate because students were well-nourished while at school. Parents of low-income students were able to access school events when free child care was provided. This year, we are continuing to provide free and reduced lunch opportunity and scholarships for field trips. We have also implemented a new form of parent education with the Silent Journey and Discovery. Feedback from the evaluations of this event indicated an overall positive response and better understanding and increased appreciation of the Montessori approach, however it was difficult for many parents to attend. This year, we are incorporating the event into our Back to School Night and Open House.|Met||2018
15637920000000|Standard Elementary|6|State Priority 6: School Climate A.  Suspension rate for the district was 6.3% in 2016-17 and remained at 6.3% for 2017-18.  B.  Expulsion: 4 students were expelled in 2016-17; 4 students were expelled in 2017-18. C.  California Healthy Kids Survey • Grade 5: In 2015, 64% of the student’s surveyed indicated feeling of a sense of safety and school connectedness. In 2017, 84% of the student’s surveyed indicated feeling of a sense of safety and school connectedness. • Grade 7: In 2015, 66% of the students’ surveyed indicated feeling of a sense of safety and school connectedness. In 2017, 66.5% of the student’s surveyed indicated feeling of a sense of safety and school connectedness.|Met||2018
17640220000000|Konocti Unified|6|"Konocti Unified School District uses the California Healthy Kids Survey (CHKS) as a tool to measure Priority 6.  Specifically, the percentage of students scoring school connectedness as ""HIGH"".  For 2017-18 at LLHS - 42% of students in 8th grade rate school connectedness as high.  For 2017-18 at KEC - 56% of students in 10th grade rate school connectedness as high."|Met||2018
31750850128561|Rocklin Independent Charter Academy|6|Rocklin Independent Charter Academy’s mission, as a unique, innovative, and collaborative K-12 educational community, is to ensure students become academically, socially, and emotionally balanced, discover their passion for lifelong learning, and thrive individually. Therefore, RICA continually seeks input from all stakeholders, including students.  Each year student engagement consists of a student forum, a local LCAP survey or the California Healthy Kids Survey (CHSK), which is administered biannually. The CHKS was administered in grade 11 during the 2017-18 school year. Sixteen 11th grade students, or 47%, completed the survey. The following are key findings that impacted the development of the RICA LCAP for 2018-2019.  69% of students “strongly agreed and agreed” they felt safe at school.  88% of students indicated they had never had a negative peer interaction on school property during the past 12 months, an increase of 12% from the previous year. The expected outcomes as a result of the RICA LCAP actions and services for Goal 2, which states “RICA will provide support systems for learning (during both the school day and after school) and provide a safe, healthy climate where all students have the opportunity to achieve at high levels” are to maintain the percentage of students indicating they feel safe at school and decrease the percentage of students indicating they had a negative peer interaction at school within the last year by 3% annually.  LCAP actions include the continued implementation of Multi-Tiered System of Supports (MTSS) to support students academically, socially, emotionally, and behaviorally, School-based Therapy and Social Worker access through our partner, Wellness Together, Bullying/Cyberbullying prevention strategies, and continued partnerships with Rocklin Police, Fire and EMS agencies, and providing safe, well maintained facilities and infrastructure for student use and success.|Met||2018
34739730000000|Center Joint Unified|6|The CJUSD conducts the California Healthy Kids Survey every two years with students in grades 5, 7, 9, and 11.  The survey covers a range of topics including both school connectedness and safety. The last administration was during the 2017-18 school year.  The results of the CHKS are as follows:  Elementary Level - Grade 5  Demographics • 42% response rate • 51% of respondents were female and 49% were male  Survey Results • 93% of respondents stated they were highly or moderately connected to their school. • 61% of respondents stated that they felt safe all or most of the time.  Secondary Level  Grade 7   • 81% of students (272/336) of seventh graders responded to the survey • 52% of respondents were female and 48% were male  Grade 9 • 100% of students (242/242) of ninth graders responded to the survey • 50% of respondents were female and 50% were male  Grade 11 at CHS • 97% (229/237) of eleventh graders responded to the survey • 48% of respondents were female and 52% were male  Grade 11 at McClellan High School • 79% (48/61) of MHS students responded • 44% of respondents were female and 56% were male   Survey Results Grade 7 • 85% of seventh graders fell in the highly or moderately connect to school categories   Grade 9 • 91% of ninth graders fell in the highly or moderately connect to school categories   Grade 11 at CHS • 88% of eleventh graders fell in the highly or moderately connect to school categories   Grade 11 at McClellan High School • 97% of eleventh graders fell in the highly or moderately connect to school categories Perceived Safety at School  Grade 7 Very Safe = 12%  Safe = 40%  Neither safe or unsafe = 36%   Unsafe = 8%  Very Unsafe = 4%  Grade 9 Very Safe = 10%  Safe = 45%  Neither safe or unsafe = 38%   Unsafe =5%  Very Unsafe = 2%  Grade 11 at CHS Very Safe = 11%  Safe = 46%  Neither safe or unsafe = 36%   Unsafe = 4%  Very Unsafe = 3%  Grade 11 at McClellan High School Very Safe = 30%  Safe = 37%  Neither safe or unsafe = 28%   Unsafe = 2%  Very Unsafe = 2%   Based on the survey results, the CJUSD has developed the following goals:  1. Increase school connectedness by decreasing by 2% those who reported a low level of connectedness 2. Increase 5th-grade students who feel safe at school “all the time” or “most of the time” by 4% 3. Increase secondary students who feel “safe” or “very safe” at school by 4%.  Complete survey results can be obtained at the district office.|Met||2018
50711006112627|Hickman Charter|6|Building a vibrant community of learners has been the hallmark of Hickman Charter School from its beginning. Relationships between parents, students and staff are the key to creating a safe and academically challenging environment for our students. According to a recent survey, 95% of students surveyed felt safe and welcome at school and would recommend their school to a friend. Over 97% replied that students treat each other with respect. Our parent survey found that 97% agreed that HCS maintains a safe, connected school environment. In addition to being a safe and welcoming place, HCS strives to provide the academic rigor that encourages students grow and achieve. An overwhelming 97% of students responded that they become a better student when they work hard and 97% of parents said their students are engaged in school and that HCS provides access to the core subjects needed for preparation for high school and beyond. When asked about plans for continuing their education beyond high school, 89% of 8th graders have definite plans and the remaining 11% have tentative plans.|Met|Local Indicators were presented to the Board on November 13, 2018.|2018
31750850000000|Rocklin Unified|6|Rocklin Unified School District’s (RUSD) mission, as a leader of educational excellence, is to ensure each student becomes a well-rounded individual who thrives intellectually and develops unique strengths to pursue and achieve personal growth and contributing to a dynamic world.  Therefore RUSD continually seeks input from all stakeholders, including students. Each year students take either a local LCAP survey or the California Healthy Kids Survey, and a representative group of students participates in a forum eliciting their perceptions of learning, connectedness, safety, and fairness. In the fall of 2017, the California Healthy Kids Survey (CHKS) was administered in grades 5, 7, 9, and 11. Survey results indicate that 97% of all students surveyed felt safe at school.  The percentage of students indicating they never had a negative peer interaction at school for a variety of reasons during the past 12 months increased by 4.2% from 59.8% in grade 6 to 64% in grade 7; decreased by 1.67% from 68.67% in Grade 8 and 10 to 67% in Grade 9 and 11. The percentage of students indicating they did not have a negative peer interaction online in the past 12 months in Grade 7 was 71%, Grade 9 was 72%, and Grade 11 was 74%. LCAP Goal 2 states, “RUSD will provide support systems for learning (during both the school day and after school) and provide a safe, healthy climate where all students have the opportunity to achieve at high levels”. Expected outcomes are to maintain the percentage of students indicating they feel safe at school above 95% and increase the percentage of students indicating they did not have a negative peer interaction at school within the last year by 3% annually. In order to achieve these student outcomes, LCAP actions and services include continued implementation of Multi-Tiered System of Supports (MTSS) to provide for students academically, socially, emotionally, and behaviorally. Specifically, the Positive Behavioral Intervention and Supports (PBIS) system, School-based Therapy through our partner, Wellness Together, bullying/cyberbullying prevention strategies, and continued partnerships with Rocklin Police, Fire and EMS agencies are being utilized to accomplish this work.  Positive student outcomes are expected with integrity of implementation over time.|Met||2018
33103300137869|Excelsior Charter School Corona-Norco|6|Excelsior Charter Schools Corona-Norco (ECSCN) is in its first year of operation as a charter school approved by the Riverside County Office of Education.  As with all Excelsior Schools, we administer an annual survey to gather information from our students  regarding school climate and connectedness.  Since ECSCN has only a few months of operation, this data will be collected in the spring of 2019 in order more accurately measure school climate.|Met||2018
34674470128124|Gateway International|6|School climate surveys are administered to both school staff and students on an annual basis.  Both surveys indicated an outstanding school culture and environment overall where students feel safe and supported.  Staff indicated a positive culture where collaboration is valued and Capturing Kids Hearts is being implemented school-wide.  The results of the school surveys are reported to the School Site Council and the governing board during the spring of each school year to help develop the LCAP goals for the subsequent school year.|Met||2018
19647330129833|Global Education Academy 2|6|The California Healthy Kids Survey from our school (2017-2018) was very positive. Some of the key results were that 100% of our students felt safe at our school. With Academic Motivation, most of our students (89%) feel they try harder when they get a bad grade. Under Positive Staff-Student Relationships and Expectations, our students (95%) said that their teachers and other grownups want them to do their best. In regards to Disciplinary Environment, Fairness, and Respect, most of our students (79%) said teachers and other grown-ups at school treat them with respect. With the School’s Response the Bullying, most of the student (94%) said teachers will do something to help if they tell them they have been bullied. Under High Expectations at Home, all our students (100%) said that all parents at home want them to do their best at school.  In other data collection methods we find that due to high levels of EL students, we need to continue to focus on English Learners while using differentiation to meet their individual needs. We continue to be a strong, but small school that works hard at accepting all students and meeting their academic and social needs.  Global Education Academy 2 will continue to work hard to meet the needs of all students and continue to improve our teaching practices through professional development, teacher training, and using best teaching practices.|Met||2018
08100820000000|Del Norte County Office of Education|6|Last year we were concerned about the high percentages of students considering suicide, this year our percentage was zero.  We attribute this reduction to targeted professional development for COE educators on Trauma informed practices and Youth mental health training. Also, there was a large reduction in the number of students that had seen a weapon on campus and the number of students experiencing chronic hopelessness.  We are still concerned about the high percentage of students that reported being high or drunk at school (it went from 36% to 43%). Other positives from the survey include 100% of students reported that they feel engaged and happy to be at school.  Nobody was beaten up and a low percentage felt that they have been victimized by rumors or lies.  Major barriers include alcohol and drug use, homelessness, not feeling safe and secure outside of school.  Staff will continue to focus on strategies to deescalate extreme student behaviors.  The COE will continue to focus on having students build relationship with caring adults.  Staff will attend professional development sessions offered by instructional coaches focused on instructional strategies that include building clear expectations and using non-linguistic representation.|Met||2018
14632710000000|Death Valley Unified|6|Data: The key learnings are that students and parents find the schools safe and communication adequate. The key issue for parents is safety of home-to-school transportation, as busses travel up to 70 miles one way. Meaning: Results reveal parent/guardian concern that the schools maintain a positive and safe school environment and system of home-to-school transportation while each school year brings great changes to the student demographic. Use: Actions taken by the LEA reflect annual (at a minimum) changes in student need due to changes in enrollment. The main improvement is in assessing need with stronger input from parents/guardians, often individualized for their particular student need. The LEA is seeing positive results annually.|Met||2018
36738900000000|Silver Valley Unified|6|We surveyed our elementary, middle and high school students asking how they felt about their school and this is what we learned. In our elementary and middle schools almost 76% of the students felt that there was a teacher or an adult that really cared about them and that encourages them and lets them know when they do a good job. Also, over 77% of the students surveyed felt there was a teacher or adult who believed they would be a success. 82% of students were happy at their current school and over 76% would recommend their school to other students. When it came to school safety, over 74% of the students felt safe at their school. Of the high school students, 66% of the students surveyed felt there was a teacher or adult who believed they would be a success. 72% of the students felt that they were a part of the school (connectedness) and 75% felt safe at school. SVUSD has been implementing PBIS for the past six years as a result we have seen a marked decline in our suspension numbers. In the 2011-12 school year we had a total of 312 suspensions and dropped to 80 in 2017-18, district-wide. Our expulsion rate has also declined during that same time period and remains under 1%. The district’s focus on positive interventions and supports for students has had a big impact on our students. Our suspension and expulsion numbers have declined while our achievement scores on the CST and CAASPP have continued to increase.|Met||2018
39685850122580|Rio Valley Charter|6|Annually, Rio Valley Charter School Surveys all stakeholders, including its K-12 students. A majority of the questions in the surveys are directly aligned to the 8 Basic State Priorities including school climate. Data from the survey and stakeholders meetings are reviewed and discussed. High priority status pertaining to student performance, attendance, school facilities, and school climate and course offerings are taken regarding the school’s needs and areas for growth. This information is compiled and the district LCAP is written based from these identified needs. The final plan is provided to the Board of Directors for approval at a regularly scheduled Board meeting in June.|Met||2018
37680980133991|Epiphany Prep Charter|6|At Epiphany Prep Charter School, Parent and Student Surveys are conducted each year. The results of the most recent survey conducted includes the following questions/statements: • I’m proud to go to this school • I like my school • My teachers know me as an individual • I feel like I belong at this school • There is a teacher, counselor or other staff member at school I can talk to about school or personal problems • I feel safe at school • I have friends at school I can trust to talk to about my problems • When threatening behavior between students arises, the school staff intervene appropriately  • Discipline is fair and positive • Students in my school treat each other with respect  In addition, the Annual Parent Survey included response to the questions/statements: • EPCS is a safe and orderly place to learn • The EPCS initiative on anti-bullying this year was effective in bringing awareness to students • The principal takes prompt action when problems occur  The results of the 2017-2018 survey questions related to school climate have improved over 2016-2017 in most areas; in some areas the percentage of students responding as Strongly Agree and Agree have decreased.  Because we recognize the vital connection between school climate on academic achievement Epiphany Prep has responded to these results very aggressively by instituting Restorative Practices, including the use of Community Circles for conflict mediation, coaching for staff on the application of Restorative Practices, regular classroom lessons, and regular Morning Circles.  In addition, a character education program includes monthly awards assemblies, a monthly Value Award, and regular character building class sessions.  This is all overseen by the Principal, Assistant Principal, Lead School Counselor and School Leads.|Met||2018
57105790132464|Empowering Possibilities International Charter|6|School climate surveys are administered to both school staff and students on an annual basis.  Both surveys indicated a positive school environment overall where students feel safe and supported.  Staff indicated a positive culture where Capturing Kids Hearts is being implemented school-wide.  The results of the school surveys are reported to the School Site Council and the governing board during the spring of each school year to help develop the LCAP goals for the subsequent school year.|Met||2018
37737910000000|San Marcos Unified|6|The results of the California Healthy Kids Survey, 2016-17 are as follows:                         % Feeling Safe                                                       % Feeling Connected Grade 5: 83% High, 13 % Moderate, 4% Low                      65% High, 33% Moderate, 2% Low  Grade 7: 67% High, 25% Moderate, 8% Low                       62% High, 32% Moderate, 6% Low  Grade 9: 67% High, 29% Moderate, 4% Low                       55% High, 39% Moderate, 5% Low  Grade 11: 70% High, 26% Moderate, 4% Low                     50% High, 41% Moderate, 9% Low  Disaggregated data by race/ethnicity show a discrepancy of up to 20% between subgroups.  The discrepancy varies by grade and the discrepancy is not between consistent subgroups; there is not a clear pattern.  Positive behavioral interventions and restorative practices are being implemented across the district.  Additional clubs have been formed at the secondary level.  After school programs exist through state and federal grants at three elementary, two middle schools and two high schools.|Met||2018
27660680000000|South Monterey County Joint Union High|6|1. PBIS/CA School Dashboard data reflect: in 2016-2017, data reflected high suspension and low graduation rates among SWD; 2. Transient/migrant population continue to be challenging; large numbers of LTEL, students unprepared for high school math and reading, consequently in need of intervention 3. Implementation of SRI and MI to determine intervention placement in Read 180 and Math 180, respectively; hiring of additional personnel to support PBIS, SWD, Math, and college- and career-readiness|Met|Hiring of additional personnel (i.e., school psychologist, mental health-focused school psychologist intern, college- and career-readiness counselors, SpEd manager), and designating PBIS staff at GHS, to support improving school climate and culture.|2018
08618200000000|Del Norte County Unified|6|"The most recent CHKS conducted revealed some concerning information: This includes that only 15% of 7th graders; 9% of 9th graders; and 12% of 11th graders feel connected at school.  Also, students that reported having a ""Caring adult relationship"" at school were 20% of 7th graders; 18% of 9th graders; and 30% of 11th graders.  All of which are significantly below the state average.  The district is using this data as the new three year LCAP is being introduced.  It is also a priority consideration in the development of the district wide professional development plan."|Met||2018
23738660000000|Potter Valley Community Unified|6|The district uses MTSS data including attendance rates, discipline data, and grades to make decisions regarding improving school climate.  This year the district will administer the CHKS for all applicable groups.|Not Met|The district does not have survey data for 2017-18.  Data collected by the CHKS in the Spring of 2018-19 will be used for the Fall 2019 reporting.|2018
19644690128736|Opportunities for Learning - Duarte|6|From the 2017 School Climate Survey OFL-Duarte has found that the lowest rating across all subgroups is for Social Media, with the average rating amongst all subgroups being 3.89. The highest rating across all subgroups is Safety, Rules and Norms, with the average rating amongst all subgroups being 4.46. One category that rated low for Students was that of Social Emotional Security, which was rated 3.67.  The survey data on Social Media revealed that all stakeholders need to be more familiar with policies and procedures for ensuring the ongoing sense of physical and emotional safety when students are online. Additionally, Social Media is a challenge and barrier for OFL-Duarte. Currently, there are no resources available to monitor social media outlets to ensure the emotional and physical safety of all students. The survey data on Safety, Rules and Norms reveal that all stakeholders feel the school has effectively communicated the norms rules and expectations to ensure school safety. The survey data on Social Emotional Security means the school should needs to provide more social emotional learning experience, activities and resources in order to promote social emotional wellness among its students.  In accordance with EdCode 32261 and 48900 [(r) et.al.] our goal is to provide a safe physical and cyber learning environment.  OFL-Duarte will work on providing anti-cyber-bullying educational opportunities to both students and parents. We will continue to implement our “Zero Tolerance” policy for any type of bullying. In accordance with our school Core Values of Mutual Trust, Mutual Respect, Integrity, Compassion, and Grit, we will continue to emphasize the importance of all stakeholders to treat each other with those Core Values. In response to the Safety, Rules and Norms rating, OFL-Duarte will continue to clearly communicate and refine its rules, expectations and norms in order to provide a safe learning environment for all its stakeholders. In terms of the student low rating for the Social Emotional Security, OFL-Duarte has implemented a Social Emotional Learning (SEL) Initiative in which teachers will embed SEL activities in all academic settings. This SEL activities will promote social and emotional wellness among its students.|Met||2018
19642871996479|Opportunities for Learning - Baldwin Park|6|From the 2017 School Climate Survey OFL-BP has found that the lowest rating across all subgroups is for Social Media, with the average rating among all subgroups being 3.52.The highest rating across all subgroups is Respect for Diversity, with the average rating among all subgroups being 4.28. One category that rated low for School Personnel was that of Leadership. The rating for Leadership was 3.90.  The survey data on Social Media revealed that all stakeholders need to be more familiar with policies and procedures for ensuring the ongoing sense of physical and emotional safety when students are online. Additionally, Social Media is a challenge and barrier for OFL-BP.  Currently, there are no resources available to monitor social media outlets to ensure the emotional and physical safety of all students. The survey data on Respect for Diversity revealed the need to continue to emphasize the importance of one of the Core Values of OFL, Mutual Respect. The survey data on Leadership revealed a need to communicate a clear and concise vision.  In accordance with Ed Code 32261 and 48900 [(r) et.al.] our goal is to provide a safe physical and cyber learning environment.  OFL-BP will work on providing anti-cyber-bullying educational opportunities to both students and parents. We will continue to implement our “Zero Tolerance” policy for any type of bullying. In accordance with our school Core Values of Mutual Trust, Mutual Respect, Integrity, Compassion, and Grit, we will continue to emphasize the importance of all stakeholders to treat each other with those Core Values. In response to the Leadership rating, the OFL-BP leadership team will strive to ensure that the educational vision of the school is clearly communicated and supported through professional development for strengthening employee engagement through 4DX -Four Disciplines of Execution through Franklin Covey.|Met||2018
12101240134163|Northcoast Preparatory and Performing Arts Academy|6|NPA was re-categorized as a new school by the CDE last year due to its addition of grades 6-8. NPA plans to administer its first climate survey under its new CDS code this spring, meeting the requirement of administering surveys at least every other year.  Past school climate surveys have indicated that the great majority of NPA students either agree or strongly agree that the school is successful in maintaining a safe and healthy climate. NPA anticipates that the upcoming survey will yield results similar to those of past surveys. School climate is an ongoing area of emphasis for the school as a whole, including during its weekly all-school meetings, grade level advisory periods, and staff meetings. This emphasis is also reflected in NPA's LCAP.|Met||2018
30664646120356|Opportunities for Learning - Capistrano|6|OFL Capo’s school climate survey results gave an opportunity for OFL Capo’s LEA to sit down and analyze data and student and parent responses that touched on safety, social emotional support and support in learning. While sitting down challenges in social support with a concentration in interpersonal relationships scored in all ranges with 3% (negative), 29% (neutral) and 68% (positive) ranges. OFL Capo admin did noticed that the population of students that took the survey were small at only 36 students. Reflecting on how and when did the survey get put out to the teachers is something to consider. With a small % of students answering the survey such numbers can look concerning. However, 2018-2019 school year brings new student activities where more and more students can get involved and work with other students. New staff including two Teachers and a Student Advisor can bring new ideas and new connections with students to help bridge the social emotional side with students and how they interact with other students. Student Leadership now called Student Council that now this school year can earn elective credits to get involved will help with participation in such groups.|Met||2018
52715140000000|Elkins Elementary|6|Elkins Elementary School is small school, therefore, individual data is not available through the California Healthy Kid Survey.  During the next year, Elkins developed a parent survey including how students & parents feel about the school climate.|Met||2018
33672150000000|Riverside Unified|6|In the Fall of each year, the Gallup Student Survey is administered districtwide, voluntarily, to students in grades 5 through 12. The survey focuses on four indicators that relate to School Climate. Our students are part of a national cohort, which tracks regional, state and national trends. In 2017-18, the Gallup Student Survey results reports were enhanced to include disaggregated student response information by Riverside Unified School District (RUSD) specific student groups. RUSDs 2016-17 engagement of 18,210 students was 52% compared to the 2017-18 engagement of 17,924 students at 51%.  The district LCAP target was 54%. The engagement “grandmean” for 2017-18, that is, the overall average of all survey items on the engagement section of the survey, was 3.92, slightly down from 3.94 in 2016. The national grandmean declined in a similar fashion, dropping from 3.88 in 2016 to 3.85 in 2017.|Met|Information from 2017/18.|2018
44104474430252|Pacific Collegiate Charter|6|Pacific Collegiate School administers local surveys to students annually. Surveys are given during class time, ensuring nearly 100% participation across all grade levels. Students are surveyed in each of their courses twice a year, and once each year about their perceptions about school culture in general. Some important highlights from the course surveys were:  • Students feel that teachers set high standards for and communicate high expectations of them.  • Students feel like their teachers respect them.  • Students believe their teachers are experts in their subjects and make it clear how their learning is relevant beyond the subject area.  • The main area of feedback for growth relates to some students feeling like the pace of some classes is too fast without enough meaningful feedback.  Highlights from the overall school culture survey include:  • The vast majority of students are satisfied with their education at PCS and report a positive overall experience.  • A high level of students report feeling connected to the school community – this is also an area where the school is focusing on improving.  • Students understand and appreciate the academic support systems that PCS offers.  • Students report feeling safe in seeking support from school staff.  • Students report their main concerns to be teacher turnover, academic flexibility (being able to choose which courses they take), and student attrition (peers transferring to another school).  In addition to continuing to administer this annual local survey, PCS plans to begin administering the California Healthy Kids Survey every other year, beginning in Spring of 2018. These results will assist the school in refining LCAP goals as well as developing important school policies related to mental and emotional health.|Met||2018
10622406006720|Washington Elementary|6|Responses from the annual parent survey for Washington School indicate the following: Rate the overall quality of your child's school: 84.2% selected the school was excellent or above average in this area. Character Building at my child's school is:  75.3% selected excellent or above average in this area. My child's school is welcoming, safe, and ready for students to learn: 83% selected excellent or above average in this area. Washington School will continue to work on building school climate with the goal of ALL students feeling that the school is welcoming, safe, and ready for students to learn. The school will continue to implement PBIS and other character building programs and best practices to help students grow and feel better academically and socially.|Met||2018
15638180000000|Taft Union High|6|"Taft Union High School surveyed all students in grades 9-12 and found that 70% of the students reported feeling safe at school.  The district wants more students to feel safe and has worked to incorporate additional programs such as the Human Element class and ""It Starts with Hello"" to build the school community and sense of belonging.  In addition, the district is looking at campus security and the school safety plan for additional ways of increasing campus safety."|Met||2018
10622406108328|Rafer Johnson Junior High|6|"Nineteen percent of the 7th grade population at the district’s regular comprehensive school site participated in the CA Healthy Kids Survey-CHKS. Of those who participated, 67% of the students perceived the school as a very safe or safe environment. The questions regarding School Connectedness had a higher percentage of positive responses, with 77% of the participating students responding with either ""strongly agreed"" or ""high"" to questions regarding how connected to the school they are and feel. Forty percent of the 5th grade population at the district’s regular comprehensive school site participated in the CHKS. Of those who participated, 92% of the students responded with a rating of ""high or moderate"" in regards to school connectedness, 81% of the students who responded positively to questions regarding school safety. (Do you feel safe at school? Yes, all of the time./Yes, most of the time. and do you feel safe going to and from school? Yes, all of the time/Yes, most of the time.) Districtwide disaggregated results were very similar amongst female and male responses, in the areas of alcohol and drug use and the perception of alcohol and drugs.  5th Grade: • 94% of the females responded with alcohol perceived as bad • 97% of the males responded with alcohol perceived as bad • 94% of the females responded with drugs perceived as bad • 100% of the males responded with drugs perceived as bad  7th Grade: Both females and males responding to a question regarding alcohol use during the past 30 days indicated they had no alcohol consumption. When asked if they had feelings of chronic sadness or hopelessness during the past 12 months, 83% responded with “no” and 17% responded with “yes”.  Other disaggregated data indicated the following of those who responded to the question: • Hispanic population responded with 25% having feelings of chronic sadness or hopelessness during the past 12 months. • Mixed/2 or more groups – 14% having feelings of chronic sadness or hopelessness during the past 12 months. Other local measures included the Annual Parent Survey. According to the spring 2018 results, 80.9% of parents taking the survey responded with the description of excellent or above average when asked if their child’s school was run in a manner that makes my child’s family feel welcome, safe, and ready to learn.  Based on these findings, the district will continue implementing Positive Behavioral Intervention and Supports (PBIS), as data collected from multiple measures indicates a decrease in suspensions and behavior referrals, resulting in more students staying in class and students feeling better about coming to school.  In the future, the district will add the CA Healthy Kids Survey -  parent permission slip to the online registration portal. This will ensure that a higher percentage of parents/guardians receive notice about the CHKS and give students more opportunity to participate, which will result in a more accurate reflection the school community."|Met||2018
30736500000000|Irvine Unified|6|Evidence:  Irvine Unified School District has a long history of engaging our stakeholders and asking them to share their perspectives regarding how effectively we are supporting student learning, aligning appropriate resources, cultivating positive school climates and maintaining clean and accessible campus facilities.   In the 2015-16 school year, IUSD, in partnership with Hanover Research, implemented the first district-wide survey. Beginning in 2017-18, Hanover Research also provided an Executive Summary for each school that captured the most compelling findings and provided a comprehensive overview of site results and comparisons to previous survey administrations.  We were encouraged by the continued growth in the participation rate for the 2017-18 Annual Survey which included 22,262 students, 7,043 parents and 1,963 staff.   The district is fortunate to have initiated a partnership with Hanover and the development of our survey prior to the implementation of the LCFF statute (EC Section 52060(d)(6)) that now requires districts to implement a “Climate Survey” to assist in the measurement of State Priority #6, School Climate. The state identifies three measures relevant to school climate:  1. Pupil suspension rates  2. Pupil expulsion rates  3. “Other local measures” which includes surveys of pupils, parents, and teachers on the sense of safety and school connectedness   This survey information, when used with other relevant data such as the California Dashboard, CAASPP assessment results, Bright Bytes technology survey data, California Healthy Kids Survey and site assessment data, will assist administrators in planning the newly LCAP aligned Single Plan for Student Achievement (SPSA) and developing measurable goals for continuous improvement.|Met||2018
37681550000000|Jamul-Dulzura Union Elementary|6|"JDUSD cares deeply about student safety and school climate.  For many years the California Healthy Kids Survey (CHKS) has been conducted in grades 5 and 7>  Since the inception of LCFF, the district has given CHKS annually.  In 2016-17, the CHKS was administered only in grade 7.  For 2017-18 it was administered in both grades and will continue to be so in 2018-19.  The following results reflect the changes from 2015-16 through the present the middle school scored ""high"" ratings in school connectedness, academic motivation, caring adults, and high expectations.  Of note though is that we have seen a 19% increase in students reporting chronic sadness or hopelessness. There have been no expulsions in JDUSD in over 16 years."|Met|"The district has studied trends and examined data based on discipline and the needs of students.  In the 2016-17 school year, the district implemented Mindfulness strategies for staff and students.  The Professional Development focus included Trauma Informed Practices and the implementation of San Diego Youth Services grant funded suicide prevention program called ""Check Your Mood Week"".  In 2017-18, all K-8 district staff focused on Restorative Practices.  Mindfulness continues as part of the middle school curriculum.  In addition, the district now has 1.4 school psychologists on staff for 600 K-8 students.  In 2018-19 JDUSD, joined the Sandy Hook Say Something Anonymous program, and contracted with Care Solace in order to help families find the supports closest to our community.  The middle school has added character education curriculum and a making a Difference Club while the elementary school continues with their anti-bullying materials."|2018
47703830000000|Little Shasta Elementary|6|Little Shasta is a one room schoolhouse with enrollment last year of 15 students. In our multi-graded one class environment, students feel incredibly supported by teacher, staff and peers. We administer a survey to both students and parents every year at every grade level. Our results tend to be very positive. These results are reported to the board annually. Key learning includes the overwhelming appreciation of curriculum, teaching, programs and services. We continue to seek improvement ideas from parents and implement strategies as needed.|Met||2018
37684370000000|Vallecitos Elementary|6|Vallecitos does not currently have a tool in place to gather student perceptions regarding school climate and safety, but students will take the California Healthy Kids Survey in the 2018-2019 school year. In addition, Vallecitos has partnered with the Sandy Hook Promise to implement the Say Something program. This program allows the school to gather reporting data in areas that fall under the categories of life safety and non-life safety.|Met|The California Healthy Kids Survey will be provided to students and parents in the 2018-2019 school year.|2018
19647336018063|Marquez Charter|6|Marquez administered the 2017-2018 School Experience Survey for students in grades 4 - 5.  The participation rate was 89%. The following were the results that pertain to school climate:  -90% are happy to be at this school  -91% feel safe at school  -82% feel like they are part of this school  -83% feel accepted for who you are at this school -83% feel teachers and other grown-ups at school treat students with respect|Met||2018
19647336016323|Canyon Charter Elementary|6|Canyon Charter administered the 2017 – 2018 School Experience Survey during the spring semester to 3rd – 5th graders.  The School Experience Survey participation rate was as follows: Parents 64%, Students 92%, Staff 95%.    The following are the questions that pertain to school climate and the percentage of agreement by students:  ·      Are you happy to be at this school? 95% ·      Do you feel like you are part of this school? 87% ·      Do you feel safe at this school?  100% ·      Do teachers care if you are absent from school? 72% ·      Do you feel accepted for who you are at this school?  87% ·      Do you feel safe in the neighborhood around this school? 96% ·      For the most part are kids at this school kind to each other? 83% ·      If you told a teacher or adult at this school that another student was hurting you, would he or she try to help you? 97% ·      Do adults at this school treat students with respect? 96% ·      Do teachers recognize students who are kind or helpful? 87% ·      Overall connectedness and safety: 87%|Met||2018
19647336017701|Kenter Canyon Elementary Charter|6|Kenter Canyon Charter administered the 2017 – 2018 School Experience Survey during the spring semester to 3rd– 5th graders. The School Experience Survey participation rate was as follows: Parents 79%, Students 97%, Staff 100%. The following are the questions that pertain to school climate and the percentage of agreement by students: 1.  Are you happy to be at this school?94% 2.  Do you feel like you are a part of this school? 88% 3.  If you told a teacher or other adult at this school that another student was bullying you, would they try to help you? 90% 4.  Do you feel safe at this school?96% 5.  Do teachers care if you are absent from school?81% 6.  Do you feel accepted for who you are at this school?88% 7.  Do you feel safe in the neighborhood around this school?90% 8.  For the most part are kids at this school kind to each other?77% 9.  Do adults at this school treat students with respect? 93% 10.  Do teachers recognize students who are kind or helpful?92% 11.  Overall Connectedness and Safety: 90%|Met||2018
19647336018634|Palisades Charter Elementary|6|Palisades Charter Elementary administered the 2017-2018 School Experience Survey. There were 95% of students (grades 3 - 5) who participated in the survey. The following were the results that pertain to school climate: -87% are happy to be at this school -94% feel safe at school -87% feel like they are part of this school -76% For the most part are kids at this school kind to each other? -92% feel teachers and other grown-ups at school treat students with respect|Met||2018
19647336097927|Open Charter Magnet|6|"At Open School we administer our School Evaluation Survey yearly. This data is used to gauge climate. Our survey results reflect that our students and parents feel safe and connected. The following data is the percentage of respondents that were very or moderately satisfied in each area. 1. Open School's mission statement states: ""Open School is a unique, diverse collaborative, dynamic and joyous community of learners... 94% 2.At Open School the overall goal is to spark a child's love of learning... 92% 3. Are we living up to our motto, Open School is a community of Respect... 94% 4. During School Hours, how satisfied are you that your child is safe on the school yard? ...94% 5. How satisfied are you with the welcoming atmosphere at governing council? ... 48%, in the main office.... 95%"|Met||2018
19647250127506|Intellectual Virtues Academy of Long Beach|6|"IVA LCAP Goal 5. Supportive Academic Environment: Engage students in learning by maintaining systems that promote positive school climate of safety and connectedness through preventative supports. This goal is based on the students need that students' learning is maximized when they are present in class and students' learning is maximized when students have a sense of safety of school connectedness.  In order to measure school climate more in terms relative to the California Healthy Kids Survey, IVA adopted survey questions from LBUSD and the CORE accountability plan survey questions related to social and emotional health. IVA's goal is to maintain high rates of positive climate.  IVA's surveys for students are conducted at school with 100% of students responding. The survey is also sent to parents with between 75% of parents responding. Please see the following results:  Safety: ""I feel safe at school (my child)"" Students: 91% Parents 97%, ""I feel safe (my child is safe) when at school"" Students 91%, Parents 91%. ""My child is safe in the neighborhood around the school."" Parents 94%. ""I feel safe in the following locations on campus: Students: Classroom 96%, Restroom 73%, Hallways 75%, Blacktop 79%, Locker room 67%.   Connectedness: ""To the best of my knowledge, the school provides proactive support and effective discipline through positive school climate of connectedness"" 88% Parents. ""Which social­-emotional supports have been most effective for my child?"" 2017­18: caring teachers 94%, safe school culture 74%, summer events 42%, restorative discipline 15%, Advisory 66%, Report Card Comments 50%, Student access to counselor 26%. ""IVA staff helps students resolve conflicts with one another"" Students 77%. ""How easy is it for you to talk with school staff (Parent Survey: with your child) about discrimination based on race, color, religion or national origin at your school?"" Student Survey: Extremely 18%, Quite 27%, Somewhat 31%. Parents: Extremely easy 53%, Quite 35%, Somewhat 11%. ""If I tell an adult at IVA that someone is mistreating me, the adult will do something to help."" Students: 88%. ""I feel close to people at the school."" Students: 92%. ""I am cared for by at least one adult at this school."" Students 94%. ""IVA is a supportive and inviting place for students to learn"" Students 89%.   ""The school provides social and emotional support for me (my child)."" Students 77%; Parents 97%."|Met|IVA continues to make gains in communicating clear expectations for students and is looking forward to tracking climate and connectedness results for all students as well as student groups moving forward. IVA is also glad to collect social-emotional health and connectedness questions from LBUSD's CORE survey and has made adjustments to this year's professional development, plans, interventions, and support systems in response to these results.|2018
10621660133942|Aspen Meadow Public|6|Aspen Meadow opened in fall of 2016 with an enrollment of 68 transitional kindergarten-grade 2 students. Since Aspen Meadow is a Franklin Covey Leader in Me school, the chosen student survey was issued through the Franklin Covey website. The survey is issued annually. The questions are connected to the areas of Student Led Achievement, Student Engagement, Supportive Environment, and Student Leadership. The findings show that 93.8% of students set deadlines that help them reach their goal. 81.3% have one or more adults that they talk to regularly about their progress toward their academic goal, and 100% of the students said that they work hard in class because the work is interesting. 90% of students feel excited about the work they do in school and 100% are happy to be at school. 100% of the students indicated having a voice in decision making in their school. 100% said that their school had high expectations and 100% said that their teachers make them keep trying when they want to give up. 83.3% of the students said that whenever they do something, they put all of their effort into it. 87.5% consider themselves hard workers, and 81.3% do not let other students boss them around. 95.8% of students look for ways to include students who might be feeling left out. 83.3% finish their homework before doing something fun. 92.9 % ask people questions about themselves to show they care about them. Finally, 83.3% care about being healthy. In surveys, parents and guardians attest to the positive influence Aspen Meadow Public School staff have on children inside and outside of school. While we are proud of the data in response to the surveys, we will strive toward continuous improvement by providing more training for teachers and staff, particularly related to MTSS, in the areas of Tier 2 interventions.|Met||2018
10622406114805|Central Valley Home|6|"Nineteen percent of the 7th grade population at the district’s regular comprehensive school site participated in the CA Healthy Kids Survey-CHKS. Of those who participated, 67% of the students perceived the school as a very safe or safe environment. The questions regarding School Connectedness had a higher percentage of positive responses, with 77% of the participating students responding with either ""strongly agreed"" or ""high"" to questions regarding how connected to the school they are and feel. Forty percent of the 5th grade population at the district’s regular comprehensive school site participated in the CHKS. Of those who participated, 92% of the students responded with a rating of ""high or moderate"" in regards to school connectedness, 81% of the students who responded positively to questions regarding school safety. (Do you feel safe at school? Yes, all of the time./Yes, most of the time. and do you feel safe going to and from school? Yes, all of the time/Yes, most of the time.) Districtwide disaggregated results were very similar amongst female and male responses, in the areas of alcohol and drug use and the perception of alcohol and drugs.  5th Grade: • 94% of the females responded with alcohol perceived as bad • 97% of the males responded with alcohol perceived as bad • 94% of the females responded with drugs perceived as bad • 100% of the males responded with drugs perceived as bad  7th Grade: Both females and males responding to a question regarding alcohol use during the past 30 days indicated they had no alcohol consumption. When asked if they had feelings of chronic sadness or hopelessness during the past 12 months, 83% responded with “no” and 17% responded with “yes”.  Other disaggregated data indicated the following of those who responded to the question: • Hispanic population responded with 25% having feelings of chronic sadness or hopelessness during the past 12 months. • Mixed/2 or more groups – 14% having feelings of chronic sadness or hopelessness during the past 12 months. Other local measures included the Annual Parent Survey. According to the spring 2018 results, 80.9% of parents taking the survey responded with the description of excellent or above average when asked if their child’s school was run in a manner that makes my child’s family feel welcome, safe, and ready to learn.  Based on these findings, the district will continue implementing Positive Behavioral Intervention and Supports (PBIS), as data collected from multiple measures indicates a decrease in suspensions and behavior referrals, resulting in more students staying in class and students feeling better about coming to school.  In the future, the district will add the CA Healthy Kids Survey -  parent permission slip to the online registration portal. This will ensure that a higher percentage of parents/guardians receive notice about the CHKS and give students more opportunity to participate, which will result in a more accurate reflection the school community."|Met||2018
49708390138065|Pivot Charter School - North Bay|6|A local climate survey of Pivot Charter School students was conducted. Results were generally positive, with 80.3% of students indicating they felt Pivot was a friendly place, 69.3% of students indicating that their teachers were positive role models who were sensitive to their needs, and 68.9% of students indicating that they feel Pivot is preparing them well for the future. Many students also indicated that they enjoy participating in program time and/or workshops at the resource center and that they feel comfortable asking questions.  Parent surveys also addressed school safety, and a clear majority of parents, 90.6%, indicating that they felt their students were safe at the resource centers.  Areas indicated for improvement tended to focus on peer relationships. Some students commented that they felt there was drama at the resource center amongst students and that there isn’t always a positive energy at the site.|Met||2018
04614240137828|Pivot Charter School North Valley II|6|A local climate survey of Pivot Charter School students was conducted. Results were generally positive, with 87.5% of students indicating they felt Pivot was a friendly place, 82.1% of students indicating that their teachers were positive role models who were sensitive to their needs, and 87.5% of students indicating that they feel Pivot is preparing them well for the future. Many students also indicated that they enjoy participating in program time and/or workshops at the resource center and that they feel comfortable asking questions.  Parent surveys also addressed school safety, and all parents, 100%, indicated that they felt their students were safe at the resource centers.  Areas indicated for improvement tended to focus on peer relationships. Some students commented that they felt there was drama at the resource center amongst students and that there isn’t always a positive energy at the site.|Met||2018
10622400113142|Ronald W. Reagan Elementary|6|"Nineteen percent of the 7th grade population at the district’s regular comprehensive school site participated in the CA Healthy Kids Survey-CHKS. Of those who participated, 67% of the students perceived the school as a very safe or safe environment. The questions regarding School Connectedness had a higher percentage of positive responses, with 77% of the participating students responding with either ""strongly agreed"" or ""high"" to questions regarding how connected to the school they are and feel. Forty percent of the 5th grade population at the district’s regular comprehensive school site participated in the CHKS. Of those who participated, 92% of the students responded with a rating of ""high or moderate"" in regards to school connectedness, 81% of the students who responded positively to questions regarding school safety. (Do you feel safe at school? Yes, all of the time./Yes, most of the time. and do you feel safe going to and from school? Yes, all of the time/Yes, most of the time.) Districtwide disaggregated results were very similar amongst female and male responses, in the areas of alcohol and drug use and the perception of alcohol and drugs.  5th Grade: • 94% of the females responded with alcohol perceived as bad • 97% of the males responded with alcohol perceived as bad • 94% of the females responded with drugs perceived as bad • 100% of the males responded with drugs perceived as bad  7th Grade: Both females and males responding to a question regarding alcohol use during the past 30 days indicated they had no alcohol consumption. When asked if they had feelings of chronic sadness or hopelessness during the past 12 months, 83% responded with “no” and 17% responded with “yes”.  Other disaggregated data indicated the following of those who responded to the question: • Hispanic population responded with 25% having feelings of chronic sadness or hopelessness during the past 12 months. • Mixed/2 or more groups – 14% having feelings of chronic sadness or hopelessness during the past 12 months. Other local measures included the Annual Parent Survey. According to the spring 2018 results, 80.9% of parents taking the survey responded with the description of excellent or above average when asked if their child’s school was run in a manner that makes my child’s family feel welcome, safe, and ready to learn.  Based on these findings, the district will continue implementing Positive Behavioral Intervention and Supports (PBIS), as data collected from multiple measures indicates a decrease in suspensions and behavior referrals, resulting in more students staying in class and students feeling better about coming to school.  In the future, the district will add the CA Healthy Kids Survey -  parent permission slip to the online registration portal. This will ensure that a higher percentage of parents/guardians receive notice about the CHKS and give students more opportunity to participate, which will result in a more accurate reflection the school community."|Met||2018
37737910138222|Pivot Charter School - San Diego II|6|A local climate survey of Pivot Charter School students was conducted. Results were generally positive, with 90.4% of students indicating they felt Pivot was a friendly place, 73.1% of students indicating that their teachers were positive role models who were sensitive to their needs, and 80.8% of students indicating that they feel Pivot is preparing them well for the future. Many students also indicated that they enjoy participating in program time and/or workshops at the resource center and that they feel comfortable asking questions.  Parent surveys also addressed school safety, and a clear majority of parents, 93.8%, indicating that they felt their students were safe at the resource centers.  Areas indicated for improvement tended to focus on peer relationships. Some students commented that they felt there was drama at the resource center amongst students and that there isn’t always a positive energy at the site.|Met||2018
23656156117386|Tree of Life Charter|6|Annually, the school conducts a Student Satisfaction Survey to gauge the students’ perception of their school experience. The Student Council and school staff developed its own survey based on what was most meaningful to the students’ experience. (Students found that the California Healthy Kids Survey did not match information that was important or pertinent to them, so they did not want to use that tool.) This year, 65% of students reported their academic work was challenging, up 3% from the prior year; 77% reported feeling safe at school, down 8% from the prior year; 76% reported that most staff treated them respectfully, down 1% from the prior year; 58% reported that most students treat them respectfully, down 4% from the prior year; 76% reported they are learning to be responsible at school, down 7% from the prior year; and 88% reported finding the field trips fun and educational, down 4% from the prior year. Historically, data has fluctuated within 10 percentage points for each category, usually as a reflection of changes in staffing and student population.  Staff suspect that unexpected changes in school staffing during the year, trauma caused by the wildfires and families having to cope with big changes in their lives due to losing homes, and other family traumas that students were experiencing affected student behavior and learning. Though the school provided supports for these students and their families, staff reported having more incidents of behavioral challenges from students. Many of these were students experiencing trauma or who had social-emotional or impulse control challenges due to symptoms of ADHD, ODD, and autism spectrum disorders.  Fewer students felt they were being treated respectfully by peers and were feeling safe at school largely due to the number of behavior incidents they were experiencing.  Last year, the school began using Move This World social-emotional learning platform, with some classrooms using it more consistently than others. In the coming year, staff have committed to doing the lessons at the beginning and end of each day, and to reinforce the lessons in class discussions and as part of problem solving between students. Staff will also be working on actions and goals that are part of the Scaling Up MTSS activities and will facilitate providing extra support for students with challenging behaviors. These include using a universal behavior assessment for all students to identify students who need extra support, tracking behaviors on Montessori Compass, doing functional behavior analyses, and using a broader selection of PBIS strategies. In addition, the school will begin using the NWEA MAP growth assessment to help staff pinpoint more accurately the areas where each student’s strengths and challenges lie in order to better individualize instruction and engage learning.|Met||2018
33103300137836|Pivot Charter School Riverside|6|A local climate survey of Pivot Charter School students was conducted. Results were generally positive, with 93.1% of students indicating they felt Pivot was a friendly place, 86.3% of students indicating that their teachers were positive role models who were sensitive to their needs, and 82.2% of students indicating that they feel Pivot is preparing them well for the future. Many students also indicated that they enjoy participating in program time and/or workshops at the resource center and that they feel comfortable asking questions.  Parent surveys also addressed school safety, and a clear majority of parents, 96.7%, indicating that they felt their students were safe at the resource centers.  Areas indicated for improvement tended to focus on peer relationships. Some students commented that they felt there was drama at the resource center amongst students and that there isn’t always a positive energy at the site.|Met||2018
49753580000000|Windsor Unified|6|DATA: In the 2017/18 LCAP survey, 81% of 5th-12th student respondents indicated they agreed or strongly agreed that their school is providing a safe and positive learning environment. 87.5% of parent and staff respondents agreed or strongly agreed that that the school motivates students to learn, while only 73% of 5th- 12th grade student respondents agreed or strongly agreed. In 2017/18 85% and 94% of parents and staff respectively agreed or strongly agreed that there is at least one trusted adult whom my child will seek out if they have a problem, while only 79% of 5th- 12th grade student respondents agreed or strongly agreed. In 2017/18 while 90% and 99% of parents and staff agreed or strongly agreed that the school has adults who really care about students, only 80% of 5th- 12th grade student respondents agreed or strongly agreed with this statement.  MEANING: Additional work and exploration around finding more motivational ways in which to engage students in their learning and therefore, their connectedness to school is an area of challenge. USE: The District is actively exploring ways in which to strengthen adult:student relationships as well as implement more meaningful and important instructional strategies, such as Project Based Learning, to assist with helping students feel more motivated to learn.|Met||2018
19647336094726|Community Magnet Charter Elementary|6|Community Magnet administered the 2017 – 2018 School Experience Survey during the spring semester to 4th and 5th grade students.  The participation rate for this survey was 85%.  The following are the questions that pertain to school climate and the percent of students indicating All of the Time and Most of the Time are noted next to the question. • Are you happy to be at this school? 98% • Do you feel like you are part of this school? 98% • Do you feel safe at this school?  96%|Met||2018
45700860000000|Oak Run Elementary|6|Student survey results indicate that students feel safe, welcomed by their teachers, that academics are the most important focus for school, they enjoy coming to school, and feel that they can count on their teachers to encourage and help them with lessons. Only two areas for improvement came to light from the data. The area of student behavior, rules and guidelines communications and application, and student involvement in policy making. As a result, the School Site Council and District Advisory Committee has a student member, the LEA is adopting a new behavior policy and school wide plan starting January 2019, and students are showcased for their positive character at monthly assemblies with a school wide character building program.|Met||2018
41690050000000|Redwood City Elementary|6|The Climate Survey is facilitated by an independent 3rd party, Panorama Education and administered to students in grades 3-8. The questions were drawn from an archive of research-based questions developed by Panorama in broad theme areas that include:   • School Belonging • School Climate • School Engagement • School Rigorous Expectations • School Teacher Relationships In  addition RCSD administers the California Healthy Kids survey to students in grades 5 and 7.  The survey results are shared with all stake holders and guide actions and services at school and district level.|Met||2018
19647336019525|Topanga Elementary Charter|6|Topanga Elementary Charter administered the 2017-18 School Experience Survey during the fall semester. The following are the results that pertain to school climate: School Experience Survey participation rates for students were 85%.  A. Are you happy to be at this school? 83% B. Do you feel like you are part of this school? 80% C. Do teachers care if you are absent from school? 79% D. Do you feel accepted for who you are at this school? 80% E. Do you feel safe at this school? 84% F. Do you feel safe in the neighborhood around this school? 71% G. For the most part are kids at this school kind to each other? 58% H. If you told a teacher or other adult at this school that another student was bullying you, would they try to help you? 86% I. Do adults at this school treat students with respect? 87% Due to the high percentages of student responses, we have demonstrated that we have met the goal for school climate.|Met||2018
21654820000000|Tamalpais Union High|6|TUHSD administers the California Healthy Kids survey every 2 years, as well as a local survey, which was administered in October 2018 most recently. Using the data from the results of both surveys the District has reflected on practices and programs that help students feel connected and cared for. As means of increasing connectedness, the District has continued its support of the Counseling and Wellness centers. Each comprehensive campus has a Counseling and Wellness Center that provides ongoing support for students, conducts meaningful activities at lunch and in the evenings to educate parents and students and provides access to outside resources that we may not offer.  From our California Healthy Kids Survey we learned that: 62% of 9th graders and 74% of 11th graders who participated reported feeling they there were adults on campus who showed genuine care for them  76% of 9th graders and 79% of 11 graders who participated reported feeling their were adults on campus who believed they could be successful  77% of 9th graders and 80% of 11th graders who participated reported there was at least 1 adult on campus who truly listens to them  These data are encouraging and we believe we have more work to do. We would like all students to feel connected and cared for. Some steps the District has taken are: 1.  Implemented the Students Organized Against Racism program that includes 80 students and 10 adults across the District working collaboratively to disrupt racism on campuses and improve the overall campus climate and culture 2. Developed the Success Network at Tam High to ensure students who are struggling have proper support and connection to resources 3. Provided professional development in racial consciousness, culturally responsive practices and restorative justice|Met||2018
43695340000000|Los Gatos-Saratoga Joint Union High|6|LGSUHSD surveyed staff, students, and parents in the 2017-18 LCAP Survey regarding school climate.  Over 300 respondents rated school climate on a 1-5 point scale: Our schools have a safe and positive learning environment (3.84 average) This year our district will also administer the California Healthy Kids Survey (CHKS) to students to get additional specific measurements about areas of strength and focus. Efforts will continue to address the 2016-17 student Developmental Asset Survey (DAS) results showing 47% of LGHS and 42% of SHS students agreed that the school “provides a caring, encouraging environment” including the work of site SEL/Diversity & Inclusion teams and the Student Support Services (S3) district team.|Met||2018
49706800112987|Forestville Academy|6|2017-18 Data The following are the results from students who participated in the Healthy Kids Survey (school climate), Bright Bytes (technology), and a summary of the Student Forum.   Healthy Kid survey was given to students in grades 4-6- Key Findings include: School Engagement and Supports: School Connectedness: 94% Academic Motivation:  84% Caring school adult relationships: 91% High Expectations: 95% Meaningful Participation: 73% Students reporting about School Safety: Feel safe at school: 70% Have at some time been hit or pushed: 52% Have at some time had mean rumors spread about you: 51% Have at some time been called bad names or had mean jokes made about you: 50% Students reporting on the Disciplinary Environment: Most of the time students are well behaved: 41% Most of the time students are treated fairly when breaking a school rule: 45% Most of the time students are treated with respect: 75%  82% of the students reported they had never tried alcohol or marijuana, while 10% stated they had tried an electronic cigarette.  Bright Bytes Technology Survey was given to all students in grades 3-6 (based on a 5 point scale Beginning, Emerging, Proficient, Advanced, and Exemplary) Digital Citizenship: Emerging Skill Access to technology at school: Proficient Access to technology at home: Advanced Technology Skills:  Foundational: Advanced  Online: Proficient         MultiMedia skills: Advanced  Summary of Student Forum with 36 students in grades 4-6: Students would like more activities to do at lunch Students reported that they felt most of their peers were respectful but that the few who gossip or bully ruin it for everybody Students reported they all had a caring adult at school they could go to if they needed help although they also identified that they do not always feel like their teacher or yard supervisor listens to them. Half of the students reported that the academic work load was just right, half of the students reported that their assignments were sometimes creative. Most of the students reported that they did not feel as though there were high expectations of them both academically and behaviorally. Students expressed appreciation for: Sports, Teachers, Enrichment, Drama, Friends, and Computer lab.  Reflection: Our greatest area of strength is the connectedness students felt for their school. Students reported that there are caring adult relationships. The technology skills learned and implemented at school were advanced. Students expressed the importance of caring and friendship with their peers. The school needs to continue to improve on high expectations for behavior both in the classroom and on the play yard. A focus on restorative practices and consistent disciplinary action will continue. The LEA will continue to use progressive discipline school wide and will be documented by teachers and administrators with parent conferences, student counseling, classroom management, and an office referral system.|Met||2018
19647336019939|Westwood Charter Elementary|6|Westwood Charter Elementary administered the 2017 – 2018 School Experience Survey during the fall semester to 4th – 5th graders. The participation rate for this survey was 94%. The following are the questions that pertain to school climate and the % of students indicating All of the Time and Most of the Time are noted next to the question. • Are you happy to be at this school? 95% • Do you feel like you are part of this school? 87% • Do you feel acccepted for who you are at this school? 89% • Do you feel safe at this school? 94% • Do adults at this school treat students with respect? 91%|Met||2018
42691120000000|Blochman Union Elementary|6|The district administered the California Healthy Kids Survey to students in grades 6, 7, and 8 in October of 2018.  When asked about school connectedness 75% of sixth graders responded with “yes, most of the time” or “yes, all of the time” to the question.  For grades 7 and 8, 64% of seventh graders and 57% of eighth graders answered “agreed” or “strongly agreed”.   When asked about school safety, 69% of sixth graders reported that they feel safe at school all of the time or most of the time.  For grades 7 and 8, 86% of seventh graders reported feeling safe or very safe and 60% of eighth graders reported feeling safe or very safe.  Bullying appears to be an issue with sixth and seventh graders but starts to taper off by eighth grade.  School connectedness is an area of strength in grade 6.  However, school connectedness becomes more of a challenge once students reach grades 7 and 8.  Bullying is a challenge across all grade groups.  The district has recently begun training teachers in the Multi-tiered System of Support (MTSS) methodology.  MTSS is an integrated framework that includes Common Core State Standards (CCSS), core instruction, differentiated learning, Response to Intervention (RTI) and Positive Behavioral Intervention and Supports (PBIS) frameworks.    The district is adding additional school psychologist services and implemental a PBIS system to help address student mental health and behavioral issues.|Met||2018
19647330101659|CATCH Prep Charter High, Inc.|6|At CATCH Prep, 147 families answered our climate survey.  94.5% of the families surveyed stated that CATCH Prep provides a safe environment for both staff and students. 96% stated that CATCH Prep provided their students access to programs that provided their students with social-emotional learning supports. 98% of the families surveyed stated they felt safe in school.|Met||2018
40754570000000|Paso Robles Joint Unified|6|Paso Robles Joint Unified School District administered the California Healthy Kids Survey (CHKS) in 2018. Results serve to measure the district’s progress on state Priority Six, School Climate. Overall district School Climate Index: Flamson Middle School SCI Score went from 211 in 2017 to 242 in 2018 Response Rate: 94% (2014),85% (2016), 55% (2017), 78% (2018) Lewis Middle School SCI Score went from 240 in 240 in 2017 to 248 in 2018 Response Rate: 69% (2014), 85% (2016), 77% (2017), 87% (2018) Paso Robles High School SCI Score went from 259 in 2016 to 261 in 2018 (unable to calculate in 2017) Response Rate: 74% (2014),74% (2016), 70% (2018) Independence High  SCI Score went 353 in 2014 to 393 in 2018. Response Rate: 50% (2014),61% (2018)  Differences in student perceptions of connectedness exist between the grade levels. Fifth and ninth grade students report higher levels of connectedness as compared to seventh and eleventh-grade students. When looking at students being able to identify a caring adult on their school campus, 98% of fifth graders, 79% of seventh graders, 85% of ninth graders and 88% of eleventh graders felt that there was an adult on campus who cared about them. There has been an increase in both connectedness and the reports of a caring adult when comparing the data to the 2017-2018 school year CHKS. The Paso Robles Joint Unified School District believes that this increase is directly aligned to LCAP Goal 4 which states, Paso Robles Joint Unified School District will provide opportunities that support a culture of belonging and positive climate for all students, families, and staff. Through our K-12 Visual and Performing Arts Program, K-12 Athletic Program, PBIS, WEB program, and increased staff to support the social-emotional needs of all students our district is leading the way for MTSS implementation and the belief that every student will have success. When looking a school safety 83% of fifth grades reported that they feel safe most or all of the time. In grades seventh, ninth, and eleventh grade 89% identified of feeling neither safe nor unsafe to feeling very safe. A very low percentage of ninth and eleventh-grade students report that they are afraid of being beaten up, have been in a physical fight, and have experienced harassment or bullying. These responses indicate that few students have a fear of physical or emotional attacks at school. Many of our LCAP Actions/Services address school safety including, adding an additional School Resource Officer, security cameras, surveillance cameras, Active Shooter training, and a Dean of School Culture/Climate. The district engages students in the LCAP process through the LCAP Student Advisory Committee which will meet in the 2018-2019 school year. The committee is comprised of 9th – 12th-grade students representing all students including low-income students, and English learners.|Met||2018
13632060000000|Mulberry Elementary|6|At Mulberry Elementary we feel that providing a school climate that is safe, positive, and inviting to our students is a priority that we feel strongly about.  When stakeholders meet and discuss the school, school climate is brought up each time.   Our district is in a rural area and it is vital that our students and their families feel comfortable and safe in our learning environment. We conducted a Student Survey in which all students in grades 2-8 anonymously responded to questions about the school climate here at Mulberry Elementary.  There were 38 student surveys returned, stating that 76% of the students feel this is a safe place to attend school, with 21% saying they were not sure, and 5% responded no.  66% of our students feel as though their teachers are concerned about their success, with 26% responding they were not sure.  87% of our students feel they are involved in and a part of things at school, while 7% stated they were not sure, and 7% responded no.    After reviewing the results, although the majority of our students feel safe, involved, and that their teachers are concerned about their success, as a staff we feel it is important to address the concerns and feelings of those “not being sure” expressed by some of our students in this survey.  Our current LCAP Goal #4 focuses on school climate.  We plan to continue to implement the planned actions in order to provide a school climate where all of our students feel safe and connected to our school.|Met||2018
33671160000000|Menifee Union Elementary|6|The Menifee Union School District administered the California Healthy Kids survey to all 5th graders and 7th graders. Fifth graders reported feelings of safety 81% of the time, and high levels of school connectedness 42% of the time. Students in 7th grade reported feelings of safety 64% of the time, and a high levels of school connectedness 58% of the time. Results by ethnicity for perceptions of school safety in 7th grade are as follows: American Indian or Alaska Native: 68% Asian: 62% Black or African American: 65% Hispanic: 63% Mixed (two or more races): 64% Native Hawaiian or Pacific Islander: 57% White: 66% Results by ethnicity for students selecting “strongly agree” with respect to school connectedness in 7th grade are as follows: American Indian or Alaska Native: 18% Asian: 25% Black or African American: 28% Hispanic: 27% Mixed (two or more races): 28% Native Hawaiian or Pacific Islander: 23% White: 28%. Menifee USD has high overall ratings of school safety based on the annual Healthy Kids Survey.  Students in 7th grade showed a slight decline in school connectedness.  This indicates an area for continued focus in 2018-19.  We continue to work across our organization to increase student perception of safety and school connectedness.    For the 2018-19 school year we have implemented several initiatives to increase safety.  We are implementing technological software programs and applications which log campus visitors and provide access to emergency support systems within the community.  Additionally, during the 2018-19 school year, we have been training all staff, Preschool- Grade 8 inclusive of classified and certificated employees, in emergency safety preparedness.   We are working with our entire staff to increase school connectedness across all student groups including unduplicated pupils and students with exceptional needs.  During the 2017-18 school year, we began to train all staff members in Social Emotional Learning (SEL). This work has continued in the 2018-19 school year with administrator training, as well as additional training for staff members at school sites.  Furthermore, we have increased counseling services and student wellness programs at school sites in order to better address the increasing needs of students.|Met||2018
49753586052369|Cali Calmecac Language Academy|6|As a K-8 charter school we pride ourselves on having a school environment in which students feel connected, heard, appreciated and valued and strive to continuously ensure that we maintain a positive school culture.  Via our LCAP student survey it is reflected that our students do feel that they are valued individuals and that our staff cares for them, supports them, and has their best interests in mind.  Below are the main results of our survey that illustrate that our students feel very connected and safe:       77.29% of students who answered the survey agreed, or strongly agreed that they felt connected to school.        89.74% of the students responding to the survey agreed, or strongly agreed that the school if providing a safe and positive learning environment.       81.61% of the students responding to the survey agreed, or strongly agreed that they had at least one trusted adult they would seek out if they had a problem.       83.6% of the students responding to the survey agreed, or strongly agreed that the school has adults who really care about students.|Met||2018
10621660106740|Aspen Valley Prep Academy|6|1. The data derived from student climate surveys indicate that our students believe that teachers are fair (96%), that their expectations are clear (91%), that student differences are recognized and met with support (94%) and that students are taught responsibility (96%).  These data help us understand that the instructional methods we have adopted are meeting the needs of most of our students.  2. The areas that we can continue to grow need to attend to the students who indicated that they don't feel that their needs are being adequately met. 3. The actions our LEA will take to move toward continuous improvement include quality training and implementation of MTSS Tier 2 supports. This will include formal training and implementation about Trauma Informed Practices, Interventions for academic need as well as behavior needs, and Restorative Practices.|Met||2018
19647330106864|Alliance Gertz-Ressler Richard Merkin 6-12 Complex|6|The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Survey”) helps us gather unfiltered student feedback to assess whether we foster a safe school environment. Our survey question regarding whether the student feels safe at school yielded an average response of 3.1. Additionally, our survey question regarding whether the school emphasizes respect for others yielded an average response of 3.2. The Student Satisfaction Survey also helps us determine whether we effectively promote our students’ sense of belonging and connectedness to the school. For example, students provided an average response of 3.2 when asked if the teachers show respect for all students and an average response of 3.4 when asked if the principal shows respect for all students. Additionally, students provided an average response of 3.0 to the question: Students have a voice in improving the school. Furthermore, at Alliance Gertz-Ressler/Richard Merkin 6-12 Complex (“Gertz-Merkin”) we believe that students thrive not only when they develop close relationships with teachers and all adults in the building, but also when we set high expectations for students. Students respective average responses to the following survey questions are indicated in parentheses after each question: (a) I believe that this school is preparing me to be successful in college (3.4), (b) This school does a good job of informing students about options for college (3.3), (c) This school emphasizes the benefits of attending college (3.4), and (d) This school emphasizes the benefits of graduating from college (3.4).|Met|In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (“Survey”) indicate that students believe Alliance Gertz-Ressler/Richard Merkin 6-12 Complex (“Gertz-Merkin”) is meeting its goals for a safe and inclusive school climate. In the survey, Gertz received an overall average response of 3.1. While we are happy with the rating, we will continue to prioritize the safety and well-being of our students. At Gertz-Merkin, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators. At its core, the survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. A copy of the Survey is available upon request. The Student Satisfaction Survey was developed by Alliance College-Ready Public Schools Research and Data Team to help schools develop goals to improve services and support provided to students. It is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college, and measures performance on a 1 to 4 scale with 4 being the highest rating.|2018
19647336016265|Calvert Charter for Enriched Studies|6|Calvert Charter for Enriched Studies administered the 2017-2018 School Experience Survey during the fall semester to fourth and fifth graders. The participation rate for this survey was 85%. The following questions pertain to school climate and the percentage of students indicating “All of the Time” and “Most of the Time” are noted next to the question.   • Are you happy to be at this school? 83% • Do you feel like you are part of this school? 80%  • Do you feel accepted for who you are at this school? 80%  • Do you feel safe at this school? 84%  • Do adults at this school treat students with respect? 87%   Most students responded positively to the questions on the survey. 57% of fourth and fifth graders indicated that students are treated fairly when they break a rule. In an effort to address this issue, Calvert Charter has implemented a variety of strategies to inform students and parents of behavior expectations, as well as the rewards and consequences for their actions.|Met||2018
19647330111518|Alliance Jack H. Skirball Middle|6|The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) helps us gather unfiltered student feedback to assess whether we foster a safe school environment. Our survey question regarding whether the student feels safe at school yielded response of 2.8. Additionally, our survey question regarding whether the school emphasizes respect for others yielded an average response of 3.0. The Student Satisfaction Survey also helps us determine whether we effectively promote our students’ sense of belonging and connectedness to the school. For example, students provided an average response of 3.1 when asked if the teachers show respect for all students and an average response of 3.0 when asked if the principal shows respect for all students. Furthermore, at Alliance Jack H. Skirball Middle School (“Skirball”) we believe that students thrive not only when they develop close relationships with teachers and all adults in the building, but also when we set high expectations for students. Students respective average responses to the following survey questions are indicated in parentheses after each question: (a) I believe that this school is preparing me to be successful in college (3.3), (b) This school emphasizes the benefits of attending college (3.2), and (c) This school emphasizes the benefits of graduating from college (3.2).|Met|In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) indicate that students believe Alliance Jack H. Skirball Middle School (“Skirball”) is meeting its goals for a safe and inclusive school climate. In the Student Satisfaction Survey, Skirball received an overall average response of 2.8. And while we are happy with the score, we will continue to prioritize the safety and well-being of our students. At Skirball, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators. At its core, the Student Satisfaction Survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. A copy of the Student Satisfaction Survey is available upon request. The Student Satisfaction Survey was developed by Alliance College-Ready Public Schools Research and Data Team to help schools develop goals to improve services and support provided to students. It is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college, and measures performance on a 1 to 4 scale with 4 being the highest rating.|2018
19647330128041|Alliance Kory Hunter Middle|6|The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) helps us gather unfiltered student feedback to assess whether we foster a safe school environment. Our survey question regarding whether the student feels safe at school yielded an average response of 3.2. Additionally, our survey question regarding whether the school emphasizes respect for others yielded an average response of 3.3 too. The Student Satisfaction Survey also helps us determine whether we effectively promote our students’ sense of belonging and connectedness to the school. For example, students provided an average response of 3.3 when asked if the teachers show respect for all students and an average response of 3.7 when asked if the principal shows respect for all students. Additionally, students provided an average response of 3.1 to the question: Students have a voice in improving the school. Furthermore, at Alliance Kory Hunter Middle School (“Hunter”) we believe that students thrive not only when they develop close relationships with teachers and all adults in the building, but also when we set high expectations for students. Students respective average responses to the following survey questions are indicated in parentheses after each question: (a) I believe that this school is preparing me to be successful in college (3.5), (b) This school does a good job of informing students about options for college (3.2), (c) This school emphasizes the benefits of attending college (3.3), and (d) This school emphasizes the benefits of graduating from college (3.3).|Met|In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) indicate that students believe Alliance Kory Hunter Middle School (“Hunter”) is meeting its goals for a safe and inclusive school climate. In the Student Satisfaction Survey, Hunter received an overall average response of 3.2. And while we are happy with the rating, we will continue to prioritize the safety and well-being of our students. At Hunter, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators. At its core, the Student Satisfaction Survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. A copy of the Student Satisfaction Survey is available upon request. The Student Satisfaction Survey was developed by Alliance College-Ready Public Schools Research and Data Team to help schools develop goals to improve services and support provided to students. It is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college, and measures performance on a 1 to 4 scale with 4 being the highest rating.|2018
04615230000000|Palermo Union Elementary|6|The parent survey administered in the 2017-2018 school year indicated the following in regards to student perceptions of safety and success:  • My student feels safe at school: 49% agreed; 44% strongly agreed • My student feels safe going to and from school: 48% agreed; 49% strongly agreed • My student feels successful at school: 48% agreed; 44% strongly agreed  Moving forward, we will implement the use of the California Healthy Kids Survey in grades 5 and 7.|Met|We have implemented a Positive Behavior Support and Intervention system at all sites.  As a result of teaching behavioral expectations in all common areas of the campuses, recognizing and rewarding appropriate behavior, re-teaching expectations, and implementing interventions for individual students, we have experienced a decrease in office referrals and suspensions.|2018
49707306110639|Salmon Creek School - A Charter|6|The California Healthy Kids Survey and a local school climate survey were administered and student participation rates were to long to report results.|Met||2018
48705730129494|Kairos Public School Vacaville Academy|6|The Kairos Board of Directors annually develops and adopts measurable board goals. Progress towards these goals is monitored and reported out in public board meetings throughout the school year. Kairos Public School provides all its stakeholders a survey on a yearly basis. The results of the survey have shown 97% of parents feel Kairos is challenging them to improve. 92% of families feel their child is well-prepared for the next grade level. Kairos has made investments in the development of a Scholar Ambassador Program, an opportunity for students to serve the school and have a voice in the decision- making process of Kairos. In addition, Kairos offers a variety of clubs and enrichment activities in helping create a positive school culture. The school believes in voice and choice of its stakeholders at all age levels. The surveys provided to our families have assisted us in adding additional support staff to meet the needs of our scholars. 95% of staff report they are satisfied working at Kairos Public Schools. Over 92% of staff reported that Kairos clearly conveys its mission to its team members and approximately 91% of staff reported they feel they have the training needed to do their job. The Board of Directors has adopted a yearly board agenda calendar which schedules reports from every stakeholder group on an annual basis. This is an opportunity to have their voice heard throughout the organization.|Met||2018
19768690128728|Da Vinci Connect|6|ANNUAL STUDENT SURVEY INDICATORS: School culture survey indicators at Da Vinci Connect remain strong with positive survey responses in all areas above 90%. Da Vinci Connect students consistently report that the school creates a compassionate and caring learning community (ratings of good, very good, and excellent) with a 96% rating in 2017-18 and at ratings slightly higher than that in 2015-16 and 2016-17. 97% of students in 2017-18 report that their connections with teachers overall was good, very good, or excellent, a rate consistent with previous years. Good, very good, and excellent ratings on how well DV Connect created an environment of high integrity, respect, and trust has also remained consistently high at above 90% for the last three years. Da Vinci Connect students consistently report feeling safe on campus, with 98% of students report feeling safe at school in 2017-18, and for the two previous years as well.|Met||2018
19647336119531|CHIME Institute's Schwarzenegger Community|6|CHIME administered the California Healthy Kids Survey to all 5th and 7th grade students to collect data on Priority 6, School Climate.  145 students participated in the survey, which measured their perceptions on school safety, connectedness and adult-student interactions.  89% of students feel like they are part of this school.  95% of students think the teachers treat students fairly at school.  95% of students feel that teachers and other grown-ups at school care about them.  94% of students think that teachers and other grown-ups at school listen when they have something to say.  94% of students think that teachers and other grown-up at school treat students with respect.  85% of students feel the school helps students resolve conflicts with one another.  96% of students think the teachers and other grown-ups at school believe they can do a good job.  94% of students feel the school teaches students to feel responsible for how they act.  89% of students think the students at school are well behaved.  85% of students think the teachers and other grown-ups make it clear that bullying is not allowed.  92% of students feel that if they tell a teacher they’ve been bullied, the teacher will do something to help.  88% of students feel safe at school.  95% of students feel safe on their way to and from school. Based on positive results from the CA Healthy Kids Survey, CHIME will continue implementing the following programs and events.  School-wide, CHIME participates in several activities throughout the year to facilitate positive social interactions among all students, including: Character Trait Assemblies, Anti-bullying Month, Spirit Week, pep rallies and themed assemblies.  In grades TK-5th the school counselor and occupational therapist use the “push-in” approach to deliver lessons from the social emotional curriculum, Zones of Regulation.  These lessons focus on self-regulation, understanding and acknowledgment of one’s feelings and how to act appropriately depending on different emotional states.  In addition, the curriculum Second Step is implemented in grades K-5th to teach students about physiological responses and brain activity that takes place when experiencing certain emotions.  The curriculum provides videos, scenarios, and guiding questions that facilitate meaningful group discussions.  The program creates a comfortable and safe learning environment for all students.   As of the beginning of the 2018-2019 school year, CHIME added an additional, full time mentor specifically dedicated to the middle school grades.  This role provides support for all 6th-8th grade students in all areas relating to social-emotional learning.  She provides individual and small group guidance, as well as “push-in” services to meet the needs of the whole class.  This role also coordinates and leads our Lunch Club program which offers a variety of themes where students can meet with other students who share the same interests.|Met||2018
43104390000000|Santa Clara County Office of Education|6|The Student Services Branch annually surveys students, parents, staff, and community members to ensure they are involved in the annual LCAP, SPSA, SARC, School Climate, ELAC, and other related components of our school communities and Department.   This year our LCAP survey achieved a combined (AED and SPED) response rate of 21% in 2017-18 and was less then expected.  As a result, we have redeveloped our system to inquiry moving forward to increase survey participation.    This year the California Healthy Kids Survey was administered in collaboration with ongoing academic assessments to ascertain the current levels of student need.  In combination with the Health Kids Survey, the Department analyzes student attendance rate, chronic absenteeism, and dropout rates. The results of the Student Services Branch bi-annual survey provided illustrated feedback from students, parents, and staff. The questions focused on academics, learning environment, communication, respect, and levels of services. The majority of the feedback illuminated a high level agreements with the quality of the program using a 5 gradient scale 1 being the lowest. The following illustrates some of the primary feedback:  • 88% Students felt welcome and safe at schools  • 88% Students indicated that teachers treated them with respect  • 90% Parents indicated that the principals treated them with respect • 74% Students indicated that they are treated fairly by the principal  • 76% Students indicated that they were treated with respect from support staff and academic counselors  • 84% Students and Parents indicate that they feel respect regardless of race, religion, sexual orientation by teachers, support staff, counselors, and administration.   The Student Services department further analyzed the student academic data, student-family-staff surveys, progress toward graduation requirements, and graduation rates in order to prioritize actions. Based on students’ current level of social and emotional behaviors, the department increased direct behavioral and mental health support. Students and parents report minimal exposure or understanding of local resources that include parks, community-based organizations, museums, universities, colleges, and community colleges. In addition, the school staff identify a greater need for pro-social activities, groups, mentors, and field trips.|Met||2018
49706720122440|Dunham Charter|6|An annual student survey was administered in the spring to garner student input.  100% of the students reported feeling safe around the outside of the school,  100% reported feeling safe in their classrooms, and 98.15% of the students reported feeling safe in the bathroom and hallways.|Met||2018
19647336018725|Plainview Academic Charter Academy|6|LAUSD administered the 2017-18 School Experience Survey during the fall semester. The following are the results that pertain to school climate:  School Experience Survey participation rate for students was 92%.  The percentage rates of students reporting being happy at school, feeling close to people at school, and feeling like part of the school was 84% , 81% feeling like they are a part of their school.   PACA was perceived to be safe place by at least 87% of students.|Met||2018
49706720000000|Dunham Elementary|6|An annual student survey was administered in the spring to garner student input.  100% of the students reported feeling safe around the outside of the school,  100% reported feeling safe in their classrooms, and 98.15% of the students reported feeling safe in the bathroom and hallways.|Met||2018
19647336016729|Dearborn Elementary Charter Academy|6|School Experience Survey Results (2016-2017 & 2017-2018)  Are you happy to be at this school? (2016/2017: 88%) (2017/2018:87%) Do you feel like you are part of this school? (2016/2017: 76%) (2017/2018: 83%) As a school we did decrease by 1% in the area of students feeling happy to be at this school.  We increased by 6% when students were asked if they felt a part of the school. As a school we have been working on school climate.  This year we spent money on the purchase of posters around inclusion and kindess.  We also continued our 2nd year of our Positive Discipline Team.  The team works with students on behaviors but also provides a mentoring service for students that need support.  Our student council runs ongoing activities to foster school climate.  We also have a College & Career Fair at the end of the year, the Fair builds school climate.  We will continue to work on improving school climate through Professional Development for the staff, school contests, and building a connection with students.|Met||2018
45104540111674|Chrysalis Charter|6|We administered a parent and student satisfaction survey in early 2018. Of the 25 parents responding to the survey question “Is your student thriving at Chrysalis”, 18 responded “Yes”, 7 responded “Usually”, and none responded “Sometimes” or “No”. We also asked whether parents felt like staff is their partner in educating their child, 18 responded “Yes”, 5 responded “Usually”, 1 responded “Sometimes”, and none responded “No”.  Of the 125 students responding to the survey question “Are you thriving at Chrysalis”, 80 responded “Yes”, 26 responded “Usually”, 15 responded “Sometimes”, and only 4 responded “No”. Clearly, on the whole, parents and students are pleased with the school and the environment we provide for our students.   Our teachers and board reviewed the survey results and pulled out themes that we can use to further enhance our programs. There was consistent praise for the communication between school and home, our science and nature programs, our strong community, the amazing teaching staff, and thriving students. One parent said: “So many times my son's teacher(s) and other staff have gone above and beyond to help him and support our family... My son said once, ‘Mom, I have a problem with Ms. Sara, she believes in me too much.’ This was telling. I feel heard at Chrysalis and like as a mom, my views matter and I can't begin to tell you how much that means.” On the other hand, some parents feel we have room to grow with increasing performance arts and sports opportunities; high school transition support, reducing the prevalence of cell phones and tablets among middle schoolers, training for staff on trauma and special needs, parent education classes, backpack storage, and knowing what students are working on each day. Students thought we could have more activities on the big kid side of the playground, more math time, more sports, less trash, a gym, more camping trips, and making it more kind.  In the past year, we have taken action on several of these recommendations.        *   To address parent's request for increasing performance arts and sports opportunities, we added a school band, volleyball team, and are exploring adding early elementary soccer.       *   To address parent's request for reducing the prevalence of cell phones and tablets among middle schoolers, we invited staff from the Shasta County District Attorney's office to provide training on online behavior and cyberbullying for students.      *   To address parent's request for training for staff on trauma and special needs, we are utilizing a portion of our MTSS grant to provide workshops and coaching for staff on universal design for learning in the 2018-19 school year.       *   To address students' desire for more activities on the big kid side of the playground, we added a wall ball court, a volleyball net, and purchased additional playground balls, hula hoops, jump ropes and other equipment for the 2018-19 school year.|Met||2018
47704660000000|Siskiyou Union High|6|We used the California Healthy Kids Survey to inform us about the school climate on each of our campuses by providing the survey to all students during the 2017-18 school year. The results of the survey have been used to develop specific goals and activities in our LCAP. Our LCAP Priority Goal 3 is to Improve the climate and culture of our campuses as indicated by Suspension Rates and the CA Healthy Kids Survey. Specific activities to improve climate and culture on our campuses include: Training and implementation of Restorative practices, training and implementation of emotional intelligence and trauma informed instructional practices, increase social emotional/counseling options, and increase nursing/health services.|Met|District Data from the 2017-18 CAHKS % of students indicating a safe or very safe level for perceived safety at school. CHKS Table A5.1  9th 56 (no change)  10th 54 (-6)  11th 55 (-4)  12th 52 (-18)   % of students who indicated Pretty much true or Very much true that there is a teacher or some other adult who really cares about me. CHKS Table A4.7  9th 55 (-3)  10th 53 (-12)  11th 61 (-15)  12th 68 (-1)   % of students who indicate Pretty much true or Very much true that they do interesting activities at school. CHKS Table A4.9   9th 56 (+1) 10th 50 (-3)  11th 54 (no change)  12th 48 (-9)   % of students who indicate Agree or Strongly Agree that their school is usually clean and tidy.  CHKS Table A4.13   9th 53 (-7)  10th 67 (-5)  11th 47 (-25)  12th 52 (-22)   Other focus tables include: Absences, Past 30 days - Table A4.3 Reasons for Absences, Past 30 Days - Table 4.4 High expectations-adults in school - Table A4.8 School Connectedness Scale Questions - Table A4.10 Academic Motivation Scale Questions - Table A4.11 Reasons for Harassment on School Property - Table A5.2 Verbal Harassment at School - Table A5.3|2018
19647336016778|Dixie Canyon Community Charter|6|Dixie Canyon Community Charter administered the 2017 – 2018 School Experience Survey during the fall semester to 4th and 5th graders.  The participation rate for this survey was 97%.  The following are the questions that pertain to the school climate and the % of students indicating Yes, Always / Strongly Agree are noted next to the question.  Are you happy to be at this school? 89% Do you feel like you are part of this school? 73% Do you feel accepted for who you are at this school? 81% Do you feel safe at this school?  90%|Met||2018
09100900930123|Charter Community School Home Study Academy|6|We have made it an ongoing priority to continuously improve school culture, which benefits all students, and remains a key performance indicator for us.  Although our independent study programs have traditionally enjoyed very high ratings by student and parents regarding a positive school culture, the ratings for CCP were generally significantly lower, which is very typical for a County-operated community school.  We are very proud, however, of the positive shifts seen over the past several years.   A concerning trend across all programs has been the steady increase of students enrolling as a result of, and/or struggling with, a wide range of mental health related issues, including but not limited to anxiety, depression, and phobias.  We are very aware that at-risk students in general - including Foster Youth, McKinney-Vento students, and those with special needs - tend to arrive with greater emotional needs, so we have always made it a priority to provide support for those students; however, the steady increase of emotionally fragile students across all programs has raised new concerns.  We will continue to provide professional development for staff to support these students more effectively - both academically and emotionally.|Met||2018
19647331931708|Chatsworth Charter High|6|Chatsworth Charter High administered the 2017 – 18 School Experience Survey during the spring semester. The following are the results that pertain to school climate:  ? School Experience Survey participation rates for students was 30% ? The percentage of students reporting being happy at school was 53% ? The percentage of students who felt like they were a part of the school         was 47% ? The percentage of students who felt that adults treated them with         respect was 40%|Met||2018
27659610000000|Alisal Union|6|THIS REPORT WAS PROVIDED TO THE BOARD OF TRUSTEES AT AN OPEN SESSION ON THURSDAY, AUGUST 9, 2018. The Local Control Accountability Plan (LCAP) documented student and parent perceptions regarding school climate and safety as follows: -Goal 2- Parent Survey: 97% reported their school as a welcoming place, and 92% reported it as a safe place. -Goal 5- Student Survey: 88% reported feeling safe at school always/most of the time. -Goal 5- Action 5b - ALL sites implemented PBIS practices, and tracked discipline using SWIS. -Goal 5- Action 5d/e- ALL sites implemented Sticks and Stones and Behavioral Health Counseling Serving 400+ students. -Goal 5- Action 5f- ALL sites participated on the District's sports program, with 2,700+ students enrolled in seasonal teams throughout the year. -Goal 1- Action 1j- 1,850+ students participated in the District's music program including Yosal, Drumline, Mariachi, Folklorico, etc.|Met||2018
09100900000000|El Dorado County Office of Education|6|Students were asked to complete Student Stakeholder Surveys. Students responded that they feel safe at school.  80% responded that they were engaged in the learning environment.  The schools hosted School Site Council meetings and invited students and parents to provide input and feedback.  Discussions with stakeholders revealed a priority around self-advocacy for students’ social/emotional well-being, a goal for more opportunities to develop self-advocacy skills, and the need for teaching self-awareness (such as through restorative practices/mindfulness).  While this is a program for incarcerated youth, and parental interactions can sometimes be limited, every effort is made to encourage parent participation.|Met||2018
15756300000000|SBE - Ridgecrest Charter|6|In May 2018, Ridgecrest Charter School (RCS) students in grades 3 through 8 participated in a survey pertaining to school climate. Two versions of the survey were given, one for students in grades 3 through 5 and the other version for students in grades 6 through 8. Both surveys focused on connectedness to RCS and asked similar questions that were adjusted for elementary and middle school age ranges. The elementary survey included 9 questions while the middle school survey included 10 questions. Overall, students like going to school at RCS. When students were asked whether they liked going to school at RCS:  45% of elementary students said yes  12% of middle students said yes  47% of elementary students said sometimes  70% of middle school students said sometimes When elementary students were asked if they liked their class, 51% of elementary students said yes and 42% of elementary students said sometimes. When middle school students were asked why they like their classes, the top three responses were class is fun, I’m learning, and it’s interesting. Conversely, the top three middle school responses why students do not like class were it’s boring, assignments are uninteresting, and tests are difficult. Survey results indicate that students enjoy attending school even if it’s only sometimes. As a school, we can improve student connectedness to RCS by increasing student engagement in class and through extracurricular activities. As of November 7, 2018, RCS has seen increased participation in clubs, student council and sports teams. RCS can improve opportunities for students to express their concerns to teachers and support staff. In response to survey results and to improve school climate, a healthy living skills class was introduced to middle school students during the 2018-2019 school year to teach students study and organizations skills as well as provide opportunities for goal setting and planning. Middle school students have opportunities to practice these skills under the guidance of their teacher. Response to Instruction (RTI) was implemented throughout the school during the 2018-2019 school year to meet all students learning needs by providing skills based instructional support and enrichment.  The goal is by providing additional academic support and goal setting, overall school climate will improve.|Met||2018
15756301530500|Ridgecrest Charter|6|In May 2018, Ridgecrest Charter School (RCS) students in grades 3 through 8 participated in a survey pertaining to school climate. Two versions of the survey were given, one for students in grades 3 through 5 and the other version for students in grades 6 through 8. Both surveys focused on connectedness to RCS and asked similar questions that were adjusted for elementary and middle school age ranges. The elementary survey included 9 questions while the middle school survey included 10 questions. Overall, students like going to school at RCS. When students were asked whether they liked going to school at RCS:  45% of elementary students said yes  12% of middle students said yes  47% of elementary students said sometimes  70% of middle school students said sometimes When elementary students were asked if they liked their class, 51% of elementary students said yes and 42% of elementary students said sometimes. When middle school students were asked why they like their classes, the top three responses were class is fun, I’m learning, and it’s interesting. Conversely, the top three middle school responses why students do not like class were it’s boring, assignments are uninteresting, and tests are difficult. Survey results indicate that students enjoy attending school even if it’s only sometimes. As a school, we can improve student connectedness to RCS by increasing student engagement in class and through extracurricular activities. As of November 7, 2018, RCS has seen increased participation in clubs, student council and sports teams. RCS can improve opportunities for students to express their concerns to teachers and support staff. In response to survey results and to improve school climate, a healthy living skills class was introduced to middle school students during the 2018-2019 school year to teach students study and organizations skills as well as provide opportunities for goal setting and planning. Middle school students have opportunities to practice these skills under the guidance of their teacher. Response to Instruction (RTI) was implemented throughout the school during the 2018-2019 school year to meet all students learning needs by providing skills based instructional support and enrichment.  The goal is by providing additional academic support and goal setting, overall school climate will improve.|Met||2018
43694680000000|Fremont Union High|6|FUHSD LCAP Goal 3: Every student will feel safe, cared about, and both academically and socially engaged in school. A student survey was administered across all schools and grade levels in spring 2016. Participation was optional and 15.4% of students participated. Topics included level of engagement, sense of well-being, safety, teacher care and stress. In response to survey results, schools have continued to initiate and grow various efforts to build stronger connections between students and staff, including mentoring programs and tutorial offerings with a social-emotional focus.   A group of students, parents, teachers, and administrators gave input to an additional student survey administered in Spring 2017 that focused on student experiences and perceptions related to sleep, time management, and participation in extracurricular activities. Results from this survey were considered along with other student survey results and discussions with various stakeholder groups which contributed to the District’s decision to adopt and implement new bell schedules for the 2018-2019 school year which include a later start time and three tutorial periods per week. The implementations of these changes are being carefully monitored with input sought from all stakeholders.   The District Wellness Council has expanded to incorporate community partners. Factors that contribute to student stress and lack of engagement are being discussed: family stability and personal health challenges; academic pressure and bullying; questions about personal identity and threats to a sense of belonging; lack of relevance; and post-secondary planning. An updated student survey incorporating aspects of mental health will be administered during the 2018-19 school year.   Despite significant efforts to increase behavior, drug and alcohol interventions and alternatives to suspension and expulsion for students, FUHSD saw an increase in discipline incidents in 2017-2018. The District’s school climate committee and leadership teams have continued to analyze the potential factors that led to this increase, and examine and implement school and district practices that will address these concerns. This includes viewing discipline through a trauma-informed lens. Administrators and student conduct liaisons are meeting regularly to discuss and align practices.   School and districtwide programming related to creating a positive campus climate continues to inform our practices in working with students and families to create a safe and welcoming school community for all stakeholders. The district engaged in consultation with Dr. Pedro Noguera over the course of the 2017-18 school year. One outcome is that all programs and practices are being viewed through an equity framework that was designed through stakeholder input. Aspects of the framework in support of equity and excellence are: inclusivity, action for growth, rigor, development and wellness, and empowerment and agency.|Met||2018
12628930000000|Jacoby Creek Elementary|6|School Climate – Student Survey  The California Healthy Kids Survey is given to students on a bi-annual basis. 2016-2017 was an off year for giving the survey. In order to collect survey data about student perspective of safety the School Site Council developed a survey to give to students using Survey Monkey.  Ten questions were selected from the CHKS and administered to fifth and seventh grade students.  In 2017-2018 the   Student Response:  Do you feel safe at school? GRADE 5 % All or Most of the time 2015-2016 93% 2016-2017 84% 2017-2018 87% % Increase or decrease 3% increase  Student Response:  Do you feel safe at school? GRADE 7 % between neither safe nor unsafe-very safe 2015-2016 93% 2016-2017 100% 2017-2018 93% % Increase or decrease 7% decrease   School Climate – Parent Survey    Parent Response:  Does your child feel safe at school?   % Always or Most of the time 2015-2016 94% 2016-2017 96.5% 2017-2018 94% % Increase or decrease 2.5% decrease  School Climate – Staff Survey   Certificated Staff Responses-Fall 2017  Free and open communication occurs frequently and effectively between parents and administration.    % Agree or Strongly Agree 2018 100%  Social and cultural differences are respected in the school.    % Agree or Strongly Agree 2018 100%  Free and open communication occurs between frequently between teachers and administrators.     % Agree or Strongly Agree 2018 100%  School staff members and students work together to keep the school clean and attractive % Agree or Strongly Agree 2018 50%   Classified Staff Responses-Fall  An atmosphere of respect and trust exists in the school.    % Agree or Strongly Agree 2018 96%  Social and cultural differences are respected in the school.    % Agree or Strongly Agree 2018 100%  Free and open communication occurs between support staff and teachers.      % Agree or Strongly Agree 2018 96%  Free and open communication occurs frequently between staff and administrators.    % Agree or Strongly Agree 2018 100%  School staff members and students work together to keep the school clean and attractive.    % Agree or Strongly Agree 2018 75%|Met||2018
19647330117952|ICEF Innovation Los Angeles Charter|6|PARTICIPATION RATE: ICEF Innovation Los Angeles Charter School administered the Panorama Student Survey in order to measure student perceptions of school safety and connectedness.  A total of 103 students in grades 3-5 participated and completed the student survey, a 99% student participation rate.   SURVEY FINDINGS:  The following are the student survey findings: • 64% stated the energy of the school is very/somewhat positive. • 35% stated that the behavior of other students helps their learning a tremendous/some amount.   • 64% stated they were extremely/quite excited to go to their classes.  • 67% are excited to participate in their classes.  • 69% are extremely/quite interested in their classes.  • 80% agreed almost always/frequently that their teachers take the time to make sure the student understands the materials.  • 79% agreed that teachers’ expectations of their students are extremely/quite high.  • 45% agreed that if a student is bullied it is slightly/not at all difficult for the student to get help from an adult.  • 42% worry about violence at their school once in a while/almost never.  • 30% stated that physical fights occur once in while/almost never at school.  • 76% agreed that if they (student) walked into class upset, their teacher would be extremely/quite concerned.  • 64% stated that when teachers ask students “how are you?” they almost always/frequently want to know.  • 79% agreed they would be extremely/quite excited to have their teachers again.  The Principal and school staff will continue to work to improve student connectedness, school climate for all students, on the student survey as outlined in the school’s LCAP.   The Principal will research whether to continue with Panorama Student Survey or another evidence-based survey in order to effectively student perceptions of school safety and connectedness as required by Priority 3 Local Indicators.|Met||2018
19647330115287|ICEF Vista Middle Academy|6|PARTICIPATION RATE: ICEF Vista Middle Academy administered the Panorama Student Survey in order to measure student perceptions of school safety and connectedness.  A total of 199 students in grades 6-8 participated and completed the student survey, a 99% student participation rate.   SURVEY FINDINGS:  The following are the student survey findings: • 51% stated the energy of the school is very/somewhat positive. • 52% stated that the behavior of other students helps their learning a tremendous/some amount.   • 26% stated they were extremely/quite excited to go to their classes.  • 25% are excited to participate in their classes.  • 38% are extremely/quite interested in their classes.  • 68% agreed almost always/frequently that their teachers take the time to make sure the student understands the materials.  • 73% agreed that teachers’ expectations of their students are extremely/quite high.  • 48% agreed that if a student is bullied it is slightly/not at all difficult for the student to get help from an adult.  • 69% worry about violence at their school once in a while/almost never.  • 77% stated that physical fights occur once in while/almost never at school.  • 44% agreed that if they (student) walked into class upset, their teacher would be extremely/quite concerned.  • 49% stated that when teachers ask students “how are you?” they almost always/frequently want to know.  • 42% agreed they would be extremely/quite excited to have their teachers again.  The Principal and school staff will continue to work to improve student connectedness and school climate for all students, as outlined in the school’s LCAP.   The Principal will research whether to continue with Panorama Student Survey or another evidence-based survey in order to effectively student perceptions of school safety and connectedness as required by Priority 3 Local Indicators.|Met||2018
01612590123711|Vincent Academy|6|We conducted a survey asking families how safe they felt the school was, and whether or not they felt the school staff was open to hearing their perspectives on school related issues. Survey was conducted using an ipad at pickup and drop off. Students were surveyed in their classroom using paper and pencils and were asked to respond to how safe they felt at school and whether they felt their voices were heard on campus. Results were reported to our school board.We plan to do this agin during this school year, and will again report results to the school board.|Met||2018
36677850000000|Mountain View Elementary|6|Mountain View School District administered the California Healthy Kids Survey (CHKS) during the 2017-18 school year.  Students in grades 5 & 7 completed this survey, which provides a valid measure of student perceptions of school safety and connectedness. Results are intended to serve to measure the district’s progress on state Priority 6: School Climate.  This is the first year in quite some time that the district used this survey instrument, so comparable data is not available.    Overall School Climate Index (Grade 7): 296  A review of the key indicators of school climate show some variations in elementary and middle school ratings by students.  In regards to school safety, fifth graders reported feeling safer than 7th graders.   Eighty-five percent of participating 5th graders and 67% of 7th graders perceived their school as “very safe or safe.”  For grade 7, 26% of our students indicated that they felt “neither safe nor unsafe.”  This means that only 7% of students actually reported feeling “unsafe or very unsafe.”   Ninety percent of both parents and staff surveyed felt that the school setting was ”very safe or safe.”  The district continues to implement enhanced safety procedures such as fingerprinting volunteers, security entrances and lockdown of school facilities (LCAP, Goal 4).  Student supervision and the safety of students is always a top priority.  Positive Behavior Interventions and Supports (PBIS) continues to be implemented across the district to enhance the environment for all students (LCAP, Goal 2).  Training and supports are provided to staff on dealing with behavioral challenges.   For school connectedness there was less of a variation: 70% of the 5th graders and 69% of the 7th graders reported feeling connected to the school “most or all the time.” There was also minimal variance in academic motivation of students.  Eighty-nine percent of 5th graders and 82% of 7th graders reported being academically motivated.  Goal 2 & 3 of the LCAP are focused on connecting students to the school. Multiple opportunities are provided to students to participate and engage in supplemental activities, both during the school day and outside of the school day.  A review and discussion of these actions and services will occur during the annual LCAP student engagement meeting with our middle school students to drive the direction of the LCAP.|Met||2018
19647330117937|ICEF Vista Elementary Academy|6|PARTICIPATION RATE: ICEF Vista Elementary Academy administered the Panorama Student Survey in order to measure student perceptions of school safety and connectedness.  A total of 179 students in grades 3-5 participated and completed the student survey, a 100% student participation rate.   SURVEY FINDINGS:  The following are the student survey findings: • 75% stated the energy of the school is very/somewhat positive. • 52% stated that the behavior of other students helps their learning a tremendous/some amount.   • 72% stated they were extremely/quite excited to go to their classes.  • 58% are excited to participate in their classes.  • 74% are extremely/quite interested in their classes.  • 74% agreed almost always/frequently that their teachers take the time to make sure the student understands the materials.  • 84% agreed that teachers’ expectations of their students are extremely/quite high.  • 42% agreed that if a student is bullied it is slightly/not at all difficult for the student to get help from an adult.  • 55% worry about violence at their school once in a while/almost never.  • 79% stated that physical fights occur once in while/almost never at school.  • 80% agreed that if they (student) walked into class upset, their teacher would be extremely/quite concerned.  • 74% stated that when teachers ask students “how are you?” they almost always/frequently want to know.  • 91% agreed they would be extremely/quite excited to have their teachers again.  The Principal and school staff will continue to work to improve student connectedness and school climate for all students, as outlined in the school’s LCAP.   The Principal will research whether to continue with Panorama Student Survey or another evidence-based survey in order to effectively student perceptions of school safety and connectedness as required by Priority 3 Local Indicators.|Met||2018
19646340120311|ICEF Inglewood Middle Charter Academy|6|PARTICIPATION RATE: ICEF Inglewood Middle Academy administered the Panorama Student Survey in order to measure student perceptions of school safety and connectedness.  A total of 165 students in grades 6-8 participated and completed the student survey, a 79% student participation rate.   SURVEY FINDINGS:  The following are the student survey findings: • 45% stated the energy of the school is very/somewhat positive. • 44% stated the physical space at school is very/somewhat pleasant. • 23% stated that the behavior of other students helps their learning a tremendous/some amount.   • 27% stated they were extremely/quite excited to go to their classes.  • 49% are eager to participate in their classes.  • 42% are extremely/quite interested in their classes.  • 63% agreed almost always/frequently that their teachers take the time to make sure the student understands the materials.  • 67% agreed that teachers’ expectations of their students are extremely/quite high.  • 45% agreed that if a student is bullied it is slightly/not at all difficult for the student to get help from an adult.  • 54% worry about violence at IIMCA once in a while/almost never.  • 46% stated that physical fights occur once in while/almost never at school.  • 37% agreed that if they (student) walked into class upset, their teacher would be extremely/quite concerned.  • 41% stated that when teachers ask them (students) “how are you doing?” all/most of their teachers are really interested in their answer.  • 40% agreed they would be extremely/quite excited to have their teachers again.  The Principal and school staff will continue to work to improve student connectedness and school climate for all students, and increase student survey participation rates as outlined in the school’s LCAP.   The Principal will research whether to continue with Panorama Student Survey or another evidence-based survey in order to effectively student perceptions of school safety and connectedness as required by Priority 3 Local Indicators.|Met||2018
12628280000000|Freshwater Elementary|6|California Healthy Kids Survey was administered to fifth and sixth graders in 2017-18.  Perceptions of school safety are as follows: 78% of students reported feeling safe at school most or all of the time.   76% of students reported having a caring relationship at school.   Full results of both school climate indicators from both Part 1 and Part 2 were reported to the board on 11/13/18.|Met|This school climate data is used to inform LCAP Goal #3.|2018
19646340120303|ICEF Inglewood Elementary Charter Academy|6|PARTICIPATION RATE: ICEF Inglewood Elementary Academy administered the Panorama Student Survey in order to measure student perceptions of school safety and connectedness.  A total of 209 students in grades 3-5 participated and completed the student survey, a 100% student participation rate.   SURVEY FINDINGS:  The following are the student survey findings: • 67% stated the energy of the school is very/somewhat positive. • 41% stated that the behavior of other students helps their learning a tremendous/some amount.   • 63% stated they were extremely/quite excited to go to their classes.  • 72% are excited to participate in their classes.  • 70% are extremely/quite interested in their classes.  • 87% agreed almost always/frequently that their teachers take the time to make sure the student understands the materials.  • 90% agreed that teachers’ expectations of their students are extremely/quite high.  • 60% agreed that if a student is bullied it is slightly/not at all difficult for the student to get help from an adult.  • 52% worry about violence at their school once in a while/almost never.  • 44% stated that physical fights occur once in while/almost never at school.  • 82% agreed that if they (student) walked into class upset, their teacher would be extremely/quite concerned.  • 80% stated that when teachers ask students “how are you?” they almost always/frequently want to know.  • 83% agreed they would be extremely/quite excited to have their teachers again.  The Principal and school staff will continue to work to improve student connectedness and school climate for all students, as outlined in the school’s LCAP.   The Principal will research whether to continue with Panorama Student Survey or another evidence-based survey in order to effectively student perceptions of school safety and connectedness as required by Priority 3 Local Indicators.|Met||2018
09100900123521|Charter Alternative Program (CAP)|6|We have made it an ongoing priority to continuously improve school culture, which benefits all students, and remains a key performance indicator for us.  The program maintains very high ratings from student, parents, and staff regarding a positive school culture.  A concerning trend across all programs has been the steady increase of students enrolling as a result of, and/or struggling with, a wide range of mental health related issues, including but not limited to anxiety, depression, and phobias.  We are very aware that at-risk students in general - including Foster Youth, McKinney-Vento students, and those with special needs - tend to arrive with greater emotional needs, so we have always made it a priority to provide support for those students; however, the steady increase of emotionally fragile students across all programs has raised new concerns.  We will continue to provide professional development for staff to support these students more effectively - both academically and emotionally.|Met||2018
50755560113852|Riverbank Language Academy|6|Riverbank Language Academy seventh grade students participated in the California Healthy Kids Survey.  The majority of students taking the survey indicated Spanish being the primary language spoken at home and were also Hispanic. Under school climate, most students reported a high connectedness to school and also having high academic motivation. Student safety was rated high and they generally reported feeling safe at school with only a small percentage of seventh graders feeling unsafe. The majority of students reported one to zero incidents of violence or verbal harassment and also no low incidents of bullying behaviors at school. Additionally, very few students reported substance use; including tobacco, alcohol, and drugs. Most notably, students reported mental and physical health-being an area of concern with 24 percent of students having feelings of helplessness and sadness. The results from these findings resulted in the school hiring a full-time School Counselor to support students social-emotional well-being. In addition, the school continues educating students on anti-drug and tobacco programs, promoting high standards for academics and college awareness while maintaining a positive learning environment that is conducive to learning.|Met||2018
19647330101196|ICEF View Park Preparatory High|6|PARTICIPATION RATE: ICEF View Park Preparatory Charter High School administered the Panorama Student Survey in order to measure student perceptions of school safety and connectedness.  A total of 588 students in grades 9-12 participated and completed the student survey, a 100% student participation rate.   SURVEY FINDINGS:  The following are the student survey findings: • 37% stated the energy of the school is very/somewhat positive. • 28% stated the physical space at school is very/somewhat pleasant. • 19% stated that the behavior of other students helps their learning a tremendous/some amount.   • 15% stated they were extremely/quite excited to go to their classes.  • 25% are eager to participate in their classes.  • 25% are extremely/quite interested in their classes.  • 45% agreed almost always/frequently that their teachers take the time to make sure the student understands the materials.  • 50% agreed that teachers’ expectations of their students are extremely/quite high.  • 52% agreed that if a student is bullied it is slightly/not at all difficult for the student to get help from an adult.  • 54% worry about violence at the school once in a while/almost never.  • 44% stated that physical fights occur once in while/almost never at school.  • 27% agreed that if they (student) walked into class upset, their teacher would be extremely/quite concerned.  • 29% stated that when teachers ask them (students) “how are you doing?” all/most of their teachers are really interested in their answer.  • 31% agreed they would be excited to have all/most of their teachers again.  The Principal and school staff will continue to work to significantly improve student connectedness and school climate for all students, as outlined in the school’s LCAP.   The Principal will research whether to continue with Panorama Student Survey or another evidence-based survey in order to effectively student perceptions of school safety and connectedness as required by Priority 3 Local Indicators.|Met||2018
19647336121081|ICEF View Park Preparatory Middle|6|PARTICIPATION RATE: ICEF View Park Preparatory Charter Middle School administered the Panorama Student Survey in order to measure student perceptions of school safety and connectedness.  A total of 361 students in grades 6-8 participated and completed the student survey, a 100% student participation rate.   SURVEY FINDINGS:  The following are the student survey findings: • 38% stated the energy of the school is very/somewhat positive. • 50% stated the physical space at school is very/somewhat pleasant. • 17% stated that the behavior of other students helps their learning a tremendous/some amount.   • 20% stated they were extremely/quite excited to go to their classes.  • 38% are eager to participate in their classes.  • 38% are extremely/quite interested in their classes.  • 67% agreed almost always/frequently that their teachers take the time to make sure the student understands the materials.  • 69% agreed that teachers’ expectations of their students are extremely/quite high.  • 50% agreed that if a student is bullied it is slightly/not at all difficult for the student to get help from an adult.  • 51% worry about violence at the school, once in a while/almost never.  • 13% stated that physical fights occur once in while/almost never at school.  • 36% agreed that if they (student) walked into class upset, their teacher would be extremely/quite concerned.  • 44% stated that when teachers ask them (students) “how are you doing?” all/most of their teachers are really interested in their answer.  • 38% agreed they would be excited to have all/most of their teachers again.  The Principal and school staff will continue to work to improve student connectedness and school climate for all students, as outlined in the school’s LCAP.   The Principal will research whether to continue with Panorama Student Survey or another evidence-based survey in order to effectively student perceptions of school safety and connectedness as required by Priority 3 Local Indicators.|Met||2018
43696170000000|Mount Pleasant Elementary|6|The district administers the CA Healthy Kids Survey every other year, to 5th and 7th-grade students. The survey was last administered in the 2016-17 school year.  Results from seventh-grade students: - 73% reported that they feel happy to be at school -79% reported that they have someone at school who believes he/she will be successful -63% feel that someone notices when they are not at school -66% feel like they are part of their school, and -79% feel that teachers make it clear that bullying is not tolerated - 20% reported that they had been harassed or bullied at school due to race, religion, gender, disability, or perceived sexual orientation, and - 6% reported that they had experienced cyber-bullying two or more times in the past year  Fifth-Grade students: - 86% reported that they are proud of their school -89% reported that they are taught to care about each other and treat each other with respect - 88% fell that students know the rules -59% feel that they are treated fairly if they break the rules -92% reported that teachers treat students with respect, and -94% feel teachers make it clear bullying is not allowed  Although, 79% of seventh-grade students and 94% of fifth-grade students reported that they feel that bullying is not allowed, addressing bullying issues, especially cyberbullying is a focus for the district. The district is making sure that schools are teachings lessons on cyberbullying in the upper elementary and middle school. The district is also informing parents and providing workshops on cyberbullying. Fifth and seventh-grade students will be taking the CA Healthy Kids Survey this school year; the survey results will be compared to the previous year's survey to see if progress has been made in the reported areas.|Met||2018
19647336119044|Multicultural Learning Center|6|In the Spring of 2018, MLC administered a new survey to students in K-5 and 6-8 developed by Panorama Education. The surveys assessed student perceptions of school climate, engagement, expectations, safety, and student-teacher relationships which we believe are all conditions necessary for academic and social-emotional success. We uncovered the following results:  1) It appears that students at the middle school campus (grades 6-8) have a higher sense of a positive school climate than do students at the elementary campus. 65% of middle school students expressed a positive climate while only 50% of elementary students (grades 3-5) have a perception of a positive climate.  2) In looking deeper at school climate questions at the elementary campus, it appears students are mainly affected by the behavior of others and the impact on their ability to learn.  3) In regard to engagement, the majority of elementary students (75%) expressed they are excited to come to school each day and 72% are excited to participate in classes. In middle school grades, 88% of students are excited to come to school each day and 70% are excited to participate in class. Eighty-three percent of elementary students report being at least somewhat focused on class activities and 86% of middle school students expressed being interested in their classes.  4) In regard to safety, 46% of students on both campuses report that others are frequently disrespectful. In regard to bullying, 56% of elementary students report it is not at all likely they will be bullied at school, and 69% report the same at the middle school.    This data tells us a lot about the development of students over time at MLC, and the need to focus more on the climate and conditions at the elementary campus. We have begun to work on that as a community, reinforcing our five standards of behavior: safety, caring, respect, responsibility, and tolerance both in class and school-wide. We have also engaged staff in developing our Social Emotional Learning practices including Community Circle, Growth Mindset, and Restorative Justice and a year-long focus on Multi-Tiered Systems of Support for which we are receiving Technical Assistance Training this year. We also heard from teachers, that the new survey sort of confused some of the students at the elementary, and we might want to review some of the question formats or provide more direction next time. Teachers have also expressed wanting to get specific feedback from their students, which is possible with the Panorama profile.|Met||2018
30666700000000|Santa Ana Unified|6|(1) DATA: All key grades surveyed in the California Healthy Kids Survey declined by a few percentage points for the question, “I feel safe at my school.” Although the decline was somewhat minimal, our concern was heightened, and efforts were implemented to respond to this sudden trend. The district took note that suspension data indicated an increase for elementary, up by twenty suspensions and intermediate schools, up by 105 district-wide although high school suspension continued to decrease by 120. Despite these fluxuations, the percentage –rate has remained at 5% district-wide.  In order to prevent the incidental gains from gaining momentum, several new interventions and strategies were implemented. This included a district-wide “We Care” campaign to prevent suicide.  This campaign included training for all students 5-12th grade, teachers staff trainings, student video, and art contests.  In addition, a plan was developed to increase mental health services for elementary schools with increased suspension data.  In collaboration with the Santa Ana School Police, a Youth Diversions Program was planned to assist students who have minor offenses and need redirection and support. This program was implemented in October 2018. Plans for Wellness Centers to be established at all schools, including elementary and intermediate were also created through a process of collaboration with the newly developed Family Engagement Program and school sites. The need to increase restorative practices was also apparent, especially at intermediate schools. Both district-based and partner-based services increased and more training was provided across the board for all grades and parents.  Trainings to increase positive classroom climate were provided for teachers, parent trainings were provided at various schools and parent events.  School Climate Liaisons initiated training at their prospective school sites, the number of staff trained over recent years has surpassed 350.  (2) MEANING: The suspension date indicates that elementary and intermediate school needed more interventions and training to mitigate the slight increase in number of suspensions.  The CHKS data reflects a need to increase a sense of safety and support across all grade levels. Parent survey indicated strong sense of safety.  Percentages of responses for “I feel the school is safe for my child,” rated in the high nineties. This indicates that parents potentially view schools differently than the students, and interventions targeting student perceptions and needs were necessary to address this issue. Since high schools remained steady we believe this indicated that capacity building was effective and impacting climate for the short and long term.|Met|(3) USE: Effective and continuous improvement is the result of consistent implementation of a wide array of PBIS and restorative practices. Historically, the results have indicated strong outcomes that reinforce our commitment to both PBIS, restorative practice, mental health intervention and parent connection.  We believe these results were achieved since school administrators and their staff were responsive to the trainings provided, and open to alternative approaches in lieu of punitive practices they have utilized in the past.|2018
19768690119016|Da Vinci Science|6|ANNUAL STUDENT SURVEY INDICATORS: School culture survey indicators at Da Vinci Science remain strong with positive survey responses in all areas near or above 85%. The number of students reporting that the school creates a compassionate and caring learning community (ratings of good, very good, and excellent) increased to 92% in 2017-18 from just above 85% in 2015-16. The number of students reporting that their relationship with teachers overall was good, very good, or excellent also increased to 89% in 2017-18 from just over 85% in 2015-16. Good, very good, and excellent ratings on how well Da Vinci Science created an environment of high integrity, respect, and trust remained consistent from the previous year at 85% in 2017-18. Nearly all Da Vinci Science students consistently report feeling safe on campus, with over 98% of students report feeling safe at school in 2017-18 as well as in the two years prior.|Met||2018
49710356052377|Wright Charter|6|The California Healthy Kids Survey was administered during the 2017-2018 school year, It is administered to all of the 5th grade students in the district, and an accompanying staff survey on school climate is also administered to all teachers in the district. According to the 2017-18 California Healthy Kids Survey 36% of the 5th grade students reported feeling safe at school all of the time, which is a significant decline from 50% the last time it was administered in 2016, and 35% reported feeling safe most of the time, which is up a bit from 2016. The results of the California Healthy Kids Survey are summarized and shared with staff and the School Site Councils, and a report is presented at a regularly-scheduled district Board meeting. In 2018-2019 the plan will be to implement Positive Behavior Intervention Support programs in the district schools.|Met||2018
49753900000000|Healdsburg Unified|6|Comparing data from 2015-2016 to 2017-2018, we saw an overall decline in students reporting a “connection to school” at all grades surveyed, as well as the student’s reporting a perception of feeling safe at grades 5, 7 and 9.  Student’s reporting current alcohol or drug use declined, wherein the use of electronic cigarettes increased slightly.  As the wildfires occurred last year, it would be difficult to know what affects they may have had on our student population.  We will be carefully reviewing the data from 2018-2019 surveys to better understand if the data from last year is a trend, or simply an anomaly.  Last year we administered a survey module to better understand the social-emotional needs of our students.  Based on this information and additional student trends and reports, we have increased our counseling, our training in restorative practices, trauma and positive behavior supports.  We expect our students to report an increase in the feeling of school connectedness and responsiveness to their needs.|Met||2018
19768690119636|Da Vinci Design|6|ANNUAL STUDENT SURVEY INDICATORS: School culture survey indicators at Da Vinci Design remain strong with positive survey responses in all areas near or above 85%. Approximately 90% of Da Vinci Design students have consistently reported for the last three years that the school creates a compassionate and caring learning community (ratings of good, very good, and excellent). The number of students reporting that their relationship with teachers overall was good, very good, or excellent declined to 86% in 2017-18 from just over 90% in 2015-16 and 2016-17, though despite the decrease, the rate that remains above the 85% goal for this metric. Good, very good, and excellent ratings on how well Da Vinci Design created an environment of high integrity, respect, and trust decreased slightly to 86% in 2017-18 from 88% in 2016-17, though again remains well above the 80% goal for this metric. Nearly all Da Vinci Design students consistently report feeling safe on campus, with 99% of students reporting feeling safe at school in 2017-18 and 98% of students reporting feeling safe in both 2015-16 and 2016-17.|Met||2018
41690880000000|Woodside Elementary|6|Questions for the CHKS survey are included in our annual, all constituent surveys that focus on safety and inclusion. Perceptions of school climate both physically and emotionally have increased annually. One action item was added to the LCAP based on survey data about recess supervision and opt in activities options for students.|Met||2018
40104050101725|Grizzly ChalleNGe Charter|6|Key findings from student surveys showed a very strong student response to feelings of safety and belongingness.  Over 95% of students report strongly feeling safe at the school.  Further, students responses state that they strongly feel that their teachers treat them with respect, challenge them to try their best, and show a strong concern for them. One area that student feedback indicates a less strong favorability has to do with school rules. Approximately 8% of our students reported that they perceived school rules as unfair or enforced inconsistently. We have had 4 workshops in the past year on classroom management to clarify and emphasize awareness on discipline policies.|Met||2018
19647336117048|ICEF View Park Preparatory Elementary|6|PARTICIPATION RATE: ICEF View Park Preparatory Charter School administered the Panorama Student Survey in order to measure student perceptions of school safety and connectedness.  A total of 248 students in grades 3-5 participated and completed the student survey, a 100% student participation rate.   SURVEY FINDINGS:  The following are the student survey findings: • 54% stated the energy of the school is very/somewhat positive. • 25% stated that the behavior of other students helps their learning a tremendous/some amount.   • 52% stated they were extremely/quite excited to go to their classes.  • 60% are excited to participate in their classes.  • 61% are extremely/quite interested in their classes.  • 74% agreed almost always/frequently that their teachers take the time to make sure the student understand the materials.  • 76% agreed that teachers’ expectations of their students are extremely/quite high.  • 46% agreed that if a student is bullied it is slightly/not at all difficult for the student to get help from an adult.  • 33% worry about violence at their school once in a while/almost never.  • 18% stated that physical fights occur once in while/almost never at school.  • 66% agreed that if they (student) walked into class upset, their teacher would be extremely/quite concerned. • 63% stated that when teachers ask students “how are you?” they almost always/frequently want to know.  • 60% agreed they would be extremely/quite excited to have their teachers again.  The Principal and school staff will continue to work to improve student connectedness, and school climate for all students, as outlined in the school’s LCAP.   The Principal will research whether to continue with Panorama Student Survey or another evidence-based survey in order to effectively student perceptions of school safety and connectedness as required by Priority 3 Local Indicators.|Met||2018
49709530105866|Woodland Star Charter|6|In spring of 2018 we surveyed our 8th graders, 19 of whom had been in our school since kindergarten.  We asked them to reflect on their skills and capacities. We wanted to know if they felt they had learned sufficient keyboarding, internet, and social media skills to in order to be successful in High school. We asked if they felt prepared in their work habits, time management, and academic skills for high school. Asked about their interest in learning. We were concerned about their ability to navigate difficult social issues, and the degree to which each student felt responsible for their own success. We also asked which after school sports activities they would suggest offering to their successors. The majority of the responses were generally positive. We see that our students feel academically prepared for high school, can manage their responsibilities well, and can are generally interested in learning. Questions relating to social media indicated that the school might want to consider more instruction in preparing our students in basics skills such as keyboarding and social media awareness. Likewise students felt like more opportunities for after school athletic sports would meet their interests. The results of this survey were shared with our board of directors in the fall of 2018.|Met||2018
49753900124230|Healdsburg Charter|6|Comparing data from 2015-2016 to 2017-2018, we saw an overall decline in students reporting a “connection to school” at all grades surveyed, as well as the student’s reporting a perception of feeling safe at grades 5, 7 and 9.  Student’s reporting current alcohol or drug use declined, wherein the use of electronic cigarettes increased slightly.  As the wildfires in Sonoma County occurred last year, it would be difficult to know what affects they may have had on our student population.  We will be carefully reviewing the data from 2018-2019 surveys to better understand if the data from last year is a trend, or simply an anomaly.  Last year we administered a survey module to better understand the social-emotional needs of our students.  Based on this information and additional student trends and reports, we have increased our counseling, our training in restorative practices, trauma and positive behavior supports.  We expect our students to report an increase in the feeling of school connectedness and responsiveness to their needs.|Met|˜|2018
15637190000000|Pond Union Elementary|6|Climate surveys were given to students, staff and parents.  These surveys are given in person at meetings and school events as well as on line.  Results are discussed and SSC,  DAC and Title I Parent Meetings.  Parent Surveys sent home March - April  Students surveys April, one on one focus groups on the week of April 24 District English Learner Advisory Committee  Staff Survey March-April Pond Parent Meeting Pond School Site Council English Learner Advisory Committee all had climate and safety survey and discussions|Met||2018
20764140000000|Yosemite Unified|6|The LEA administered a school climate survey during the week of October 8th through October 12th, 2018, to all students in 5th, 7th, and 9th grade.  The survey was voluntary, and 252 students participated overall. One limitation that challenges the validity of the survey is that only about four percent of the of students at Coarsegold Elementary School participated in the survey. In the future more care will be taken to ensure robust participation at all sites. Aside from this, the survey captured a valid measure of student perception of school safety and connectedness.    Fifty five percent of respondents reported being female and 45% reported being male. Fifty-five percent of respondents reported as attending Yosemite High School, 39% reported as attending Rivergold Elementary School, approximately four percent reported attending Coarsegold Elementary School, and approximately two percent reported attending Educational Options programs. Fifty-nice percent reported being in the 9th grade, 18% reported being in the 7th grade, and 23% reported being in the 5th grade.  The following questions were rated on a Likert scale ranging from one (Strongly Disagree) to five (Strongly Agree), and the percentage of students who rated a question as either a four or a five is presented. Responses that indicate areas of concern are:  I feel that my teachers listen to my ideas: only 52% and I feel that the principal cares about me: only 51%.   The survey also included the following question, and students had the response choice of 0 times, 1 time, 2-3 times, and 4 or more times. The questions and the percentage of students who stated that they made the observation 1 or more times is presented. During the past 12 months, how many times have you on school grounds… • Been pushed, shoved, slapped, hit, or kicked: 31% • Been afraid of being beat up: 25% • Been in a physical fight: 9% • Had mean rumors or lies said about you: 46% • Had inappropriate comments made to you: 47% • Been made fun of because of your looks or the way you talk: 46%   Results indicate that students will continue to benefit from YUSD’s recently implemented Multi-Tiered Systems of Support, which include additional Intervention Specialists at each site to support students with academic and social, emotional, and behavioral needs and professional development related to social-emotional learning.|Met|The district is soliciting data about school climate from students and other stakeholders regularly and is using this data to drive educational decision making. Data are reviewed during site and district level educational services meetings, and reported out during board meetings. The district is responsive to survey results and is currently developing and implementing a district-wide MTSS.|2018
49402530000000|Santa Rosa City Schools|6|"California Healthy Kids survey results were aggregated for school year 2017-2018.  In general, scores have dropped in all areas but two major factors could be the cause. Surveys were taken in Jan-Feb instead of October and the October fires brought down the mood of the community as evidence demonstrated under ""Experience chronic sadness/hopelessness"" increased 6% (HS)-7%(MS). A positive is that the HS feels a stronger sense of security involving lower violence and substance use in their surroundings."|Met||2018
28662410000000|Calistoga Joint Unified|6|Calistoga Elementary School (CES) and Calistoga Junior/Senior High School (CJSHS) administered a local survey in grades 4-12 to measure the sense of school connectedness and safety from students and parents. The 2017- 18 survey results will serve as a baseline indicator:  1. Students feel supported at school a. CES students: 61% responded “always or often” b. CJSHS students: 58% responded “always or often”  2. Staff treats all students with respect a. CES students: 73% responded “strongly agree or agree” b. CES parents: 90% responded “strongly agree or agree” c. CJSHS students: 79% responded “strongly agree or agree” d. CJSHS parents: 83% responded “strongly agree or agree”  3. School is a safe place for students and staff a. CES students: 84% responded “strongly agree or agree” b. CES parents: 88% responded “strongly agree or agree” c. CJSHS students: 85% responded “strongly agree or agree” d. CJSHS parents: 86% responded “strongly agree or agree”  4. Schools effectively handle student discipline a. CES students: 59% responded “strongly agree or agree” b. CES parents: 85% responded “strongly agree or agree”   c. CJSHS students: 68% responded “strongly agree or agree” d. CJSHS parents: 80% responded “strongly agree or agree”  The results of the local survey indicate that the majority of our students feel supported at school and that school is a safe place to learn.|Met||2018
19647330133702|New Los Angeles Charter Elementary|6|PARTICIPATION RATE: New Los Angeles Charter Elementary School administered an internal student survey to students in grades 1-3. The CA Healthy Kids Survey was not used because it is recommended for grades 4 and above.  A total of 113 students in grades 1-3 participated and completed the survey, an overall 86% participation rate.   SURVEY FINDINGS: GRADES 1-3 The following are the student survey findings: • 90.3% feel safe at New LA Charter Elementary School.  • 90% agreed there is at least one adult at the school they can trust.  • 97% have made friends at the school. • 89% enjoy attending school.  • 93% stated their teacher and the adults at the school make clear what the school rules are.   Student survey results were shared with the staff, and governing board. The Principal and school staff will research an evidence-based survey to administer in Spring 2019 to use as a valid measure of student perceptions of school safety and connectedness as outlined in Priority 6.|Met||2018
19647330132027|University Preparatory Value High|6|On the CA Healthy Kids Survey, 75% of students indicated that the students are motivated by the school. 98% of students felt that the adults on campus encourage them to work hard so that they can be successful in college and career. This is result of the UP Process, which delineates the steps needed to become A-G eligible and college ready. Additionally, we share data with stakeholders about this process so that they too can assist the school with their kids. Each student is enrolled in a University Preparedness class called UP, which allows students to navigate and explore their college or career plan based on their scores, GPA, personalities, and interests. In that same survey, students indicated that 33% of students treat teachers with respect. Therefore, University Prep has added additional personnel to help build character and add more stakeholders aligned to the values.|Met||2018
19648650000000|Palos Verdes Peninsula Unified|6|PVPUSD administers the California Healthy Kids Survey in grades 5, 7, 9, and 11 every other year and utilizes the data to make school wide decisions regarding vision and direction as well as programs (current data reporting is from last administration in the 2017-18 school year). The CA Healthy Kids is the only survey that every school participates in across the district in regards to school climate. In the most recent CA Healthy Kids Survey, 90% of 5th graders and an average of 87% of secondary students who took the survey felt safe at school. Additionally, 87% of 5th graders responded that they have a caring adult relationship at school and on average, 72% of secondary students felt they had a caring adult relationship at school.|Met|In the most recent LCAP parent survey, 78% of parents who took the survey felt that the school fosters a climate of safety and 82% believe that the school fosters a climate of support.|2018
34674470000000|San Juan Unified|6|School Safety: 73.1% of students agreed/strongly agreed that they felt safe on campus.  53.3% of the schools (where at least 20% of the students participated in the survey) had at least 75% of the students agree/strongly agree that they felt safe on campus. The results varied by school type (69% of Elementary Schools, 43% of the K-8 schools, 25% of the middle schools and 33% of the high schools) and by poverty level (80% of low density schools, 53% of the medium density –non title schools and 36% of the title 1 schools).  Student Connectedness through Meaningful Participation: 72.8% of students agreed/strongly agreed that they felt connected to school because of their meaningful participation.  48.2% of the schools (where at least 20% of the students participated in the survey) had at least 75% of the students agreed/strongly agreed that they felt connected to school because of their meaningful participation. The results varied by school type (69% of Elementary Schools, 14% of the K-8 schools, 38% of the middle schools and 11% of the high schools) and by poverty level (53% of low density schools, 62% of the medium density –non title schools and 32% of the title 1 schools).  Student Connectedness through High Expectations/Caring Relationships:  78% of students agreed/ strongly agreed that they felt connected to school due to high expectations and caring relationships.  79.3% of the schools (where at least 20% of the students participated in the survey) had at least 75% of the students agree/strongly agree that they felt connected to school due to high expectations and caring relationships. The results varied by school type (100% of Elementary Schools, 86% of the K-8 schools, 63% of the middle schools and 33% of the high schools) and by poverty level (73% of low density schools, 76% of the medium density –non title schools and 86% of the title 1 schools).  School Culture:  61.3% of students agreed/strongly agreed that they felt a part of a positive school culture.  41.3% of the schools (where at least 20% of the students participated in the survey) had at least 75% of the students agree/strongly agree that they felt a part of a positive school culture.  The results varied by school type (69% of Elementary Schools, 0% of the K-8 schools, 0% of the middle schools and 11% of the high schools) and by poverty level (47% of low density schools, 48% of the med –non title schools and 32% of the title 1 schools).  This information is included in the 2017 – 2020 approved Local Control and Accountability Plan in sections 2.1 and 2.4. Based on these results, along with other data collected about school climate, culture and safety, actions in the LCAP focused on strengthening a welcoming environment, strengthening school safety support, and providing professional learning around strategies to improve school climate.|Met|Rationale:  A district developed survey is administered annually to all staff, parents, and students in grades 5 – 12.  This survey includes items in a variety of domains with some parallel items appearing on two or all of the surveys.  The following are four sets of questions that are used to address LCAP outcomes for school climate: school safety, student connectedness through meaningful participation, student connectedness through high expectations and caring relationships, and school culture.  The survey is administered anonymously and respondents are not asked to self-identify demographics or program participation.  For that reason, we disaggregate results by school type (elementary, K-8, middle, high) and school poverty level (Title 1, 40 – 70% poverty, less than 40% poverty).  These results were based on responses from 15,426 students (62% of the eligible students).  Results from District Surveys were presented to the Board of Education on March 13, 2018 and the local measures were presented and approved by the Board of Education on September 25, 2018. The minutes from the Board meetings can be found at https://www.sanjuan.edu/Page/361.|2018
01100170124172|Yu Ming Charter|6|PARTICIPATION RATE: Yu Ming Charter School administered the Core Districts Student Survey, a local student survey in order measure various aspects of students experiences, including student perceptions of school safety and connectedness.  A total of 90 students in grades 5-7 participated and completed the student survey, an overall 88% student participation rate.   SURVEY FINDINGS:  The following are the student survey findings: • 81% of grade 5, and 80% grade 6-7 students responded positively about school safety at Yu Ming Charter School. • 75% of grade 5, and 68% grades 6-7 students agreed they felt a sense of belonging at Yu Ming Charter School.  The School Directors and school staff will continue to work to improve student connectedness, school climate and increase student survey participation rates as outlined in the school’s LCAP.   The School Directors will research whether to continue with the Core District Student Survey or another evidence-based survey for the Spring 2019 student survey, in order to effectively gather data on student perceptions of school safety and connectedness as required by Priority 3 Local Indicators.|Met||2018
19647330120527|Watts Learning Center Charter Middle|6|PARTICIPATION RATE: WLC – Middle School administered the CA Healthy Kids Survey (CHKS) to grades 6-8.  A total of 329 students participated and completed the survey, an overall 76% student participation rate.   SURVEY FINDINGS: The following are the student survey findings: In the area of school connectedness: • 79% of grade 6, 44% grade 7, and 41% grade 8 students stated they are happy to be at Watts Learning Center Middle School.  • 64% of grade 6, 30% grade 7, and 33% grade 8 students stated they feel safe at the school most/all of the time.  • 61% of grade 6, 41% grade 7, and 39% grade 8 students stated they feel they are part of the school most/all of the time.   In the area of caring relationships: • 69% of grade 6, 45% grade 7, and 49% grade 8 students stated that there is teacher/other adult who notices when they (student) is not there.  • 77% of grade 6, 61% grade 7, and 62% grade 8 students stated that there is a teacher/other adult “who listens to me when I have something to say.”  In the area of Meaningful Participation at school: • 20% of grade 6, 14% grade 7, and 20% grade 8 students stated, “I help decide school activities or rules.”  In the area of school connectedness: • 71% of grade 6, 53% grade 7, and 47% grade 8 students agree/strongly agree they feel close to people at the school.  • 79% of grade 6, 44% grade 7, and 41% grade 8 students agree/strongly agree they are happy to be at WLC – Middle School.  • 61% of grade 6, 41% grade 7, and 39% grade 8 students agree/strongly agree they feel they are part of the school.  • 64% of grade 6, 30% grade 7, and 33% grade 8 students agree/strongly agree they feel safe at school.   In the area of quality of school physical environment: • 51% of grade 6, 26% grade 7, and 31% grade 8 students agree/strongly agree that the school is usually clean and tidy.   In the area of cyber-bullying, over the past 12 months: • For grade 6: 82% of respondents stated they’ve never been cyber-bullied; 15% were cyber bullied once, and 2% were cyber-bullied 2 or more times.    • For grade 7: 76% of respondents stated they’ve never been cyber-bullied; 13% were cyber bullied once, and 11% were cyber-bullied 2 or more times.    • For grade 8: 74% of respondents stated they’ve never been cyber-bullied; 8% were cyber bullied once, and 18% were cyber-bullied 2 or more times.     Our school will utilize the results of the CHKS to improve schoolwide support services, school climate, student connectedness, and increase student participation rates for the CHKS for Spring 2019.|Met||2018
19647336114912|Watts Learning Center|6|PARTICIPATION RATE: WLC – Elementary School administered the CA Healthy Kids Survey (CHKS).  A total of 142 students in grades 3-5, participated and completed the survey, an overall 68% student participation rate.   SURVEY FINDINGS: The following are the student survey findings:  In the area of school connectedness: • 76% of grade 3, 62% grade 4, & 79% grade 5 students stated they are happy most/all of the time.  • 73% of grade 3, 70% grade 4, & 77% grade 5 students stated they feel they are part of the school most/all of the time.  • 66% of grade 3, 67% grade 4, & 81% grade 5 students stated they feel safe at the school most/all of the time.   In the area of positive staff-student relationships: • 73% of grade 3, 60% grade 4, & 74% grade 5 students stated that teachers and other adults at the school make an effort to get to know them, most/all of the time.   In the area of Supports for Learning: • 56% of grade 3, 65% grade 4, & 65% grade 5 students stated that teachers and other adults at the school give students a chance to solve school problems.   In the area of social and emotional learning: • 79% of grade 3, 67% grade 4, & 82% grade 5 students agreed that “the school helps students resolve conflicts with one another,” most/all of the times.  • 87% of grade 3, 68% grade 4, & 68% grade 5 students agreed that “the school teaches students to feel responsible for how they act,” most/all of the time.  • 80% of grade 3, 74% grade 4, & 73% grade 5 students agreed that “the school teaches students to care about each other and treat each other with respect,” most/all of the time.   In the area of Clarify of Rules and Fairness: • 88% of grade 3, 87% grade 4, & 87% grade 5 students agreed that students know what the rules are most/all of the time.   In the area of school responses to bullying: • 75% of grade 3, 74% grade 4, & 77% grade 5 students agreed that “teachers and other adults make it clear that bullying is not allowed,” most/all of the time.  • 76% of grade 3, 77% grade 4, & 77% grade 5 students agreed that “if you tell a teacher you’ve been bullied, the teacher will do something to help,” most/all of the time.  • 55% of grade 3, 47% grade 4, & 50% grade 5 students agreed that “students at the school try to stop bullying when they see it happening,” most/all of the time.   The school Principal and staff will use student survey findings to improve staff and student relationships, continue to teach students problem-solving techniques, and continue to improve student-to-school connectedness, in order to provide all students with a positive learning environment. In addition, the Principal and school staff will collaborate to strengthen and inform students of schoolwide policies and procedures, including the school’s core values in order to improve school climate.    Additionally, the Principal and school staff will work diligently to increase student participation rate on the CHKS for the Spring 2019 administration as outlined in the school’s LCAP.|Met||2018
30103060137976|Tomorrow's Leadership Collaborative (TLC) Charter|6|Findings reported: PARTICIPATION RATE: Tomorrow’s Leadership Collaborative Charter School’s is in its first year of operation as of August 2018.  In order to measure student perceptions of school safety and connectedness, the Principal administered a baseline student survey.  A total of 17 students in grades 3-4 participated and completed the student survey, a 100% participation rate.   SURVEY FINDINGS:  The following are the findings from the student survey: • 100% stated feel safe at TLC Charter School.  • 100% stated there is at least one adult they can trust at their school.  • 100% stated they’ve already made friends at school. • 100% stated they enjoy coming to this school.  • 53% stated they feel lonely at school.  • 100% agreed that teachers and the adults at the school make it clear to students what the rules are.   This initial survey was administered to collect data on student perceptions to connectedness and school safety.  The results where shared with stakeholders (staff, students, parents, and board) and will be used to continue to improve school climate, provide an engaging learning environment, and develop positive relationships with all students.   Additionally, the Principal will research a valid evidence-based student survey for the Spring 2019 student survey administration such as the CA Healthy Kids Survey (CHKS) to ensure accurate survey reporting and adhering to the CDE requirements outlined in the LCAP and Priority 6 School Climate.|Met||2018
15635450000000|Kernville Union Elementary|6|The metric indicators consistently used by KUSD to monitor School Climate are:  Suspension rate:  • Kernville Elementary – 2.22% (Prior year 0%) • Wallace Elementary – 2.33% (Prior year 3.58%) • Wallace Middle – 4.78% (Prior year 7.33%) Truancy rate:  • Kernville Elementary – 58.52% (Prior year 44.36%) • Wallace Elementary – 48.26% (Prior year 41.29%) • Wallace Middle – 45.86% (Prior year 50.15%) LCAP Surveys – quality education, look forward daily, feel safe, help make decisions:  • Students – 71% agree (Prior year 75%) • Parents – 74% agree (Prior year 70%) • Staff – 81% agree (Prior year 85%) California Healthy Kids Survey (2015-2016 data):  • Average Engagement & Supports – 26.4% (Prior year 53.8%) • Average Feeling of Safety – 31.4% (Prior year 40.7%) • Average Substance Abuse – 6% (Prior year 5.3%)  Kernville Union School District (KUSD) piloted two different approaches to improving student attendance and achievement in the 2017-2018 school year.  At Wallace Middle School a Truancy task force was created. The Task Force conducted Truancy meetings weekly and case managed families with chronic absenteeism and habitual truancy.  Overall, the attendance rate increased and the truancy rate decreased for Wallace Middle School.  At Wallace Elementary we had the Case Manager work with students who had challenging behavior issues using positive methods.  Even though that support was effective for those students, the attendance rate decreased for Wallace Elementary in the 2017-2018 school year, as compared to the prior year.  In addition, the Chronic Absenteeism and Truancy rates increased in the same time period for the elementary schools.  As a result, KUSD has developed and adopted an Attendance Improvement Plan (AIP) for the 2018-2019 school year.  The AIP will highlight the success from Wallace Middle School, and adopt a Case Management approach.   The KUSD AIP will include a tiered system developed to address truancy with Student Attendance Support meetings that include school staff and parents, as well as students when appropriate.  The Case Management model was proven successful in the Middle School last year and it has been employed at all schools this year.    The AIP will also encourage and message regular attendance to students, parents, staff and the community at large.  Weekly recognition is given to classes with the highest attendance percentages. Mid trimester rewards were given to students with 100% attendance.  And trimester rewards will be given to students with 98% attendance or higher.  Every parent received a flyer with information regarding the importance of regular attendance on the first day of school.  During Parent Conferences parents will receive a detailed report and grade for their child’s attendance.    Social Emotional Learning is evident in the AIP through implementation of The Leader in Me (TLIM) 7 Habits framework.  TLIM will provide the framework for a positive cultural shift inherent in the 7 Habits|Met||2018
37103710136085|Scholarship Prep - Oceanside|6|"Our student survey was designed to gauge the academic and social-emotional climate on campus. We asked students in grades 4-8 targeted questions designed to provide feedback on the implementation of school-wide priorities. We found many positive areas when looking at the student results, including students feeling cared about by staff members, teachers having high expectations for all students, parents talking to students about how they are doing in school, and students feeling safe at school.  These were strengths across almost all the surveyed grade levels. This indicated to us that we had been successful in establishing a culture of being warm but demanding. A few differences were apparent in the survey results. The number of students who would recommend our school to someone else slightly decreased as we went up in age. Almost all of our fourth and sixth grade students agreed or strongly agreed that they ""would recommend this school to someone else."" By eighth grade, that prompt was one of the lower scoring in the grade level. Inversely, the number of students who stated they had to write every day increased as we went up in age. We found that our students in grades 6-8 were more likely to agree with the statement ""I regularly have to write in all subjects"" than the students in grades 4-5. These notes are important and serve as a roadmap to our improvement and efforts to ensure consistency across all grade levels."|Met||2018
33672070000000|Perris Union High|6|According to the results from the California Healthy Kids Survey administered during 2017/2018 school year the following information was communicated by students in grades 7, 9 and 11 regarding their perceived safety at school:  Students feeling safe or very safe: -Grade 7=45% -Grade 9=46% -Grade 11=40% -Non traditional school settings=49%  Students feeling neither safe nor unsafe: -Grade 7=41% -Grade 9=43% -Grade 11=47% -Non traditional school settings=43%  Students feeling unsafe or very unsafe: -Grade 7=14% -Grade 9=11% -Grade 11=13% -Non traditional school settings=9%|Met||2018
07617546118087|Eagle Peak Montessori|6|In the past Eagle Peak has participated in the Healthy Kids survey through their partnership with MDUSD. We include questions on our parent survey for them to share if their child feels safe at school. We hope to create our own personalized version of a student survey as well.|Met||2018
21654580000000|San Rafael City Elementary|6|2017-2018 California Healthy Kids Survey, Summary of Core Module Results: The elementary district surveyed fifth and seventh grade students in the core module of the California Healthy Kids Survey in 2017-2018; 697 of 1066 students participated, with an average response rate of 65%. Of the students who responded, 50% were female, and 51% were male.  The 5th grade survey focused on four target areas, each with subcategories. The four target areas are: School Engagement and Supports, School Safety, Disciplinary Environment and Lifetime Substance Use. Results reflect a high to moderate level of student engagement and supports. 49% of fifth grade students report school connectedness; 58% report high motivation. 61% of fifth grade students report they have caring adult relationships; 61% report having high expectations and finally 16% report having meaningful participation. 83% of fifth grade students report feeling safe at school. Results of fifth grade students reflect 58% of students report being well behaved and feel they were treated fairly when breaking school rules and 88% of students report they felt treated with respect. Results of fifth grade students reflect 20% of students report some exposure to alcohol or drug use, and 98% of students perceive cigarette smoking as a “little bad” or “very bad” health risk. The 7th grade survey focused on three target areas, each with subcategories. The three target areas are; School Engagement and Supports, School Safety and Substance Use and Mental and Physical Health. Results of seventh grade students reflect 89% of seventh grade students report school connectedness: 66% report high motivation. 57% of fifth grade students report they have caring adult relationships; 92% report having high expectations and finally 48% report having meaningful participation.  54% report being very safe or safe at their school. Results of seventh grade students reflect 6% have been exposed to any alcohol or drug use with 1% use of inhalants.|Met||2018
37769010134429|Thrive Public|6|Findings reported:  PARTICIPATION RATE: Thrive Public School administered an internal Student Survey to grades TK-10.  A total of 194 students in grades TK-10 participated and completed the survey, a 32% student participation rate.   SURVEY FINDINGS:   The following are the results of the student survey.  • Question:  How likely is it that you would recommend Thrive Public Schools to a friend or colleague? NPS -13 • 84% feel safe at school.  • 43% are very satisfied with the school.  • 29% are somewhat satisfied with the school.  For the end of year (Spring 2019) student survey, TPS will research an evidence-based comprehensive survey to gather student input on school connectedness, school climate and safety, that adheres to the requirements of Priority 6, that will inform all stakeholders, in the school’s program and support the ongoing schoolwide improvement cycle. The CHKS, along with its two companion surveys–California School Staff Survey (CSSS) for staff and the California School Parent Survey (CSPS) is a service of the California Department of Education (CDE). These three surveys form the California School Climate, Health, and Learning Surveys (CalSCHLS) System, the largest, most comprehensive state effort in the nation to regularly assess students, staff, and parents at the local level to provide key data on school climate and safety, learning supports and barriers, and stakeholder engagement, as well as youth development, health, and well-being.|Met||2018
40688330000000|Shandon Joint Unified|6|Student LCAP surveys, which measured students’ perceptions of school safety and connectedness, were given to all students in grades 3-12.  Overall, a positive school climate is reported and this represents an improvement of approximately five percent over last year’s student survey, with some areas improving as much as 15%.  94% of students feel welcome at school at least “most of the time”.  Students reported feeling safe at school (63%) and on their way to school (81%).  78% of students felt that their teachers believed the students could succeed and 63% felt that school was preparing them for their future.  In regards to having a caring adult at school with whom the student could speak to, 82% of students feel they have at least one adult to speak to about school and life issues.  69% of the students report respecting school staff with only 6% reporting “No”; the rest were “Neutral”.  73% of students reported knowing their teachers’ expectations and 63% felt informed about their academic progress.  Finally, 79% of students either agreed or were neutral to the statement that the school grounds are clean, fun, safe and functional.|Met||2018
19768690131128|Da Vinci Communications High|6|ANNUAL STUDENT SURVEY INDICATORS: School culture survey indicators at Da Vinci Communications remain strong with positive survey responses in all areas above 85%. 89% of Da Vinci Communications students consistently report that the school creates a compassionate and caring learning community (ratings of good, very good, and excellent), a rate higher than the 85% goal and consistent with previous years responses. 87% of students reporting that their relationship with teachers overall was good, very good, or excellent in 2017-18, a rate higher than the 85% goal and consistent with previous years. Good, very good, and excellent ratings on how well Da Vinci Communications created an environment of high integrity, respect, and trust increased by over 6% to a rate of 92% in 2017-18. Nearly all Da Vinci Communications students consistently report feeling safe on campus, with 96% of students report feeling safe at school in 2017-18, a rate slightly higher than in previous years.|Met||2018
30103060134288|Scholarship Prep Charter|6|"Our student survey was designed to gauge the academic and social-emotional climate on campus. We asked students in grades 3-8 targeted questions designed to provide feedback on the implementation of school-wide priorities. We found many positive areas when looking at the student results, including students feeling cared about by staff members, teachers having high expectations for all students, parents talking to students about how they are doing in school, and students feeling safe at school.  These were strengths across almost all the surveyed grade levels. This indicated to us that we had been successful in establishing a culture of being warm but demanding. A few differences were apparent in the survey results. The number of students who would recommend our school to someone else slightly decreased as we went up in age. Almost all of our third grade students agreed or strongly agreed that they ""would recommend this school to someone else."" By eighth grade, that prompt was one of the lower scoring in the grade level. Inversely, the number of students who stated they had to write every day increased as we went up in age. We found that our students in grades 6-8 were more likely to agree with the statement ""I regularly have to write in all subjects"" than the students in grades 3-5. These notes are important and serve as a roadmap to our improvement and efforts to ensure consistency across all grade levels."|Met||2018
24656800000000|El Nido Elementary|6|El Nido Elementary School District gives a student survey to all students (116) in grades 3rd-8th (108 students returned the survey).  This survey asks students to rate a variety of things for the school/district.  There are questions on the survey which ask them to rate school safety and school connectedness.  The return rate for these surveys was 93%.  Students overall felt safe both inside and outside their classroom such as playgrounds and halls.  For grades 3-5, 91% stated that they felt safe within their classrooms and 77% felt safe outside their classrooms.  For grades 6-8, 81% felt safe within their classrooms and 84% felt safe outside their classrooms.  Students overall felt connected to school.  On the survey, students were asked to rate if they felt important within their classrooms, whether they liked school, and if they felt liked at school.  For grades 3-5, 72% felt important in their classrooms, 91% liked school, and 82% felt they were liked at school.  For grades 6-8, 70% felt important within their classrooms, 83% liked school, and 86% felt they were liked at school.  One item that stood out as a concern on the grade 3-5 local survey when broken down by gender, was whether they felt liked at school.  94% of grades 3-5 girls felt that they are liked at school and in contrast only 69% of grades 3-5 boys felt that they are liked at school.  As a staff, we will review possible reasons and solutions so that all 3-5 grade students feel that they are liked at school.  Another concern for grades 6-8 was feeling important in the classroom.  77% grades 6-8 boys felt important where as only 62% grades 6-8 girls felt important in the classroom.  As a staff, this discrepancy will also be addressed to review possible reasons and solutions.|Met||2018
36678760109850|Public Safety Academy|6|PARTICIPATION RATE: Public Safety Academy administered an internal student survey in order to measure student perceptions of school safety and connectedness.  A total of 329 students in grades 6-12 participated and completed the student survey, a 81% student participation rate.   SURVEY FINDINGS: GRADES  The following are the findings from the student survey: • 83% feel welcomed and sense of inclusion at the school. • 80% feel comfortable communicating with administration and teachers.  • 50% stated they attend the school because of its reputation.  • 90% feel the school enforces the value of education and success.  The School’s Principal will research a valid evidence-based student survey for the Spring 2019 student survey administration such as the CA Healthy Kids Survey (CHKS) to ensure accurate survey reporting and adhering to the CDE requirements outlined in the LCAP and Priority 6 School Climate.|Met||2018
56725205630405|Valley Oak Charter|6|For this priority, VOC developed its own local climate survey based on the Healthy Kids Survey; it was adapted to fit our unique, hybrid homeschool program. The survey was administered in 2017. 37 students responded out of the 75 students who attend the school. They were spread across the grade levels as follows: (K-5= 16; 6-8= 12; 9-12= 9). • On the question of whether students feel welcome, happy, and emotionally safe when they are at VOC, 89% of the students responded “All” or “Most of” the time. 73% said “All” of the time. • On the question of whether students feel the staff treats them with “respect, concern, and friendliness,” 89% said “All of the time,” and 100% said “All” of the time or “Most of the time.” • On the question of whether they have ever felt “bullied, teased, or isolated” by other students, 73% said “Never,” and 24% said “Some of the time.” • On the question of whether they had any friends at VOC, 78% said they had three or more friends. No student reported not having a friend at VOC. • On the question of whether they looked forward to attending school each day, 83% said “Most” or “All of the time.” 50% said “All of the time.” • When asked if they would rather be homeschooled through the VOC program or attend a traditional school, 86% said they would “Strongly prefer VOC,” with another 10% saying they “Somewhat” prefer VOC. Only 3% (1 student) said they would prefer attending a traditional school.|Met|Students enjoy attending Valley Oak during our three programming days each week. Students are engaged in group and self-directed learning activities that are designed to stimulate their curiosity, provide new experiences, and to model and support positive interactions in group learning situations. At VOC, the goal is to support authentic learning that will last a lifetime! Academics are viewed as one of many components that contribute to the growth of a well-rounded, globally educated citizen of the 21st century. This component is met through the combined efforts of staff, students and parents, focusing on the strengths and needs of the individual student. We believe that providing a consistent social group is also key to this endeavor, and as such, this plays a regular role in our program. This component is met through a wide variety of weekly on-site enrichment classes, student growth is supported at VOC through mentoring, tutoring opportunities, weekly Academic Support classes, as well as workshops and seminars on a wide range of subjects that are of interest to our community. The VOC program strives to support our students in navigating the social and emotional world they live in while guiding their progress in meeting the standards. Our mission is to engage the whole family in a life-long ‘educational journey’ while fostering the love of learning that is every child’s birthright.|2018
30664236027379|Palm Lane Elementary Charter|6|PARTICIPATION RATE: Palm Lane Elementary Charter School is in its first year of operation as of August 2018.  In order to measure student perceptions of school safety and connectedness, the school administered an internal student survey to serve as a baseline.  A total of 203 students in grades 3-6 participated and completed the survey, a 91% student participation rate.   SURVEY FINDINGS: GRADES 3-6 The following are the student survey findings. For purposes of this survey references to “the school” will specifically refer to Palm Lane Elementary Charter School: • 58% agree/strongly agree they feel safe at the school.  • 51% agree “it is easy to make friends at school.  • 81% agree/strongly agree “I understand how to treat others with respect and kindness.” • 71% agree/strongly agree, “If I am bullied or see someone else being bullied, I feel comfortable going to a teacher or other adult for help.” • 80% agree/strongly agree that the teachers and staff at the school encourage students to work hard and follow the rules.  • 68% agree/strongly agree that teachers and staff at the school are honest and treat students fairly.   These survey findings have been presented to stakeholders (students, staff, parents and governing board) and results will be used to identify areas of strength and areas of growth.  As a newly established charter school, the Principal will work with school staff to implement a character development program that will be delivered to students and embedded throughout the instructional day, as the school’s core values.  Our goal is to gain the trust and respect of students, develop positive relationships and student connectedness, and ensure adherence of the school’s core values by all adults and students at the school.    Additionally, the Principal will research a valid evidence-based student survey for the Spring 2019 student survey administration such as the CA Healthy Kids Survey (CHKS), a comprehensive school climate survey that and adheres to the CDE’s requirements outlined in the LCAP and Priority 6 School Climate.|Met||2018
43733870000000|Milpitas Unified|6|MUSD administers the California Healthy Kids Survey to grades 5, 7, and 9. We are focusing on are students’ perception of school safety and connectedness. These results are based on students’ responses to the CHKS 2017-18 administration. Most of our current 5th grade students report feeling safe at school with 3% never feeling safe. In terms of connectedness, 98% feel a high to moderate level of connectedness. Looking at secondary students’ responses in regards to levels of connectedness: 65% of our 7th grade students report high level of connectedness and 3% low. 49% of our 9th grade students report high level of connectedness and 10% low 43% of our 11th grade students report high level of connectedness and 12% low 44% of our students attending a non-traditional setting report high level of connectedness and 13% low A greater percentage of 7th graders are reporting feeling connected compared to the other grades. In terms of feeling safe 75% of our 7th grade students feel safe or very safe and 6% unsafe and very unsafe 61% of our 9th grade students feel safe or very safe and 5% unsafe or very unsafe 58% of our 11th grade students feel safe or very safe and 4% unsafe or very unsafe 64% of our students attending a non-traditional setting feel safe or very safe and 6% unsafe or very unsafe The range of our students feeling safe on our secondary schools varies from 58%-75%|Met|As per our parent survey conducting during the first week of October 2018, 86% of the parents feel that the school is welcoming. 85% feel that school is a safe place to learn. 89% feel that cultures and diversity are respected.|2018
34672800000000|Arcohe Union Elementary|6|The most recent California Health Kids Survey was administered during the 2016-17 school year.  Students, families and staff will take the survey again in Spring 2019.|Met||2018
30665300134221|Kinetic Academy|6|PARTICIPATION RATE: Kinetic Academy administered the CA Healthy Kids Survey (CHKS) to grade 4-5 students. A total of 16 students participated and completed the survey, an overall 26% student participation rate. However, only 10 students in grade 4 participated, and 6 students in grade 5 participated and completed the survey.  As a result of the low student participation rate, only grade 4 student responses were analyzed, therefore results should be interpreted with caution.   SURVEY FINDINGS: The following are the grade 4 student survey findings (interpret with caution):  In the area of school connectedness: • 100% stated they are happy to be at Kinetic Academy most/all of the time.  • 100% stated they feel safe at the school most/all of the time.  • 100% stated they feel they are part of the school most/all of the time.   In the area of positive staff-student relationships: • 90% stated that teachers and other adults at the school make an effort to get to know students, most/all of the time.   In the area of Supports for Learning: • 80% stated that teachers and other adults at the school give students a chance to solve school problems.   In the area of social and emotional learning: • 100% agreed that “the school teaches students to care about each other and treat each other with respect,” most/all of the time.  • 100% agreed that “the school teaches students to feel responsible for how they act,” most/all of the time.   In the area of Clarify of Rules and Fairness: • 100% agreed that students know what the rules are most/all of the time.   In the area of school responses to bullying: • 100% agreed that “teachers and other adults make it clear that bullying is not allowed,” most/all of the time.  • 100% agreed that “if you tell a teacher you’ve been bullied, the teacher will do something to help,” most/all of the time.  • 80% agreed that “students at the school try to stop bullying when they see it happening,” most/all of the time.   The Principal and school staff will work diligently to increase student participation rate on the CHKS for the Spring 2019 administration as outlined in the school’s LCAP.|Met||2018
19101990106880|Jardin de la Infancia|6|PARTICIPATION RATE: Jardin de la Infancia Charter School administered a local student survey in order to measure student perceptions of school safety and connectedness.  A total of 34 students in grades TK-1 participated and completed the student survey, a 94% student participation rate.   SURVEY FINDINGS:  The following are the student survey findings: • 94% stated they feel safe while at the school. • 94% stated there is at least one adult at the school they can trust/go to (with a problem). • 100% stated that the teachers/adults at the school make an effort to learn their name.  • 97% stated they have friends at the school.  • 94% stated they enjoy coming to school.  • 100% stated that teachers and the adults at the school make if clear what the school rules are.   The School’s Director has shared student survey results with staff and the governing board.  Jardin de la Infancia will continue to administer an annual student survey that measures school safety and connectedness that is grade level appropriate in Spring 2019 that will be reported on the school’s LCAP and CA Dashboard Local Indicators.|Met||2018
24102490000000|Merced County Office of Education|6|The LEA administered a school climate student survey in the Fall of 2018. The survey provides a measure of perceptions of school safety and connectedness.   Of the 159 surveys received, the highest ratings were around students' perceptions of the importance of attending school regularly (77%) and being on time for school (75%). Specific items of particular relevance to school safety and connectedness include active participation in classes (74%) and feeling safe on campus (70%).   The lowest positive ratings were identified in participation in school clubs or extracurricular activities (40%) and in discipline being effective (49%).  Analysis of the data demonstrate that students will continue to benefit from increased extracurricular opportunities for school engagement. Student perceptions of the few extracurricular offerings mirror the data collected during the LCAP process. The LEA plans to increase opportunities for extracurricular activities related to student interests in collaboration with community agencies. The LEA is in the process of developing a Positive Behavioral Intervention and Support (PBIS) system to educate students on expected behaviors in school to increase the effectiveness of discipline practices.|Met||2018
12629010000000|Klamath-Trinity Joint Unified|6|RESULTS SCHOOL DEVELOPMENTAL SUPPORTS, CONNECTEDNESS, AND ACADEMIC MOTIVATION Youth development researchers emphasize the importance of providing students with supports and opportunities in the form of Caring Relationships, High Expectations, and Opportunities for Meaningful Participation. The presence of these three protective factors will help meet the fundamental developmental needs of youth and promote positive individual outcomes such as improved health, academic achievement, and prevention of risk behaviors such as substance abuse and violence. Resilience research clearly documents the power of teachers and schools to tip the scale from risk to resilience for children and youth. Even among children growing up in overwhelmingly negative conditions, researchers have found that 70-80% of them have demonstrated healthy adjustment and achievement when schools are sensitive to them and their burdens and provide supportive activities. Youth development and successful learning are complementary processes. The data below report the percentage of students who strongly agree with statements regarding their relationships at school regarding Caring Adult Relationships, High Expectations, and Opportunities for Meaningful Participation at School. The School Connectedness scale additionally includes the students’ sense of safety. The Academic Motivation scale is based on questions regarding effort and perseverance. These data are reported differently than in prior years and thus aren’t comparable with prior year CHKS surveys.  KTJUSD District       Students strongly agree 5th  7th  11th  Caring Adult Relationships 46% 23% 20% High Expectations 45% 36% 20% Participation 25% 10% 10% Connectedness 43% 33% 20% Academic Motivation 60% 23% 10% Humboldt County Students strongly agree 5th 7th 9th 11th  AltEd Caring Adult Relationships 46% 30% 26% 32% 28% High Expectations 50% 41% 34% 36% 32% Participation 16% 12% 10% 10% 7% Connectedness 38% 22% 17% 16% 16% Academic Motivation 52% 33% 26% 22% 15%|Met|Due to these alarming results, the District has restructured its approach to student engagement. Working with local agencies that include law enforcement, juvenile courts, medical care, child welfare services and our tribal agencies, we have now created an approach based on the Trauma Informed Care.|2018
19647330137471|High Tech LA Middle|6|Findings reported: PARTICIPATION RATE: HTLA Middle School is in its first year of operation.  In order to gather baseline data and input from our students in the areas of school safety and connectedness, HTLA Middle School administered a student survey.  A total of 54 students in grades 6-7 participated and completed the survey, a 93% student participation rate.   SURVEY FINDINGS: GRADES  The following are the student survey result findings: • 91% stated that adults at the school uphold the school’s values well/very well.  • 59% stated that students at the school uphold the school’s values well/very well • 54% stated they are likely/very likely to tell an adult at school if they’re being bullied.  • 74% agree/strongly agree that there is at least one adult at the school they can trust.  • 89% agree/strongly agree the adults at HTLA Middle School “care about me.” • 80% agree/strongly agree “teachers in my classes encourage me to be considerate of other people’s feelings or perspectives.  • 70% agree/strongly agree that adults at the school try to get to know students personally.  • 89% agree/strongly agree that the adults at the school respect students.  • 67% agree/strongly agree that students at the school care about each other.  • 70% agree/strongly agree that students at the school are willing to go out of their way to help each other.  • 54% agree/strongly agree “when I’m having a problem, a student will help me.” • 67% agree/strongly agree that students at school treat others with respect.  • 57% agree/strongly agree that students at the school help each other, even if they’re not friends.  • 91% agree/strongly agree that everyone knows the rules.   Survey findings were shared with stakeholders (students, staff, teachers and board).  The Principal and school staff will continue to work diligently to establish a positive climate, develop trust and connectedness with students, to ensure school safety.   Additionally, the Principal will research a valid evidence-based student survey for the Spring 2019 student survey administration such as the CA Healthy Kids Survey (CHKS) to ensure accurate survey reporting and adhering to the CDE requirements outlined in the LCAP and Priority 6 School Climate.|Met||2018
20651770000000|Alview-Dairyland Union Elementary|6|Dairyland School administered a school climate survey for students in May of 2018.  The survey information was used to glean data on students’ perceptions of how the school is meeting their academic needs, connectedness, safety, cleanliness, caring staff, and motivation to learn.  The survey was provided digitally through Survey Monkey and solicited responses from students in grades six through eight.  The results indicate that students feel strongly that their academic needs are being met in all subject areas.  All subject areas had a 90% favorable rating or better with the exception of Science and Health, as we are in the initial implementation stage.  Science and Health had an 82% favorable rating.  84% of students responded favorably to caring staff relationships and 86% of students indicated they are well-informed of academic progress.  90% of students indicated they are well informed of school rules and policies.  81% of students feel welcome and 79% feel safe at school.  85% of students provided a positive response to questions about school cleanliness and maintenance.  Due to the small student populations, responses were not broken down into student group data.|Met||2018
37680230124321|Howard Gardner Community Charter|6|PARTICIPATION RATE: Howard Gardner Community School administered the CA Healthy Kids Survey (CHKS) to students in grades 6-8. A total of 69 students participated and completed the survey, an 82% student participation rate.   SURVEY FINDINGS: The following are the student survey findings:  In the area of caring relationships: • 70% of grade 6, 77% grade 7, and 62% grade 8 students stated that there is teacher/other adult who notices when they (student) is not there.  • 75% of grade 6, 85% grade 7, and 81% grade 8 students stated that there is a teacher/other adult “who listens to me when I have something to say.”  In the area of Meaningful Participation at school: 30% of grade 6, 11% grade 7, and 10% grade 8 students stated, “I help decide school activities or rules.”  In the area of school connectedness: • 75% of grade 6, 63% grade 7, and 62% grade 8 students agree/strongly agree they feel close to people at the school.  • 85% of grade 6, 71% grade 7, and 65% grade 8 students agree/strongly agree they are happy to be at Howard Gardner Community School.  • 65% of grade 6, 67% grade 7, and 53% grade 8 students agree/strongly agree they feel they are part of the school.  • 80% of grade 6, 63% grade 7, and 55% grade 8 students agree/strongly agree they feel safe at school.   In the area of qualify of school physical environment: 80% of grade 6, 77% grade 7, and 86% grade 8 students agree/strongly agree that the school is usually clean and tidy.   In the area of cyber-bullying, over the past 12 months: • For grade 6: 60% of respondents stated they’ve never been cyber-bullied; 15% were cyber bullied once, and 15% were cyber-bullied 2 or more times.    • For grade 7: 74%of respondents stated they’ve never been cyber-bullied; 11% were cyber bullied once, and 15% were cyber-bullied 2 or more times.    • For grade 8: 62% of respondents stated they’ve never been cyber-bullied; 19% were cyber bullied once, and 19% were cyber-bullied 2 or more times.     Our school will utilize the results of the CHKS to improve schoolwide support services, school climate, and student decision-making.    Additionally, the Principal and school staff will work diligently to increase student participation rates and expanding the student survey to include grade 5, on the CHKS for the Spring 2019 administration as outlined in the school’s LCAP.|Met||2018
55724130112276|Gold Rush Charter|6|Gold Rush Charter School conducted a Healthy Kids Survey in the Spring of 2018. Past surveys show student perceptions of safety, violence, threats, bullying, school involvement, and general welfare are recorded. 99% of all students surveyed stated it was clear that bullying was not allowed and 80% feel bullying training that has been completed at GRCS helps students understand how to treat others fairly.  The Spring 2018 survey was completed by  students and a Parent survey was conducted school wide. One area of positive responses was that of parent involvement.  Parent involvement as a partner with the school 86% Strongly agree 14% agree 100% Said their input was welcome 71 % Volunteer at school or school events 100% teacher communication very good  This is especially good for the staff and students of GRCS because it shows that parents are committed to our program and the events we offer to our students. The parent involvement also allows the parent to see daily interactions of student and staff and understand our   Administrators review the data and address potential areas of concern with outreach and intervention efforts and programs. Programs such as bullying prevention, campus safety and drills are utilized. Survey results provide an ongoing source of relevant data to review at least annually to impact safety plans, school culture, and making school a safe place for students. California Healthy Kids Survey Students report that they feel safe at GRCS and that they understand that bullying is not allowed.  Do you feel safe at your school. Yes all the time/Yes Most of the time 100% Teachers and grown- ups make it clear that bullying not allowed. Yes 100%  Area of Concern Some students in our high school survey showed that they had experimented with electronic cigarettes, marijuana and alcohol. The school plans do use this information to offer a school information campaign about drugs and alcohol.|Met||2018
19645680000000|Glendale Unified|6|In 2018, students in grades 4-12 participated in the GUSD Student Culture Survey.  In 2018-19, students in grades 5, 7, 9 and 11 will participate in the California Healthy Kids survey. These surveys measure students’ perceptions of safety,  connectedness and school climate and were locally authored to fit the needs of GUSD LCAP monitoring and reporting.  They were chosen because of their connection to the GUSD Positive Behavior, Intervention and Support Initiative (PBIS) and their focus on improving school climate and connectedness across the district as highlighted in LCAP Goal 3-1: Create a positive environment and opportunities for students to connect with their school and community. For the 2018-19 school year, the Panorama Social Emotional Learning Student Survey will replace the locally authored student survey and will be administered to students in grades 3-12 in the fall and spring. This survey will assist in measuring students’ sense of belonging, safety, social awareness, self-efficacy, emotion regulation, and growth mindset.   Of the students who took the GUSD Student Culture Survey, 78% (42% and 36%, “yes, all of the time” and “yes most of the time”, respectively) stated that they felt safe at school. 83% of students indicated that they felt safe most or all of the time at the elementary level, with percentages decreasing to 78% in middle school and to 73% in high school. Additionally, 64% (25% and 39% “all of the time” and “most of the time”, respectively) of students stated that they are treated fairly by staff at the school. Furthermore, 63% of students (30% and 33% “all of the time” and “most of the time”, respectively) said they feel that staff cares about them.   The GUSD PBIS program is designed to support schools in developing safe and positive learning environments. GUSD currently includes 26 school sites across four cohort teams, including more than 200 school site administrative and certificated leaders from elementary through high school. Teams participate in ongoing training on program implementation, working collaboratively with the Los Angeles County Office of Education PBIS Leadership Team to improve school climate and student engagement in support of district LCAP goals. One cohort team has been added each year to gradually impact all schools across the district. Cohort 1 started in 2014-2015 and includes Franklin, Glenoaks, Mann, Jefferson, and Roosevelt. Cohort 2 started in 2015-2016 and includes Balboa, Columbus, Muir, Marshall, and Rosemont. Cohort 3 started in 2016-2017 and includes Dunsmore, Keppel, Mountain Avenue, Valley View, Toll, Wilson, Glendale, Hoover, and the Early Education and Extended Learning Programs (EEELP) Leadership Team. Cohort 4 started last year (2017-2018) and includes Cerritos, Edison, La Crescenta, Lincoln, Monte Vista, Verdugo Woodlands, and R.D. White. Cohort 5 began in 2018-2019 and includes Fremont, Crescenta Valley, Daily, Clark, and Foothill Area Community Transition Services (FACTS)|Met||2018
07617700000000|Orinda Union Elementary|6|Indicator 6- Local Climate Survey  Orinda Union School District has administered climate surveys both district-wide and site-specific since 2009.  This includes School Site Council survey that measure a variety of school climate criteria such as parent engagement, student connectedness and satisfaction, safety and substance abuse, and mental and physical health.  Our most recent district wide student survey was the California Healthy Kids Survey which was administered  to 94% of Orinda 7th graders in 2015-2016.  Orinda Schools have recently expanded  our use of the California Healthy Kids Survey district-wide in 2017-2018 to include 5th grade and 7th grade students, as well as staff.   Based on data we had collected, Orinda also included a Social-Emotional question module to better understand the need of our students. The CHKS survey is given bi-annually.  Below is a brief summary of the results in three Key Indicators:  1. School Engagement and Supports: 89% of students reported feeling connected to their school (high) 53% of students reported having caring relationships with adults on campus (high) 2. School Safety and Substance Abuse 89% of students reported feeling very safe on campus 89% of students reported being treated with respect  3. Mental and Physical Health 0% of students reported current cigarette smoking 18% of students reported experiencing chronic sadness or hopelessness in the last 12 months  As a result, deeper analysis were done into the issues related to  safety, tolerance, diversity and bullying behavior.  A committee of parents and school staff convened to discuss the issues, look at data, and explore programs and other ways to support building a culture of student safety.  Some of the outcomes of this effort included  implementation of safety/ social-emotional based programs such as, KidPower, and Thinkfirst.  A District-wide character education framework was established and used to promote alignment and common focus areas for all sites. Additionally, the District partnered with Summit Center and has implemented a counseling program at all elementary sites which helps support the social emotional needs of all kids.  The Committee for Student Safety and Wellness continues to meet in 2017-2018 to examine data in measuring the effectiveness of these programs.|Met||2018
37684110126086|Hawking S.T.E.A.M. Charter|6|Hawking STEAM Charter Schools administered the CA Healthy Kids Survey (CHKS) to students in grades 5-6 that captures a valid measure of student perceptions of school safety and connectedness across both school sites.   PARTICIPATION RATE: SITE #1 A total of 100 students participated and completed the survey, an 89% student participation rate.   SURVEY FINDINGS: The following are the student survey findings:  In the area of school connectedness: • 82% of grade 5, & 90% grade 6 stated they feel they are part of the school most/all of the time.  • 82% of grade 5 & 89% grade 6 stated they feel safe at school most/all of the time.   In the area of positive staff-student relationships: • 66% of grade 5, & 63% grade 6 stated that teachers and other adults at the school make an effort to get to know them, most/all of the time.   In the area of Supports for Learning: • 45% of grade 5, & 68% grade 6 stated that teachers/other adults at the school ask (students) about their ideas for input.   In the area of Social & Emotional Learning: • 87% of grade 5, & 88% grade 6 stated that the school teaches students to care about each other and treat each other with respect.   In the area of school responses to bullying: • 82% of grade 5, & 97% grade 6 stated that “teachers and other adults make it clear that bullying is not allowed,” most/all of the time.  • 57% of grade 5, & 58% grade 6 stated that “students at the school try to stop bullying when they see it happening,” most/all of the time.   PARTICIPATION RATE: SITE #2 A total of 38 students participated and completed the survey, a 79% student participation rate.   SURVEY FINDINGS: The following are the student survey findings:  In the area of school connectedness: • 59% of grade 5, & 53% grade 6 stated they feel they are part of the school most/all of the time.  • 82% of grade 5 & 77% grade 6 stated they feel safe at school most/all of the time.   In the area of positive staff-student relationships: • 53% of grade 5, & 43% grade 6 stated that teachers and other adults at the school make an effort to get to know them, most/all of the time.   In the area of Supports for Learning: • 48% of grade 5, & 24% grade 6 stated that teachers/other adults at the school ask (students) about their ideas for input.   In the area of Social & Emotional Learning: • 88% of grade 5, & 86% grade 6 stated that the school teaches students to care about each other and treat each other with respect.   In the area of school responses to bullying: • 88% of grade 5, & 85% grade 6 stated that “teachers and other adults make it clear that bullying is not allowed,” most/all of the time.  • 53% of grade 5, & 39% grade 6 stated that “students at the school try to stop bullying when they see it happening,” most/all of the time.  For the 2018-19 school year, Hawking will utilize the results of the CHKS to improve schoolwide support services, student connectedness and increase student participation.|Met||2018
37684110128082|Hawking S.T.E.A.M. Charter School 2|6|Hawking STEAM Charter Schools administered the CA Healthy Kids Survey (CHKS) to students in grades 5-6 that captures a valid measure of student perceptions of school safety and connectedness across both school sites.   PARTICIPATION RATE: SITE #1 A total of 100 students participated and completed the survey, an 89% student participation rate.   SURVEY FINDINGS: The following are the student survey findings:  In the area of school connectedness: • 82% of grade 5, & 90% grade 6 stated they feel they are part of the school most/all of the time.  • 82% of grade 5 & 89% grade 6 stated they feel safe at school most/all of the time.   In the area of positive staff-student relationships: • 66% of grade 5, & 63% grade 6 stated that teachers and other adults at the school make an effort to get to know them, most/all of the time.   In the area of Supports for Learning: • 45% of grade 5, & 68% grade 6 stated that teachers/other adults at the school ask (students) about their ideas for input.   In the area of Social & Emotional Learning: • 87% of grade 5, & 88% grade 6 stated that the school teaches students to care about each other and treat each other with respect.   In the area of school responses to bullying: • 82% of grade 5, & 97% grade 6 stated that “teachers and other adults make it clear that bullying is not allowed,” most/all of the time.  • 57% of grade 5, & 58% grade 6 stated that “students at the school try to stop bullying when they see it happening,” most/all of the time.   PARTICIPATION RATE: SITE #2 A total of 38 students participated and completed the survey, a 79% student participation rate.   SURVEY FINDINGS: The following are the student survey findings:  In the area of school connectedness: • 59% of grade 5, & 53% grade 6 stated they feel they are part of the school most/all of the time.  • 82% of grade 5 & 77% grade 6 stated they feel safe at school most/all of the time.   In the area of positive staff-student relationships: • 53% of grade 5, & 43% grade 6 stated that teachers and other adults at the school make an effort to get to know them, most/all of the time.   In the area of Supports for Learning: • 48% of grade 5, & 24% grade 6 stated that teachers/other adults at the school ask (students) about their ideas for input.   In the area of Social & Emotional Learning: • 88% of grade 5, & 86% grade 6 stated that the school teaches students to care about each other and treat each other with respect.   In the area of school responses to bullying: • 88% of grade 5, & 85% grade 6 stated that “teachers and other adults make it clear that bullying is not allowed,” most/all of the time.  • 53% of grade 5, & 39% grade 6 stated that “students at the school try to stop bullying when they see it happening,” most/all of the time.  For the 2018-19 school year, Hawking will utilize the results of the CHKS to improve schoolwide support services, student connectedness and increase student participation.|Met||2018
19647330133686|Equitas Academy 4|6|Findings reported: PARTICIPATION RATE: Equitas Academy #4 administered the Panorama Student Survey a local student survey in order to measure student perceptions of school safety and connectedness.  A total of 76 students in grade 5 participated and completed the student survey, a 99% student participation rate.   SURVEY FINDINGS:  The following are the student survey findings: • 64% stated that they receive tremendous amount/quite a bit of support from the adults at the school.  • 61% agreed they receive a tremendous amount/quite a bit of respect from their peers at school.  • 45% stated they have a sense of belonging at the school.   The Principal and school staff will continue to work to improve student connectedness and school climate for all students, and increase student survey participation rates as outlined in the school’s LCAP.   The Principal will research whether to continue with Panorama Student Survey or another evidence-based survey in order to effectively student perceptions of school safety and connectedness as required by Priority 3 Local Indicators.|Met||2018
19647330129650|Equitas Academy #3 Charter|6|Findings reported: PARTICIPATION RATE: Equitas Academy #3 administered the Panorama Student Survey a local student survey in order to measure student perceptions of school safety and connectedness.  A total of 256 students in grades TK-2 participated and completed the student survey, a 94% student participation rate.   SURVEY FINDINGS:  The following are the student survey findings: • 95% agreed “My teacher listens to me when I ask questions.” • 98% agreed, “My teacher is nice to me when I ask questions.” • 98% agreed, “I try my best at school.” • 89% agreed, “I feel safe at school.   The Principal and school staff will continue to work to improve student connectedness and school climate for all students, and increase student survey participation rates as outlined in the school’s LCAP.   The Principal will research whether to continue with Panorama Student Survey or another evidence-based survey in order to effectively student perceptions of school safety and connectedness as required by Priority 3 Local Indicators.|Met||2018
19647330126169|Equitas Academy #2|6|Findings reported: PARTICIPATION RATE: Equitas Academy #2 administered the Panorama Student Survey a local student survey in order to measure student perceptions of school safety and connectedness.  A total of 82 students in grades 6-8 participated and completed the student survey, a 21% student participation rate.   SURVEY FINDINGS:  The following are the student survey findings: • 81% stated that they receive tremendous amount/quite a bit of support from the adults at the school.  • 60% agreed they receive a tremendous amount/quite a bit of respect from their peers at school.  • 56% stated they have a sense of belonging at the school.   The Principal and school staff will continue to work to improve student connectedness and school climate for all students, and increase student survey participation rates as outlined in the school’s LCAP.   The Principal will research whether to continue with Panorama Student Survey or another evidence-based survey in order to effectively student perceptions of school safety and connectedness as required by Priority 3 Local Indicators.|Met||2018
19647330119982|Equitas Academy Charter|6|Findings reported: PARTICIPATION RATE: Equitas Academy administered the Panorama Student Survey in order to measure student perceptions of school safety and connectedness.  A total of 144 students in grades 3-4 participated and completed the student survey, a 97% student participation rate.   SURVEY FINDINGS:  The following are the student survey findings: • 68% stated that they receive tremendous amount/quite a bit of support from the adults at the school.  • 59% agreed they receive a tremendous amount/quite a bit of respect from their peers at school.  • 65% stated they have a sense of belonging at the school.   The Principal and school staff will continue to work to improve student connectedness and school climate for all students.   The Principal will research whether to continue with Panorama Student Survey or another evidence-based survey in order to effectively student perceptions of school safety and connectedness as required by Priority 3 Local Indicators.|Met||2018
55723970000000|Soulsbyville Elementary|6|Our 2017-2018 SITE Council climate survey results show that 93% of K-2nd grade students feel safe at school; 92% of 3-5th grade students feel safe at school; 77% of 6-8th students feel safe at school; the survey can be accessed on the school website;  the CHKS results indicate that students in grade 5 are much more connected (41%) and have academic motivation (49%) compared to grade 7 students, connected (16%) and academic motivation (19); the school will engage in training and implementation of PBIS and Restorative Practices to better meet student needs for connectedness and academic motivation; results of CHKS can be found at wested.org|Met||2018
19647330120014|Endeavor College Preparatory Charter|6|Findings reported: PARTICIPATION RATE: Public Safety Academy administered an internal student survey in order to measure student perceptions of school safety and connectedness.  A total of 523 students in grades K-8 participated and completed the student survey, an 83% student participation rate.   SURVEY FINDINGS: GRADES K-2 The following are the findings from the grades K-2 student survey: • 89% enjoy attending Endeavor College Prep Charter School. • 84% feel safe at school. • 83% have learned to make better choices this year. • 83% stated their teachers care about them and their feelings.  SURVEY FINDINGS: GRADES 3-8 The following are the findings from the grades 3-8 student survey: • 79% agree/strongly agree they have made good friends at Endeavor College Prep Charter School. • 64% agree/strongly agree that teachers at the school communicate with them regularly regarding their progress on behavior and academics. • 67% agree/strongly agree they feel safe at school. • 63% agree/strongly agree that the school’s building and classrooms are clean and in good condition. • 63% agree/strongly agree they feel engaged in school. • 56% agree/strongly agree they enjoy coming to school daily.  • 77% agree/strongly agree they (students) have learned to make better choices this year.  • 61% agree/strongly agree that their peers treat them with kindness and respect. • 67% agree/strongly agree that teachers at school care about them and their feelings.   The School’s Principal has shared these results with students, staff, parents and the governing board.  The school Principal and staff will collaborate to improve school climate, school safety and student connectedness schoolwide to ensure all students have a safe, welcoming and positive learning environment. The principal will work diligently with staff to increase student participation rates for the upcoming Spring 2019 student survey.   The School’s Principal will research a valid evidence-based student survey for the Spring 2019 student survey administration such as the CA Healthy Kids Survey (CHKS) to ensure accurate survey reporting and adhering to the CDE requirements outlined in the LCAP and Priority 6 School Climate.|Met||2018
37683380129395|Elevate Elementary|6|PARTICIPATION RATE: Elevate Elementary administered the CA Healthy Kids Survey (CHKS) A total of 79 students in grades 4-5, participated and completed the survey, an overall 96% student participation rate.   SURVEY FINDINGS: The following are the student survey findings:  In the area of school connectedness: • 95% of grade 4, & 79% grade 5 students stated they are happy most/all of the time.  • 94% of grade 4, & 82% grade 5 students stated they feel safe at the school most/all of the time.  • 94% of grade 4, & 84% grade 5 students stated they feel they are part of the school most/all of the time.   In the area of positive staff-student relationships: • 92% of grade 4, & 72% grade 5 students stated that teachers and other adults at the school make an effort to get to know them, most/all of the time.   In the area of Supports for Learning: • 64% of grade 4, & 62% grade 5 students stated that teachers and other adults at the school give students a chance to solve school problems.   In the area of social and emotional learning: • 91% of grade 4, & 91% grade 5 students agreed that “the school helps students resolve conflicts with one another,” most/all of the times.  • 97% of grade 4, & 90% grade 5 students agreed that “the school teaches students to care about each other and treat each other with respect,” most/all of the time.  • 88% of grade 4, & 84% grade 5 students agreed that “the school teaches students to feel responsible for how they act,” most/all of the time.   In the area of Clarify of Rules and Fairness: • 97% of grade 4, & 86% grade 5 students agreed that students know what the rules are most/all of the time.   In the area of school responses to bullying: • 97% of grade 4, & 93% grade 5 students agreed that “teachers and other adults make it clear that bullying is not allowed,” most/all of the time.  • 97% grade 4, & 91% grade 5 students agreed that “if you tell a teacher you’ve been bullied, the teacher will do something to help,” most/all of the time.  • 67% of grade 4, & 65% grade 5 students agreed that “students at the school try to stop bullying when they see it happening,” most/all of the time.   The school Principal and school staff will use the findings from the student survey to continue to teach students problem-solving techniques, improve student to staff relationships, and continue to improve student-to-school connectedness, in order to provide all students with a positive learning environment.  Elevate Elementary will administer the CHKS in Spring 2019 as outlined in its LCAP.|Met||2018
19647330120048|Alliance College-Ready Middle Academy 5|6|The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) helps us gather unfiltered student feedback to assess whether we foster a safe school environment. Our survey question regarding whether the student feels safe at school yielded an average response of 2.9. Additionally, our survey question regarding whether the school emphasizes respect for others yielded an average response of 3.0. The Student Satisfaction Survey also helps us determine whether we effectively promote our students’ sense of belonging and connectedness to the school. For example, students provided an average response of 3.0 when asked if the teachers show respect for all students and an average response of 3.3 when asked if their principal showed respect for students. Furthermore, at Alliance College-Ready Middle Academy 5 (“CRMA 5”) we believe that students thrive not only when they develop close relationships with teachers and all adults in the building, but also when we set high expectations for students. Students respective average responses to the following survey questions are indicated in parentheses after each question: (a) I believe that this school is preparing me to be successful in college (3.1), (b) This school emphasizes the benefits of attending college (3.1), (c) This school emphasizes the benefits of graduating from college (3.1) and (d) This school does a good job of informing students about options for college (3.0).|Met|In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) indicate that students believe Alliance College-Ready Middle Academy 5 (“CRMA 5”) is meeting its goals for a safe and inclusive school climate. In the survey, CRMA 5 received an overall average response of 2.7. And while we are happy with the rating, we will continue to prioritize the safety and well-being of our students. At CRMA 5, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators. At its core, the Student Satisfaction Survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. Every year, Alliance College-Ready Middle Academy 5 (“CRMA 5”) administers The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”). A copy of the Student Satisfaction Survey is available upon request. The Student Satisfaction Survey is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college, and measures performance on a 1 to 4 scale with 4 being the highest rating.|2018
37679910119255|EJE Middle Academy|6|Findings Reported:   PARTICIPATION RATE: EJE Middle School administered the CA Healthy Kids Survey (CHKS) to grades 6-8 students.  A total of 241 students (86% participation rate) in grades 6-8 participated and completed the Secondary version of CHKS. Students surveyed also included socio-economically disadvantaged, English Learners and homeless youth.  SURVEY FINDINGS: The following are the student survey findings:  In the area of caring relationships: • 69% of grade 6, 69% grade 7, and 62% grade 8 students stated that there is teacher/other adult who notices when they (student) is not there.  • 87% of grade 6, 73% grade 7, and 81% grade 8 students stated that there is a teacher/other adult “who listens to me when I have something to say.”  In the area of Meaningful Participation at school: • 13% of grade 6, 18% grade 7, and 9% grade 8 students stated, “I help decide school activities or rules.”  In the area of school connectedness: • 71% of grade 6, 84% grade 7, and 85% grade 8 students agree/strongly agree they feel close to people at the school.  • 71% of grade 6, 60% grade 7, and 57% grade 8 students agree/strongly agree they are happy to be at New LA Charter School.  • 79% of grade 6, 71% grade 7, and 69% grade 8 students agree/strongly agree they feel they are part of the school.  • 71% of grade 6, 75% grade 7, and 75% grade 8 students agree/strongly agree they feel safe at school.   In the area of quality of school physical environment: • 54% of grade 6, 53% grade 7, and 83% grade 8 students agree/strongly agree that the school is usually clean and tidy.   In the area of cyber-bullying, over the past 12 months: • For grade 6: 82% of respondents stated they’ve never been cyber-bullied; 10% were cyber bullied once, and 8% were cyber-bullied 2 or more times.    • For grade 7: 72% of respondents stated they’ve never been cyber-bullied; 13% were cyber bullied once, and 16% were cyber-bullied 2 or more times.    • For grade 8: 69% of respondents stated they’ve never been cyber-bullied; 14% were cyber bullied once, and 17% were cyber-bullied 2 or more times.     The Principal has shared student survey results with staff, students and the governing board.  The school Principal and school staff will use the findings from the student survey to improve staff and student relationships, continue to provide students with opportunities for meaningful input, and continue to improve student-to-school connectedness, in order to provide all students with a positive learning environment.  Additionally, the Principal and school staff will work diligently to increase student participation rate on the CHKS for the Spring 2019 administration as outlined in the school’s LCAP.|Met||2018
37679910108563|EJE Elementary Academy Charter|6|PARTICIPATION RATE: EJE Elementary School administered the CA Healthy Kids Survey (CHKS) A total of 153 students in grades 3-5, participated and completed the survey, an overall 61% student participation rate.   SURVEY FINDINGS: The following are the student survey findings:  In the area of school connectedness: • 67% of grade 3, 70% grade 4, & 70% grade 5 students stated they are happy most/all of the time.  • 66% of grade 3, 77% grade 4, & 73% grade 5 students stated they feel they are part of the school most/all of the time.  • 64% of grade 3, 70% grade 4, & 75% grade 5 students stated they feel safe at the school most/all of the time.   In the area of positive staff-student relationships: • 63% of grade 3, 59% grade 4, & 84% grade 5 students stated that teachers and other adults at the school make an effort to get to know them, most/all of the time.   In the area of Supports for Learning: • 52% of grade 3, 54% grade 4, & 64% grade 5 students stated that teachers and other adults at the school give students a chance to solve school problems.   In the area of social and emotional learning: • 71% of grade 3, 74% grade 4, & 86% grade 5 students agreed that “the school helps students resolve conflicts with one another,” most/all of the times.  • 71% of grade 3, 78% grade 4, & 84% grade 5 students agreed that “the school teaches students to feel responsible for how they act,” most/all of the time.  • 87% of grade 3, 91% grade 4, & 93% grade 5 students agreed that “the school teaches students to care about each other and treat each other with respect,” most/all of the time.   In the area of Clarify of Rules and Fairness: • 91% of grade 3, 80% grade 4, & 75% grade 5 students agreed that students know what the rules are most/all of the time.   In the area of school responses to bullying: • 85% of grade 3, 88% grade 4, & 93% grade 5 students agreed that “teachers and other adults make it clear that bullying is not allowed,” most/all of the time.  • 77% of grade 3, 87% grade 4, & 82% grade 5 students agreed that “if you tell a teacher you’ve been bullied, the teacher will do something to help,” most/all of the time.  • 48% of grade 3, 66% grade 4, & 52% grade 5 students agreed that “students at the school try to stop bullying when they see it happening,” most/all of the time.  In the area of Body Image: Have you ever been teased at school about your body? • 40% of grade 3, 38% grade 4, and 40% grade 5 responded yes.   The school Principal and school staff will use the findings from the student survey to improve staff and student relationships, continue to teach students problem-solving techniques, and continue to improve student-to-school connectedness, in order to provide all students with a positive learning environment..    Additionally, the Principal and school staff will work diligently to increase student participation rate on the CHKS for the Spring 2019 administration as outlined in the school’s LCAP.|Met||2018
44697990117804|Ceiba College Preparatory Academy|6|Findings reported: PARTICIPATION RATE: Ceiba College Preparatory Academy administered the Gallup Student Poll Survey in order to measure student perceptions of school safety and connectedness.  A total of 414 students in grades 6-12 participated and completed the student survey, an 81% student participation rate.   SURVEY FINDINGS: GRADES  The following are the student survey findings: • 68% agree/strongly agree they feel safe at the school.  •  62% agree/strongly agree that the adults at Ceiba “care about me.” • 72% agree/strongly agree that they have at least one teacher who makes them feel excited about the future.  • 61% agree/strongly agree they can problem-solve (find ways around problems).  • 41% agree/strongly agree they have a mentor who encourages their development.  • 59% agree/strongly agree they are involved in at least one activity at school (i.e. club, music, sports, or volunteering). • 43% agree/strongly agree they have fun at school.  • 85% agree/strongly agree they have a best friend at school.   For the 2018-19 school year, our school will utilize the results of the Gallup Student Survey to improve schoolwide support services, schoolwide climate and increase student participation rates for the annual student survey.  The student survey results have been shared with stakeholders.  The Principal will research whether to continue with Gallup and add additional questions that adhere to the Priority 6 School Climate criteria or whether to use another valid evidence-based student survey for the Spring 2019 student survey administration such as the CA Healthy Kids Survey (CHKS) to ensure accurate survey reporting and adhering to the CDE requirements outlined in the LCAP and Priority 6 School Climate.|Met||2018
36678760133892|Ballington Academy for the Arts and Sciences - San Bernardino|6|Findings Reported:   PARTICIPATION RATE: BAAS – San Bernardino administered the CA Healthy Kids Survey (CHKS) to grade 3 students. A total of 27 students participated and completed the survey, an overall 36% student participation rate.   SURVEY FINDINGS: The following are the student survey findings:  In the area of school connectedness: • 78% stated they are happy to be at BAAS – San Bernardino most/all of the time.  • 96% stated they feel safe at the school most/all of the time.  • 88% stated they feel they are part of the school most/all of the time.   In the area of positive staff-student relationships: • 82% stated that teachers and other adults at the school make an effort to get to know them, most/all of the time.   In the area of Supports for Learning: • 66% stated that teachers and other adults at the school give students a chance to solve school problems.   In the area of social and emotional learning: • 78% agreed that “the school helps students resolve conflicts with one another,” most/all of the times.  • 92% agreed that “the school teaches students to care about each other and treat each other with respect,” most/all of the time.  • 96% agreed that “the school teaches students to feel responsible for how they act,” most/all of the time.   In the area of Clarify of Rules and Fairness: • 88% agreed that students know what the rules are most/all of the time.   In the area of school responses to bullying: • 96% agreed that “teachers and other adults make it clear that bullying is not allowed,” most/all of the time.  • 96% agreed that “if you tell a teacher you’ve been bullied, the teacher will do something to help,” most/all of the time.  • 78% agreed that “students at the school try to stop bullying when they see it happening,” most/all of the time.   The school Principal and school staff will use the findings from the student survey to improve staff and student relationships, continue to teach students problem-solving techniques, and continue to improve student-to-school connectedness, in order to provide all students with a positive learning environment. In addition, the Principal and school staff will collaborate to strengthen and inform students of schoolwide policies and procedures, including the school’s core values in order to improve school climate.    Additionally, the Principal and school staff will work diligently to increase student participation rate on the CHKS for the Spring 2019 administration as outlined in the school’s LCAP.|Met||2018
04614240110551|Nord Country|6|One of Nord Country School’s areas of focus is to ensure students feel safe and connected to school.  To find out this information we administer a local survey in early spring to students in grades 2 – 8.  Below are responses from last year’s survey.  2nd – 5th results:   I feel safe at recess     89% agreed  I feel safe in my classroom   89% agreed   I feel comfortable talking with my teacher    91% agreed   6th – 8th results:   The school promotes a caring environment    84% agreed  I feel that I am safe at school            100% agreed  I feel like I am an important part of the Middle School  89% agreed  I feel comfortable talking with my teacher     73% agreed  We will be implementing more Social/Emotional support for the middle school students to ensure that they all feel they are an important part of the school.|Met||2018
12626790127266|Redwood Coast Montessori|6|RCM administers a modified CA Healthy Kids Survey to seek feedback from grades 3-4, 5-6, and 7-12. The key areas of the survey are school climate, safety, and student support. Based on the results of the survey, RCM students generally feel safe and respected while at school. Students reported a high degree of respect from staff. Student felt like they were listened to by staff and treated fairly.  RCM students did report being teased by peers. In response to this issue, RCM has expanded our health education classes to include grades K-3 with particular emphasis on consent and the power of NO!|Met||2018
12626790137653|Redwood Coast Montessori|6|RCM administers a modified CA Healthy Kids Survey to seek feedback from grades 3-4, 5-6, and 7-12. The key areas of the survey are school climate, safety, and student support. Based on the results of the survey, RCM students generally feel safe and respected while at school. Students reported a high degree of respect from staff. Student felt like they were listened to by staff and treated fairly.  RCM students did report being teased by peers. In response to this issue, RCM has expanded our health education classes to include grades K-3 with particular emphasis on consent and the power of NO!|Met||2018
49709950000000|Waugh Elementary|6|The district administers the California Healthy Kids Survey every other year to students in 5th grade. On the 2017-18 CHKS, 95% of students report that an adult at school cares about them; 94% report they feel treated with respect; and 92% responded that they feel safe at school.|Met||2018
43696820000000|Saratoga Union Elementary|6|Key learnings from the student survey results: students expressed their desire to feel more valued by the community; to have greater access to academic support; and to have more choice in their electives and school activities.  Revisions, decisions, or actions that SUSD implemented in response to the results for continuous improvement purposes: SUSD has responded to student LCAP data by providing: more student choice of electives at our middle school; a balance of enrichment opportunities at our elementary schools; increased access to caring adults via counseling services, club advisors, parent volunteers, and teacher office hours; increased number of community-building events at each school site;    2017-18 Student LCAP Survey Results 1,085 Responses (all students in grades 4 - 8 at all four schools) My school provides a good education for students. 93% My school prepares students for their future in high school, college, or career. 82% I look forward to coming to school each day. 64% I feel safe while at school. 93% My school works with my parents/guardians to help me do my best in school. 77% My school is clean, safe, and in good condition (such as the bathrooms and drinking fountains). 44% My school provides textbooks and learning materials to meet the needs of all students, including English language learners and students with disabilities. 95%|Met||2018
19646340000000|Inglewood Unified|6|Inglewood used two tools to measure school climate.  We provided surveys for staff, students, and parents developed by the LCAP stakeholder committee and we gave the California  Healthy Kids Survey (CHKS).  On the LCAP survey, parents and students indicated overall they felt that we could improve safety and climate.  Although they did state that we were making concerted efforts to improve.  This information was shared with the LCAP committee members, DELAC, District extended cabinet and teachers. This lead to us revisiting our LCAP goals, actions and services and secure actions that we could address some of the findings. We intent to use the survey annually to see if the perception of the community indicates positive change.   The CHKS survey  given to students in grades 5, 8 and high school  indicated that students did not feel connected to their school.  A large percentage of students presented thoughts of suicide and depression. Overall students felt that they their learning environments and conditions could improve. At our Administrators retreat, at the beginning of the school year, we used this data to guide our work as we began the implementation of  our Strategic Plan.  We now have elementary counselors and a district wide social worker to support our stidents and help them feel connected.    This information was used to create LCAP actions and services that address improving learning conditions, creating socio emotional support, and improving culturally relevant curriculum and professional learning opportunities for all staff.|Met||2018
19647336017891|Lockhurst Drive Charter Elementary|6|Lockhurst Drive Charter Elementary administered the 2017-18 School Experience Survey during the spring semester. The following are the results that pertain to school climate:  • School Experience Survey participation rates for students was 69%.  • Lockhurst was perceived to be safe place by at least 90% of students.  • When students were asked if adults treated them with respect, 89% of students replied in the affirmative.|Met||2018
54722640000000|Waukena Joint Union Elementary|6|"Waukena Elementary School has examined the results from the most recent CA Healthy Kids Survey, and is pleased to report that our survey results show that the District's effort to build and maintain a school climate that supports students on the academic, social, emotional, and physical safety levels.Waukena School scores in the HIGH range for the following categories:  Students feeling very connected, feeling safe on our campus, for staff having positive, high expectations, and students having high or moderate academic motivation. Our school motto is ""Building Mind, Body, and Spirit"", and we work to assure that a zero tolerance policy against bullying, or any type of violence, or gang activity.Staff continue to work to develop and maintain relationships with students, and plan to continue to improve over the next year."|Met||2018
04614320000000|Durham Unified|6|The Durham Unified School District has been engaged in implementation of an MTSS program  (Positive Behavior Intervention and Supports (PBIS) as well as Restorative Justice strategies) with the goals of reducing incidents and disciplinary actions, and lessening disproportionate suspension rate gaps between Latino (2018, 3.2%) and White students (2018, 2.1%).  Annual suspension raw numbers have decreased since 2014-15, Latino students (3.8%), and White students (3.4%) .  Proactive programs promoting a positive and tolerant campus climate have been initiated.  Student expulsions total six since 2014/15, with zero occuring in 2017/18. Suspension and expulsion rates do not yet mirror overall enrollment demographics.  It is important to note that a small subgroup population size leads to a significant per-cent change in suspension data that can oftentimes be based on a single event. (see page 66 of the district LCAP annual report which can be found at: http://www.durhamunified.org/documents/-18-19%20Draft%20LCAP%20June%2015%202018.pdf Student and parents have also been surveyed using a number of tools including the California Healthy Kids survey and a locally created LCAP survey to focus on key questions. CHKS is given every other year (latest administration was Spring of 2018) and is augmented by our own local biannual survey. 2017/18 CHKS results show that 75% of students indicate a high level of school connectedness; 94% by seventh grade, and 93% by eleventh grade (Tables A4.6, 2017/18 Int and Secondary CHKS). A total of 68% of seventh, 77% of ninth, and 59% of eleventh graders rate their school as safe or very safe (Tables A5.1, 2017/18 Int and Secondary CHKS). Survey and disciplinary data is presented to the local governing board each year. The board will review the 2017/18 data at the regularly scheduled meeting on November 21, 2018.|Met||2018
34673300000000|Folsom-Cordova Unified|6|School climate plays an important role in student success at school.  Folsom Cordova Unified School District (FCUSD) administers the California Healthy Kids Survey (CHKS) annually to students in 5th, 7th, 9th, and 11th grades; additionally, to all students who attend non-traditional schools.  Our most recent survey results are from fall 2017.  This survey provides important information about the school climate of our elementary, middle, high, and non-traditional schools.  Per survey results, generally students reported feeling safe and connected to school.    Supports and engagement play an important role in creating a positive school climate.  At all grade levels, over 83% of students reported having a high to moderate caring adult at school.  Engagement is measured by meaningful participation and academic motivation.   Meaningful participation includes indicators such as interesting activities, student involvement in the decision making process, and the feeling that school activities make a difference.  Elementary school engagement scores were around 75% for meaningful participation and 90% for academic motivation.  Secondary school engagement scores were around 50% for meaningful participation and 70% for academic motivation. Close to 90% of students surveyed at all grade levels reported feeling a medium to high level of school connectedness.  Students who attend school in FCUSD feel supported and engaged at school.  Low incidences of violence, victimization, and substance use are necessary to create a positive school climate.  83% of 5th grade students and 66% of secondary students reported feeling safe at school.  5th graders reported low incidences of bullying and felt that teachers are clear about the rules at school.  Incidences of harassment and drug use increased in secondary schools.  Approximately 1/3 of secondary students reported being harassed at school due to race, religion, disability or any other reason.  Alcohol and drug use increased with age.  9% of 7th graders and 36% of 11th graders reported current alcohol and/or drug use.   Per CHKS survey results, FCUSD has met the standard for a safe and connected school climate.  However, FCUSD has room to improve engagement for all students.  One strategy that the district is employing to aid in the creation of safe, supportive, and connected school communities is through Positive Behavior Interventions and Supports (PBIS) teams. Also, at monthly principals’ meetings, elementary and secondary leaders are looking closely at and disaggregating discipline and attendance data – which according to educational researchers, are proxies for school climate. Finally, staff across the district are participating in specialized training focused on empathy, equity, bullying prevention, LGBTQ issues, and suicide awareness.|Met||2018
49708470127555|Loma Vista Immersion Academy|6|The student surveys were administered in 2017-18 for all students in grades four through sixth.  The survey was administered with student data attached for disaggregation of demographics, but was analyzed at the macro level of school site and/or district level. Using the research as presented to STLE Grantees in the 2013 presentation on the Tripod survey by the NYSED as used in the MET project, the LEA found:  What does the research say about student feedback? • Students have the most contact with teachers and are the direct consumers of a teacher’s service (Goe, Bell, & Little, 2008). • Multiple measures provide more information and a more robust definition of teacher effectiveness (MET Project, 2011). • Student feedback can provide information that helps teachers improve their practice (Baker, 2011). • Student feedback allows for a more robust definition of teacher effectiveness (Wilkerson et al. 2000)  The OAUSD student perception survey was developed using 5 questions per each of the LCAP goals listed below: 1. Implement Common Core standards to increase student achievement.  2. Foster thriving and meaningful parent engagement.  3. Increase and enrich student engagement at all grade levels.  4. Provide a safe and secure learning environment to support student achievement.  The results of the survey showed that the most significant gaps exist in student perceptions of LCAP Goal 2. Less than 50% of students agreed or mostly agreed with the 5 questions that recorded perceptions of parent involvement and engagement with the school. The most significant subgroups that showed a wider variance of overall positive perceptions of all 4 of the LCAP goals responses included students receiving Special Education services with less positive response 12.5 % lower than their peers. Students who are identified as Black or African American or Two or More Races showed significant overall positive responses by 17.2 % and 31.1 % respectively. Although it should be noted that the last two demographic groups are not statistically significant in overall percentages of identified students. Overall areas of strength include a perception of 80% or more of the surveyed students that the schools were meeting LCAP goal 1 and 4 and over 60% of the students agreed or mostly agreed  that the schools were meeting LCAP number 3.  In response to the data, Loma Vista Immersion Academy has implemented the following in order to increase parent education and participation in educational activities:   Create parent education workshops and calendar with staff. Hold monthly Workshops on topics that include First 5, Screen Time with Children, Literacy, among them  Establish baseline surveys for all Family Education Night workshops. Collect baseline data for Back to School Night, parent conferences and Open House via sign-in sheets.  Design and update new school website.|Met||2018
29664070000000|Union Hill Elementary|6|"UHSD administers the California Healthy Kids Survey each year to 5th and 7th grade students.  The results of the survey is reported to the Board of Trustees once the results are analyzed.  In 2018 the key findings included overall positive results regarding school connectedness, motivation and relationships at school.  Areas of concern included the reduction in school connectedness as compared to the rest of Nevada County, a reduction in ""caring relationships"", and a drop in motivation and perceived expectations. 81% of the students reported feeling safe at school although there is an increased concern regarding safety, and a feeling of increased bullying and spreading of rumors .  Parent results remain positive (Agree/Strongly Agree) with regard to the majority of school climate indicators (safe place, academic success, student motivation, caring adults, and opportunities for participation).  There was a slight drop in parents feeling welcome to participate in school.  From parent comments, much of the drop in school climate came from the number of trauma-based student incidents the district experienced in 2018.  As a result the district has implemented an extensive behavior support plan that includes hiring a Board Certified Behavior Analyst and 3 registered behavior technicians to support teachers in students in behavior modification."|Met||2018
55724135530191|Connections Visual and Performing Arts Academy|6|Based on the findings from our California Healthy Kids Survey and the WASC parent survey, Summerville High School and Connections Visual and Performing Arts Academy realized the following results: students feel the school is a safe place to be (9th 52% agree 11th 55% agree), adults encourage students to learn—success in job/college (9th 52% agree 11th 56% agree), teachers work hard to help with school work (9th 53% agree 11th 48% agree), teachers encourage classroom participation (9th 64% agree 11th 58% agree), staff promotes academic success for all students (9th 48% agree 11th 53% agree, parents 77% ), SUHSD provides a supportive and inviting environment for learning (9th 52% agree 11th 45% agree, parents 71%), few students feel the classrooms are crowded, expected behaviors are clearly articulated (9th 54% agree 11th 46% agree), students are informed of consequences when rules are broken (9th 56% agree 11th 42% agree), adults respect differences in students (9th 47% agree 11th 46% agree), staff makes it clear that bullying is not tolerated (9th 53% agree 11th 50% agree), school grounds and building are clean (9th 54% agree 11th 54% agree), there is good support from the community (parents 94%), there are opportunities for parents and community to be involved in school (parents 96%). Areas to continue our work on include: students have considered suicide (9th 26% agree 11th 18% agree), students try their best (9th 22% agree 11th 15% agree), students pay attention in class (9th 16% agree 11th 15% agree), students treat their teachers with respect (9th 22% agree 11th 12% agree),  students treat each other with respect (9th 24% agree 11th 23% agree), students report when they are bullied (9th 27% agree 11th 16% agree), students stop bullying when they are aware (9th 29% agree 11th 20% agree).|Met|Summerville High School and Connections Visual and Performing Arts Academy have implemented the Character Counts program that allows staff to recognized students for doing the right thing with regard to the 6 character counts pillars of Trustworthiness, Respect, Responsibility, Fairness, Caring and Citizenship.  There is a luncheon for students that are recognized and the people that awarded the student speak about why they were selected in front of the group.  The students each receive a Character Counts t-shirt as well.  These ceremonies are done monthly. ASB has hosted two great assemblies this year focusing on 1) #ICANHELP—deleting negativity on social media and 2) Dee Hankins spoke to our students about perseverance and making a positive difference by overcoming adversity.  Both were very well received and the speakers worked with our ASB class and Connections classes.|2018
55724130000000|Summerville Union High|6|Based on the findings from our California Healthy Kids Survey and the WASC parent survey, Summerville High School and Connections Visual and Performing Arts Academy realized the following results: students feel the school is a safe place to be (9th 52% agree 11th 55% agree), adults encourage students to learn—success in job/college (9th 52% agree 11th 56% agree), teachers work hard to help with school work (9th 53% agree 11th 48% agree), teachers encourage classroom participation (9th 64% agree 11th 58% agree), staff promotes academic success for all students (9th 48% agree 11th 53% agree, parents 77% ), SUHSD provides a supportive and inviting environment for learning (9th 52% agree 11th 45% agree, parents 71%), few students feel the classrooms are crowded, expected behaviors are clearly articulated (9th 54% agree 11th 46% agree), students are informed of consequences when rules are broken (9th 56% agree 11th 42% agree), adults respect differences in students (9th 47% agree 11th 46% agree), staff makes it clear that bullying is not tolerated (9th 53% agree 11th 50% agree), school grounds and building are clean (9th 54% agree 11th 54% agree), there is good support from the community (parents 94%), there are opportunities for parents and community to be involved in school (parents 96%). Areas to continue our work on include: students have considered suicide (9th 26% agree 11th 18% agree), students try their best (9th 22% agree 11th 15% agree), students pay attention in class (9th 16% agree 11th 15% agree), students treat their teachers with respect (9th 22% agree 11th 12% agree),  students treat each other with respect (9th 24% agree 11th 23% agree), students report when they are bullied (9th 27% agree 11th 16% agree), students stop bullying when they are aware (9th 29% agree 11th 20% agree).|Met|Summerville High School and Connections Visual and Performing Arts Academy have implemented the Character Counts program that allows staff to recognized students for doing the right thing with regard to the 6 character counts pillars of Trustworthiness, Respect, Responsibility, Fairness, Caring and Citizenship.  There is a luncheon for students that are recognized and the people that awarded the student speak about why they were selected in front of the group.  The students each receive a Character Counts t-shirt as well.  These ceremonies are done monthly. ASB has hosted two great assemblies this year focusing on 1) #ICANHELP—deleting negativity on social media and 2) Dee Hankins spoke to our students about perseverance and making a positive difference by overcoming adversity.  Both were very well received and the speakers worked with our ASB class and Connections classes.|2018
34674390131136|New Joseph Bonnheim (NJB) Community Charter|6|New Joseph Bonnheim’s results of the School Climate Survey in Spring 2018 are below:  134 students in grades 3-6 took the survey. Positive responses to perception of belongingness/connectedness  72.7% (district average for elementary segment: 69.0%) Positive responses to perception of safety: 63.6% (district average for elementary segment: 66.1%).  New Joseph Bonnheim is a Leader in Me school and has been using this curriculum for one year to support the lifelong guidelines and LIFESKILLS in our Body-Brain approach to learning per the charter. We plan to continue implementing this program to promote a safe and positive climate.|Met||2018
49708476072136|Miwok Valley Elementary Charter|6|The student surveys were administered in 2017-18 for all students in grades four through sixth.  The survey was administered with student data attached for disaggregation of demographics, but was analyzed at the macro level of school site and/or district level. Using the research as presented to STLE Grantees in the 2013 presentation on the Tripod survey by the NYSED as used in the MET project, the LEA found:  What does the research say about student feedback? • Students have the most contact with teachers and are the direct consumers of a teacher’s service (Goe, Bell, & Little, 2008). • Multiple measures provide more information and a more robust definition of teacher effectiveness (MET Project, 2011). • Student feedback can provide information that helps teachers improve their practice (Baker, 2011). • Student feedback allows for a more robust definition of teacher effectiveness (Wilkerson et al. 2000)  The OAUSD student perception survey was developed using 5 questions per each of the LCAP goals listed below: 1. Implement Common Core standards to increase student achievement.  2. Foster thriving and meaningful parent engagement.  3. Increase and enrich student engagement at all grade levels.  4. Provide a safe and secure learning environment to support student achievement.  The results of the survey showed that the most significant gaps exist in student perceptions of LCAP Goal 2. Less than 50% of students agreed or mostly agreed with the 5 questions that recorded perceptions of parent involvement and engagement with the school. The most significant subgroups that showed a wider variance of overall positive perceptions of all 4 of the LCAP goals responses included students receiving Special Education services with less positive response 12.5 % lower than their peers. Students who are identified as Black or African American or Two or More Races showed significant overall positive responses by 17.2 % and 31.1 % respectively. Although it should be noted that the last two demographic groups are not statistically significant in overall percentages of identified students. Overall areas of strength include a perception of 80% or more of the surveyed students that the schools were meeting LCAP goal 1 and 4 and over 60% of the students agreed or mostly agreed  that the schools were meeting LCAP number 3.  In response to the data, Miwok Valley Elementary Charter has implemented the following:   - Increase RTI reading intervention certificated teachers from two 5. FTE teachers to one 1.0FTE bilingual Spanish and one .80 FTE.  - Increase RTI services provided by certificated teachers before and after school.  - Increase RTI services specifically during classroom instruction around instructional technology support for teachers and students.  - Place a Mentor Me program onto campus, housed within the Family Resource Center, include a stipend for a Family Resource Center staff liaison.|Met||2018
49708476114755|Sonoma Mountain Elementary|6|The student surveys were administered in 2017-18 for all students in grades four through sixth.  The survey was administered with student data attached for disaggregation of demographics, but was analyzed at the macro level of school site and/or district level. Using the research as presented to STLE Grantees in the 2013 presentation on the Tripod survey by the NYSED as used in the MET project, the LEA found:  What does the research say about student feedback? • Students have the most contact with teachers and are the direct consumers of a teacher’s service (Goe, Bell, & Little, 2008). • Multiple measures provide more information and a more robust definition of teacher effectiveness (MET Project, 2011). • Student feedback can provide information that helps teachers improve their practice (Baker, 2011). • Student feedback allows for a more robust definition of teacher effectiveness (Wilkerson et al. 2000)  The OAUSD student perception survey was developed using 5 questions per each of the LCAP goals listed below: 1. Implement Common Core standards to increase student achievement.  2. Foster thriving and meaningful parent engagement.  3. Increase and enrich student engagement at all grade levels.  4. Provide a safe and secure learning environment to support student achievement.  The results of the survey showed that the most significant gaps exist in student perceptions of LCAP Goal 2. Less than 50% of students agreed or mostly agreed with the 5 questions that recorded perceptions of parent involvement and engagement with the school. The most significant subgroups that showed a wider variance of overall positive perceptions of all 4 of the LCAP goals responses included students receiving Special Education services with less positive response 12.5 % lower than their peers. Students who are identified as Black or African American or Two or More Races showed significant overall positive responses by 17.2 % and 31.1 % respectively. Although it should be noted that the last two demographic groups are not statistically significant in overall percentages of identified students. Overall areas of strength include a perception of 80% or more of the surveyed students that the schools were meeting LCAP goal 1 and 4 and over 60% of the students agreed or mostly agreed  that the schools were meeting LCAP number 3.  In response to the data, Sonoma Mountain Elementary has increased school counselor services from 40% to 60% and restructured program supports based on student needs. More intervention support in math will be offered and student progress will be tracked.|Met||2018
36679186101927|Sixth Street Prep|6|Students in grades 2-6 are surveyed annually. The results from the statement “I feel safe at my school” show that 83.54% of student respondents agree with the statement.  As a result, our superintendent conducts student focus groups at each school twice a year to further understand student concerns and/or input about safety.  Based on student, parent and staff input, Victor Elementary School District has begun implementing a 3 year MTSS plan.  Lead teams at each site meet weekly to review data and refine processes. VESD leadership meets with the school MTSS teams twice yearly to review and refine MTSS planning.|Met||2018
09619860000000|Silver Fork Elementary|6|Due to the small size of the school, the District will continue to explore a climate survey tool that would be appropriate for a school with approximately 13 students.|Met||2018
19647336017743|Knollwood Preparatory Academy|6|Knollwood Preparatory Academy administered the 2017 – 2018 School Experience Survey during the spring semester to 3rd – 5th graders. The participation rate for this survey was 94%. The following are the questions that pertain to school climate and the % of students indicating All of the Time and Most of the Time are noted next to the question. · Are you happy to be at this school? 81% · Do you feel like you are part of this school? 73% · Do you feel accepted for who you are at this school? 78% · Do you feel safe at this school? 86% · Does this school make an effort to create a safe, respectful and caring environment? 90% At Knollwood Preparatory Academy, our mission is to provide a safe, supportive, and enriching learning environment for all students with high, rigorous academic and social standards. Our goal is to provide our students with essential tools necessary in the ever-changing, technologically driven 21st century to instill a lifelong love of learning in concert with respect and a cooperative spirit.  After analyzing the data, our staff decided that fully implementing Second Step, school wide, will help us reach our goal of 100% percent of the students feeling accepted at our school.|Met||2018
36679186118350|Mountain View Montessori Charter|6|Students in grades 2-6 are surveyed annually. The results from the statement “I feel safe at my school” show that 83.54% of student respondents agree with the statement.  As a result, our superintendent conducts student focus groups at each school twice a year to further understand student concerns and/or input about safety.  Based on student, parent and staff input, Victor Elementary School District has begun implementing a 3 year MTSS plan.  Lead teams at each site meet weekly to review data and refine processes. VESD leadership meets with the school MTSS teams twice yearly to review and refine MTSS planning.|Met||2018
56726110000000|Somis Union|6|"Somis Elementary students in grades 5 and 7 participated in the California Healthy Kids Survey in the spring of 2018.  There were many surprises in the data that was reported.  My experience in research made me question the validity of the Likert scale due to the limited number of students participating in the survey and the limited information that was gained from simple responses of ""Yes"", ""No"", ""Agree"", ""Disagree"", ""Pretty Much True"" or ""Not True"".  In order to try and gain more information about the ""Why"" of their responses I was able to gather the 39 students together in the cafeteria and ask for supporting evidence to their responses on connectedness and safety.  One powerful learning was that the reason a majority of the students felt unsafe or very unsafe at school was due to highly publicized school shootings.  Though we have never had a violent incident at school, (not even a fight in 8 years) the students fear that they could be in danger at school.  Some students said they would feel safer with barbed-wire around the school.  They thought school would be safer if it looked like a prison.  On the survey almost 40% of the students had only a medium caring relationship with adults in the school but when the questions were dis-aggregated, over 80% felt that their teacher or some other adult cares about them but 70% reasoned that only their teacher would notice if they were not present.   On the question of rumors, insults, made fun of or called names in the past 12 months 30% said it happened 4 or more times, 6% 2-3 times, 6% 1 time and 58% said never.  There were only 17 students that participated in the 7th grade survey and while every student’s opinion matters it can be somewhat deceiving when looking at and comparing bar graphs.  The bottom line is that we will not wait 2 years to survey our students.  We will ask for their opinion at least twice a year regarding safety, caring adults, kindness, motivation, connectedness, and perseverance.  If we sincerely want to maximize learning time, then It is our responsibility to ensure a safe learning environment for our students. The upper grade team met to go over the survey and the follow-up written responses to the questions.  Based on the results we have decided to focus again on our Olweus Anti-bullying program as a way to support a more positive and safe school climate.  The information was also shared with our School Board."|Met||2018
38684780123265|Gateway Middle|6|At Gateway Middle School we administered the California Healthy Kids Survey to students in grades 6-8 and we also administered a local survey to gauge school climate.  We reviewed the results as a whole and also with particular attention paid to questions related to student perceptions of school safety and connectedness.  We disaggregated our data to look at relevant subgroups including ethnicity/race, grade levels, and gender.  Though there were differences among these groups on certain questions, we found no discernable trends across multiple questions or subjects.  We are pleased to report the following results of the survey:  • Across all students at Gateway Middle School, the vast majority responded that “There is a teacher who really cares about me at my school;” only 8% of students disagreed with that statement. • Across all students at Gateway Middle School, the vast majority responded “I feel part of the school;” 12% disagreed with that statement. • Across all students at Gateway Middle School, the vast majority of students responded that “Teachers treat students fairly at my school;” 13% disagreed with that statement. • Across all students at Gateway Middle School, the vast majority responded “I feel safe at my school;” 11% disagreed with that statement.|Met||2018
36679180000000|Victor Elementary|6|Students in grades 2-6 are surveyed annually. The results from the statement “I feel safe at my school” show that 83.54% of student respondents agree with the statement.  As a result, our superintendent conducts student focus groups at each school twice a year to further understand student concerns and/or input about safety.  Based on student, parent and staff input, Victor Elementary School District has begun implementing a 3 year MTSS plan.  Lead teams at each site meet weekly to review data and refine processes. VESD leadership meets with the school MTSS teams twice yearly to review and refine MTSS planning.|Met||2018
49706490000000|Cinnabar Elementary|6|SWIS Data & PBIS Survey follows the safety of our school plan.  Evaluating this data caused us to make changes to the afternoon recess since there were behavior issues during this time.  The California Healthy Kids Survey should be completed by Dec. 1, 2018. Students have had 3 anti-bullying assemblies to date. Staff had training and review on the following:  earthquake, fire, active shooter, 1st aide, CPR, mandated reporting.|Met||2018
15635780135186|Grimmway Academy Shafter|6|Grimmway Academy conducts an SEL survey 3 times a year to gauge student happiness, perseverance, self-efficacy and perception of safety on campus. This survey is a part of our participation in the New School Venture equality and access partnership and overseen by TransformEd.  These surveys are analyzed throughout the year and used to drive initiatives geared toward school climate.|Met||2018
54755230116590|Harmony Magnet Academy|6|The California Healthy kids survey was used in 2017-2018 as a baseline to get parents’ input. The total number of respondents were 367 parents. Elementary 240, Middle School 67, and High School 59 and 1 NT (Alternative School). Parents were given the option of: Strongly Agree, Agree, Disagree, Strongly Disagree, and Don’t Know. For the Academic Orientation and Participation section the overall percent of parents who agreed or strongly agreed that their school promotes academic success for all students was 91%. The overall percent of parents who agreed or strongly agreed that the school is a safe place for their child was 88%. The overall percent of parents who agreed or strongly agreed that school motivates students to learn was 90%. The overall percent of parents who agreed or strongly agreed that school has adults that really care about students was 84%. The overall percent of parents who agreed or strongly agreed that school provides opportunities for meaningful student participation was 80%. All students need to feel safe and connected at school so that they continue to attend, behave appropriately, and attain a high school graduation diploma. Other measurable tools overall Attendance rate = 94%, Suspension rate = 6%, and Expulsion rate = 0.6%, and Graduation rate = 84.6%. PUSD will continue to provide personalized learning plans and transition process for all students that provide the opportunity for students to link academics to career interest through assessment of the graduate outcome rubric, interest inventories and enrollment in career exploration electives. Student sense of safety and connectedness to school results were identified as overall average on “Strongly Agree”, and percentages on “High”, “Moderate”, and “Low” school connectedness responses. The grade levels selected to take the student survey were 5th, 7th, 9th, and 11th grade. Overall average reporting “Strongly agree” in 7th grade 20%, in 9th grade 16%, and in 11th grade 12%. Overall percent in “high” & “moderate” school connectedness responses in 7th grade was 88%, in 9th grade 92%, and in 11th grade 88%. For the 7th, 9th, and 11th grade safety results students responded with strongly agree, agree, neither agree or disagree, disagree, and strongly disagree. In 7th grade 57% of students strongly agree or agreed that they felt safe, and 26% neither agree or disagree. In 9th grade 64% of students strongly agree or agreed that they felt safe and 24% neither agree or disagree. In 11th grade 48% of students strongly agree or agreed that they felt safe and 32% neither agree or disagree. Harmony's school site survey results: 80% of 9th graders, 78% of 10th graders, 72% of 11th graders, and 75% of 12th graders felt “Safe” or “Very Safe” at school. PUSD will continue to  implement academic social, and behavioral interventions, transition programs, mentoring, early intervention programs, and after school activities to support students' connectedness to school.|Met|PUSD will provide a wide array of CTE classes to increase engagement and motivation of students. Such as  Agriculture Leadership, Computer Applications in Agriculture,  Principles of Investigation, Informational Technology, Music Keyboarding, Voice Class, Green Methods, Biomedical Science, Graphic Design, Entrepreneur Project. PUSD school campuses will be secure and enclosed by a fence and have functional security cameras and shade structures. PUSD has hired additional personnel to meet the needs of ALL students counselors, psychologists, nurses and behavioral intervention specialist.|2018
37681896120901|Barona Indian Charter|6|"In November 2017, Barona Indian Charter administered version six of the California School Parent Survey developed by WestEd and the CDE. This survey was selected because it aligns well with Barona's LCAP goals and priorities relating to promoting rigorous curriculum and instruction, ensuring parents are part of the educational process, and providing a safe, clean and respectful campus. Eleven families opted to have students participate in the Elementary survey and fifteen Middle School students participated in the survey. In response to the question ""Do you feel safe at school?"" 70% of elementary students responded ""Yes, all the time"". 20% responded ""Yes, most of the time"", and 10% responded ""Yes, some of the time"". 0% of elementary schooler's responded ""No, never"". In the Middle school, 40% of students strongly agree with the statement ""I feel safe in my school"" 33.3% agree with the statement. 6.7% neither agree nor disagree, and 20% disagree with the statement. In regards to connectedness, 63.6% of elementary students feel like they are a part of the school all the time. 27.3% feel they are part of the school most of the time, and 9.1% feel they are part of the school some of the time. No students in the elementary school feel they are never a part of the school. In the middle school, 14.3% of students strongly agree with the statement ""I feel like I am part of the school"" 28.6% of students agree with the statement. 42.9% of students neither agree nor disagree. 14.3% of students disagree with the statement, and no middle school students strongly disagree."|Met||2018
10739650000000|Central Unified|6|In November-December of 2017 the California Healthy Kids Survey (CHKS), California School Staff Survey (CSSS), and the California School Parent Survey (CSPS) were administered to students, school staff, and parents of Central Unified school district. Student populations that were surveyed were from 5th, 7th, 9th, & 11th grades within the district. Results from the CHKS for the 16/17 year are reported differently from last year’s board summary; this is due to a revision to the survey. Results were calculated based upon averages of individual items summarized within indicators. This is also why the 5th grade “Meaningful Participation” measure cannot be compared to last year’s results as a new item was introduced.  2016 survey of students was n=3,000; goals for 2017/18 administration were to increase survey participation and this was accomplished with a 27% increase, or n=3,807 students. Increases were noted across all positive climate indicators for 9th grade students. Slight decreases were noted for both 7th & 11th grade populations sampled. District 5th grade percentages reflected student responses that were rated as highly positive compared to secondary students. Perceived Safety is relatively high 5th & 7th grade students, but lower for High School students surveyed. Meaningful Participation continues to be an area of opportunity in comparison to other indicators.Overall results indicated that the majority of students, staff, and parents are feeling safe and see relatively low uses of alcohol and drugs within our schools. An area for focus across schools is engaging students, staff, and families in participating so they feel meaningfully included within the decision-making of our educational partnership. This can be supported by strategically sharing the information from these surveys and integrating this information within school site council and PBIS teams at each school to facilitate staff involvement in identifying areas of opportunity to better serve our students and families’ needs.|Met|Consideration of a different survey platform for school climate indicators should be explored by the district to increase the usefulness of school-level interpretation of results, ease of administration, and surveys that would have results delivered earlier in the school year.|2018
50710430107128|Whitmore Charter School of Art & Technology|6|Whitmore administers the Safe and Civil Schools Survey to students in grades 2-8 each year. Results are provided and analyzed at the grade and school levels.  Data related to each of these metrics is reported in the Local Control Accountability Plan.|Met|This information was reported to the board at a regularly scheduled Ceres Unified Governing Board meeting at the October 25, 2018 board meeting.|2018
49708476051924|Old Adobe Elementary Charter|6|The student surveys were administered in 2017-18 for all students in grades four through sixth.  The survey was administered with student data attached for disaggregation of demographics, but was analyzed at the macro level of school site and/or district level. Using the research as presented to STLE Grantees in the 2013 presentation on the Tripod survey by the NYSED as used in the MET project, the LEA found:  What does the research say about student feedback? • Students have the most contact with teachers and are the direct consumers of a teacher’s service (Goe, Bell, & Little, 2008). • Multiple measures provide more information and a more robust definition of teacher effectiveness (MET Project, 2011). • Student feedback can provide information that helps teachers improve their practice (Baker, 2011). • Student feedback allows for a more robust definition of teacher effectiveness (Wilkerson et al. 2000)  The OAUSD student perception survey was developed using 5 questions per each of the LCAP goals listed below: 1. Implement Common Core standards to increase student achievement.  2. Foster thriving and meaningful parent engagement.  3. Increase and enrich student engagement at all grade levels.  4. Provide a safe and secure learning environment to support student achievement.  The results of the survey showed that the most significant gaps exist in student perceptions of LCAP Goal 2. Less than 50% of students agreed or mostly agreed with the 5 questions that recorded perceptions of parent involvement and engagement with the school. The most significant subgroups that showed a wider variance of overall positive perceptions of all 4 of the LCAP goals responses included students receiving Special Education services with less positive response 12.5 % lower than their peers. Students who are identified as Black or African American or Two or More Races showed significant overall positive responses by 17.2 % and 31.1 % respectively. Although it should be noted that the last two demographic groups are not statistically significant in overall percentages of identified students. Overall areas of strength include a perception of 80% or more of the surveyed students that the schools were meeting LCAP goal 1 and 4 and over 60% of the students agreed or mostly agreed  that the schools were meeting LCAP number 3.  In response to the data, Old Adobe Charter School plans to increase RTI for struggling students as well as implement a student achievement tracking system to monitor progress.|Met||2018
50710430107136|Whitmore Charter High|6|In addition to the California Healthy Kids Survey that is given every 2 years to students in grades 7-12,  Whitmore administers the Safe and Civil Schools Survey to students in grades 9-12 each year. Results are provided and analyzed at the grade and school levels.  Data related to each of these metrics is reported in the Local Control Accountability Plan.|Met|This information was reported to the board at a regularly scheduled Ceres Unified Governing Board meeting at the October 25, 2018 board meeting.|2018
36677930000000|Mt. Baldy Joint Elementary|6|"Mt. Baldy School understands the link between emotions and students’ ability to learn. We conduct student surveys to all of our students (Kindergarten through eighth grade) three times a year in order to monitor and respond to students’ emotional needs.  Aggregate data follows on four items specifically addressing school safety and connectedness.  This data reported is from within the K-5 grade span from a survey conducted in the Fall of 2018.  95% of students responded ""strongly agree” or “agree” to the statement, ""I feel physically safe when I am at Mt. Baldy School."" 100% of students responded” strongly agree” or “agree” to the statement, ""I am proud to be a Mt. Baldy Student."" 60% of students responded with “strongly agree” or “agree” to the statement, ""I believe the students at Mt. Baldy School treat me with respect."" 95% of students responded strongly agree or agree to the statement, ""My teacher listens to me when I have a problem or concern."" The next set of data reported is from within the 6-8 grade span from a  survey conducted in the Fall of 2018.  100% of students responded” strongly agree” or “agree” to the statement, ""I feel physically safe when I am at Mt. Baldy School."" 100% of students responded” strongly agree” or “agree” to the statement, ""I am proud to be a Mt. Baldy Student."" 78% of students responded with “strongly agree” or “agree” to the statement, ""I believe the students at Mt. Baldy School treat me with respect."" 100% of students responded strongly agree or agree to the statement, ""My teacher listens to me when I have a problem or concern."" As a result of analysis of most recent data, the LEA will continue practices to support student social-emotional learning and wellness such as Peer Mediation, Commonsense Media Lessons, mindfulness practices, and teacher professional development. In addition, focused conversations will be conducted with student groups to understand and problem-solve issues of respect on campus."|Met||2018
49738820000000|Cotati-Rohnert Park Unified|6|"The Cotati-Rohnert Park Unified School District administered the California Healthy Kids Survey to all students in grades 5, 7, 9 and  11.  For the purposes of this indicator, the results of grade 5 perceptions of school safety and connectedness were analyzed and reviewed.  The survey was completed by 263 fifth graders and the survey recorded the average percent of students who reported ""Yes, all of the time"" for school connectedness, and the average of students who reported ""Most of the time"" and ""All of the time"" for feeling safe at school.  The results of the 263 fifth graders answering ""Yes, all of the time"" for school connectedness are as follows: School Connectedness = 40%, Academic Motivation = 56%, Caring Adult Relationships = 49%, High Expectations = 50%, and Meaningful Participation = 15%.  The results for school safety combining ""Most of the time"" and ""All of the time"" are as follows: Feel Safe at School = 77%.  District and site administrators discussed the survey findings.  In the 2018-19 school year, the district implemented Positive Behavioral Intervention and Supports (PBIS) in grades Transitional Kindergarten through eighth.  The objective of this implementation was to increase student connectedness to school and establish common expectations and language to support student learning while building positive relationships among the students, staff, and site administration.  The Second Step and Toolbox curricula were purchased to help teach social/emotional skills that will allow students to better deal with issues and problems that may arise.  School staffs are in different phases of the implementation and understanding of PBIS, however the school district is committed to continuing the roll out of PBIS.  As this is year one for the majority of the school sites, further training and time for lesson planning and development will be required.  In addition to creating positive learning environments for all of our students, CRPUSD highly prioritizes student safety.  District and site staffs review safety procedures and practice emergency drills regularly.  Our administrators, teachers and support staff receive feedback from local law enforcement and fire services regarding safety drills and tactical procedures.  CRPUSD has established tremendous relationships with Rohnert Park Public Safety, the Cotati Police Department, and the cities of Rohnert Park and Cotati."|Met||2018
34674390106898|The Language Academy of Sacramento|6|"Excerpt from LAS LCAP Annual Update (Board approved, June 2018) STUDENT ENGAGEMENT AND BUILDING CONFIDENCE AND LIFE SKILLS: DATA 1 - Attendance Rate Goal 95% or above (LAS Actual: 97%) DATA 2 - 93% of TK-8 students participated in the student survey completion DATA 3 - Q1: 90% stated, “I like my school.” Q2: 89% stated, “I feel safe at school.” Q3: 64% stated, “My school is clean.” Q4: 97% stated, “It is important for me to learn to read and write in Spanish."" Q5: 95% stated, ""It is important for me to learn to read and write in English."""|Met||2018
50711420000000|Knights Ferry Elementary|6|Two surveys were completed in the 2017-2018 school year; in both surveys parents overwhelmingly cite the friendly and warm school climate as a positive of the school. This is true of 100% of the surveys turned in. Parents in fall surveys also cited the school climate, the small size and staff behaviors as a reason to bring their children to our school. Approximately 70% of our students come from outside our boundaries and our enrollment has increased from 90 in 2015 to 154 in 2018. Parking is a difficulty though not a barrier. Communication was a concern that was addressed via enhanced and revamped mass communication systems Providing translations of documents and other important information is a challenge.  Our strength is definitely school climate. We continue to engage our parents and school community and allow opportunities for parent input. Our campus is inviting and parents and children feel safe here.  The CHKS was administered in 2016 and more than 85% of students report a sense of connection to the school; that they felt cared about by the adults at the school and that they felt safe. Our sample size is extremely small. Given our small size, it continues to be a challenge to provide as much support to our non-English speaking families as we would like.   We continue to provide documents in Spanish; translations for our Spanish speaking families at events and phone messages and mass communication in Spanish.|Met||2018
55105530129346|Foothill Leadership Academy|6|"The School has administered a student survey each year since operation began in 2014. The survey has been administered electronically through Survey Monkey to grades 5 and up with questions directly aligned with the LCAP such as: do you feel school is a clean and safe place and do you feel it is important to be on time to school every day. Students reported that 81.25% feel FLA is a ""safe and clean campus"", 100% of students reported ""it is important to attend school everyday"". For the 18/19 school year, FLA will be utilizing the Healthy Kids survey for students in grades 7 and 8 to get a valid measure of perceptions of school safety and connectedness."|Met||2018
33751920000000|Temecula Valley Unified|6|During the 2017-2018 school year, parents, staff, and students completed the Quality Counts survey through K12 Insight. The purpose of the survey was to gather feedback regarding school climate and to gather input to help inform the LCAP. Positive school climate is an essential component of successful and effective schools. It is defined as shared beliefs, values and attitudes that shape interactions. The survey also addressed: academic support, student support, school leadership, school safety, behavior, family engagement, operations and facilities, and overall quality. 26% of TVUSD employees, 6% of parents, and 3% of students in grades 6-12 participated in the survey. The majority of participants from each group rated the overall quality of TVUSD as excellent or good: 91% of staff members, 89% of parents, and 66% of secondary students. The majority of participants in each group rated the overall quality of their school or worksite as excellent or good: 92% of staff members, 87% of parents, and 61% of secondary students. The most positively rated school quality dimension for each respondent group is as follows: Staff members- Student Support (89%); Parents- Student Support (75%); and Secondary students- Student Support (78%). The least positively rated school quality dimension for each respondent group is as follows: Staff members- Operations and Facilities (68%); Parents- Behavior (62%); and Secondary students- Operations and Facilities (51%). “There is a teacher, counselor, or other staff member to whom a student can go for help with a school problem” was the only item rated in the top five highest-ranking statements for staff (96%), parents (83%), and students (89%). Recognizing that a positive school culture and climate is essential, TVUSD has made both of those areas a district-wide priority to maintain moving forward. New actions and services were added to the LCAP based on input and feedback from all stakeholders, including an increased number of social workers and counselors and the addition of a Safety Coordinator and Visitor check-in management system. Administrators receive monthly professional development that they use in support of continuing to develop their individual school’s climate and culture.|Met||2018
37683380106799|Learning Choice Academy|6|Based on our survey data, The Learning Choice Academy students and parents self report feeling safe at school.  Survey data shows that parents are comfortable reaching out to teachers and staff when needed.  Parents express gratitude that our staff is available and attentive to students and parents alike. TLC staff has been trained in restorative justice practices to better serve all of our students and families.|Met||2018
44697570000000|Happy Valley Elementary|6|After receiving full reimbursement from the state regarding the Hardship Facility Grant, the school now has a strong ending fund balance. The greatest need for Happy Valley still is the aging facility and the need for Modernization. At this time, the school district has a restroom approval plan submitted to DSA.The Administrative office Modernization will follow with added scope to maximize funding opportunities. In addition, for the second year in a row, the parent survey results show a need to bring a stronger conflict resolution to our school. HVS has implemented Sanford Harmony, and all teachers use it, however, we are still experiencing dissatisfaction with regard to a social and emotional program. 65% of parents report sufficient resources to address conflicts which falls short of our 80% satisfaction benchmark. 73% of parents report that they are aware of a supplemental social emotional program even exists. Teachers were trained in Peacebuilders in K-6 and now thePeace builders program has been implemented in the 2018-2019 school year. A technology plan will be given top priority in the 2018-19 school year.|Met|While Happy Valley School has not suspended any students in the last 4 years, we want to make sure the students can work out their problems with common language, give them tools to navigate conflicts, and the ability to feel safe while they are resolving conflicts.  Each month, the school has a Peace builder theme that is discussed in class, is used at our Cooperation Assembly, and modeled by both students and staff.|2018
21654660000000|San Rafael City High|6|2017-2018 California Healthy Kids Survey, Summary of Core Module Results: The high school district surveyed ninth and eleventh grade students in the core module of the California Healthy Kids Survey in 2017-18; 1,096 of 1,905 student participated, an average response rate of 57%, which is a 9% increase from the 2015-16 year.  Of the students who responded, 50% were female, and 50% were male.  The survey focused on three target areas, each with subcategories. The three target areas are: School Engagement and Supports, School Safety and Substance Abuse and Mental and Physical Health. Results reflect a high level of student engagement and supports. 93% of ninth grade students report school connectedness: 83% report high motivation. 89% of ninth grade students report they have caring adult relationships; 92% report having high expectations and finally 49% report having meaningful participation. 90% of eleventh grade students report school connectedness: 76% report meaningful participation in school. 91% of eleventh grade students report they have caring adult relationships; 92% report having high expectations and finally 49% report having meaningful participation. 66% of ninth grade students report feeling safe at school. 74% of eleventh grade students report feeling safe at school. Results of ninth grade students reflect 92% disapprove of regular alcohol, and results of eleventh grade students reflect 83% disapprove of regular alcohol use.|Met||2018
44697320000000|Bonny Doon Union Elementary|6|BDUESD administered a locally-designed student survey in the spring 2018. Results serve to measure the district’s progress on state Priority Six, School Climate.  Overall district School Climate Index:  86% of our students report that they like school; 82% of our students “feel comfortable to the [their] teacher” with a problem; with 75% feeling comfortable speaking with a yard duty; and 79% feel comfortable speaking with the principal.  We see that the age of our students does not impact the response rate as there is little to no discrepancy on the survey results when split between primary and upper grades.   One area of concern identified on both the student and parent survey relates our school bus.  Only 25% of our 3rd through 6th grade students strongly agree or agree that they “behave properly on the bus”, with 81% of our parents strongly agreeing or agreeing that their “child feels safe on the bus.”  Due to this discrepancy, new bus procedures are being implemented this year, and the questions on our spring survey will more closely align to deepen our understanding.|Met||2018
19647330111492|Alliance Patti And Peter Neuwirth Leadership Academy|6|The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) helps us gather unfiltered student feedback to assess whether we foster a safe school environment. Our survey question regarding whether the student feels safe at school yielded an average response of 3.1. Additionally, our survey question regarding whether the school emphasizes respect for others yielded an average response of 3.1. The Student Satisfaction Survey also helps us determine whether we effectively promote our students’ sense of belonging and connectedness to the school. For example, students provided an average response of 3.2 when asked if the teachers show respect for all students and an average response of 3.2 when asked if the principal shows respect for all students. Furthermore, at Alliance Patti & Peter Neuwirth Leadership Academy (“Neuwirth”) we believe that students thrive not only when they develop close relationships with teachers and all adults in the building, but also when we set high expectations for students. Students respective average responses to the following survey questions are indicated in parentheses after each question: (a) I believe that this school is preparing me to be successful in college (3.2), (b) This school does a good job of informing students about options for college (3.3), (c) This school emphasizes the benefits of attending college (3.4), and (d) This school emphasizes the benefits of graduating from college (3.3).|Met|In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) indicate that students believe Alliance Patti & Peter Neuwirth Leadership Academy (“Neuwirth”) is meeting its goals for a safe and inclusive school climate. In the survey, Neuwirth received an overall average response of 2.9. While we are happy with the score, we will continue to prioritize the safety and well-being of our students. At Neuwirth, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators. At its core, the Student Satisfaction Survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. A copy of the Student Satisfaction Survey is available upon request. The Student Satisfaction Survey was developed by Alliance College-Ready Public Schools Research and Data Team to help schools develop goals to improve services and support provided to students. It is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college, and measures performance on a 1 to 4 scale with 4 being the highest rating.|2018
19647330120030|Alliance College-Ready Middle Academy 4|6|The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) helps us gather unfiltered student feedback to assess whether we foster a safe school environment. Our survey question regarding whether the student feels safe at school yielded an average response of 3.1. Additionally, our survey question regarding whether the school emphasizes respect for others, yielded a respective average response of 3.2. The Student Satisfaction Survey also helps us determine whether we effectively promote our students’ sense of belonging and connectedness to the school. For example, students provided an average response of 3.3 when asked if the teachers show respect for all students and an average response of 3.3 when asked if the principal shows respect for all students. Additionally, students provided an average response of 3.1 to the question: Students have a voice in improving the school. Furthermore, at Alliance College-Ready Middle Academy 4 (“CRMA 4”) we believe that students thrive not only when they develop close relationships with teachers and all adults in the building, but also when we set high expectations for students. Students respective average responses to the following survey questions are indicated in parentheses after each question: (a) I believe that this school is preparing me to be successful in college (3.4), (b) This school does a good job of informing students about options for college (3.2), (c) This school emphasizes the benefits of attending college (3.3), and (d) This school emphasizes the benefits of graduating from college (3.3).|Met|In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) indicate that students believe Alliance College-Ready Middle Academy 4 (“CRMA 4”) is meeting its goals for a safe and inclusive school climate. In the Student Satisfaction Survey, CRMA 4 received an overall average response of 3.1. While we are happy with this score, we will continue to prioritize the safety and well-being of our students. At CRMA 4, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators. At its core, the Student Satisfaction Survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. A copy of the Student Satisfaction Survey is available upon request. The Student Satisfaction Survey was developed by Alliance College-Ready Public Schools Research and Data Team to help schools improve services and supports for students. It is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college, and measures performance on a 1 to 4 scale with 4 being the highest rating.|2018
42692290116921|Manzanita Public Charter|6|The District administered a local school climate survey, through Survey Monkey, to all grades 2-6.  The survey was comprised of 20 questions which focused on 4 key areas:  School safety; school climate; school rigor; student-teacher relationships.  In each of these areas, key findings showed that 80% or more of students strongly agreed/agreed their school was a safe place that offered rigorous learning expectations from caring teachers.   This survey did reveal, however, that students were seeking better confidential reporting mechanisms regarding bullying issues. Based on the survey result, the District plans to create a website link, monitored by the school's Vice Principal, that allows students to anonymously report bullying and safety issues. It was also learned that much of the bullying was taking place in school bathrooms.  An artist was hired in June, 2018, and positive message murals/words were painted in all Grades 1-6 Bathroom.  In addition, bathrooms are more carefully monitored and checked on a daily basis by noon duty supervision and site administration.  Two additional cameras were purchased and installed to gain a better view of upper grade bathroom movement.    In the area of playground climate, several students shared they would appreciate strategies which would help students treat each other with  kindness and respect.  Playground rules which focused on the 'correct' ways to play wall ball, foursquare, tether ball, etc...were posted and taught to students.      In addition, the school's Peacemaker program, which is a program that trains and encourages student led reconciliation strategies on the playground, was budgeted for the 2018-19 school year.|Met||2018
35675790000000|Willow Grove Union Elementary|6|Using the Climate survey students reported feeling safe in the classroom at 100% and feeling safe outside at school at 85%. Only 2% of students feel bullied at school and we are working on strategies to assist in lessening that outcome. Students report that it is hard to pay attention in class when they are worrying about problems at home (35%). We are seeing the results within this survey from actions that have been taken at our school site.|Met||2018
08100820114116|Uncharted Shores Academy|6|The survey was very supportive and positive on the culture and climate of Uncharted Shores Academy. The main area of strength was a safe and nurturing school environment,with little to no bullying (87% of parents strongly agreed). The staff reported several challenges to a safe, secure environment: 67% of students are of low socio-economic status, prevalent drug use in the community, and a high percentage of emotionally unstable and autistic students.  The focus of continual improvement led to the discussion and implementation of additional parent involvement activities with regularly scheduled parent club meetings, LCAP committee meetings, and School Site Council Advisory meetings. We are very pleased with the number of parent volunteers who have joined the parent club and committee advisories. We have found that increased communication with parents has led to a decrease in the number and severity of student instances of disrespect to authority and other students.|Met||2018
08618200137729|Uncharted Shores Academy|6|The survey was very supportive and positive on the culture and climate of Uncharted Shores Academy. The main area of strength was a safe and nurturing school environment,with little to no bullying (87% of parents strongly agreed). The staff reported several challenges to a safe, secure environment: 67% of students are of low socio-economic status, prevalent drug use in the community, and a high percentage of emotionally unstable and autistic students.  The focus of continual improvement led to the discussion and implementation of additional parent involvement activities with regularly scheduled parent club meetings, LCAP committee meetings, and School Site Council Advisory meetings. We are very pleased with the number of parent volunteers who have joined the parent club and committee advisories. We have found that increased communication with parents has led to a decrease in the number and severity of student instances of disrespect to authority and other students.|Met||2018
54755230114348|Butterfield Charter High|6|The California Healthy kids survey was used in 2017-2018 as a baseline to get parents’ input. The total number of respondents were 367 parents. Elementary 240, Middle School 67, and High School 59 and 1 NT (Alternative School). Parents were given the option of: Strongly Agree, Agree, Disagree, Strongly Disagree, and Don’t Know. For the Academic Orientation and Participation section the overall percent of parents who agreed or strongly agreed that their school promotes academic success for all students was 91%. The overall percent of parents who agreed or strongly agreed that the school is a safe place for their child was 88%. The overall percent of parents who agreed or strongly agreed that school motivates students to learn was 90%. The overall percent of parents who agreed or strongly agreed that school has adults that really care about students was 84%. The overall percent of parents who agreed or strongly agreed that school provides opportunities for meaningful student participation was 80%. All students need to feel safe and connected at school so that they continue to attend, behave appropriately, and attain a high school graduation diploma. Other measurable tools overall Attendance rate = 94%, Suspension rate = 6%, and Expulsion rate = 0.6%, and Graduation rate = 84.6%.  PUSD will continue to provide personalized learning plans and transition process for all students that provide the opportunity for students to link academics to career interest through assessment of the graduate outcome rubric, interest inventories and enrollment in career exploration electives.  Student sense of safety and connectedness to school results were identified as overall average on “Strongly Agree”, and percentages on “High”, “Moderate”, and “Low” school connectedness responses. The grade levels selected to take the student survey were 5th, 7th, 9th, and 11th grade. Overall average reporting “Strongly agree” in 7th grade 20%, in 9th grade 16%, and in 11th grade 12%. Overall percent in “high” & “moderate” school connectedness responses in 7th grade was 88%, in 9th grade 92%, and in 11th grade 88%.  For the elementary school connectedness average reporting “Yes, all of the time” 45% and school connectedness scale High 53%, Moderate 43%, Low 3%. At the elementary level for school safety 76% felt safe all the time or most of the time, 18% felt safe sometimes. For the 7th, 9th, and 11th grade safety results students responded with strongly agree, agree, neither agree or disagree, disagree, and strongly disagree. In 7th grade 57% of students strongly agree or agreed that they felt safe, and 26% neither agree or disagree. In 9th grade 64% of students strongly agree or agreed that they felt safe and 24% neither agree or disagree. In 11th grade 48% of students strongly agree or agreed that they felt safe and 32% neither agree or disagree.|Met|Butterfield Charter High School will continue to  implement academic social, and behavioral interventions, transition programs, mentoring, early intervention programs, and after school activities to support students' connectedness to school. PUSD will provide a wide array of CTE classes to increase engagement and motivation of students.  Such as  Agriculture Leadership, Computer Applications in Agriculture,  Principles of Investigation, Informational Technology, Music Keyboarding, Voice Class, Green Methods, Biomedical Science, Graphic Design, Entrepreneur Project. PUSD School campuses will be secure and enclosed by a fence and have functional security cameras and shade structures. PUSD has hired additional personnel to meet the needs of ALL students counselors, psychologists, nurses and behavioral intervention specialist.|2018
51714230132977|Sutter Peak Charter Academy|6|Every late winter, early spring, each member of our Sutter Peak school is provided with a survey that addresses school climate and all grades.  The data from this survey is used to provide guidance around a specific LCAP goal of family participation and school climate. The survey also helps to guide topics for future parent meetings, evening opportunities for parent educational growth ie, Math night and ELA night.  These nights are specifically geared parent training on the Common Core State Standards.  In the spring, the school comes together to celebrate student science projects.  Teachers and parents gather often at park days, family field excursions and at vendor offered classes.  Our newest addition this year, Back to School Days, was a direct reflection of data based needs.  Sutter Peak offered multiple days of in person back to school information in four counties.  The events were a huge success and will continue in every fall.  The LCAP goal surrounding school climate is reviewed and approved by the school board.|Met||2018
15636280000000|Maricopa Unified|6|1. DATA:  Each year, Maricopa Unified School District conducts a student survey for ALL Third through Twelve grade students. District Superintendent, Dr. Meier, also conducted personal input sessions for all Third-Twelve grade classrooms to gain the students point of view. The following are the Student Survey Results: Q1 Textbooks and learning materials =91.9%, Q2. Safe/Clean School=48.4%, Q3 College and Career Prepared=87.1%, Q4. Teacher(s) makes time to discuss Academic Successes/Needs=83.2%,  Q5. Enjoy School=80.0% Q6. Staff Encouragement=82.2%, Q7. Teachers Make learning understandable =79.5%,  Q8. Trust Teachers/Staff=74.5%, Q9. Common Core State Standards Implementation=70.5%, with a Total Average for all question responses=77.5% .  Keys Learnings: All question responses are 70% or above, except for Q2 on safe and clean campus (see addressed below). Most students enjoy school (80%), believes that our teachers and staff are encouraging to them (82.2%), believes that our school works for their academic needs and successes (83.2%), and trusts our teachers to help them be successful (74.5%).  2. MEANING:  No significant desegregated data for any major areas, grade level, gender, or special populations were noted.  Three areas for continued improvement were identified  from our student's point of view. The three areas for improvement are our food service selections, our older campus facility cleanliness and our campus safety.  Improvement comments were made in these area by all grades, gender and populations.   3. USE: The three areas for improvement based on input are our food service selections, our older campus facility cleanliness, and our campus safety. The superintendent met with ALL Third through Twelve grade students to share improvements being made and hear their concerns and suggestion on how the District could help improve in these three areas. During the 2018-19 school year improvements have been made in food quality for our breakfast and lunch program, several campus improvement projects have already been completed to support our facility and cleanliness (i.e Painting, Air fresheners in restrooms, Restroom upgrades) and plans are being developed to provide another layer of campus fencing for better security.  Maricopa Unified School District listens to our students, parents and staff to help us make needed improvements for our schools!|Met||2018
37684520128223|Bella Mente Montessori Academy|6|Bella Mente administers a school climate survey to all stakeholders every January. Results are then reviewed and shared with the Board of Directors and stakeholders during an open forum. Goals for improvement are created with a group of volunteer stakeholders. Progress is shared at monthly Board of Directors meetings.|Met||2018
52715710000000|Los Molinos Unified|6|A Google form survey was created using questions from the Healthy Kids Survey and the National School Climate Association. The survey consisted of 15 questions and was given to students of grades 6-12. Noteable responses included: 1. Adults who work at my school treat students with respect: 62% of students agreed while only 38% remained neutral. 2. My Teachers encourage me to try new ideas and think independently: 79% agreed. 3. Students have friends at school they can trust and talk to if they have problems: 69.5 % of students agreed. 4. If I have problems with school work, there is someone that can help me: 79.2% of students agreed. 5. Many students go out of their way to treat other students badly: 45.9% of students disagree while 18.4 agreed and 25.4 remained neutral. 6. I have a plan for my future after high school: 76.2% of students agreed|Met|The survey results revealed a need to evaluate bullying cases and preventative measures to ensure students feel connected in difficult times. Overall, the results show students value their teachers and have someone they can talk to.|2018
37683386119168|San Diego Cooperative Charter|6|SDCCS uses the CA Healthy Kids Survey (CHKS) as one of the tools to evaluate school climate. In 2018, the SDCCS middle school program was ranked in the 95th percentile for positive school climates know as the school climate index (SCI).  The similar school SCI ranked SDCCS in the 96th percentile compared to schools with similar demographics.  The 5th grade survey was given and yielded extremely positive results too.  However, there is not an SCI calculated by CHKS for 5th grade.  SDCCS is known as an accepting and safe school where students can be themselves.  Students that make poor interpersonal choices are counseled and led through a restorative justice process that typically leaves students feeling heard and empowered to grow and change.  Suspensions and expulsions are rare and are used only when all options have been exhausted or in extreme / legally mandated instances.|Met||2018
31667616031009|Bowman Charter|6|Based on our LCAP and annual Board goals, students were surveyed regarding their perceptions of school safety and connectedness. We choose to utilize the CHKS and parent survey given during the 2017-18 school year. On average, 82% of our staff feel the learning environment provided at Bowman is supportive and inviting place. 54% of our students feel a high level of school connectedness. 85% of our students report feeling safe at school. Based on Parent Survey, 97% agree or strongly agree that their child feels safe and connected to school. 98% of families surveyed feel the school offers opportunities to be involved as a parent.|Met||2018
50710840000000|Gratton Elementary|6|Gratton School District uses the Annual Healthy Kids survey, administered in seventh grade, to evaluate school climate.  School Environment Average Scale Scores, out of 5 possible, are as follows:  Total School Supports 3.06, Caring Adults in School 3.19, High Expectations-Adults in School 3.43, Mean Participation at School 2.57, School Connectedness, Parent Involvement and Academic Motivation Average Scale Scores are as follows:  School Connectedness 4.25 Parent Involvement 4.12, Academic  Motovation 4.07.  In addition, the school has 0% expulsion rate and 0% suspension rate.|Met||2018
48705734830113|Elise P. Buckingham Charter Magnet High|6|- 2017-18 California Healthy Kid Survey - High value place on maintaining a safe, clean and orderly place that nurtures learning (WASC Report, 2017) - Implementation of daily intervention and enrichment period and continuance of weekly student advisory for social/emotional support|Met||2018
36678430000000|Redlands Unified|6|Parents   A survey to receive feedback on School Climate was developed on Google Forms using questions from the National PTA Council. Several methods were used to provide families with access to the online survey such as the district and school websites, Twitter, and parent meetings.   The survey revealed that 93% of the respondents agree that when they walk into the school, they feel the school is inviting and that it is a place where parents belong. 79.8% of the respondents feel that the school’s policies and programs reflect, respect, and value the diversity of the families in the community. Additionally, 80.6% of the respondents feel that student at the school are treated fairly no matter what their race or cultural background. 68.6% of the respondents feel welcome at group meetings. The survey also revealed that 90.8% of the respondents agree that at the beginning of the year they were provided with their parental rights and that they are easily accessible. 90.6% of the respondents agree that they understand school rules and requirements for student dress, language, and behavior. Finally, 78.3% of the respondents agree that they feel empowered to advocate for their own child and other children’s success in school.   Students   A Google form modeled after the Positive Behavior Intervention Support (PBIS) School Climate Survey was developed to capture student perceptions about school safety, the physical environment of their schools, and school connectedness. There was a secondary school survey that was administered to all 7th and 10th graders in the school district, as well as an elementary school version that was administered to all 4th graders. In total, 927 4th grade responses were collected and 1,299 secondary student responses were collected.   Analysis of subset of specific items on the local survey that are particularly relevant to school safety and connectedness: Based on results from the student surveys, several themes were consistent: Students feel that there are adults at their school that are there to support them and help them emotionally and academically. A large percentage of students enjoy their school and feel safe, additionally, students feel that safety is a relative priority at their site. In general, students feel respected regardless of gender or race, but many feel that rules are applied differently to varying student groups. Improvements can be made at the secondary level regarding student voice. Lower percentages feel that students treat others well, and overall student behavior on campus seems to be a common concern for some. Finally, cleanliness on campus produced mixed results.|Met||2018
54721166054340|Sequoia Elementary Charter|6|Sequoia Union Elementary School District implemented new safety plans in conjunction with State and Federal Requirements during the 2017-2018 school year under new administration.  Further, the District has implemented Social Emotional Learning Standards and is part of the first Tulare County Office of Education Mental Wellness Triage Grant (a two year funded program) to support students overall sense of safety and connectedness within the school.  This effort came about as a result of a Climate Survey of students regarding their sense of belonging and safety at school.  Two key facts arose from this survey.  They were a need for improved education on relationships and interaction, and a clear indicator that as students increased in age that they felt less connected to at least one adult on campus.     Fundamental improvements have been made through the districts efforts.  These include a decrease in suspensions.  Students feeling like they can approach an adult and know that they are valued and heard.  There is always more work to do to improve upon these relationships and creating a socially emotionally healthy environment for students and staff.|Met||2018
21653670000000|Larkspur-Corte Madera|6|"LCMSD administers the CA HKS to 5th and 7th graders every other year. Fall 2017 results indicate 90% of 5th grade students report feeling safe at school and 93% report that teachers make it clear that bullying is not allowed most or all of the time. 90% of fifth grade students report that teachers will do something to help if bullying is reported. 80% of 7th graders report feeling ""very safe or safe at school and 92% report that they experience caring adults at school.  Survey data is used to inform instruction and programs at all schools to foster school safety and student connectedness."|Met||2018
19647090000000|Lennox|6|Lennox School District has developed a variety of services and interventions to meet the needs of social-emotional and behavioral challenges of students through a multi-tiered system of support. The district administered the annual climate survey as an on-going metric in our Local Control Accountability Plan. 78% of 5th grade students and 86% of 7th grade students indicated that they felt safe at school.  89% of teachers indicated that students and staff were safe and that the District was fully implementing its safety plan. 81% of 5th grade students and 54% of 7th grade students reported that their teachers make time to discuss grades, academic successes, or areas of improvements with them and with their parents. 63% of 5th grade students and 67% of 7th grade students indicated that they want to attend school and that their parents are contacted when students are absent. Lennox School District continues prioritize supporting student social-emotional needs and ensuring the safety and connectedness of all students. The district offers a full-time counselor at all schools, mentoring programs, college field trips, anti-bullying programs and growth mindset strategies. This year teacher professional development has focused on social-emotional learning. Teachers and administrators have learned strategies to build more meaningful engagement with students.|Met||2018
50710840120089|Gratton Charter|6|Gratton School District uses the Annual Healthy Kids survey, administered in seventh grade, to evaluate school climate.  School Environment Average Scale Scores, out of 5 possible, are as follows:  Total School Supports 3.06, Caring Adults in School 3.19, High Expectations-Adults in School 3.43, Mean Participation at School 2.57, School Connectedness, Parent Involvement and Academic Motivation Average Scale Scores are as follows:  School Connectedness 4.25 Parent Involvement 4.12, Academic  Motovation 4.07.  In addition, the school has 0% expulsion rate and 0% suspension rate.|Met||2018
34752830000000|Natomas Unified|6|NUSD surveys students in grades 4 through 11 on their perceptions of academic support, school safety and school connectedness. These survey questions are part of a social emotional climate culture survey used across the California by large urban districts in the CORE Collaborative. Results of the School Climate Surveys were shared with the Board of Education and Natomas stakeholders on September 12, 2018.    For students in grade 4, 92% reported feeling safe and 91% reported feeling connected to school.  For 8th grade students, 44% reported feeling safe and 77% reported feeling safe or neutral about that question.  Also, 35% reported feeling connected to school and 74% reported feeling connected or neutral about that question.   For 11th grade students, 44% reported feeling safe and 74% reported feeling safe or neutral about that question.  Also, 43% reported feeling connected to school and 77% reported feeling connected or neutral about that question.|Met||2018
45698564530333|Anderson New Technology High|6|Two years ago, the California Healthy Kids Survey was given to our students as well as a New Tech Network survey on a yearly basis.  We had a 98% response rate from 9th graders and a 50% response rate from grade 11.  95+% responded that they have never used drugs, with the exception of alcohol and marijuana, which 24% responded that they have tried these.  20% of our eleventh graders say they use alcohol and marijuana regularly. Two years ago, the California Healthy Kids Survey was given to our students as well as a New Tech Network survey on a yearly basis.  We had a 98% response rate from 9th graders and a 50% response rate from grade 11.  95+% responded that they have never used drugs, with the exception of alcohol and marijuana, which 24% responded that they have tried these.  20% of our eleventh graders say they use alcohol and marijuana regularly.  Our New Tech Network survey consistently shows that our students are engaged and happy with our school.  93% responded that they are proud of their academics, teachers, classmates, and school's involvement in our community.  90% feel they have learned or are learning how to collaborate with others and that students in groups share responsibility for the work completed.  92%Two years ago, the California Healthy Kids Survey was given to our students as well as a New Tech Network survey on a yearly basis.  We had a 98% response rate from 9th graders and a 50% response rate from grade 11.  95+% responded that they have never used drugs, with the exception of alcohol and marijuana, which 24% responded that they have tried these.  20% of our eleventh graders say they use alcohol and marijuana regularly. Two years ago, the California Healthy Kids Survey was given to our students as well as a New Tech Network survey on a yearly basis.  We had a 98% response rate from 9th graders and a 50% response rate from grade 11.  95+% responded that they have never used drugs, with the exception of alcohol and marijuana, which 24% reponded that they have tried these.  20% of our eleventh graders say they use alcohol and marijuana regularly.  Our New Tech Network survey consistently shows that our students are engaged and happy with our school.  93% responded that they are proud of their academics, teachers, classmates, and school's involvment in our community.  90% feel they have learned or are learning how to collaborate with others and that students in groups share responsiblity for the work completed.  92% feel safe on campus, 80% feel accepted about their peers.  An area for us to work on is that 30% feel that the rules we have do not make sense and that they are not enforced fairly.  60% of our students feel ready to apply for a job or for college, so this is another concern, yet is countered with a 94% of students reponding that we prepare them well for post-secondary options for jobs and colleges.  It is possible that they know they have been prepared, but do not have the confidence that they will succeed.|Met||2018
37684520114264|North County Trade Tech High|6|While we have done locally created climate surveys with our students and staff, but we have not participated in one created by an outside agency for several years.  We will conduct a survey in the 2018-19 school year for this purpose.|Not Met||2018
54718030000000|Alpaugh Unified|6|Alpaugh administers two surveys related to school climate and student engagement. The first is a local survey of staff, parents and students that emphasizes local concerns and is geared toward multiple grade levels. The second is the California Healthy Kids Survey, last administered in 2016-17 academic year. Both of these surveys confirm, by stakeholders, that our school culture is positive and welcoming for students, staff, and parents. Alpaugh is a safe school where learning processes are not interrupted by outside influences or discipline issues. Alpaugh has a fair discipline policy, which is clearly understood and supported by staff, students, and parents; we have had few student suspensions and no student expulsions which is a clear indication of our positive school climate. Student engagement is a crucial component for student success. Alpaugh’s desire is to involve students as active participants in their education by providing them with learning opportunities, and cross-curricular activities. The number of students participating in co-curricular activities such as Poetry and Prose, Science Fair, Spelling Bee and similar events has increased, confirming that students are ever more engaged in academic life. Results of the 2016-2017 California Healthy Kids Survey results continue to confirm that students believe that school is a safe place to be and feel strongly supportive of • School supports • Caring adults at school • High expectations of adults at the school • School connectedness. Our goal is that every student reports a high degree of satisfaction with each of these factors. One of the ways we are addressing this is through on-campus intervention and support with schoolwide teacher training. Another way we are addressing this is through schoolwide approaches to student literacy and academic support, and field trip experiences that connect classroom experiences to real-world applications and experiences. Alpaugh will participate in the next administration of the California Healthy Kids Survey in 2018-2019.|Met||2018
41690620126722|East Palo Alto Academy|6|EPAA uses two surveys to measure school climate, in addition to a “town hall” we call Food and Feedback in which teachers and students meet in small groups to revisit some of the Panorama survey results.  We wanted more specific student explanation for the data to have a clearer understanding of the results.  In discussing the surveys with the students there was some confusion about the questions and what they were asking.  To provide an opportunity for “street level” data collection all teachers and staff engaged in a 60 minutes interview of students in small groups. For several years now EPAA students have completed the Search Institute Developmental Assets Profile survey.  The information in this reports is based on a survey of students in East Palo Alto, CA in May 2018.  It is based on data from Search Institute’s survey Developmental Assets Profile.  It focuses on understanding the strengths and supports (or “Developmental Assets”) that young people experience in their lives.  Extensive research has shown that having these assets in their lives helps young people make positive life choices.  Overall our students had the following results from strongest to most challenging in the mean scores for the eight categories for assets (range 0-30).  Boundaries and expectations (19.1), support (18.7), empowerment (18.4), social competencies (18.4), positive identity (17.4), positive values (17.4), commitment to learning (17.1) and the most challenging for our students is constructive use of time (13.6).  As a result of this data we further developed our transitional program from 8th to 9th grade in the following ways.  We now have a two week “summer bridge” session, which was once only four days for the rising 9th graders.  We also include a curriculum that specifically emphasizes the “Bulldog Way” which is our social emotional core values.  These core values include love (love of self and others), power (understanding your ability to make positive change), attitude (a positive attitude about school as a key lever for future success), growth mindset (the road to success is full of challenges that can be overcome),and grit (understanding the value in working hard, especially when things are challenging).  We have additionally emphasized the Bulldog Way as it relates to our exhibition and advisories.  We continue to fund a full wrap-around team that includes therapists, a social worker, psychiatry fellows and a restorative justice coordinator.  To help facilitate a better asset orientation as it relates to the greater community we also work with the local Boys and Girls club, in addition to a variety of local community based organizations such as Fly, Peninsula Conflict Resolution Center, Youth Community Service and the Ecumenical Hunger Program.  We continue to seek out resources for our families and community members who have recently struggle with housing insecurity and immigration policies that are interrupting families and therefore many of our stu|Met|See narrative above.|2018
37680236115778|Chula Vista Learning Community Charter|6|Chula Vista Learning Community Charter School uses two Climate and School Culture Surveys to collect data related to school climate and safety. The Hanover Survey and The Teaching Excellence Network School Priority Survey allow teachers, students, and the community to share opinion and to give feedback.   The Teaching Excellence Network Priority Survey Data is broken in the categories of Relevance, Responsibility, and Relationships with priorities connected to each of the categories. Priority Survey reveals that the community hopes that the school will focus on theses top three priorities is each category.   Relevance: Prepare students for college, have clear goals and expectations, teachers help students apply lessons to everyday life.   Responsibility: Create a supportive academic culture, maintain a vibrant and organized classroom, and collaborate with others to build a professional learning community.   Relationships: Build trusting relationships with students, build community in the classroom, and be respectful to all students.   The Hanover Survey reveals that CVLCC is above or within several percentage points of the Chula Vista Elementary School District in all areas. Of particular interest, is the data related to social emotional learning. As a school we will study this data to make sure we are being responsive to student and community needs.    Due to the analysis of TEN Priority and Hanover Survey data we have a renewed school focus on the development of strong student-teacher relationships. We have extended personnel to support social emotional learning and we are training more staff in restorative practices. Teacher are also receiving feedback directly from students and the community to better address the social emotional needs of all kids.|Met||2018
19651280000000|Whittier Union High|6|The District determined this standard was met through analysis of the last administration of the District’s Student Opinion Survey. In terms of safety, most students felt their school was a safe place to be always or mostly (84% of students, up from 77% two years ago). Most students (81%) thought that students were treated with respect by staff at the school; whereas 74% of the students felt they were treated with respect by other students at the school. Despite the positive climate, It is of concern that 40% of the students stated that all or many of the students they knew used illegal drugs; additionally, 40% of students stated that all or many of the students they knew were involved in abusing alcohol on a regular basis. On a positive note, there has been a dramatic increase in students’ knowing and understanding the discipline rules, increasing 10% from 79% of students two years ago up to 89% of students this past year. In terms of connectedness, the majority of students (75%) can usually meet with a counselor within one to two days and 79% of students check assignments and grades on Aeries Student Portal at least once a week, while only 31% of parents are checking the portal of their child. Students also stated that 51% of parents have not made any visits for parent conferences or school-related activities. Discussions between results that differ between subgroups and schools are held on a weekly basis at the Superintendent’s Council, with actions planned and implemented throughout the year.|Met|Complementing the results from the local Student Opinion Survey, which is given every other year, are the results of the Parent Survey, which is given every year. Results on these surveys are tabulated and compared longitudinally to further extend the analysis and to uncover trends that may occur. From this year’s Parent Survey, 95% of the parents stated they felt welcome when they came to the school; 91% of parents stated there was good communication between the school and parents; 95% felt comfortable communicating with teachers regarding questions or concerns; 91% felt comfortable communicating with administration/principal regarding questions or concerns; and, 88% felt school promoted understanding and acceptance among racially, ethnically, and culturally diverse student body.|2018
43694010000000|Campbell Union High|6|The District administered the WestEd Healthy Kids Survey in November of 2017 to all high school students, which was new for the District. In previous years, only grade 9 students were surveyed. There were 5,635 responses, a 70% response rate across all students. Survey results for students, parents, and staff are available online at the District level and by school at http://www.cuhsd.org/apps/pages/LCAP.  Results from questions relating to meaningful participation at school show that:  29% said it was pretty much or very true that they do things that make a difference at school 19% said that they help decide things like class activities or rules at school 48% said they do interesting activities at school  Results that relate to connectedness and safety among students show that:  29% reported experiencing any bullying or harassment during the previous 12 months 64% agreed or strongly agreed that they feel safe in their school 55% agreed or strongly agreed that the teachers at their school treat students fairly 50% agreed or strongly agreed that they feel like they are part of their school 55% agreed or strongly agreed that they are happy to be at this school 59% agreed or strongly agreed that they feel close to people at their school  Disaggregated results showed lower levels of student engagement as well as a less positive school experience among socioeconomically disadvantaged, Latino, and LGBTQ student groups. In response to these results and conversations with community stakeholders, the District has launched several initiatives to improve school climate in the 2018-2019 school year. One is a Fairness and Belonging Committee, comprised of teachers, students, and parents with a purpose to develop recommendations for the District to improve school climate. Another initiative is the Equal Opportunity Schools (EOS) program, which aims to create equity in the enrollments of underrepresented student groups in AP and IB courses. Additionally, the District is piloting a semi-annual survey to measure student experiences at least twice a year rather than only annually.|Met||2018
47702430000000|Dunsmuir Elementary|6|During the 2017-18 school year the California Healthy Kids’s Survey was administered to the 7th grade class. No other students in the school were surveyed. Because the number surveyed (15) was so small a report was not prepared to protect the anonymity of the students.  Since the student survey only needs to be given every two years, DES still meets the “Standard” for this priority. Included in this report is the analysis of the survey given two years ago to our 3-8 students. We continue to address behavior and social-emotional well-being of our students at DES. We have started to implement MTSS (Muti-tiered System of Support) in our school in the 2018-19 school year. We have used the SWIFT FIA (Fidelity Integrity Assessment) to identify areas of greatest need to address. Through this assessment  we determined our focus is on strengthening our behavioral support system for all students.    We held our first Start With Hello week in September to bring skills and education to students about how to help students who feel isolated or unconnected others.. We have several other whole-school activities planned to promote safety and a feeling of being welcomed at our school such as whole school socials and participation in Kindness Week in November. We will identify students who need additional services and direct the proper resources towards them (ie our school counselor).   We will give a survey to the entire school population 2 times a year and analyze that data to identify areas that need improvement.|Met||2018
10621250000000|Coalinga-Huron Unified|6|The district is committed to ensuring a safe and conducive learning environment for all students. Specific actions have been taken by the district to address issues relating to student safety, to include but not limited to, increase professional development for staff as it relates to crisis preparedness and implementation of social emotional learning programs at the elementary level.  In the Spring of 2017, the CHUSD administered the California Healthy Kids Survey (CHKS) to students in grades 5th through 12th.  The following analysis of the CHKS is limited to portions of the survey relevant to student perception of school safety and connectedness. Elementary Eighty-eight percent of all 5th graders surveyed indicated feeling safe at school. Further analysis by school of origin revealed, a slightly higher rate for Sunset Elementary when compared to Huron Elementary (91%- Sunset; 88%-Huron). In terms of school engagement and supports, the results from both sites and communities were similar. Overall, 94% of fifth grade students surveyed indicated high level of connectedness. Middle School Analysis of survey data by school of origin indicated similar results for both middle schools across all subsets and grade levels. A key finding from the survey was sixth graders consistently rated/ranked higher in the areas of School Engagement and Supports and School Safety and Substance Use in comparison to their 7th and 8th grade counterparts. Seventy-three percent of sixth graders, 48% of 7th graders, and 55% of 8th graders perceive school as very safe or safe according to the survey results. Approximately 97% of middle school students surveyed rate high or moderate level of school connectedness. In the area of school safety, a majority of high school students surveyed responded that they perceive school to be very safe or safe. Further analysis by grade level revealed an even distribution across all grade levels therefore no significant disparity between grade levels was found. However, it is important to note the data suggests a significant decline from elementary school and middle school. Approximately 90% of high school students surveyed rated high or moderate level of school connectedness.|Met||2018
19647330108878|CHAMPS - Charter HS of Arts-Multimedia & Performing|6|Students at CHAMPS were surveyed in March 2018 about their perceptions of their school in terms of Student Engagement, Academic Rigor, Relationships with Teachers, Relationships with Peers, School Culture, College & Career Readiness, and Academic Support Services. In addition, students provided feedback about Project-Based Learning and Drugs and Alcohol. These results are detailed later in the report.  On an absolute basis, CHAMPS students provided the highest ratings on Academic Rigor and Relationships with Peers, while the lowest rated topics were College & Career Readiness and School Culture.  In order to put student feedback into context, this report compares CHAMPS students' ratings to the ratings from students at 450 other high schools across the country.  On a relative basis, CHAMPS students gave more favorable feedback on:  Relationships with Peers CHAMPS students gave typical feedback on: Relationships with Teachers School Culture CHAMPS students gave less favorable feedback on: Student Engagement Academic Rigor College & Career Readiness  CHAMPS continues to improve academic rigor through the addition of AP courses and teacher professional development. Our college and career readiness is being enhanced by sending our college counselors to workshops and improving our CTE pathways.  Student Engagement is being enhanced by adding new course offerings such as an LGBTQ course and Speech and Debate.|Met||2018
45699140135624|Tree of Life International Charter|6|"The Charter school administered a survey in the spring of 2018 and spoke with focus groups regarding School Climate.  Parents and staff alike mentioned that they feel the school has created a culture where adults and students feel loved and respected. Parents mentioned three things that were providing positive social/emotional support for students: 1.The use of Restorative Practices throughout the school 2. The Friday Celebration Assemblies where students are recognized for being successful students 3. Establishment of ""Kindness Coaches"" to acknowledge students for acts of kindness."|Met||2018
19647330120022|Valor Academy Middle|6|In order to assess students’ perceptions of school safety and climate, the school transitioned to a new survey platform, Panorama Education, to administered an end-of-year student survey in spring 2018.  School Safety - for school safety, students were asked to respond to the following questions: 1. How often are people disrespectful to others at your school?  2. If a student is bullied in school, how difficult is it for him/her to get help from an adult? 3. How likely is it that someone from your school will bully you online?  4. How often do you worry about violence at your school?  5. At your school, how unfairly do the adults treat the students?  6. How often do students get into physical fights at your school?  School Safety Average - the average of students responding favorably to these questions was 62% Student Subgroups with +/- 10% points from the school average: Grades Mostly Get Ds & Fs -12% Not Classified for Free and Reduced Lunch +10% School Climate - for school climate, students were asked to respond to the following questions:  1. How positive or negative is the energy of the school?  2. How pleasant or unpleasant is the physical space at your school? 3. How fair or unfair are the rules for the students at this school?  4. At your school, how much does the behavior of other students hurt or help your learning?  5. How often do your teachers seem excited to be teaching your classes?  School Climate Average - the average of students responding favorably to these questions was 57% Student Subgroups with +/- 10% points from the school average: Grades Mostly Get Cs & Ds -10% Grades Mostly Get Ds & Fs -10% Fifth Grade +13% Eighth Grade -16% Homeless -11% Parent Education Classified as College Graduate -13% Asian -17% Use District provided a space for school leadership to analyze data during Spring Admin Retreat to create an Annual Student Culture Goal and Student Culture Data Team to reach this goal Student Culture Data Team meets monthly with school district representative to set and monitor progress aligned to the Student Culture Goal set forth in the Annual School Action Plan District representative holds monthly focus groups with a new heterogeneous group of students to gather data and support the Student Culture Data Team to reach their goals Administration alignment of Fall and Spring Student Surveys for 2018-2019|Met||2018
19647330133694|Valor Academy Elementary|6|To assess students’ perceptions of school safety and climate, the school administered a written end-of-year student survey. This survey was administered to all 2nd grade students at Valor Academy Elementary School in winter 2018. Students were asked to answer questions regarding their feelings about school activities and give examples.  Students responded affirmatively and gave examples for all questions asked.   For the 18-19 school year we will plan to have our 3rd grade students take a written survey via Panorama Education.|Met||2018
13631720000000|Magnolia Union Elementary|6|Grade 3 student survey results - 93% of students felt involved in their school. 93% felt their school was a safe place to attend. 88% felt their teacher was concerned about their success, 12% were not sure. 88% felt they could talk to their teacher or the principal if they had a problem. Grade 8 student survey results - 100% felt involved in their school. 100% felt their school was a safe place to attend. 95% felt their teacher was concerned about their success, 5% were not sure. 95% felt they could talk to their teacher or the principal if they had a problem.  5% were unsure.|Met|It should be noted that the district is a small, rural district. Both the third grade class and eighth grade class have 17 or less students. When only one student marks 'not sure' or 'no' on a survey question the results drop from 100% down into the 80 percentiles. Having said that, the district is addressing communication strategies to insure that 100% of the students know that their teachers care about their success and that all of the students know they can talk about problems with their teacher or principal if necessary.|2018
19647330100669|Stella Middle Charter Academy|6|In order to assess students’ perceptions of school safety and climate, the school transitioned to a new survey platform, Panorama Education, to administer an end-of-year student survey in spring 2018.  School Safety - for school safety, students were asked to respond to the following questions: 1. How often are people disrespectful to others at your school?  2. If a student is bullied in school, how difficult is it for him/her to get help from an adult? 3. How likely is it that someone from your school will bully you online?  4. How often do you worry about violence at your school?  5. At your school, how unfairly do the adults treat the students?  6. How often do students get into physical fights at your school?  School Safety Average - the average of students responding favorably to these questions was 58% Student Subgroups with +/- 10% points from the school average N/A School Climate - for school climate, students were asked to respond to the following questions:  1. How positive or negative is the energy of the school?  2. How pleasant or unpleasant is the physical space at your school? 3. How fair or unfair are the rules for the students at this school?  4. At your school, how much does the behavior of other students hurt or help your learning?  5. How often do your teachers seem excited to be teaching your classes?  School Climate Average - the average of students responding favorably to these questions was 57% Student Subgroups with +/- 10% points from the school average Get Mostly Ds and Fs -14% Less than 90% Attendance Rate -13% Eighth Grade -11% Parent Education Level - Post Graduate/Graduate School +11% Asian -13% Black or African American -17% Use District provided a space for school leadership to analyze data during Spring 2018 Admin Retreat to create an Annual Student Culture Goal and Student Culture Data Team to reach this goal Student Culture Data Team meets monthly with school district representative to set and monitor progress aligned to the Student Culture Goal set forth in the Annual School Action Plan District representative holds monthly focus groups with a new heterogeneous group of students to gather data and support the Student Culture Data Team to reach their goals Administration alignment of Fall and Spring Student Surveys for 2018-2019|Met||2018
19647330124222|Rise Kohyang Middle|6|In order to assess students’ perceptions of school safety and climate, Rise Kohyang Middle School transitioned to a new survey platform, Panorama Education, to administered an end-of-year student survey in spring 2018.  School Safety - for school safety, students were asked to respond to the following questions: 1. How often are people disrespectful to others at your school?  2. If a student is bullied in school, how difficult is it for him/her to get help from an adult? 3. How likely is it that someone from your school will bully you online?  4. How often do you worry about violence at your school?  5. At your school, how unfairly do the adults treat the students?  6. How often do students get into physical fights at your school?  School Safety Average - the average of students responding favorably to these questions was 73% Student Subgroups with +/- 10% points from the school average: Grades Mostly Get Cs & Ds -10% Attendance Less Than 90% +10% Black or African American -10% White -21% School Climate - for school climate, students were asked to respond to the following questions:  1. How positive or negative is the energy of the school?  2. How pleasant or unpleasant is the physical space at your school? 3. How fair or unfair are the rules for the students at this school?  4. At your school, how much does the behavior of other students hurt or help your learning?  5. How often do your teachers seem excited to be teaching your classes?  School Climate Average - the average of students responding favorably to these questions was 61% Student Subgroups with +/- 10% points from the school average: Grades Mostly Get Ds & Fs -12% Sixth Grade +12% Seventh Grade -10% Two or More Races -10% SPED Classified +11% Use District provided a space for school leadership to analyze data during Spring Admin Retreat to create an Annual Student Culture Goal and Student Culture Data Team to reach this goal Student Culture Data Team meets monthly with school district representative to set and monitor progress aligned to the Student Culture Goal set forth in the Annual School Action Plan District representative holds monthly focus groups with a new heterogeneous group of students to gather data and support the Student Culture Data Team to reach their goals Administration alignment of Fall and Spring Student Surveys for 2018-2019|Met||2018
35103550000000|San Benito County Office of Education|6|During the 2017-18 school year, the San Benito County Office of Education (SBCOE) administered the California Healthy Kids Survey (CHKS) to students in grades 7, 9 and 11 at each of its four sites.  The CHKS is administered every two years and will be administered again during the 2019-20 school year. Results from the 2017-18 CHKS administered at the alternative schools revealed several areas that were preventing students from being successful.  Overall, 6% of students reported feeling connected to school (down from 46%) and 15% reported having at least one caring adult relationship (down from 36%).  Regrading Peer Violence and Bullying, 20% of students reported being harassed or bullied (down from 25%) but only 45% said the schools were safe (down from 58%).  On a more positive note, 43% reported using drug or alcohol (down from 70%) and 10% stated that they had considered suicide (down from 44%). Based on the CHKS results, the San Benito County Office of Education has implemented several actions which are outlined in the LCAP including: 1) providing counseling services from Behavioral Mental Health and Substance Abuse; 2) implementing the Restorative Justice Program with staff and student training; 3) exploring the implementation of PBIS (Positive Behavior Intervention System); 4) implementing a Multi-Tiered System of Support to match student needs to appropriate resources.    In addition, SBCOE is leading a consortium with the San Benito High School District and the Aromas San Juan School District to meet the needs of our most at-risk students by providing support to parents through a Parent University; engaging families through the addition of a Family and Community Engagement Liaison; and providing Social Emotional Learning at each school.  Our goal through this work is to increase school connectedness by 5% and decrease peer violence and bullying by 3% as measured by the CHKS biannually.|Met|The San Benito County Office of Education operates four alternative education programs. The California Healthy Kids Survey measures school climate every other year to grades 7, 9, and 11, allowing schools to look at cohort data as students move through schools. Due to the nature of the alternative education programs, the student population is very mobile so the cohorts may not consist of the same students year after year.|2018
19647330133868|Rise Kohyang High|6|In order to assess students’ perceptions of school safety and climate, the school transitioned to a new survey platform, Panorama Education, to administered an end-of-year student survey in spring 2018.  School Safety - for school safety, students were asked to respond to the following questions: 1. How often are people disrespectful to others at your school?  2. If a student is bullied in school, how difficult is it for him/her to get help from an adult? 3. How likely is it that someone from your school will bully you online?  4. How often do you worry about violence at your school?  5. At your school, how unfairly do the adults treat the students?  6. How often do students get into physical fights at your school?  School Safety Average - the average of students responding favorably to these questions was 73% Student Subgroups with +/- 10% points from the school average: Grades Mostly Get Cs & Ds -14% Attendance 90-94.9 +10% Attendance Less Than 90% +17% Black or African American -10% School Climate - for school climate, students were asked to respond to the following questions:  1. How positive or negative is the energy of the school?  2. How pleasant or unpleasant is the physical space at your school? 3. How fair or unfair are the rules for the students at this school?  4. At your school, how much does the behavior of other students hurt or help your learning?  5. How often do your teachers seem excited to be teaching your classes?  School Climate Average - the average of students responding favorably to these questions was 62% Student Subgroups with +/- 10% points from the school average: Less than 90% Attendance Rate +10% Tenth Grade +10% Use District provided a space for school leadership to analyze data during Spring Admin Retreat to create an Annual Student Culture Goal and Student Culture Data Team to reach this goal Student Culture Data Team meets monthly with school district representative to set and monitor progress aligned to the Student Culture Goal set forth in the Annual School Action Plan District representative holds monthly focus groups with a new heterogeneous group of students to gather data and support the Student Culture Data Team to reach their goals Administration alignment of Fall and Spring Student Surveys for 2018-2019|Met||2018
19647330112508|Bright Star Secondary Charter Academy|6|In order to assess students’ perceptions of school safety and climate, the school transitioned to a new survey platform, Panorama Education, to administered an end-of-year student survey in spring 2018.  School Safety - for school safety, students were asked to respond to the following questions: 1. How often are people disrespectful to others at your school?  2. If a student is bullied in school, how difficult is it for him/her to get help from an adult? 3. How likely is it that someone from your school will bully you online?  4. How often do you worry about violence at your school?  5. At your school, how unfairly do the adults treat the students?  6. How often do students get into physical fights at your school?  School Safety Average - the average of students responding favorably to these questions was 70% Student Subgroups with +/- 10% points from the school average: English Language Learner -15% School Climate - for school climate, students were asked to respond to the following questions:  1. How positive or negative is the energy of the school?  2. How pleasant or unpleasant is the physical space at your school? 3. How fair or unfair are the rules for the students at this school?  4. At your school, how much does the behavior of other students hurt or help your learning?  5. How often do your teachers seem excited to be teaching your classes?  School Climate Average - the average of students responding favorably to these questions was 50% Student Subgroups with +/- 10% points from the school average: Less than 90% Attendance Rate -14% English Language Learner +12% Black or African American -10% Use District provided a space for school leadership to analyze data during Spring Admin Retreat to create an Annual Student Culture Goal and Student Culture Data Team to reach this goal Student Culture Data Team meets monthly with school district representative to set and monitor progress aligned to the Student Culture Goal set forth in the Annual School Action Plan District representative holds monthly focus groups with a new heterogeneous group of students to gather data and support the Student Culture Data Team to reach their goals Administration alignment of Fall and Spring Student Surveys for 2018-2019|Met||2018
37683380136663|America's Finest Charter|6|America’s Finest Charter (AFC) recently conducted the California Healthy Kids Survey as a local measure to evaluate students perceptions and school connectedness.  The survey was sent  to 145 students in grades 3-11.  At AFC, we place the highest value on school safety and ensuring students feel connected to the school.  AFCS used Google Form to conduct a comprehensive analysis of our of our recent student survey results, we are able to provide the following summaries for specific items we feel are most relevant to our student population and school mision: When prompted with the following prompts, students surveyed replied as follows: 1) “Do I feel safe at the school?”: 45.5% responded “all of the time” and “35.9% responded “most of the time” 2)”Do you feel like you are part of this school”: 51.7% responded “all of the time” and 24.1% responded “most of the time” 3) “Adults at this school treat all students with respect”: 37.2% responded “strongly agree” and 35.9% responded “agree” 4) “Students get along and care about each other”: 25.5% responded “strongly agree” and 31.7% responded “agree”  5) “Students in this school respect each other’s difference”: 33.1% responded “strongly agree” and 37.9% responded “agree”   6) “This school has helped me think about and explore future career options”: 35.6% responded “strongly agree” and 35.6% responded “agree”.  Overall, the school connectedness scale score is high and the feel of safety at school is high. We are integrating our new students and helping them become connected to our school.|Met||2018
19734450000000|Hacienda la Puente Unified|6|Student survey responses related to perceptions of school safety include the following:  73% of students agree that adults at their school treat students with respect; 71% of students agree that their school is a welcoming place for students and families like theirs; 70% of students agree that they feel safe at school; 67% of student agree that their teachers are fair; 64% of students agree that students at their school treat them with respect; 62% of students agree that when students break the rules, they are treated and disciplined fairly; 44% of students agree that when students see another student picked on, they try to stop it;  Student responses related to perceptions of connectedness include the following: 80% of students agree that at their school, students are encouraged to do their very best; 79% of students agree that they have at least one teacher who makes them excited about the future; 77% of students agree that they care about their school; 72% of students agree that teachers care about students health and well being; 68% of students agree they are actively involved in clubs, athletics, and school activities; 56% of students agree that students in their school help each other, even if they are not friends; 51% of students agree that it is easy to talk to adults at their school about things that are bothering them;  The California Healthy Kids Survey (CHKS) is administered every other year to students in grades 5, 7, 9 and 11. The CHKS was last administered in 2016-17, and will be administered next in 2018-19.  2016-17 CHKS student sample size: Grade 5: 994 (70% average response rate); Grade 7: 1,358 (95% average response rate); Grade 9: 1,061 (81% average response rate); Grade 11: 1,195 (82% average response rate);  2016-17 CHKS overall results for all students/student groups: School connectedness: Grade 5:  65%; Grade 7:  70%; Grade 9:  49%; Grade 11: 48%; Feel safe at school/school perceived as very safe or safe: Grade 5:  79%; Grade 7:  76%; Grade 9:  60%; Grade 11: 56%;|Met|"A safe and positive school climate are top priorities for the district. ""How to Create a Culture of Achievement"" (Fisher, Frey, and Pumpian, 2012) was assigned reading for all administrators and most of the schools have adopted an onboarding process for the start of each school year. To ensure student voice was included in the LCAP process, a Student Advisory Committee was formed with representatives from all middle and high schools to meet twice a year to share celebrations and challenges at each site. This committee of students also presented to the District Leadership Team and engage with the staff at each school site. School climate question are included in the LCAP survey to gauge ongoing progress in this area. Physical and mental health continue to be important areas of focus at both the District and site level."|2018
17640550000000|Middletown Unified|6|Middletown USD administers the CA Healthy Kids Survey to students, staff, and parents.  The results are as follows: PARENTS: Student Risk Behavior is not a problem or a small problem 74% of parents believe Harassment or Bullying is not a problem or a small problem 63% of parents believe school rules are clearly communicated and school rules are enforced equally (Discipline) 61% of parents believe Facilities are clean and well-maintained  STUDENTS (7th, 9th, 11th): Data shows HIGH level of Student Engagement and Supports 70% of students perceive school as very safe or safe (School Safety) 39% of students believe they have experienced Harassment or Bullying 7% of Middle School students report current Alcohol or Drug Use  31% of High School students report current Alcohol or Drug Use 33% of students report experiencing chronic Sadness/Hopelessness. 18% of High School students report they have Considered Suicide|Met||2018
39686270000000|New Jerusalem Elementary|6|New Jerusalem School includes one class of 26 Kindergarten students.  Student Survey results included the feeder school New Jerusalem Charter school.  During the Fall 2018 administration of the Student Climate Survey, there were 163 students in grades 1-5 and 86 students in grades 6-8 who responded.                    Results from Fall 2018 Student Climate Survey show that:   93% of our students Agree and Strongly Agree of feeling connected at school.   81% of students Agree and Strongly Agree of having a high level of academic motivation.   84% of students Agree and Strongly Agree of having adults at school that care about them.   83% of students Agree and Strongly Agree there is a culture of high expectations of behavior at school.   79% of students Agree and Strongly Agree their school as safe or very safe.   79% of students Agree and Strongly Agree their school facilities are clean and in good working condition.  Summary of Key Indicators:  Our school goals are as follows: Goal 1: Implement a Standards-Based Core Curriculum, including Reading and Math Interventions, for low performing students: Goal 2: Involve all stakeholders in strengthening learning environments that are effective, engaging and safe: Goal 3: Increase Average Daily Attendance.                 With our review of annual comparative data from the Student Climate Survey, the data showed a significant increase (+84) in student participation from previous year data.        Additional narrative comments were summarized below:|Met||2018
39686270117796|New Jerusalem|6|During the Fall 2018 administration of the Student Climate Survey, there were 163 students in grades 1-5 and 86 students in grades 6-8 who responded.                    Results from Fall 2018 Student Climate Survey show that:   93% of our students Agree and Strongly Agree of feeling connected at school.   81% of students Agree and Strongly Agree of having a high level of academic motivation.   84% of students Agree and Strongly Agree of having adults at school that care about them.   83% of students Agree and Strongly Agree there is a culture of high expectations of behavior at school.   79% of students Agree and Strongly Agree their school as safe or very safe.   79% of students Agree and Strongly Agree their school facilities are clean and in good working condition.  Summary of Key Indicators:  Our school goals are as follows: Goal 1: Implement a Standards-Based Core Curriculum, including Reading and Math Interventions, for low performing students: Goal 2: Involve all stakeholders in strengthening learning environments that are effective, engaging and safe: Goal 3: Increase Average Daily Attendance.                 With our review of annual comparative data from the Student Climate Survey, the data showed a significant increase (+84) in student participation from previous year data.         Additional narrative comments were summarized below:|Met||2018
04615490000000|Thermalito Union Elementary|6|Nelson Avenue Middle School Bullying Survey 6-8th grade 2017-2018 results: • 80% of our students were not bullied at school (10% increase were not bullied) Nelson Middle School Healthy Kids Survey  (CHKS) Grade 7    Spring 2017-2018 results: • 52% of our students report having a high level of connectedness at school • 56% report there is a culture of high expectations at school • 67% perceive the school as safe or very safe (LCAP pg. 28) • 39% responded that they had experienced harassment or bullying in the past 30 days Results taken from the district’s CHKS Main Report as reported in  Table A2.1 Core Module Results, 2. Summary of Key Indicators, page 3.  Plumas, Poplar and Sierra Avenue School Student Safety Survey   2017-2018 spring results: All elementary grades 3rd -5th students surveyed: • 73% of these students feel safe or very safe at school. (LCAP pg. 28) • 22% responded that they had experienced harassment or bullying. • 75% responded they are happy at school and feel like they are part of the school. (connectedness)  Results taken from the district’s Student Safety  Survey (Based off the California Healthy Kids Survey) In 2018-2019 we will revise the elementary student survey to include questions about academic motivation and a culture of high expectations.|Met||2018
56105610112417|Ventura Charter School of Arts and Global Education|6|In the 2017-18 year-end Student Survey, 415 VCS students (100%) completed a school climate survey. The following is a report of this survey. Numbers represent percentage of students who agreed with the following statements:  My teacher is a good teacher: 98%  My teacher cares about me: 95%  I have friends: 98%  I enjoy Choice Classes: 94%  I feel safe: 92%  Other students are nice to me: 95% I keep trying to do my school work even when it’s hard: 96%  I am treated fairly by the people in the office: 95%  I have the opportunities to express myself and listen to others: 94%  I can get the help I need when I don’t understand: 96%  I can do math with confidence: 93% My choices help me learn: 92%  I have the opportunity to speak in front of others: 92%  I can write with confidence: 91%  I can read with confidence: 91%  I feel that I belong: 91%  I know how to work out conflicts with my classmates: 89%  My teacher listens to my ideas: 93%  I am treated fairly by the people on yard duty: 91%  Very good work is expected of me: 92%  I am treated fairly by the Directors: 90%  The Directors care about me: 88%  I look forward to coming to school each day: 82%  I work well in a group: 87%  My choices help others learn: 84%  We administered this survey to measure an outcome for one of our LCAP goals: Create a safe welcoming inclusive climate for all students and their families.  *End of the year student survey will indicate a 90% or above satisfaction rate on questions regarding student engagement, school climate, social emotional learning, and safety and Attendance rate for the year will be at least 95.75%.  The attendance rate for the 2017-18 school year was 95.82% with 17 days of instruction lost due to the Thomas Fire.|Met||2018
21653180000000|Dixie Elementary|6|"The Dixie District administers the CA Healthy Kid Survey to 5th and 7th graders every other year. Fall 2017 results indicate 92% of 5th grade students report feeling safe at school ""most"" or ""all of the time"" and 98% report ""high"" or ""moderate"" on school connectedness measures. 82% of 7th graders report feeling ""very safe” or “safe” at school and 92% report ""high"" or ""medium"" on connectedness to school."|Met||2018
45700370000000|Indian Springs Elementary|6|The Indian Springs School is a small rural school with 15 students and two teachers. with the small student to teacher ratio student learning needs are addressed. One of the challenges facing us is managing content knowledge with a small staff.|Met||2018
19647330116509|Alliance Morgan McKinzie High|6|The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) helps us gather unfiltered student feedback to assess whether we foster a safe school environment. Our survey question regarding whether the student feels safe at school yielded an average response of 3.0. Additionally, our survey question regarding whether the school emphasizes respect for others yielded an average response of 3.0. The Student Satisfaction Survey also helps us determine whether we effectively promote our students’ sense of belonging and connectedness to the school. For example, students provided an average response of 3.0 when asked if the teachers show respect for all students and an average response of 3.0 when asked if the principal shows respect for all students.  Furthermore, at Alliance Morgan McKinzie High (“McKinzie”) we believe that students thrive not only when they develop close relationships with teachers and all adults in the building, but also when we set high expectations for students. Students respective average responses to the following survey questions are indicated in parentheses after each question: (a) I believe that this school is preparing me to be successful in college (3.2), (b) This school does a good job of informing students about options for college (3.2), (c) This school emphasizes the benefits of attending college (3.2), and (d) This school emphasizes the benefits of graduating from college (3.2).|Met|In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) indicate that students believe Alliance Morgan McKinzie High (“McKinzie”) is meeting its goals for a safe and inclusive school climate. In the survey, McKinzie received an overall average response of 2.7. While we are happy with the rating, we will continue to prioritize the safety and well-being of our students. At McKinzie, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators. At its core, the Student Satisfaction Survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. A copy of the Student Satisfaction Survey is available upon request. The Student Satisfaction Survey was developed by Alliance College-Ready Public Schools Research and Data Team to help schools develop goals to improve services and support provided to students. The Student Satisfaction Survey is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college, and measures performance on a 1 to 4 scale with 4 being the highest rating.|2018
39686270136135|Delta Charter Online No.2|6|During the Fall 2018 administration of the Student Climate Survey, there were 47 students who responded.     Results from Fall 2018 Student Climate Survey show that:   90% of our students Agree and Strongly Agree of feeling connected at school.   85% of students Agree and Strongly Agree of having a high level of academic motivation.   93% of students Agree and Strongly Agree of having adults at school that care about them.   94% of students Agree and Strongly Agree there is a culture of high expectations of behavior at school.   89% of students Agree and Strongly Agree their school as safe or very safe.   96% of students Agree and Strongly Agree their school facilities are clean and in good working condition.  Summary of Key Indicators:  Our school goals are as follows: Goal 1: Implement a Standards-Based Core Curriculum, including Reading and Math Interventions, for low performing students: Goal 2: Involve all stakeholders in strengthening learning environments that are effective, engaging and safe: Goal 3: Increase Average Daily Attendance.                 With our review of annual comparative data from the Student Climate Survey, the data showed a significant increase  (+36)  in student participation from previous year data.   With our review of annual comparative data from the Student Climate Survey, the data showed an increase in favorable responses of Strongly Agree and Agree of each of the five categories.  Additional narrative comments were summarized below:  • Delta Charter Online No. 2 students express they are proud of their school and love attending DCO No. 2. • Students express they like doing online classes and feel they are successful with working independently  • Students feel they need little guidance due to the curriculum pacing guide.|Met||2018
39686270130864|Delta Charter Online|6|During the Fall 2018 administration of the Student Climate Survey, there were 19 students who responded.    Results from Fall 2018 Student Climate Survey show that:   84% of our students Agree and Strongly Agree of feeling connected at school.   88% of students Agree and Strongly Agree of having a high level of academic motivation.   92% of students Agree and Strongly Agree of having adults at school that care about them.   89% of students Agree and Strongly Agree there is a culture of high expectations of behavior at school.   96% of students Agree and Strongly Agree their school as safe or very safe.   97% of students Agree and Strongly Agree their school facilities are clean and in good working condition.  Summary of Key Indicators:   Our school goals are as follows: Goal 1: Implement a Standards-Based Core Curriculum, including Reading and Math Interventions, for low performing students: Goal 2: Involve all stakeholders in strengthening learning environments that are effective, engaging and safe: Goal 3: Increase Average Daily Attendance.                 With our review of annual comparative data from the Student Climate Survey, the data showed a significant drop  (-30)  in student participation from previous year data.    Additional narrative comments were summarized below:  • Delta Charter Online students highly appreciate the learning methods DCO provides with their curriculum.  • DCO students care for their school and express they have had a great experience with the program.  • Students state they feel safe having a school they can work at home with.  • Students value their learning environment and take pride in attending DCO.    The school is working on addressing the student concerns and celebrating their successes.  The Delta Charter Online Staff is committed to improving the success of their school.|Met||2018
19647336016869|El Oro Way Charter For Enriched Studies|6|El Oro Way Charter for Enriched Studies administered the 2017 – 2018 School Experience Survey during the spring semester to 3rd – 5th graders.  The participation rate for this survey was 85%.  The following are the questions that pertain to school climate and the % of students indicating All of the Time and Most of the Time are noted next to the question. • Are you happy to be at this school? 83% • Do you feel like you are part of this school? 80% • Do you feel accepted or who you are at this school? 80% • Do you feel safe at this school?  84% Do adults at this school treat students with respect? 87%|Met|To build a safe, respectful and caring environment, the school implements the LAUSD School Wide Positive Behavior Intervention and Support Program by systematically teaching desired behaviors in tandem with an incentive program for kindness, respect and helpfulness. Students look forward to and enjoy the weekly announcements highlighting students who have been “caught” being helpful, kind, respectful, and responsible. To further build community, the school collaborates with the PTA to organize community events for school and community participation.|2018
13631310000000|Heber Elementary|6|Last school year, the Heber Elementary School District adopted Capturing Kids Hearts district-wide.  The program focuses on the following school climate aspects:  • How to build meaningful, productive relationships with every student and every colleague. • How to use the EXCEL Model of teaching to create a safe, effective environment for learning. • How to develop self-managing, high-performing classrooms using team-building skills and a Social Contract. • High payoff techniques for dealing with conflict, negative behavior, and disrespectful behavior  Staff and students have been implementing the program and have seen good results.   This District will administer the Health Kids Survey this current school year and results will be reported to all stakeholders.   Heber Elementary SD administered the California Healthy Kids Survey to all seventh graders in the 2016-2017 school year. For the purposes of summarizing results, HESD focused on three areas of the survey: a) School Performance, Supports, and Engagements b) School Violence, Victimization, and Safety and C) Alcohol and Other Drug Use. In the area of School Performance:   • 84% of students surveyed, felt that school supports of caring adults, high expectations and meaningful participation were in place.   • 94% of students surveyed, felt a moderate to high level of school connectedness   • 57% of students surveyed, felt there was a teacher or adult who cared about them   •  63% of students surveyed, felt there is someone who notices when they are not there.   • 57% of students surveyed, felt there is someone who listens to them   • 72% of students surveyed, felt there is someone who provides praise   •79% of students surveyed, felt there is someone who wants them to do their best   • 68% of students surveyed, felt there is who believes they will be a success  • 74% of students surveyed, felt close to someone at school   • 66% of students surveyed, felt happy at school   • 68% of students surveyed, felt they are part of the school   • 46% of students surveyed, felt teachers treats students fairly   • 64% of students surveyed, felt safe at school In the area of School Violence:   •48% of students surveyed, felt safe at school   • 46% of students surveyed, had been pushed, shoved…by someone   • 14% of students surveyed, felt afraid of being beaten up   • 35% of students surveyed, reported being in a fight   • 14% of students surveyed, reported being threatened with harm or injury   •  8% of students surveyed, reported being threatened with a gun or knife   • 10% of students surveyed, reported being offered, sold, an illegal drug   • 22% of students surveyed, had their property damaged   • 17% of students surveyed, damaged property on purpose   • 4% of students surveyed, reported being in possession of a gun   • 12% of students surveyed, reported being in possession of a weapon   • 23% of students surveyed, reported seeing someone in possession of a gun, knife or weapon|Met||2018
39686276119309|Delta Charter|6|During the Fall 2018 administration of the Student Climate Survey, there were 86 students in grades 1-5, 134 students in grades 6-8, and 291 students in grades 9-12 who responded.   There was an increase of 126 students from grades 1-12 who took the Student Climate Survey from the previous year.    Results from Fall 2018 Student Climate Survey show that:   79% of our students Agree and Strongly Agree of feeling connected at school.   64% of students Agree and Strongly Agree of having a high level of academic motivation.   73% of students Agree and Strongly Agree of having adults at school that care about them.   70% of students Agree and Strongly Agree there is a culture of high expectations of behavior at school.   77% of students Agree and Strongly Agree their school as safe or very safe.  59% of students Agree and Strongly Agree their school facilities are clean and in good working condition.  Summary of Key Indicators:  Our school goals are as follows: Goal 1: Implement a Standards-Based Core Curriculum, including Reading and Math Interventions, for low performing students: Goal 2: Involve all stakeholders in strengthening learning environments that are effective, engaging and safe: Goal 3: Increase Average Daily Attendance.                 With our review of annual comparative data from the Student Climate Survey, the data showed variances in student perceptions from previous year data. Key ideas summarized from narrative responses included: 1) Develop programs to reward students for positive behavior, attendance, academic progress, etc. 2) Create positive and effective learning environments in all classrooms, 3) Create a culture of mutual respect throughout the campus community, 4) Improve facilities such as cleaner bathrooms and classrooms.|Met||2018
19647330128058|Alliance College-Ready Middle Academy 12|6|The Student Satisfaction Survey (“Survey”) helps us gather unfiltered student feedback to assess whether we foster a safe school environment. Our survey question regarding whether the student feels safe at school yielded an average response of 3.5. Additionally, our survey questions regarding whether (a) the school emphasizes respect for others and (b) most of the students at the school follow the discipline policy, yielded respective average responses of 3.5 and 3.1. The Survey also helps us determine whether we effectively promote our students’ sense of belonging and connectedness to the school. For example, students provided an average response of 3.5 when asked if the teachers show respect for all students and an average response of 3.6 when asked if the principal shows respect for all students. Additionally, students provided an average response of 3.0 to the question: Students have a voice in improving the school. Furthermore, at CRMA 12 we believe that students thrive not only when they develop close relationships with teachers and all adults in the building, but also when we set high expectations for students. Students respective average responses to the following survey questions are indicated in parentheses after each question: (a) I believe that this school is preparing me to be successful in college (3.7), (b) This school does a good job of informing students about options for college (3.4), (c) This school emphasizes the benefits of attending college (3.6), and (d) This school emphasizes the benefits of graduating from college (3.6).|Met|"In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (the ""Student Satisfaction Survey"") indicate that students believe Alliance College Ready Middle Academy 12 (""CRMA 12"") is meeting its goals for a safe and inclusive school climate. In the Student Satisfaction Survey, CRMA 12 received an overall average response of 3.3. While we are happy with the improvement, we will continue to prioritize the safety and well-being of our students. At CRMA 12, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators. At its core, the Student Satisfaction Survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. A copy of the Student Satisfaction Survey is available upon request. The Student Satisfaction Survey was developed by Alliance College-Ready Public Schools Research and Data Team to help schools improve services and support provided to students. It is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college, and measures performance on a 1 to 4 scale with 4 being the highest rating."|2018
37681630138156|JCS - Mountain Oaks|6|1. When JCS-Mountain Oaks was part of Julian Charter School last year we completed an online survey related to health, safety and school-connectedness. Approximately 30% of parents and 33% of students responded to the online survey. Overall parents feel that JCS does a good job of supporting students, keeping students safe, and keeping parents informed. Parents feel that JCS has high expectations for students but also that they care for students. Overall students feel that JCS does a good job of keeping them safe and keeping their parents informed. They also feel teachers care about them and have high expectations for them, but also make them feel like they are able to achieve. In all grade bands, students report that bullying is a small problem. Drug and alcohol use, as reported by students, is not a problem.   2. Students in all grades reported that they don't feel they have a voice class/school rules and activities (~45%). Additionally many students in grades 6-8 reported that class activities are not very engaging and/or don't make a difference. High school students last year reported depression (35%) and suicidal thoughts (18%) in significant enough numbers that we want to continue to focus on early intervention in middle school to help students feel connected and safe.  3. Areas of growth have been identified and are part of our LCAP goal #3 to provide ongoing social-emotional learning for K-8 students and training to staff on recognition, prevention and intervention in bullying, sexual harassment, and suicide ideation.   In mid-November JCS-Mountain Oaks will be sending out a survey for families in all grades to complete about health, wellness and connectedness to our school. This will give us slightly different information than that we got last year as part of Julian Charter School, and we believe it will be that much more relevant.|Met||2018
43693770000000|Berryessa Union Elementary|6|Students in grades 3 - 8 took the Panorama survey in the Fall of 2018. This survey had several questions/categories, but two were significant for the purpose of assessing School Climate: School Safety and Sense of Belonging (School Connectedness). Elementary students (3rd - 5th grade) rated their satisfaction with School Safety at 67% favorable. At the middle school, students (6th - 8th grade) rated their satisfaction with School Safety at 63% favorable. Elementary students (3rd - 5th grade) rated their satisfaction with a Sense of Belonging (School Connectedness) at 77% favorable. At the middle school, students (6th - 8th grade) rated their satisfaction with a Sense of Belonging (School Connectedness) at 65% favorable.|Met||2018
19647330121293|Alliance Tennenbaum Family Technology High|6|The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) helps us gather unfiltered student feedback to assess whether we foster a safe school environment. Our survey question regarding whether the student feels safe at school yielded an average response of 3.1. Additionally, our survey question regarding whether the school emphasizes respect for others yielded an average response of 3.2. The Student Satisfaction Survey also helps us determine whether we effectively promote our students’ sense of belonging and connectedness to the school. For example, students provided an average response of 3.1 when asked if the teachers show respect for all students and an average response of 3.2 when asked if the principal shows respect for all students. Furthermore, at Alliance Tennenbaum Family Technology High School (“Tennenbaum”) we believe that students thrive not only when they develop close relationships with teachers and all adults in the building, but also when we set high expectations for students. Students respective average responses to the following survey questions are indicated in parentheses after each question: (a) I believe that this school is preparing me to be successful in college (3.4), (b) This school does a good job of informing students about options for college (3.4), (c) This school emphasizes the benefits of attending college (3.4), and (d) This school emphasizes the benefits of graduating from college (3.3).|Met|In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) indicate that students believe Alliance Tennenbaum Family Technology High School (“Tennenbaum”) is meeting its goals for a safe and inclusive school climate. In the survey, Tennenbaum received an overall average response of 3.1. And while we are happy with the score, we will continue to prioritize the safety and well-being of our students. At Tennenbaum, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators. At its core, the Student Satisfaction Survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. A copy of the Student Satisfaction Survey is available upon request. The Student Satisfaction Survey was developed by Alliance College-Ready Public Schools Research and Data Team to help schools develop goals to improve services and support provided to students. It is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college, and measures performance on a 1 to 4 scale with 4 being the highest rating.|2018
39686270129890|Delta Home Charter|6|During the Fall 2018 administration of the Student Climate Survey, there were 28 students in grades 1-5 and 40 students in grades 6-8 who responded.    Results from Fall 2018 Student Climate Survey show that:   93% of our students Agree and Strongly Agree of feeling connected at school.   84% of students Agree and Strongly Agree of having a high level of academic motivation.   91% of students Agree and Strongly Agree of having adults at school that care about them.   85% of students Agree and Strongly Agree there is a culture of high expectations of behavior at school.   83% of students Agree and Strongly Agree their school as safe or very safe.   90% of students Agree and Strongly Agree their school facilities are clean and in good working condition  Summary of Key Indicators:  Our school goals are as follows: Goal 1: Implement a Standards-Based Core Curriculum, including Reading and Math Interventions, for low performing students: Goal 2: Involve all stakeholders in strengthening learning environments that are effective, engaging and safe: Goal 3: Increase Average Daily Attendance.                 With our review of annual comparative data from the Student Climate Survey, the data showed an increase in favorable responses of Strongly Agree and Agree of each of the five categories.  Additional narrative comments were summarized below: • Students are proud of their school • Students feel like they are cared for and supported • Students feel accepted amongst their peers • Students express that their school provides a good learning environment • Overall, students state that they love their school.|Met||2018
35674700127688|Hollister Prep|6|In June 2018, Hollister Prep students in grades 3 to 6 completed a student survey to express their feelings, impressions, and suggestions related to Hollister Prep School. The survey results showed 82% of students indicated that they feel safe at school and 91% of students indicated teachers and other adults at the school care about them all or most of the time. Other questions focused on students’ sense of belonging in the school, whether they are proud to attend the school, and whether they like going to school. Collectively, the survey results indicate that 90% of students surveyed feel safe and that 84% of students surveyed have a sense of connectedness to the school community.|Met||2018
39686270136028|Delta Keys Charter #2|6|During the Fall 2018 administration of the Student Climate Survey, there were 61 students who responded.     Results from Fall 2018 Student Climate Survey show that:   91% of our students Agree and Strongly Agree of feeling connected at school.   82% of students Agree and Strongly Agree of having a high level of academic motivation.   88% of students Agree and Strongly Agree of having adults at school that care about them.   90% of students Agree and Strongly Agree there is a culture of high expectations of behavior at school.   91% of students Agree and Strongly Agree their school as safe or very safe.   96% of students Agree and Strongly Agree their school facilities are clean and in good working condition.  Summary of Key Indicators:  Our school goals are as follows: Goal 1: Implement a Standards-Based Core Curriculum, including Reading and Math Interventions, for low performing students: Goal 2: Involve all stakeholders in strengthening learning environments that are effective, engaging and safe: Goal 3: Increase Average Daily Attendance.                 With our review of annual comparative data from the Student Climate Survey, the data showed an increase of agree and strongly agree responses in student perceptions from previous year data.   Additional narrative comments included,” This school is helpful”, and “Teachers are helpful”.|Met||2018
43694840123760|Gilroy Prep (a Navigator School)|6|In June 2018, Gilroy Prep students in grades 3 to 8 completed a student survey to express their feelings, impressions, and suggestions related to Gilroy Prep School. 82% of students indicated that they feel safe at school and 91% of students indicated teachers and other adults at the school care about them all or most of the time. Other questions focused on students’ sense of belonging in the school, whether they are proud to attend the school, and whether they like going to school. Collectively, the survey results indicate that more than 80% of students surveyed feel safe and that more than 84% of students surveyed have a sense of connectedness to the school community. In the future, Gilroy Prep School will utilize the California Healthy Kids Survey to strengthen the quality of survey data, and have better understandings of survey results by different student groups.|Met||2018
39686270132050|Delta Bridges Charter|6|During the Fall 2018 administration of the Student Climate Survey, there were 56 students in grades 1-5 and 50 students in grades 6-8 who responded.    Results from the Fall 2018 Student Climate Survey show that:   81% of our students Agree and Strongly Agree of feeling connected at school.   68% of students Agree and Strongly Agree of having a high level of academic motivation.   74% of students Agree and Strongly Agree of having adults at school that care about them.   76% of students Agree and Strongly Agree there is a culture of high expectations of behavior at school.   60% of students Agree and Strongly Agree their school as safe or very safe.   59% of students Agree and Strongly Agree their school facilities are clean and in good working condition.   Summary of Key Indicators:   Our school goals are as follows: Goal 1: Implement a Standards-Based Core Curriculum, including Reading and Math Interventions, for low performing students: Goal 2: Involve all stakeholders in strengthening learning environments that are effective, engaging and safe: Goal 3: Increase Average Daily Attendance.                 With our review of annual comparative data from the Student Climate Survey, the data showed differences in student perceptions from previous year data.   With our review of narrative comments from the Students Survey, the data revealed that 26 of the 58 written response shared students thinking positively of Delta Bridges School.  Areas identified as desired improvements by the students for Delta Bridges Charter School included the dislike of the school lunch, and the dislike of school uniforms. Additionally, six responses expressed a concern about bullying at school.    The school is working on addressing the student concerns and celebrating their successes.  The implementation of a campus wide positive behavioral support system (PBIS) is starting to show improvements with many of their concerns.  The Bridges Staff is committed to improving the success of Delta Bridges Charter School.|Met||2018
50710760000000|Empire Union Elementary|6|Results are taken from the 2018-19 California Healthy Kids Main Report prepared by Health & Human Development Program at WestEd. School Engagement and Supports. *97% of elementary students and 94% of middle school students feel connected to school. *87% of elementary students and 90% of middle school students feel academically motivated.  *98% of elementary students and 65% middle school students have relationships with caring adults. *95% of elementary students and 94% middle school students have high expectations. *88% of elementary students and 51% middle school students have meaningful participation in school. School Safety *74% of elementary students and 75% of middle school students feel safe at school.  *89% of elementary school students report their teachers and other grown-ups make it clear that bullying is not allowed, and        36% of middle school students report having experienced any harassment or bullying. *2% of elementary students report they have brought a weapon (gun or knife) to school, and 19% of middle school students report having ever seen a weapon on campus. *50% of elementary students feel that students are well-behaved. *54% of elementary students feel they are treated fairly when they break school rules. *84% of elementary students believe they are treated with respect. Lifetime Substance Use *9% of elementary students report having ever used alcohol, including just one or two sips, in their lifetime. *5% of middle school students report having used alcohol in the last 30 days. *4% of middle school students report having used marijuana in the last 30 days *1% of middle school students have tried E-cigarettes in the last 30 days. *<1% of elementary students report having ever smoked a whole cigarette in their lifetime, and 1% of middle school students report currently smoking. *99% of elementary students believe smoking causes great harm. There are few differences within the Empire USD between different ethnic groups with significant populations, primarily Hispanic and white students.|Met|"The Empire Union School District’s focus is to ensure students feel connected to school and safe. This is best accomplished through relationships with caring adults at school. As a result, the district has adopted and continues to implement the “Positive Behavior Intervention and Support"" (PBIS) program at every school."|2018
51714640107318|Twin Rivers Charter|6|Two questions in our LCAP Survey addressed school climate: 1) Support of school, and 2) positive school climate. 100% of staff feel safe at TRCS, 80.9% of parents feel their children are safe and 82.8% of students. 91.6% of staff feel supported by school administration and colleagues, 80.9% of parents agree or strongly agree that their children are supported by their teachers and administration and 83.6% of students (agree or strongly agree).  Using this question as a discussion prompt, TRCS will continue to review how to ensure students and our school community (parents) feel safe at school. While TRCS has completed ALICE training, participates in regular lock down and safety drills, publishes are safety plan this question may also address emotional safety.|Met||2018
37683380128066|Health Sciences Middle|6|HSMS used MyVoice student survey to measure school climate and conditions. According to the My Voice Data, 83% students feel welcomed, 78% of HSMS students are proud of their school, and 62% of students at HSHMC participated in the at least one extra-curricular activity throughout the 2017-18 school year. HSMS used MyVoice student survey to measure school climate and conditions. Goals for the 19-20 school year include 80% of all students feeling welcomed, 80% of the students will feel proud of their school and 70% of students will participate in the at least one extra-curricular activity.|Met|HSMS maintains a welcoming, inclusive climate and culture that honors student voice and family perspectives. Through our continued work in Restorative Practices, efforts to create conditions that support students' aspirations, building student-teacher relationships, honoring student voice both inside and outside the classroom environment, and increasing attendance of parent involvement in leadership and school-wide activities, students will feel welcomed and valued.|2018
27660926118962|International School of Monterey|6|ISM places a huge emphasis on positive school climate, starting with its mission to “educate all children toward becoming conscientious, compassionate, and responsible citizens of the world” and its vision of “a world of understanding.” In keeping with the vision, ISM focuses on creating small worlds of understanding in each classroom each day to help students develop the character that will make them contributors to a global world of understanding throughout their lives.  The emphasis on school climate is formalized in LCAP Outcome 2.9: ISM leverages its fiscal, physical, and human resources to achieve a positive and productive school climate, culture, and community. ISM assesses its performance relative to this outcome through annual student, parent, and staff surveys, targeting an average of 3.5 or above on a 5-point scale for all climate, culture, and community related items. The 10 climate-related items on the student survey are: ~ I feel that my classmates care for and respect me. ~ I care for and respect my classmates.  ~ I feel cared for and respected by the ISM staff. ~ ISM is a safe place to be. ~ I can tell when another student is being mistreated or bullied. ~ Students at ISM do not mistreat or bully each other. ~ I know what to do when someone is being mistreated or bullied. ~ We learn to respect differences among people at ISM. ~ ISM teachers respect differences among students at ISM. ~ I can explain how ISM is different from other schools.  The target was achieved on the spring 2018 student survey, as ratings averaged 3.5 or higher for all 10 items, and 4.0 or higher on 8. Likewise, the target was achieved on the spring 2018 parent/guardian survey, where ratings averaged 3.5 or higher for all 26 items and 4.0 or higher on 19; and on the 2018 staff survey where ratings averaged 3.5 or higher for all 10 items and 4.0 or higher for 8. The positive results for all 236 students surveyed were mirrored in the results for significant subgroups.  Overall, the annual survey results confirm that ISM’s mission- and vision-driven focus on school climate, culture, and community results in students feeling respected, safe, well treated, and valued. Other metrics such as high average daily attendance (95.9%), low chronic absentees (4.0%), and no middle school dropouts further support this conclusion.  The few lower 3.5+ scores identify specific areas where the school might make further incremental gains. Based on these data nuances, in the past couple of years, ISM has invested significant resources in further strengthening school climate, including the hiring of an Assistant Principal for School Culture & Community; forming a Climate, Culture, and Community Team whose three faculty representatives work with the Assistant Principal to develop climate-related activities and events; and ensuring teachers that taking time to focus on positive classroom climate, particularly at the start of the school year, is consistent with the ISM mission.|Met||2018
30666703030723|OCSA|6|"OCSA's mission is to ""provide an unparalleled arts and academic education in a creative, challenging, and nurturing environment"" and we regularly seek input from students, parents and staff to reflect on whether or not we are achieving this. In Spring 2018, OCSA conducted the California Healthy Kids Survey to all 7th and 9th grade students to gather feedback on our school climate.  OCSA's School Climate Index Score was 387, which is in the 96th percentile in the state.  Based on the survey, 84% of 7th graders and 78% of 9th graders agree that they feel close to people at this school, and 90% of 7th graders and 85% of 9th graders agree that they are happy to be at this school.  77% of 7th graders and 76% of 9th graders agree that they feel safe in school, with 16% of 7th and 9th graders neither agreeing or disagreeing that they feel safe in school.  Overall, OCSA is pleased with the results indicating majority of students feel connected and safe on campus.  They survey did reveal some concerns regarding student mental health, specifically stress, anxiety, depression, etc.  As a result of these findings, teachers are receiving professional development on how to support students with mental health challenges.  Additionally, students will continue to receive support and resources geared towards developing a growth mindset, grit, etc.  We will continue  to offer our Welcome Week programming and new student buddy system to help students get connected to their peers early on in the school year.  Finally, a grant was approved to install mindfulness messages in all campus restrooms to provide students with positive thoughts and encouragement."|Met||2018
55105530000000|Tuolumne County Superintendent of Schools|6|The Healthy Kids Survey was administered in the 2017/18 school year and is scheduled to be administered in the 2018/19 school year through the TUPE grant. The small sample sizes (24) make trend analysis difficult. Looking at countywide rates provide a more valid and reliable statistic than a school level rate. What we can determine is that there is a concern about substance use at the 5th grade level. 7th (2%), 9th (11%), and 11th (18%) grade level respondents report coming to school drunk or “high”. 26% of 9th grade (a 6 % increase) and 19% of 11th grade students have considered suicide and almost 40% of each reporting grade band experience chronic sadness/hopelessness. These survey results underscore the importance of providing mental health resources through our own staffing options – ERMS, counselor, and BCBA services at the site and embedded in the classroom. Full survey results can be found at: https://calschls.org/reports-data/search-lea-reports/.|Met|The CHKS will be administered in the 2018/19 school year. Tobacco and Substance Use curriculum will be implemented as part of the CDE expanded TUPE grant. New programs will be implemented including The Drugstore Project.|2018
31669513130168|Horizon Charter|6|An annual school climate survey was administered during the 2017/18 school year.  Annual input regarding the key findings were determined, and collaborative feedback is encouraged and received by school administration.  Key findings from the High School student survey indicated three main areas of strength: 1) Teacher Communication, Availability, Encouragement, and Individual Attention, 2) Curriculum and School Resources, Books, and Materials, and  3) Technology availability and proficiency.  88% of students surveyed reported that they feel safe at Horizon Charter School.  Of those surveyed an additional 12% felt that this question didn’t apply to them because they are in a homeschool/independent study learning environment.  Of the students who completed the survey; there were no students who reported that they “Did Not”  feel “Safe” at school.    Key findings from the Elementary School Survey indicated the three main areas of strength: 1) School expectations are clearly communicated, 2) Computer Technology and Resources availability for student use, 3) Student Satisfaction with School Overall.  97% of those who participated in the elementary survey reported that they would like to go to Horizon Charter School next year and would recommend Horizon to a friend. Key areas of growth are also identified by the surveys and as a result outcomes and actions are developed collaboratively and as a school community.|Met||2018
21653420000000|Laguna Joint Elementary|6|Due to the relative size of the district, a survey approach is not the most effective means of determining school climate. The small size of our school allows us to maintain a close pulse on the climate of the students and school climate.  Both faculty members engage students in self-actualization activities such as conflict resolution skills (Tool-Box) and stress-reducing techniques (relaxation breathing).|Met||2018
19647336016356|Carpenter Community Charter|6|Carpenter Community Charter administered the 2017-2018 School Experience Survey during the spring semester. The following are the key results that pertain to school climate: • School Experience Survey participation rates for students was 92%. • The percentage rate of students reported being happy at school was 91%. 88% of Carpenter’s students reported feeling like they are a part of their school.  • Carpenter Community Charter was perceived to be a safe place by at least 94% of the students. • 97% of Carpenter students reported that they are not teased about what their bodies look like, the way they talk, walk, or dress. • When students were asked if adults treated them with respect, 90% of the students replied in the affirmative. • 68% of Carpenter students reported that their teachers care if they are absent from school. These figures can be attributed to a number of measures that Carpenter takes to ensure a safe, respectful, and caring environment. Carpenter has long used a system of rewarding good citizenship by presenting “Cougar Coupons” to any student who is caught demonstrating: responsibility, respect, fairness, kindness, trustworthiness, and an effort to protect the environment. Carpenter has a Buddy Bench for students looking for companionship during recess and a supervised area known as the 180 Place for students dealing with physical injuries or needing space from the larger, less supervised schoolyard during break times. In this area, kids who are unable to participate in general playtime activities can play board games or learn jokes rather than having to sit inside. Carpenter has also included the MindUp mindfulness curriculum across all grade levels. Teachers report that teaching students these techniques have greatly reduced playtime disputes. There is also a policy of using rock-paper-scissors to resolve playground disagreements. Carpenter holds an annual Every Kid Counts week embracing diversity. In an effort to help students feel safe in the neighborhood around the school, parent volunteers assist the crossing guards at both school entrances, in the valet drop-off line and in the no-parking zones near the school gates. To ensure that students feel a connection to their community, Carpenter celebrates a Community Service Week where each day is devoted to helping members of our community outside of Carpenter ranging from elderly people to homeless animals. Additionally, Carpenter welcomed a local artist to paint Roaming Elephant murals on campus. Children can see these same elephants in murals off campus as well. It is reassuring that 94% of students polled feel safe. Carpenter will continue to prioritize this by using the strategies outlined above.|Met||2018
45700520000000|Millville Elementary|6|"Millville School administers a student survey to its 1st-8th grade students annually. The survey was created by Millville School's Site Council and focuses on the culture of the school and whether kids feel safe at school,are expected to do their best, are respected and cared for and more.  In August 2018 the survey results were shared and discussed at a meeting of the Governing Board, at a meeting with the teaching staff, and at an all school staff meeting. The results were also shared with the Site Council in Fall 2018. A highlight of all of the discussions was noting that statements that garnered the highest positive responses. For example the statement, ""My teachers expect me to do my best"" received 92% of the students responding in the affirmative. Another statement that earned a high positive response was ""In my classroom, teachers respect the students"" with an 81% agreement. Another survey statement, ""At my school, my teachers care about me."" received 78% agreement. On the concerning side is the concept of ""fairness"". Two questions indicated students do not feel they are treated ""fairly"" by teachers or aides. One question states ""On the playground and at lunch, students are treated fairly by the aides"" received only 52% agreement. The statement , ""At my school, if there is a problem between students, it will be resolved fairly"" only received 47% agreement. These two statements, and students' perceptions of what is fair, is a discussion that is being held in every classroom. These discussions will also carry over into teaching empathy for others, not looking at just one side of a situation but ""walking in others' shoes"". In addition, instructional aides are asked to discuss resolutions of playground disagreements thoroughly with kids, explain how the aide sees it being resolved fairly and then get input from the students, aiming for understanding with the intent of students' seeing a situation through others' eyes and not only their perspective. Another statement that was met with less than an enthusiastic response was ""I look forward to coming to school"" which saw a mere 39% agreement. To this, we will continue to offer lunchtime activities, theme days, and student celebrations to motivate our students and give them activities to look forward to and to break up the predictability of the day to day. Lastly, another concerning area was the response to the statement on the survey ""My classmates care about each other"" with a 38% agreement. To this the teachers in each class are working toward creating an environment of trust and regard through readings, discussion, classroom activities and role modeling."|Met||2018
58727440000000|Plumas Lake Elementary|6|PLESD administers and analyzes the California Healthy Kids survey every year for our 7th grade students. PLESD also administered and analyzed a student survey in grades T/K-8 in 2016-17 focused on school climate with an emphasis on bullying and mean behavior. These surveys showed that overall we have very positive school climates at all three schools. They also gave us direction on developing an anti-bullying plan and implementing a social and emotional curriculum for the 2017-18 school year.|Met||2018
23656150000000|Ukiah Unified|6|Ukiah USD administers the California Healthy Kids Survey every other year and administers its’ own internal student survey to students in grades 6-12. Below are results from the 2017-2018 Ukiah USD student survey in grades 6-12 with two questions below that are most aligned to the Healthy Kids Survey. The results from the survey show that there is an overall increase in the percent of students who feel connected to school and a decrease in the percent of students who feel safe at school. This survey was given in March when emotions were very high due to the tragic school shooting in Florida, which we feel effected the results and will be compared in 2018-2019.  Ukiah USD Student Survey Results I have at least one teacher, counselor or staff member who knows me as a person? 2017-2018     5th   7th   11th               N/A   56%  57%  I feel physically and emotionally safe at school? 2017-2018     5th   7th   11th               N/A   54%  50%   Ukiah USD Healthy Kids Survey Results School Connectedness (high)   5th   7th   11th 2016-2017            67%   58%  41% 2014-2015            64%   53%  36%  Feels Safe at School    5th   7th   11th 2016-2017            87%   64%  66% 2014-2015            84%   66%  61%|Met||2018
45700110000000|Happy Valley Union Elementary|6|There is a need to increase the infrastructure and data analysis to improve services for foster youth.  Foster youth received counseling and anger management.  Programs, supports were provided to parents to strengthen the school community.   Classes were offered to provide interventions and enrichment, meeting all student needs.  Curriculum, instruction, and awareness were instrumental in drug awareness, Social Emotional Learning, and trauma informed practices campaigns.  Life skills as they apply to college career readiness are essential to our school community.  We encourage our parents to be involved in the education of their children and provide opportunities for foster youth parents to interact with their child’s educational experience.    Overall the goal was effective as the foster youth liaison attended a professional development session.   Our RST and special education team also facilitated meetings and conversations with foster youth advocates and teachers to decrease student mobility.  The foster youth liaison works with ed rights holders, teachers, and foster youth advocates to improve academic and social emotional learning opportunities.  This enhances the tier 2 and tier 3 interventions we will provide to these students.|Met||2018
32669693230083|Plumas Charter|6|"2017-2018 LCAP Goal 2:  School Culture:  Annual School Climate Student Survey Data Key survey findings include: 1) ""Are you happy to be at this school?"" 50% of the responding students replied ""Yes all of the time"", 29% replied ""Yes most of the time"", and 19% ""Yes some of the time"". 2) ""Do you feel close to people at school?."" 30% of the responding students replied ""Yes all of the time"", 31% replied ""Yes most of the time"", and 34% ""Yes some of the time"" 3) ""Do you feel successful at school?."" 42% of the responding students replied ""Yes all of the time"", 46% replied ""Yes most of the time"", and 7% ""Yes some of the time"" 4) ""Do teachers treat students fairly at school?."" 66% of the responding students replied ""Yes all of the time"", 23% replied ""Yes most of the time"", and 6% ""Yes some of the time"" 5) ""Do teachers and other grown-ups at school treat students with respect?."" 58% of the responding students replied ""Yes all of the time"", 29% replied ""Yes most of the time"", and 13% ""Yes some of the time"" 6) ""Do the teachers and other grown ups at school care about you?."" 76% of the responding students replied ""Yes all of the time"", 11% replied ""Yes most of the time"", and 9% ""Yes some of the time"" 7) ""Do the teachers and other grown ups at school tell you when you do a good job?."" 49% of the responding students replied ""Yes all of the time"", 30% replied ""Yes most of the time"", and 21% ""Yes some of the time"" 8) ""Do the teachers and other grown ups at school ask about your ideas?."" 23% of the responding students replied ""Yes all of the time"", 33% replied ""Yes most of the time"", and 34% ""Yes some of the time"" 9) ""Do the teachers and other grown ups at school tell you when you do a good job?."" 49% of the responding students replied ""Yes all of the time"", 30% replied ""Yes most of the time"", and 21% ""Yes some of the time"" 10) ""Do your teachers ask you what you want to learn about?."" 13% of the responding students replied ""Yes all of the time"", 18% replied ""Yes most of the time"", 38% ""Yes some of the time"", and 31% of the responding students replied ""No never"" 11) ""Do the teachers and other grown ups at school listen when you have something to say?."" 45% of the responding students replied ""Yes all of the time"", 37% replied ""Yes most of the time"", and 18% ""Yes some of the time"" The above represents roughly half of the survey data. PCS has been and will continue to be actively engaged with building school climate and creating an atmosphere of safety, respect, and caring. The actions and services employed around these goals include specific character building and empathy curriculum, partnering with Plumas Rural Services to provide weekly targeted activities to assist students in their ability to be empathetic, accepting and kind; and specific training to empower teachers to have a united and caring approach to challenging student behavior."|Met||2018
37683380114462|Health Sciences High|6|HSHMC used MyVoice student survey to measure school climate and conditions. According to the My Voice Data, 83% students feel welcomed, 78% of HSHMC students are proud of their school, and 62% of students at HSHMC participated in the at least one extra-curricular activity throughout the 2017-18 school year. HSHMC used MyVoice student survey to measure school climate and conditions. Goals for the 19-20 school year include 80% of all students feeling welcomed, 80% of the students will feel proud of their school and 70% of students will participate in the at least one extra-curricular activity.|Met|HSHMC maintains a welcoming, inclusive climate and culture that honors student voice and family perspectives. Through our continued work in Restorative Practices, efforts to create conditions that support students' aspirations, building student-teacher relationships, honoring student voice both inside and outside the classroom environment, and increasing attendance of parent involvement in leadership and school-wide activities, students will feel welcomed and valued.|2018
30664560000000|Buena Park Elementary|6|The 2015-2016 administration of the California Healthy Kids Survey, with a sample size of 416 7th grade students, reported Buena Park School District (BPSD) 61% Hispanic or Latino, 4% African American 16% Asian, 8% White. In addition, the survey reported BPSD as 66% Free and Reduced Lunch and 14% not living in a traditional home. In Buena Park School District, 92% of students surveyed reported that they felt a Medium to high level of school connectedness, this is an increase of 37% from the 2015-2016 administration; 93% of students that felt safe in school and 86% of students mentioned medium to high levels of parent involvement.  Of interest are the scores lower than 50% which included 46% of students believed that they are able to meaningfully participate in the school environment.   The 2017-2018 administration of the California Healthy Kids Survey, with a sample size of 298 5th grade students. This survey was not previously administered to the 5th grade.  In Buena Park School District, 72% of students mentioned that they feel safe in school all of the time, 74% of students said they are treated with respect either most and all of the time and 72% of students answered teachers care about them most or all of the time.  Of interest are the scores lower than 55% which included 51% of students answered that teachers and grownups get to know them most or all of the time, 33% of students answered that teachers at school ask about their ideas and 11% of students said that teachers ask what they want to learn about most or all of the time. Elementary schools overall could improve in the area of meaningful participation at school with an overall average reporting of 34% of students saying that they have opportunities for meaningful participation most or all of the time.|Met||2018
43693690000000|Alum Rock Union Elementary|6|Alum Rock Union School District is committed to providing all students and families a safe, welcoming and caring environment conducive to learning.   Several Alum Rock schools have been engaged in implementations of Positive Behavior Intervention and Supports (PBIS) as well as Restorative Justice with the goal of reducing incidents and disciplinary actions while working to increase the socio-emotional supports at elementary sites.  ARUSD experienced an increase in suspensions by 1.94% for the 2017/18 school year with zero expulsions. For this reason, we have increased the number of school sites receiving training and support in the Restorative Justice Model.  In addition, more training is planned for alternative methods to suspension for all school administrators.  Students and parents have also been surveyed using a Panorama survey focused on school climate.  Survey responses indicated that 85% of parents believe our schools are safe and 94% of parents believe that their child feels welcomed by school staff.   Survey responses for students indicated that 73% of students believe our schools are safe; 69% consider schools to be clean and 78% of students consider schools to be in good repair.  In addition, at the elementary school level, 73% of students and 57% for middle school level indicate a “strong school teacher-student relationship”.   A total of 73% at the elementary level and 57% for middle school level rate their school as “feeling a strong sense of belonging”. At the elementary level, 76% of students and 75% for middle school level indicate a “positive school climate”.   In an effort to improve student connectedness and student safety, our Student Services department is working with schools to develop positive behavior strategies and incentives.  Schools also have access to a variety of teacher, student, and parent workshops that support student safety and school connectedness.   Additional responses to key survey questions can be found on pg. 40 of the annual review for safe and welcoming schools under goal 3 at: https://www.arusd.org/cms/lib/CA01001158/Centricity/Domain/1/Alum%20Rock%20LCAP%20-%20Board%20Approved%20-June%2026%202018-ENGLISH.pdf|Met||2018
19646590000000|La Canada Unified|6|The Panorama Ed Survey has been given annually to all stakeholder groups, including students in grade 4-12, since 2011. Student voice is clearly valued in La Canada Unified School District, as students are asked questions in two large domains: perceptions related to their classroom experience and those related to the school as a whole. In the domain related to student perceptions of their classroom experiences, students provide feedback about levels of engagement, their relationship with their teacher(s), the degree of rigorous expectations, classroom climate, and their assessment of pedagogical effectiveness of their teacher(s). Students reported in grades 4-6 increases in the percentages of satisfaction in all five question domains related to their classroom experience. The increases range from 1% improvement in student-teacher relationships to a 4% increase in perceptions of an improved classroom climate. This trend is continued in grades 7-12, with a smaller range of improvement. Students in grades 7-12 report a 1-2% improvement in the areas of rigorous classroom expectations, student-teacher relationships, engagement, and pedagogical effectiveness with each improving by 2%. Classroom climate improved by 1%. These numbers reflect success in our achieving our goals set out at the end of the 2016-17 school year. We identified student engagement as a primary focus area in goal setting across LCUSD and these data markers indicate positive movement toward achievement. Areas of strength that are revealed by our annual Panorama Ed surveys also show strong student participation rates, teachers using student perception data to form goals and shape areas for growth in instructional practices, as well as growing numbers of students reporting the perception that core and non-core teachers believe in their abilities. Areas of growth are evident from the survey results. For two years in a row 77% of students in grades 4-6 report a feeling of personal safety on LCUSD campuses. 62% of students in grades 9-12 report feeling safe on campus. Students in grades 4-6 report a 2% increase in the number of students who report that class is a happy place to be, up from 66% last year. 68% of students in grades 9-12 believe their teachers respect and support their ideas. LCUSD saw a 4% decline in student perception of fair treatment related to race, culture, religion, sexual orientation, gender, or disability, with numbers decreasing from 77% to 73% across the two year period. This survey data has resulted in creating a safety and security task force that will examine student wellness, communication, outreach, parking, and a variety of other safety related issues. These survey results also affirm our continued emphasis on balancing academic rigor and high achievement with an emphasis on student wellness, balance, and well-being. The survey results show strong indicators of effective classroom and school climate.|Met||2018
33670900000000|Jurupa Unified|6|The California Healthy Kids Survey (CHKS) is administered every two years in grades 5th, 7th, 9th, and 11th with current results from 2016-17.  Current 2018-19 survey being administered, but data will not be available until January/February 2019.  We also administer an LCAP Parent, Staff, and Student survey to all stakeholders in the LCAP process on Goal 2 of the LCAP on Safe, Orderly, and Inviting environments for students on an annual basis.  CHKS Survey results relative to “School Connectedness” reflected “High to Moderate” percentage of students felt connected to their schools, 5th 97%, 7th 92%, 9th 92%, and 11th 88%.  For “Perceived Feelings of Safety at School”, results are different for elementary and secondary, with 5th grade reflecting “Some” 15%, and “Most/All” of 80%.  At secondary level as “Very Safe to Safe” percentage for 7th 68%, 9th 62%, and 11th 57%; with “Neither Safe or Unsafe” with results indicating 24%, 32%, and 36% relatively.  This was the first year the CHKS survey was administered to 5th grade students and in the area of School Connectedness, therefore, these results reflect baseline results.  For feelings of safety results we had results from 14-15.  These results indicate in 7th an increase from 62% to 68%, 9th 56% to 62%, and decrease in 11th from 59% to 57%.  Relative to the district’s LCAP baseline survey data, parents indicated feeling extremely safe to moderately safe 86%, students 75%, and staff 65%.  Open ended responses indicated data is reflective of written comments of concern about active shooters nationally and need for expanded mental health support.|Met||2018
11626610000000|Willows Unified|6|According to the results of the California Healthy Kids Survey 2017 and the LCAP Survey 2017-2018, students generally perceive school as a very safe or safe place (70% at the elementary school level; 64% at the intermediate school level; and 54% at the high school level). Only 4% of the students in WUSD experienced violence and victimization, while 1% of student behavior infractions were related to weapon possession on school property. Over 60% of WUSD students feel connected to teachers and schools. The district has hired at least one full time counselor at every school site to, among other things, help increase parent and students’ knowledge and skills in career planning; understand graduation requirements and  preparation for college and career; and to increase awareness of intervention strategies and support programs within the community to help prepare students in reaching their optimal potential. The district also works with the School Attendance Review Board (SARB), the Community Health Department, and the Glenn County Office of Education to assist in student interventions, parent education, and staff professional development.|Met||2018
57726940124875|Sacramento Valley Charter|6|SVCS maintained school safety and connectivity as one of our top priorities. Members of all ethnic groups are admitted to the school on a first come, first served basis, with preference as required for West Sacramento students. Diversity is one of our core principles and we have a zero tolerance policy for any kind of bullying in the school. All students should feel safe, happy, healthy and motivated in Sacramento Valley Charter School.|Met|The school is kept clean and well organized. All students get lunch free regardless of their eligibility. When they get nutrition they need, they feel prepared to accept the challenge of the curriculum.|2018
16639900000000|Pioneer Union Elementary|6|The Pioneer Union Elementary School District administered a student survey addressing school connectedness and a sense of safety. The survey was administered to students in grades 4-8 with 821 students participating in the survey.   The survey addresses school connectedness through questions that ask if the student has an adult they can trust at school; if they look forward to coming to school; support they receive or can expect to receive from school staff with issues of problems they may face; and if the teacher talks to the student about areas of strength and improvement. Students in 4th and 5th grade who participated in the survey attend the two elementary school sites in the district. In grades 4 and 5, 93.3% of students expressed positive responses in the area of connectedness. This is approximately the same as last year’s 93.7%. The 6th through 8th grade students attend the district middle school. In 6th through 8th grade, students gave positive responses 73.7% of the time in regards to a sense of connectedness. This is approximately the same as last year’s results at 73.8%.   The survey also sought information regarding the sense of safety students have through questions relating to knowing the school rules for behavior, whether or not they felt that inappropriate behavior was addressed and had consequences; if they felt safe while at school; and if the school was in a good, clean condition. In grades 4 and 5, 97.6% of students gave positive responses to questions regarding a sense of safety while at school. This is up from last year’s results at 93.7%. In 6th through 8th grade, 91.5% of student gave positive responses, which is also up from 90.7% the previous year.  Furthermore, the District surveyed parents and families about school climate and safety  as part of its annual parent survey given in the Spring of 2018. Overall, 98.7% of parents and families responded positively to their sense of connectedness to the schools, and 98.9% responded positively that they felt their children are safe while at school.  This school year Pioneer Union Elementary School District has introduced Multi-Tiered Systems of Support (MTSS). MTSS is an integrated, comprehensive framework for all district and school programs including academic instruction, behavior instruction, and social emotional learning. The expected benefits of MTSS are improved leverage of resources and services for all students; strategies that effectively support student success; and evidence-based, data-driven, district-wide, and school-wide supports for academic, behavior, and social-emotional learning.|Met||2018
18641620000000|Ravendale-Termo Elementary|6|The District administered the CA Healthy Kids Survey to its small student population in order to gather input from students regarding school safety and school connectedness. Although all data from the survey is not available due to the small number of responses, the District shared results from the Survey with the governing board during the Spring of 2018. Students showed a very strong connection to the school and indicated that they were happy with their educational setting. Some students suggested that the District take a closer look at ways to bring musical instrument opportunities to the students and also an increased desire for field trips that expose students to more career opportunities.|Met|"The small school atmosphere at Juniper Ridge Elementary School lends itself well to providing a feeling of connectedness for our students. One teacher with a small student body presents an opportunity to create a ""family"" atmosphere that provides a lot of comfort for both students and parents alike."|2018
27659790136010|Uplift California South Charter|6|We have received anecdotal feedback from parents, students and other stakeholders that the school climate is supportive and connected.  Students meet regularly in live sessions with teachers and parents are able to monitor and participate as needed.  The variety of school meet ups contribute to the school climate and parents, students and other family members are able to participate in engaging, hands on learning opportunities.|Met||2018
42750100135590|Uplift California Santa Barbara|6|We have received anecdotal feedback from parents, students and other stakeholders that the school climate is supportive and connected.  Students meet regularly in live sessions with teachers and parents are able to monitor and participate as needed.  The variety of school meet ups contribute to the school climate and parents, students and other family members are able to participate in engaging, hands on learning opportunities.|Met||2018
27659790136218|Uplift California North Charter|6|We have received anecdotal feedback from parents, students and other stakeholders that the school climate is supportive and connected.  Students meet regularly in live sessions with teachers and parents are able to monitor and participate as needed.  The variety of school meet ups contribute to the school climate and parents, students and other family members are able to participate in engaging, hands on learning opportunities.|Met||2018
33751760000000|Lake Elsinore Unified|6|CHKS 2017/18 - The California Healthy Kids Survey is administered biannually to students in grades 5,7,9,11, and Non-Traditional schools. The CHKS was administered in November 2017, and the results were for the most part similar to 2015, but levels of engagement have dipped slightly, while use of drugs has increased. Approximately 88% of secondary students feel connected to school at a moderate to high level, while elementary is 95%. Approximately 80% of secondary students report moderate to high level of academic motivation, while elementary, is 88%. Approximately 81% of secondary students report a moderate to high level of having a caring adult in school, while elementary, is 83%. Approximately 55% of secondary students report meaningful participation in school. Approximately 67% of secondary students report adults listen to them when they have something to say, while elementary is 74%. Approximately 90% of secondary students feel safe at school, while elementary is 94%. In addition, secondary students who have used any illicit drug has increased since the last CHKS administration in 2015. The percentage of marijuana use has climbed significantly.  Use of vapes has increased significantly as well and this is especially true for students using THC in vapes. The majority of students feel connected to school, but staff must continue to address the small number of students who do not. One way is by creating additional opportunities for students to engage in school activities. A second, and most important way, is continue to work with teachers and/or support staff creating meaningful relationships with those students who clearly do not have them. Also, students who lack academic motivation increases as the student gets older. The District must continue to focus on the opportunities to connect all students to engaging activities and pathways through their high school graduation increasing meaningful participation at all grade levels. Over the last few years, all secondary schools have continued developing their Peer Leaders Uniting Students (PLUS) program to support communication, creativity, and community among students. In addition, the District will continue to refine its efforts to connect 9th graders to extra-curricular or co-curricular programs such as Link Crew and Associated Student Body programs. As research show, students connected to school are more invested and have higher student achievement outcomes. Identifying those students who are not connected with an activity, club, or program is the next step for the District as secondary sites look to develop additional connections for their students. Unfortunately, too many students reported they feel they are not heard at school. The District shall work closely with school sites to open avenues for students to be heard as well as gain appropriate feedback in a timely manner. Lastly, the vast majority of students feel safe at school, but work in this area continues to be needed.|Met||2018
29102980126227|Twin Ridges Home Study Charter|6|"Methods of CHKS distribution deemed successful and effective and TRHS experienced a better participation rate than expected. Stakeholder feedback from students, staff, teachers, parents and community members suggest TRHS will continue with the same safety goals.  When asked if the school is in good repair: 40% replied Exceeds Expectations 52% replied Meets Expectations 4% replied Does Not Meet Expectations 4% replied Do Not Know  When asked if their child feels safe and connected to the school: 59% replied Exceeds Expectations 33% replied Meets Expectations 4% replied Does Not Meet Expectations 4% replied Do Not Know  When asked, ""What is the greatest need/concern you have for your child in school?"": • I want my child to feel safe, to feel belonging, and to learn things I can't teach. • Non bullying environment, safety, peace, learning things necessary for current grade level and the prepare for the next grade • safety • Safety at our campus • Safety of students being unsupervised before parents pick up • Social skills. • Socialization and conflict management, the school covers it. • That she is in a safe, positive environment with loving people. • The Nevada City site is overcrowded with students at Enrichment. This poses a safety concern. Enrichment staff should be checking attendance, the sign in clipboard is not effective at tracking who is at Enrichment. • To be valued and treated fairly by the staff."|Met||2018
42692600116434|Orcutt Academy Charter|6|The School Climate Index (SCI) provides a state-normed, school-level rating of several factors that are known to influence learning success in schools. Scores on the SCI are based on California Healthy Kids Survey (CHKS) data. The latest SCI Score for Orcutt Academy High School, 447, is up 64 points from two years before and places OAHS in the 99th percentile of both high schools statewide and similar schools.  SCI data also showed marked improvements in overall supports and engagement and overall low violence and substance use.  School stakeholders can be encouraged.  As for the CHKS, OA students in grades 5, 7, 9, and 11 took the survey most recently in Fall 2016. We do not have access to specific results from our school for grade 5 (the group of test-takers was not statistically significant), but we can share results for grades 7, 9, and 11, and we can compare them with the results of the CHKS from 2014. Compared to the results of the Fall 2014 CHKS, the results of the Fall 2016 are mostly encouraging.  School stakeholders can be pleased with the increases in five of the elements that are in the “School Engagement and Supports” category:  school connectedness, academic motivation, caring adult relationships, high expectations, and meaningful participation.  That being said, in the element of “school connectedness” the school still has 20-30 percent of students who need a higher level of outreach and inclusion.  Meantime, stakeholders still can be concerned about the percentages of students who said they have experienced harassment or bullying, who have had mean rumors or lies spread about them, who experienced chronic sadness/hopelessness, and who considered suicide.  This data supports the emphasis the school and school district have given to having counseling available for students with social/emotional issues.|Met|The Orcutt Academy desires to revisit its expectations, policies, interventions, and supports for students, as a self-study in preparation for a Western Association of Schools and Colleges (WASC) accreditation review identified this as a critical area for improvement.  As a next step, the K-8 campus is planning to implement the Positive Behavioral Interventions and Supports (PBIS) system in 2019-2020, and the high school will follow in 2020-2021.|2018
24753660000000|Delhi Unified|6|Having administered the survey in Spring 2017, and due to an off year in 2017-18, DUSD will once again, be administering the California Healthy Kids Survey in Spring 2019.|Met|DUSD takes the information provided through the survey along with constant feedback from stakeholders very seriously. Currently, our district is providing Hazel Health, an innovative telemedicine service that is provided to all enrolled TK-12 students, at no cost to the families.  This ensures that a registered health provider is available to students during the school day, via an advanced video conferencing system.  Additionally, Ripple Effects is also available to all students (early grades through twelfth grade); ensuring that students can access a reliable program that can address various social emotional needs in a discrete and secure manner.    Another valuable resource to enhancing school climate is the recent addition of a third support counselor, working collaboratively with site staff and parents in order to address immediate needs of the students.|2018
19647336019673|Van Gogh Charter|6|Van Gogh Charter administered the 2017-18 School Experience Survey during the spring semester.  The School Experience Survey participation rates for students was 89%. The following are the results of the student survey for 2017-18 in the measured area of Connectedness and Safety.  The percentage of students indicating All of the Time and Most of the Time are noted next to the question:   1. Are you happy to be at school?  93% 2. Do you feel like you are a part of this school?  85% 3. Do teachers care if you are absent from school?  79% 4. Do you feel accepted for who you are at the school?  83% 5. Do you feel safe at this school?  97% 6. Do you feel safe in the neighborhood around this school?  95% 7. For the most part are kids at this school kind to each other?  49% 8. If you told a teacher or other adult at this school that another student was bullying you, would they try to help you? 86% 9. Do adults at this school treat students with respect?  87%|Met|Student responses to the 2017-18 School Experience Survey in the area of Connectedness and Safety indicate that 93% of our students feel happy at school.  Only 49% of students responses indicated that for the most part students at school treat each other with kindness.  After analyzing the student responses our staff decided that fully mplementing community building circles will help to foster better relationships among students.  Van Gogh will consistently teach and emphasize the importance of kindness as a behavioral expectation and will recognize students who demonstrate kindness.|2018
19647336061543|Alfred B. Nobel Charter Middle|6|The students of Nobel Charter Middle School participated in the LAUSD 2017-2018 School Experience Survey. 92% of students completed the survey. The following are the survey responses that pertain to school climate: 1.The percentage of students who reported feeling safe at school was 89%. 2. The percentage of students who reported that they are happy at school was 82% 3. The percentage of students who reported that they feel like they are a part of the school was 70%, which is a 6% increase from 2016 - 2017. 4. The percentage of students who feel accepted for who they are at school is 75%.  These responses revealed through 70% or more agreement with statements 1 – 4 indicates that students feel safe and connected to the school.|Met||2018
21653750000000|Lincoln Elementary|6|Due to the relative size of the district, a survey approach is not the most effective means of determining school climate. The small size of our school allows us to maintain a close pulse on the climate of the students and school climate.|Met||2018
11101161130103|William Finch|6|1. The anonymous school-wide surveys given last year in print and online from the student population revealed that:  81% of the students felt that it was a safe and positive learning environment. 88% said they respected the staff 78% felt that the staff respected the students 50% wanted more field trips 60% did not like the online Odysseyware courses 2.      Even though the students do not care for the online Odysseyware courses, the students who put more time and effort into the lessons of the online curriculum, had far greater grade level proficiency on the CAASPP/statewide spring assessments. 3.       In attempting to provide instruction and practice to seek continuous improvement, this year the school adopted the i-Ready assessment and weekly instructional components to add targeted weekly practice in both ELA and math.|Met||2018
55723630000000|Jamestown Elementary|6|Jamestown School administers the Healthy Kids Survey ( CHKS) to 5th and 7th grade students every other year to measure school connectedness and safety. The 2017-18 results showed that 62% of students surveyed perceived school as very safe or safe; 34% felt they had caring adult relationships; 22% had strong school connectedness; 39% felt  there were high expectations set for them. Of those 7th graders surveyed 17% have experienced chronic sadness or hopelessness which is a decrease of  12% from the last survey. Reports of alcohol, drug and use of tobacco products also decreased.  For more information, please use the following link: https://calschls.org/reports-data/search-lea-reports/  Even though we have implemented social emotional curriculum and supports and provided counseling services last year, we did not see the type of positive results we were looking for. We need more time to establish clear systems and procedures to address the level of social emotional and behavioral supports. These current results inform us that we must continue to provide on site counseling support, but to change our staffing so that it is dedicated counseling time. There is a strong need to build positive connections with students and continue to emphasize social emotional education. We have added a social emotional digital curriculum to be used universally in every classroom as well as to be used as a targeted behavior intervention. We have implemented a Universal Screening Tool  to identify those students with moderate to high risk for both externalizing behaviors and internalizing behaviors in order to develop response plans and progress monitor interventions.  Additionally, we have added a Safe School Ambassador to implement social emotional curriculum in classrooms, facilitate peer mediation, promote positive school culture and build positive peer relationships. We have also added a Behavior and Attendance Support Assistant to provide both Positive Behavior Interventions and supports and facilitate supports and interventions for those with high behavioral needs. We are making regular home visits and intervening early for poor attendance and truancy concerns. Teachers and staff are continuing to be trained in trauma informed practices. Further professional development is planned for staff, tool kits for regulation and sensory needs are being developed for teachers to use in their classrooms. Adjustments within our LCAP goals and District goals have been made to support the changes that are necessary to make an impact on student connectedness and safety.|Met||2018
19647336019533|Topeka Charter School For Advanced Studies|6|Topeka Charter SAS administered the 2017-2018 School Experience Survey to 3rd- 5th graders. The participation rate for this survey was 94%. The following are the questions that pertain to school climate and the percentage of students indicating All of the Time and Most of the Time are indicated below.  1. Do adults at this school treat students with respect? 94% 2. Do you feel safe at this school? 88%  3. Are you happy to be at this school? 85% 4. Do you feel like you are part of this school? 73%|Met||2018
40688410000000|Templeton Unified|6|Templeton Unified School District (TUSD) administered the California Healthy Kids Survey and staff climate survey.  We use a passive consent process that yields a participation rate over 75% across all grade spans.  A summary of survey results was shared with the Board of Trustees on October 25, 2018.  The LCAP committee analyzed survey results and made recommendations regarding modifying or increasing actions and services.  Feedback from the two student representatives on the LCAP committee played a large role in the final recommendations.  An average of 70% of students in grades 7-11 report that our schools sites are very safe.  Over 77% of students report that adults on campus believe they will be successful.  Over 60% of students feel connected to the school.  Over 85% of students were truant zero times in the last twelve months.  This data exceeds other school systems in surrounding districts.    It was a concern that reported use of controlled substances increased with each grade span culminating with 13% of eleventh grade students stating that they have been high or drunk while at school.  23% of eleventh graders reported vaping one or more times and 25% used marijuana two or more times.  13% of eleventh grade students reported they were absent from school because they were sad, hopeless, anxious or stressed.  18% of eleventh grade students reported they considered suicide.  To address these social-emotional needs, TUSD's LCAP committee is looking at many options including reorganizing and expanding counseling services.  Another option is to hire one additional psychologist to provide higher level therapeutic counseling.  TUSD will partnership agreements with local agencies to provide drug and alcohol counseling.    Finally, as part of the Family Involvement action plan described in Priority 3, a stakeholder committee was established to identify resources that can further support the social-emotional needs students.  The recommendations from this committee were unavailable at the time this Local Indicator was measured.|Met||2018
24658620000000|Weaver Union|6|We administer the California Healthy Kid Survey to our students and staff.  Our next administration is scheduled for December 2018.|Met|"Our District has created a ""Local Dashboard"" that provides more specific information on our local measures. See link: http://weaverusd.lcapdashboard.org/ on our District Website or cut and paste LINK to your browser."|2018
31103140000000|Placer County Office of Education|6|The results from the latest California Healthy Kids Survey administered with students enrolled in the Placer County Office of Education Court and Community Schools revealed a number of meaningful data points. Ninety three percent (93%) of students report feeling very safe, safe or neither safe or unsafe at school.   Similarly, 87% of students believe teachers treat them fairly. In terms of academic motivation, 93% of students responded strongly agree, agree, or were neutral when asked if they try hard to make sure they are good at schoolwork. Given many of our students show gaps in their academic achievement, it is encouraging to know they try hard to do well in their school work.     Ninety three percent (93%) of students believe there is a teacher or some other adult who always wants them to do their best. Ensuring our students feel supported is a cornerstone of establishing strong school culture. Sixty three percent (63%) of our students indicated they are not involved in deciding class activities or rules. This is an area to be reviewed and addressed.|Met||2018
19647336017529|Haynes Charter For Enriched Studies|6|Haynes Charter administered the 2017-2018 School Experience Survey during the fall semester to 3rd-5th graders. The participation rate for this survey was 90%. The following are the questions that pertain to school climate and the % of students indicating, All of the Time and Most of the Time, are noted next to the question.|Met||2018
31103140126904|Placer County Pathways Charter|6|The results from the latest California Healthy Kids Survey administered with students enrolled in the Placer County Office of Education Court and Community Schools revealed several meaningful data points. Ninety two percent (92%) of students report feeling very safe, safe or neither safe or unsafe at school.  More than three out of four (78%) of students believe teachers treat them fairly. In terms of academic motivation, 93% of students responded strongly agree, agree, or were neutral when asked if they are always trying to do better at schoolwork. Given many of our students show gaps in their academic achievement, it is encouraging to know they try hard to do well in their school work.  Ninety one percent (91%) of students believe there is a teacher or some other adult who always wants them to do their best. Ensuring our students feel supported is a cornerstone of establishing strong school culture. One challenge the survey results revealed is that 60% of our students indicated they are not involved in deciding class activities or rules. This is an area to be reviewed and addressed.|Met||2018
53716960000000|Douglas City Elementary|6|Our school district administers the full California Healthy Kids Survey every other year and the mini survey on the opposite years.   In the spring of 2017 the full survey was given to 4th-8th grade students.  68% of our students reported having or feeling a high level of connectedness at school.  77% perceived the school as safe or very safe.  In the spring of 2018, the mini Healthy Kids Survey was given to grades 7th-8th.  The following results were compiled. 79% of our students reported having or feeling a high level of connectedness at school.  82% perceived the school as safe or very safe.    Results from the surveys were shared with our School Board and our LCAP Advisory Committee/Site Council.  This data helps to address our LCAP Goal 2, “Provide a three-tiered behavioral intervention framework to address students’ behavioral needs and to create a positive learning environment for all students.”  We continue to strive to improve our school climate each year.  (Priority 6)    Results taken from the district’s 2016-2017 and 2017-2018 CHKS Main Report as reported in Table A 4.6-4.10, A 5.1.   Student Group Reporting - Results presented to the board and School Site Council.  Our district's focus is to ensure students feel safe and connected at school.  We will continue to pursue activities and ideas to increase opportunities for students to feel that they have meaningful participation at school.|Met||2018
33669850000000|Banning Unified|6|The Banning Unified School District administered a local climate survey during the 2016-2017 school year to all 5th, 7th, 9th, and 11th-grade students. The survey used was the California Healthy Kids Survey that was administered in spring 2017. The survey provides a valid measure of students’ perceptions of school safety and connectedness to the school. The results of the survey show that overall students feel connected and safe at school. The findings show that 56% of fifth graders, 61% of seventh graders, 52% of ninth graders, and 50% of eleventh graders feel close to people at school most of the time or all of the time. • 36% of fifth graders surveyed stated that they feel close to people at school some of the time and 8% reported never; • 10% of seventh graders reported they disagree or strongly disagree that they feel close to people at school, while 29% of seventh graders surveyed reported they neither disagree nor agree; • 15% of ninth graders reported they disagree or strongly disagree that they feel close to people at school; while 33% of ninth graders surveyed stated that they neither disagree nor agree; and • 19% of eleventh graders responded they neither disagree nor agree that they feel close to people at school, while 31% neither disagree nor agree. The survey found that when asked if they felt safe at school most students surveyed felt safe at school. • 66% of fifth graders surveyed stated that they feel safe at school, while 22% stated “yes, some of the time” and 11% stated “no, never.” • 49% of seventh graders surveyed stated they agree or strongly agree to “feel safe at school” while 28% stated “neither disagree nor agree.” Of the seventh graders surveyed 22% stated they disagree or strongly disagree. • 40% of ninth graders surveyed stated they feel safe at school, whereas 42% neither disagree nor agree. Of the ninth graders surveyed, 17% disagree or strongly disagree. • 54% of eleventh graders surveyed stated that they strongly agree or agree to feel safe at school, while 33% stated neither disagree nor agree. Of the eleventh graders surveyed 13% stated they strongly disagree or disagree. The findings show that overall students feel connected and safe at school. However, the survey also measures opportunities for growth. Important to note, the data shows that secondary students surveyed feel they neither agree nor disagree with school connectedness and safety must be taken into account. This perception can have multiple interpretations where one can interpret as students feeling safe while someone else may interpret this finding to feel that students do not feel safe. The survey question responses used in the survey are preset to using scales such as strongly agree or disagree. One way to allow for students to respond to better understand students’ perceptions regarding school connectedness and safety is through the use of a free-text box where students can respond.|Met||2018
49402460131961|Petaluma Accelerated Charter|6|Petaluma City Schools has contracted with West Ed to administer the California Healthy Kids Survey (CHKS) every other school year. The CHKS wasl administered in the 2017-2018 school year. The school climate measures, as indicated by the CHKS results for Petalum Accelerated Charter, were as follows: -School Connectedness: 78% of 7th grade students in PCS indicated that they felt connected to their school. -Feel Safe At School: 88% of 7th grade students in PCS indicated that they feel safe at school.|Met||2018
37679670000000|Alpine Union Elementary|6|Students who co-designed and administered the student LCAP survey emphasized the importance of ensuring the socio-emotional safety of students. With the popularity and instant engagement social media offers, students discussed the need to mitigate the negative impacts of social media. Parents also highlighted social media impacts and their desire to have more educational opportunities to inform students about being appropriate digital citizens.  Eighty three percent of students survey believe the school provides everything they need to learn while at school.  Eighty six percent believe they are being prepared for high school and to be successful citizens.  Eighty percent say that the school provides learning materials to meet the needs of all students.  During the 2018-2019 school year, the district is implementing a district wide PBIS model and commitments to improving school culture.  The district is also working with Sandyhook Promise at the middle school to increase the feeling of safety and well-being at school.|Met||2018
01611760000000|Fremont Unified|6|The California Healthy Kids Survey (CHKS) was administered to students in grades 5, 7, 9, and 11 and a total of 7815 responses were received. When asked questions related to school connectedness, 97% of 5th grade students, 95% of 7th grade students, 93% of 9th grade students, and 88% of 11th grade students reporting feeling high or moderate levels of school connectedness. The results from student subgroups were analyzed for grades 7, 9, and 11. The following subgroups of students reported lower percentages of school connectedness when compared to the district average of all students: African American (grades 7 and 9), Latino (grade 7), Native Hawaiian or Pacific Islander (all grades), White (grades 9 and 11), and Two or More Races (grades 7 and 9). Students also responded to questions related to their perception of school safety. Eighty-six percent of 5th grade students reported ‘most of the time’ or ‘all of time’ when asked questions about school being perceived as safe. Secondary students responded to similar questions and the following percentages reflect students who chose ‘very safe’ or ‘safe’ when asked regarding their perceptions of school safety: 7th grade: 65%, 9th grade: 64%, and 11th grade: 67%. Student subgroup results were analyzed for grades 7, 9, and 11. The following subgroups of students reported lower perceptions of school safety when compared to the district average of all students: African American (all grades), American Indian or Alaska Native (11th grade), Latino (all grades), Native Hawaiian or Pacific Islander (all grades), White (grades 9 and 11) and Two or More Races (all grades).|Met||2018
45699550000000|Cottonwood Union Elementary|6|This information for this summary was collected from student surveys given to 5th and 7th grade students and from student meetings with the superintendent. When asked questions that pertain to school climate, 81% of students felt connected. Examples of questions asked were do my teachers care about me, I feel like I belong at this school, my teacher treats me with respect, I know an adult at school I can talk with if I need help, etc. When students were asked safety questions, 72% of students felt they were in a safe environment. They answered questions such as school is a place I feel safe, how safe do you feel outside around the campus, how safe do you feel in the hallways, restrooms and classrooms, etc. Students were also given copies of the school site map and identified any areas of concern. From the gathered information, several concerns have already been addressed with changes being implemented. We have expanded counseling services for students, looked into school procedures, reviewed student supervision and improved campus lighting.|Met||2018
37683950000000|South Bay Union|6|"SBUSD conducted a climate and engagement survey of students, staff and families during the spring of 2018.  Over 3500 responses were collected and analyzed.  Questions on the survey focus on the areas of welcoming environments, collaboration, belief in students, safety, facilities. academic and enrichment offerings, parental participation.  Key findings related to school climate from student responses include strengths in the following areas: --My teachers believe I can learn and succeed. --In my school, we have clear rules for our behavior and how to treat others. --Adults in my school seem to work well with each other.  Areas for improvement include the following: --My school and classroom are clean and well maintained. --I feel safe at my school.  Additional questions on the student survey elicited responses regarding academic and enrichment offerings students are interested in having added to their instructional day.  The areas of Visual and Performing Arts as well as STEM are of particular interest to students.    Results from all student surveys were disaggregated by site and a full analysis of data was done by each site administrator as a means of informing the Single Plan for Student Achievement.  At the district level, disaggregated results were used to target three school for additional support in improving school climate.  Schools which have increased the professional learning related to restorative practices and deeper implementation of PBIS have seen increases in overall school culture data.  In addition, student responses and observational data indicate a further need in the understanding of trauma informed care.    Actions to date include the following: --Implementation of VAPA/STEM instruction by fully credentialed teachers once a week for every student in SBUSD.   --District-wide purchase of professional text related to school culture purchased for all SBUSD staff. --Focus on school culture and building community at district-wide kick-off event in July 2018. --PBIS ""bottom lines"" or expectations were put into place for all sites as a means to increase equity across the district.   Survey questions and findings are directly related to the LCAP goal number two: Positive School Culture."|Met||2018
19647336058150|Robert A. Millikan Affiliated Charter & Performing Arts Magnet Middle|6|"The students of Millikan Affiliated Middle School participated in the LAUSD 2017-2018 School Experience Survey. 73% of students completed the survey. The following are the survey responses that pertain to school climate: 1. The percentage of students who reported feeling safe at school was 91%. 2. The percentage of students who reported that they are happy at school was 80% 3. The percentage of students who reported that they feel like they are a part of the school was 68%. 4. The percentage of students who reported that they felt accepted for who they are was 75%. 5. The percentage of students who reported that ""If I told a teacher or other adult at my school that another student was bullying me, he or she would try to help me."" was 88%. Though the positive student response for question three is almost the same as the overall LAUSD level, it points to the need to engage in ongoing professional development on Culturally Responsive Pedagogy and intentional implementation of culturally and linguistically responsive instruction."|Met||2018
37683120000000|Rancho Santa Fe Elementary|6|The April 2018 survey included questions related to parent's perceptions of his or her child's experience at school as it relates to overall safety, staff preparedness, and communication. Majority of respondents reported their children feel safe at school and the school is prepared for an emergency. Based on the results from last year's survey, we have implemented a new visitor monitoring system as well as ensured staff members are wearing badges around campus. Simultaneous to the survey, a safety committee was created and meets quarterly to discuss parent and staff safety concerns. Based on the survey results and the committee's input we will continue to evaluate and implement safety updates. The District will continue to annually survey all stakeholder groups to assess school climate issues.|Met||2018
36677020000000|Etiwanda Elementary|6|To assess school climate, ESD administers an annual student survey to all students in grades 3-8.  The Student Survey is administered at school with parent permission during the month of October.  In the 2017-18 school year, 7,095 students from the grade span enrollment of 9,626 completed the survey.  The Student Survey for grades 3-5 consists of thirty-one survey questions, with five questions focused on school climate.  The Student Survey for grades 6-8 consists of forty-one survey questions, with five questions focused on school climate.  The 2017-18 Elementary Student Survey results indicate 96% of students agree that there are bully-free programs provided at their school, 93% of students agree they feel safe at school, 91% of students agree that adults treat all students with respect, 99% of students agree that students are expected to be safe, respectful and responsible, and 94% of students would recommend their school to friends.  The 2017-18 Intermediate Student Survey results indicate 94% of students agree that there are bully-free programs provided at their school, 89% of students agree they feel safe at school, 78% of students agree that adults treat all students with respect, 99% of students agree that students are expected to be safe, respectful and responsible, and 89% of students would recommend their school to friends.  A strong sense of school connectedness is evident in student responses to a survey question asking if students enjoy coming to school as 86% of elementary students and 72% of intermediate students responded positively. School connectedness is supported through the district-wide implementation of Positive Behavioral Intervention and Supports (PBIS), Rachel’s Challenge of Random Acts of Kindness program, the Character Counts curriculum and the inclusion of at least two annual family involvement events at each school.  In the area of school safety, 89-93% of students strongly agree or agree that they feel safe at school. This is a strength throughout the schools in our district as school safety plans are annually updated and implemented.|Met||2018
36675870000000|Adelanto Elementary|6|The school conducts the title I survey which includes questions related to school climate. The data from this survey is used to improve school and district culture through workshops and activities that attract and engage more parents. 1. 90% parents responded yes to the question: the office staff is welcoming and always very responsive to me 2. 90.5% of the parents responded yes to the question: when I come to the school I receive prompt and friendly attention. As a district, we have worked extremely hard in training our front office staff and creating an expectation of school sites that all parents will be responded to with courtesy and support. Community feedback supports the district understanding that many families display behaviors related to trauma experienced in high poverty districts. The district recognizes that many of our parents display behaviors related to the trauma and therefore we have trained all classified and certificated staff in Trauma Informed Behaviors workshop that bring a sense of empathy and understanding to respond and support parents. The conflicts that arise at school sites often do not result in a productive resolution of the issue. Student behaviors are often reflective of their experience with trauma and are addressed by school personnel regularly. The Trauma Informed Behavior training has opened the door to understanding the community and the stresses that impact school home relationships. The data is a move in the positive direction and shows that the training is having an impact. 80.5% responded yes to the question: teacher communicates with me about my child's progress in a timely manner. This is an area of focus and we are working with our sites and teachers to increase this to 90% or above by changing practices at the site level. By expanding services by FRC to site level, we are making it possible for more parents to participate in the evening programs that are related to literacy and parent of skills to support parents at home and be actively engaged with the child’s school. The district and school administration is working to make sure that much of the major decisions related to school improvement planning is included as items for discussion at forums such as back-to-school, open house, parent conferences and coffee with the principal, in addition to being discussed on the agenda during SSC &ELAC meetings. However, the title I survey results indicate very low participation which requires the district to identify alternate ways to solicit input and feedback from parents and the community. Our current practices indicate that we have been enforcing regular parent meetings but have not incorporated the practice where we are using student performance data to drive discussions and planning for student success. During PTCs and other conferences the district will now assure that a set protocol is developed to support sharing of student performance and receiving input from parents on a regular basis.|Met|The community served by AESD includes high levels of transiency and poverty, There are two federal prisons and two immigration holding prisons. 85% of students are on free and reduced lunch (national lunch program) and 40% of families are below the federal poverty line. Because of much of the trauma experienced in the community and the families we serve, it is very difficult for parents to be active participants in the schools and programs on a regular basis. Given the hardships and challenges of the families facing our community, the district is required to create structures to reach out and serve every family in a positive manner and is focused on preparing every student to graduate with 21st-century college and career skills. There is more work to be done in this area as we see that parent participation is not at the level at which we would like it to be. The schools have worked very hard to understand the community to serve and therefore alternative forms of discipline have been included at all sites. The trauma experienced in the community is also often displayed in student behavior and the schools understand that alternate forms of support such as restorative practices, PBIS and counseling are required for students. The school climate has seen a significant shift in expulsion and suspension rates that have dropped consistently over the past three years,and attendance rates have remained between 90 and 95%.|2018
12627940000000|Fieldbrook Elementary|6|1. Based on Student surveys administered in the Spring of 2018, over 80% of students felt safe at school, felt a connection to others on campus and that teachers treated them fairly. Over 80% of teachers felt connected to their students. 56 % of families felt welcome to participate in the school activities. 2. Based on these surveys, the district has an opportunity to improve connections with families and integrating them into the school culture. 3.  The district has increased informing parents about functions at the school through all-call systems, text notifications, emails, and school marque usage.  We have seen an increase in parent participation in school events such as Jog-a-thon, Book Fair, and our costume parade as evidenced in volunteer check-in logs.|Met||2018
19647336016562|Colfax Charter Elementary|6|Colfax Charter administered the 2017 – 2018 School Experience Survey during the fall semester to 4th and 5th graders.  The participation rate for this survey was 99%.  The following are the questions that pertain to school climate and the % of students indicating Yes, Always / Strongly Agree are noted next to the question.  Are you happy to be at this school? 91% Do you feel like you are part of this school? 83% Do you feel accepted for who you are at this school? 87% Do you feel safe at this school?  94%|Met||2018
37680800000000|Encinitas Union Elementary|6|Climate surveys are given to all stakeholder groups and include questions regarding facilities and safety. Also noted is the use of the California Healthy Kids Survey. -89% of parents noted they feel EUSD schools are safe and clean. -Fit Reports demonstrate schools are in good repair On the California Healthy Kids Survey 15/16 5th graders noted the following: -Overall positive school connectedness (high & moderate) 97% -School Engagement and Supports School connectedness (high & moderate) 97% -Caring adult relationships (high & moderate) 97% -High expectations (high & moderate) 98% -School Safety Feel safe at school 83% -Females report higher connectedness than males. Increased attention in social-emotional learning including MTSS . Support and training for teachers and in principals for equity, access as it relates to specific subgroups and identifying needs.|Met||2018
23102310000000|Mendocino County Office of Education|6|"MCOE administered a local survey of school climate in the spring of 2018. The Healthy Kids Survey is administered every other year and will be given in the spring of 2019. Following is a summary of the data, analysis and outcomes from the local assessment. Students were surveyed using online Google Survey. Twenty-seven students responded. The questions fall into 5 major themes: 1)Student Engagement,  2) High Academic and Behavioral Expectations, 3) Feeling Valued/Respected, 4) Communication and 5) Positive Relations with Staff. Data: 1) Students perceptions were most divided over the theme, Student Engagement. 52% of the students agreed that they were, 28% didn't know and 20% disagreed. 2) 74% of students stated that teachers had high academic standards and the academics were preparing them for life. 22% didn't know. With regard to behavior, 56% of students felt that rules were applied fairly, 26% disagreed and the remaining 18% didn't know. 3) The survey reflected that 75% of the students felt valued and respected at school. 12%  (3 students) did not and 2 students responded ""Don't Know.""  4) A majority of students, approximately 75%, agreed that there was effective communication on the following topics: academic program information, GPA/credits, academic support and understanding what they need to do to transfer back to their district of residence. 5) 72% of students expressed they have a positive relation with at least one staff person and nearly all of those had a positive relation with two or more.  Meaning: It was clear to see that the staff-student relationships are strong. Students trust the staff and know they care about them as individuals. The positive relationships between staff and students directly contribute to students feeling valued and respected.  In turn, these attributes foster effective communication that is described by students. Two themes, Student Engagement and Academic/Behavior Expectations have prompted deeper conversations and questions. How do we better engage students and raise academic rigor. There is a need to take a closer look at the perception by some students, that rules are not applied fairly.  Actions/Outcomes:Continue to implement and expand Positive Behavior Intervention and Support (PBIS) and Restorative Justice. Provide training to staff as needed to successfully implement the identified strategies. SUMS team to implement MTSS structures, including visuals and pamphlets to distribute to all stakeholders. The Student Accountability Specialist will provide conflict mediation and identify barriers to school attendance for identified student groups. Contract with a community agency to provide 4 hours of therapist services and 8 hours of Youth Worker time per week. Implement community mentor program for students."|Met|The Alternative Education staff have worked closely with the MCOE School Climate team that serves the districts within the county to implement Positive Behavior, Intervention and Support (PBIS) and Restorative Justice practices.  Student discipline was evaluated and reviewed during the school year during the PLC meetings and efforts aligned to specific behaviors.  There were over 797 student contact hours logged with Rehab Specialist with over 75 students served. Progressive discipline was implemented across classrooms using a common behavior matrix. Student discipline data targets were established in each classroom.|2018
18641960000000|Susanville Elementary|6|"The California Healthy Kids Survey (CHKS) was administered to our students in October of 2017. The School Environment Scales showed the following: Total School Supports: Average ""Very much true""; High = 37%, Moderate = 44%, Low = 20%; Caring Adults at School: Average ""Very much true""; High = 35%, Moderate = 49%, Low = 17%; High Expectations from Adults in School: Average ""Very much true""; High = 49%, Moderate = 42%, Low = 9%; Meaningful Participation at School: Average ""Very much true""; High = 16%, Moderate = 42%, Low = 44%. The School Connectedness, Academic Motivation and Parent Involvement at School Scales showed the following: School Connectedness: Average ""Strongly agree""; High = 49%, Moderate = 36%, Low = 15%; Parent Involvement in School: Average Strongly agree""; High = 14%, Moderate = 38%, Low = 20%; Academic Motivation: Average ""Strongly agree"" ; High = 38%, Moderate = 39%, Low = 24%. Under the School Violence, Victimization and Safety: 59% reported feeling Safe or Very Safe while 16% reported feeling Unsafe or Very Unsafe. Overall, the data suggests that the students surveyed felt engaged in their school environment, supported by staff, motivated to do well in school & extra-curricular activities and safe in the Susanville School District schools.  Following survey results, in order to increase campus safety, the District has implemented a visitor check-in program that screens visitors to the campus.  Additionally, students at the middle school are now able to report unsafe or problematic situations anonymously via an online App for phones."|Met|The California Healthy Schools (CHKS) Parent Survey was made available to all parents in the District during the October of 2017. 79% of Elementary School Parents and 71% of Middle School Parents agreed or strongly agreed that the schools have a supportive learning environment. 81% of Elementary School Parents and 70% of Middle School Parents agreed or strongly agreed that the schools are a safe place for students. 78% of all parents agreed or strongly agreed that the schools have adults that really care about students. Overall, this data suggests that parents are supportive of the educational environment offered to the children of the Susanville School District.|2018
44698490000000|Soquel Union Elementary|6|"For 7th grade, the target sample of students was 241 and 228 participated with a 95% participation rate. In the area of school engagement and supports the NBMS students scored high (positive rating). Sub-categories included school connectedness 67%, academic motivation 38%, truant more than a few times 5%, caring adult relationships 40%, high expectations 61% and meaningful participation 17%. There were no low areas. The second area was school safety and substance abuse. 73% of the students said they perceived school as very safe or safe. 37% reported experiencing bullying or harassment in the past 12 months. 46% reported they had mean rumors or lies spread about them, 20% said they were afraid of being beaten up in the past 12 months, 14% said they had been in a physical fight, 14% reported having seen a weapon on campus and 4% reported being drunk or ""high"" on drugs at school, ever. In the area of mental and physical health, 12% said they currently use alcohol or drugs. The areas for binge drinking, very drunk, and cigarette smoke showed 1-3%. A concern was 19% reporting feeling chronic sadness/hopelessness in that past 12 months. A suicide prevention curriculum has been implemented. In addition, all schools in the district are having a leadership team go through a three-year Positive Behavior Supports System, PBIS training. New Brighton Middle School is also participating in Where Everybody Belongs, WEB this year. It is a school connectedness and mentoring program. For 5th graders, the target sample of students was 241 and 141 participated with a 66% participation rate districtwide. In the area of school engagement and supports the students rated high (positive) for school connectedness 67%, academic motivation 42%, caring adult relationships 58%, high expectations 64%, and meaningful participation 30%. For school safety 87% feel safe at school, however 32% reported they had been hit or pushed in the past 12 months, 50% reported having mean rumors spread about them and 47% had been called bad names or had mean jokes made about them, and 15% reported having seen a weapon at school. Goal three of the LCAP addresses helping students feel connected. Action/services through school sites include Mindfulness curriculum, counseling services and schoolwide projects to promote kindness. In areas of disciplinary environment 55% reported they were well-behaved and treated other students fairly."|Met||2018
16639330000000|Island Union Elementary|6|We had over 90% of our students k-8th grade surveyed, more than 95% of the student feel safe at school.  The majority of the students feel the one to one devices help with engagement in their learning. Based off student input on the surveys we developed a food entrée taste test given to students to determine what healthy entrees to add to our school menu.  Student input is very valuable in having them build a strong family community at Island Elementary School therefore we will continue to use student input to guide our decision making.|Met||2018
40687260000000|Cayucos Elementary|6|Cayucos Elementary School administered the California Healthy Kids Survey during the 2017-18 school year.  We found that only thirty eight percent of students agree or strongly agree that students are motivated to learn.  Sixty three percent of students either agree or strongly agree that the school is an inviting and supportive place for students to learn.  We also found that fifty six percent either agree or strongly agree that teachers go out of their way to help students.  Other areas of the survey showed the school doing very well but the results highlighted here suggest room for growth in making Cayucos School the best it can be for student learning.  Due to these results and other observational data, the school is implementing a new character education program during the 2018-19 school year.  The program is Character Counts and it should help the school improve in these areas.|Met||2018
12629840000000|Peninsula Union|6|>90% of students reported feeling safe on campus >90% of parents reported feeling their students are safe on campus >90% of students reported feeling connected on campus >90% of parents reported feeling connected on campus  Due to our districts small student body count (approx 36 students), it is difficult to parse out the results by demographic without compromising student and family anonymity. Generally speaking, younger students had the highest reported levels of connectedness and safety, and middle school students has high, but slightly less high, results.    After trying several survey models, our site has found we get the highest rate of returns on the parent survey when the surveys are administered 1:1 upon students being picked up from the after school program. Given our small student body count, this is viable for us with staffing.   After trying several survey models for students in recent years, we have also found that interviewing them 1:1 results in the most thorough response/participation rate since it removes literacy and disability barriers.|Met||2018
49707890000000|Kenwood|6|Our most recent student survey indicated that over 92% of students felt safe and connected to their classmates and teachers.  Students responded overwhelmingly that they felt that they had adults on campus who cared about them and listened to their ideas and concerns. Students in all grade levels indicated that their teachers were responsive to their questions and concerns. Our school climate is positive, inclusive and encourages students to behave in a kind and collaborative manner with others. Nearly 99% of the students in the survey indicated that they were treated with respect by fellow students. The students enjoy coming to school and feel comfortable interacting with teachers and the Superintendent/Principal.|Met||2018
54721730000000|Sundale Union Elementary|6|All of the results from the School's Healthy Choices Survey during the 2017-2018 school year indicated students feeling safe at school and making healthy choices for themselves in relation to drugs, alcohol and tobacco use.  The School would like to continue to see the positive growth.  Sundale's criteria for success is responses ranging from 80%-100% of students feeling safe and making positive choices.  100% of 6th grade students have not come to school drunk or high; 85% of student feel safe at Sundale; 96% of the students believe someone cares about them at School; 23% of students believe they have bullied 2-3 times in a year.  Sundale continues to focus on these areas to strive for fewer students feeling they have been bullied and more students feeling cared for on campus.|Met||2018
44754320000000|Scotts Valley Unified|6|138 5th grade students across two elementary schools completed the Gallup Poll. Highlighted high and low averages of students responding “strongly agree” between the two schools follow. Engagement Index: Average % of students engaged = 70%.  I have a best friend at school = 83%; I feel safe in this school = 67%; I have fun at school = 31%; At this school, I get to do what I do best everyday = 22%.  Hope Index:  Average % of students hopeful = 63%.  I know I will graduate from high school = 75%; I have a great future ahead of me = 68%; I have a mentor who encourages my development = 49%; I can find many ways around problems = 45%.  Entrepreneurial Aspiration Highlights:  I plan to start my own business = 18%; I am learning how to start and run a business = 5%.  Career and Financial Literacy:  I am involved in at least one activity, such as a club, music, sports or volunteering = 81%; I am learning how to save and spend money = 43%. 155 7th grade students completed the Gallup Poll.  Highlighted high and low averages of students responding “strongly agree” follow. Engagement Index: Average % of students engaged = 44%.  I have a best friend at school = 80%; I have at least one teacher who makes me excited about the future = 45%; The adults at my school care about me = 27%; At this school, I get to do what I do best everyday = 7%.  Hope Index:  Average % of students hopeful = 52%.  I know I will graduate from high school = 75%; I have a great future ahead of me = 57%; I have a mentor who encourages my development = 35%; I can find many ways around problems = 30%.  Entrepreneurial Aspiration Highlights:  I plan to start my own business = 17%; I will invent something that changes the world = 6%.  Career and Financial Literacy:  I am involved in at least one activity, such as a club, music, sports or volunteering = 76%; I am learning how to save and spend money = 40%.   385 9th and 11th grade students completed the Gallup Poll.  Highlighted high and low averages of students responding “strongly agree” follow. Engagement Index: Average % of students engaged = 23%.  I have fun at school = 8%; I feel safe in this school = 38%; The adults at my school care about me = 27%; At this school, I get to do what I do best everyday = 7%.  Hope Index:  Average % of students hopeful = 37%.  I know I will graduate from high school = 82%; I have a great future ahead of me = 47%; I can find many ways around problems = 28%; I have a mentor who encourages my development = 24%.  Entrepreneurial Aspiration Highlights:  I plan to start my own business = 13%; I am learning how to start and run a business = 5%.  Career and Financial Literacy:  I am involved in at least one activity, such as a club, music, sports or volunteering = 75%; I am learning how to save and spend money = 27%.   The LEA team, including the Superintendent, Directors, Administrators and Teachers, use this information to guide practice and focus resources.|Met|Scotts Valley Unified School District is in its third year of PBIS.  There are structures and strategies at all four sites that support all students, including dedicated counselors and Tier I, II and III teams.|2018
19647330122838|Valley Charter Middle|6|A majority of students report feeling that they belong in school and are emotionally and physically safe both inside and outside the classroom. The vast majority of students report that the principal and teachers model respectful behavior towards both students and adults. The majority of the students report that teachers take an interest in them and their lives, respect all races and cultures, and deal fairly with behavior problems. The results of this survey are reported to the Board of Directors annually. The problem with this locally designed survey’s three-point scale was that it limited students’ ability to give nuanced responses. Consequently, Valley Charter Middle School will administer a biannual, nationally-normed student survey to grades 6 through 8 in 2018-19.|Met||2018
07618040000000|San Ramon Valley Unified|6|SRVUSD administered the Healthy Kids Survey in October 2016. In addition, SRVUSD conducted a District Climate Survey in March, 2017 and 2018. Based on student responses reported in the results, the key finding of SRVUSD students’ perception of school safety and connectedness are as follows:   1. On the average, 82% of our students agree or strongly agree that they feel safe at school. 92% of 5th grade students feel safe at      school all or most of the time. 84% of 7th, 80% of 9th and 81% of 11th grade students agree or strongly agree that they feel safe at      school.  2.  About 73% of our students reported that they feel connected at school.  3.  Of secondary school students, 7th graders reported the greatest percentage of high level school connectedness at 79%, followed by       72% of 9th graders and 67% of 11th graders.  4.  Results of school connectedness by ethnicity shows similar trends of decline . Ethnic groups with the highest reported connectedness        are White, Asian and American Indian/Alaskan Native. African American reported the lowest levels of school connectedness at each        grade level.  5.  Reported school connected by gender peaks at 7th grade for boys and girls. Girls reported higher connectedness in 5th and 7th       grades however boys reported high school connected in 9th and 11th grades. The greatest decline occurred in girls between 7th and       9th grades.   For additional information, please refer to the 2018-19 LCAP which can be found on the SRVUSD website.|Met||2018
54755310000000|Dinuba Unified|6|Dinuba Unified School District’s most recent California Health Kids Survey (CHKS), 2015-2016, indicates we are making progress in creating a positive, safe school environment for all students.  Results of the survey for 7th, 9th  and 11th graders show that 56% of the students who responded noted that “I feel close to the people at my school”. When asked if they felt safe at school, 68% of the students noted they agreed or agreed strongly with the statement, “I feel safe in my school”. 54% of students stated that they felt like they were a “part of the school”.  When asked if schools are usually clean and tidy, 44% of the students stated that they either disagreed or strongly disagreed with this statement. 58% of surveyed students agreed that there was a teacher or other adult who really cares about the them.  A small percentage of students at each campus stated they know of someone carrying a weapon on campus. The results have generated discussion about how to more closely monitor school climate in the interim between the administration of the CHKS in order to set school and district goals and have measurement tools designed to provide safe, consistent and secure learning environments.|Met||2018
55724210000000|Twain Harte|6|The California Healthy Kids Survey was given in the spring of 2018 to our 5th and 7th grade students.  We had a 94% participation rate among our 7th grade students while only 61% of our 5th graders took the survey.    Key findings from the survey were that many of our students in these two grade level groups have experienced some form of verbal name calling or rumour spreading at school.   Despite this the majority of the students did report feeling safe at school.  Harassment and bullying are an issue in schools nationwide.  This data reinforces the need for social/emotional support programs at school.  We currently provide structured emotional support for our K-3 students via our Treehouse program and have begun small group instruction using Second Step curriculum in this program as well.  We also have s Safe School Ambassador that works with our 4-8 students on social/emotional support as well by providing conflict resolution mediation through team building activities as well as whole group mindfulness and gender specific support programs.|Met||2018
15635030000000|Greenfield Union|6|In 2017-18,  the Greenfield Union School District administered the annual Student District Needs Assessment Survey to 4233 students in grades 4th through 8th. Results from the 2017-18 Student District Needs Assessment for grades 4th through 8th show that: 65.9% of our students report they look forward to coming to school each day. 84.2% of our students report teachers keep them informed of their academic progress. 67.1% of our students feel safe at school. 59.2% of our students report when there is a problem between students,  it is quickly resolved.   *Results taken from the district’s 2017-18 Student Needs Assessment Survey   One of the Greenfield Union School District’s goals is to ensure students feel safe and connected at school.  According to the results of the 2017-18 Needs Assessment Survey, 65.9% of 4th  through 8th grade students look forward to coming to school each day.  This is a 4.1% decrease from the 2016-17 survey results.  The results of the 2017-18 survey show that 67.1% of our 4th - 8th grade students feel safe at school. This is a 3.9% decrease from the 2016-17 survey results.  Therefore, we will continue to monitor this goal through the Student District Needs Assessment Survey and revisit our existing programs. To ensure student safety, the district will continue the maintenance of additional security guards at the middle schools and additional noon aid supervision at all schools.  In an effort to increase school connectedness and safety, the district will expand the Positive Behavioral Intervention and Supports Program and install security cameras at all school sites as stated in our LCAP actions 3.2 and 3.14.  Additionally, the district has implemented a new position, Administrator of School Safety, to  monitor the PBIS program and school safety as stated in our LCAP action 3.16.|Met||2018
53765130000000|Trinity Alps Unified|6|Some key learnings from the survey includes the following: Students reported that 38% feel they have a close/caring relationship with staff. 70% of students perceive that the school environment is very safe or safe. Tobacco use among student is very low. 25% of 9th grade students have considered suicide. This rate drops as students’ progress through high school. TAUSD believes the TUPE program has helped reduced student tobacco use. The district participates in a crisis response team in partnership with the Trinity County Office of Education. Administrators received training to identify and support students in crisis. The district will continue to offer training to staff to foster better relationships between staff and student. The district is employing restorative justice practices as well as trauma-based education to our staff. TAUSD will strive to improve our results.|Met||2018
19648320000000|Newhall|6|The California Department of Education (CDE) has funded the CHKS since 1997 to provide data that would assist schools in: -fostering positive school climates and engagement in learning; -preventing youth health-risk behaviors and other barriers to academic achievement; -promoting positive youth development, resilience, and well-being. In the spring of 2018, all 5th grade students were given the opportunity to participate in the California Healthy Kids Survey. 64% of all 5th grade students participated in the survey which is an increase of 7% from the prior year. The following are key data points extracted from the survey: * 83% of the students state that teachers and grown-ups care about them at their school * 89% of the students state that teachers and grown-ups believe they can do a good job * 76% of the students report they are happy to be at their school * 78% of the students feel safe at school * 86% of the students feel students are treated with respect * 90% of the students report that teachers and grown-ups make it clear that bullying is not allowed * 91% of the students report that a parent or grown-up cares about their schoolwork The year to year data is very consistent across all indicators and is overall positive. Sites have examined their own data and action steps put into place for the 2018-19 school year to continue to improve the number of respondents as well as address any indicator under 80%. In general, students feel connected, like their teachers, and have a lot of support at home.|Met|Our primary goal is to increase the percentage of students participating in the survey each spring.|2018
42691796118434|Santa Ynez Valley Charter|6|We chose to use a survey created locally from research-based questionnaires found online. In addition to the questions presented, two open-ended questions were provided to gain additional feedback from students.  The survey was given in Fall 2017 during Language Arts class, with 19 5th graders responding and 18 8th graders responding to the survey. Scores for the first 7 categories are scored from 1 (Strongly Disagree) to 5 (Strongly Agree). The final category is scored 1 (No), 2 (Sometimes), and 3 (Yes). The scores presented are an average of all scores.  The survey results are presented in summary form below:  Respectful Climate    3.64 School Safety     4.32 Parent and Community Involvement     4.04 High Expectations     4.26 Caring Adults     3.45 Peer Climate     3.46 Student Involvement     3.49 Social and Emotional Learning     2.68  Additional questions:  Can you provide examples of school activities that make you feel more connected to school and your peers? Most frequent responses included school sports, Buddies, Dragon Families, recess/lunch, PE, Genius Hour/Extended Learning, and school performances. A theme that emerges from this is cross-grade level activities, both structured and unstructured are supportive of students’ connectedness to school.  If you need help on campus, who is the first adult that you would go to to get help? 37 of 38 responses identified a person/position that they would go to for help.  Based upon the survey results, all areas other than Social/Emotional Learning are positively reported for students. Most importantly, students report feeling safe at school (4.32), see that the staff/school hold high expectations for all (4.26) and acknowledge that parents and the community are involved in their school (4.04). While school climate can be said to be a strength of the school, there is still room to grow. The school plans to begin professional development activities for staff in the area of curriculum for SEL.|Met||2018
29102982930147|John Muir Charter|6|For the first time, JMCS students and staff had a chance to express their opinions about being a part of the JMCS team through our school climate surveys. We had an overwhelming response to the surveys, with 540 students (70% of ADA) and over 70 staff members (86% of salaried staff) participating. 100% of staff always or sometimes feel safe at work (89% always feel safe, 11% sometimes feel safe) and 98.5% of students always or sometimes feel safe at school (93% always, 5.5% sometimes). 99% of students feel welcome at school and 90% of staff feel connected to the larger JMCS community. 93% of students feel like they have a voice in decision making at their site and 74% feel that there is a positive school culture at their site. JMCS will continue to offer the school climate survey and aims to do so annually in March for all future school years. We will work to ensure the survey continues to align with our LCAP goals and the state priority areas. We will also work to improve response rates with the goal of having an overall 80% response rate for all staff and students in the 18-19 school year.|Met||2018
45701364530267|Shasta Charter Academy|6|Both students and parents are overall very satisfied with SCA, as school enrollment and survey results indicate.|Met||2018
54718520000000|Columbine Elementary|6|Columbine's 5th and 7th graders took the Healthy Kid's Survey. Here the results for school  connectivity and safety. 50% of the 7th graders were highly connected to the school, 33% moderately connected, and 17% lowly connected. 55% of the 7th graders feel safe at Columbine, 39% feel neither safe nor unsafe, and 6% feel unsafe. 67% of the 5th graders have a high connectivity to  the school. 33% have a moderate connectivity, and 0% have a low connectivity.92% of this group feel safe at school and 8% feels safe some of the time. The vast majority of Columbine's 5th and 7th graders feel connected or moderately to the school.  Very few students feel that Columbine is unsafe.|Met||2018
19647170000000|Little Lake City Elementary|6|The Little Lake City School District administers Healthy Kids Surveys to 5th and 7th grade students. The data collected indicate how safe students feel at school and how connected they feel to their school.  Student Safety 93% of 5th Grade Students and 90% of 7th Grade Students feel safe based on the following student safety questions:  1. Do you feel safe at school? / 93% (5th Grade) 2. Do you feel safe on your way home from school? / 90% (7th Grade)   School Connectedness 90% of 5th Grade Students and 78% of 7th Grade Students feel connected to school based on the following school connectedness questions:  1. Do you feel close to the people at school? 2. Are you happy to be at school? 3. Do you feel that you are a part of the school? 4. Do teachers treat students fairly at school? 5. Are you given a chance to help decide things at school, like class rules? 6. Do teachers and other grown-ups care about you? 7. Do the teachers and other grown-ups at school tell you when you do a good job? 8. Do teachers and other grown-ups at school ask about your ideas? 9. Do you feel proud to belong to your school? 10. Do the teachers and other adults give you a chance to solve school problems? 11. Do you get to do interesting activities at school? 12. Do your teachers ask you what you want to learn about? 13. Do the teachers and other grown-ups at school listen when you have something to say? 14. Do the teachers and other grown-ups at school believe that you can do a good job? 15. Do you do things to be helpful at school?   Conclusions:  1. There is a high percentage of students who feel safe at school, however until we meet 100%, we must continue to put systems in place so that every student feels safe. 2. The same can be said for connectedness. We have to explore additional avenues to be able to connect with every student. 3.Teachers and administrators review their site specific data to identify strategies to increase students’ feelings of safety and connectedness.|Met||2018
19647330129866|Village Charter Academy|6|Based on student surveys evaluating school climate the school scored an overall average of 80%. The areas of greatest strength were having access to technology, understanding emergency procedures, feeling safe at school. They also indicated that their school had behavior expectations and consequences. All of these strengths indicate that students understand the school puts an emphasis on student safety, both physically and social/emotional well being. The area to be addressed as an area for improvement was keeping the school clean and school leadership letting students know they need to do well in class. Based on these results, the school has increased custodial time and school leadership is providing more student feedback in the area of academics.|Met||2018
37682130121582|College Preparatory Middle - East County|6|"Students were administered a survey this past spring to determine their connectedness and satisfaction with their school experience. The majority of students (Over 85% in each category) ""Agreed"" or ""Strongly agreed"" that they have adults and friends they can look to for help when they need it, they know their areas of academic strength and challenge, that they have the skills to take on academic challenges, they believe tutorial is helpful to them, they feel safe and cared for at school, and they plan on attending college. Our staff continues to educate our students utilizing their personal academic data. Students will become well versed in their areas of strength and challenge, and develop methods of communicating that information to their families, and actively participate (know why they are learning what they are learning) in their classes."|Met||2018
19644690000000|Duarte Unified|6|Duarte Unified uses the California Healthy Kids Survey (grades 5, 7, and 9) to measure school climate. These data are used to shape programs that support a positive climate for learning and student success.   In terms of school engagement and supports, the most favorable responses for students in grade 5 were strongest in the areas of academic motivation (58%), caring adult relationships (53%), and high expectations (54%). By comparison, responses were weak related to meaningful participation (10%). Grade 7 students responded the strongest about academic motivation (42%) and high expectations (42%). Grade 9 students also responded relatively strong about academic motivation (30%) and high expectations (31%). Secondary students responded less favorably to school connectedness (13% grade 9) and meaningful participation (10% grade 7). In order to improve in this area, Duarte schools are building new programs that promote positive connections with school including arts integration, CTE pathways, internships and early college. Due to a transition to K-8 academies, improvement is needed at each school site to support grade 7 students to experience meaningful participation in school. By providing increased pathway options and extracurricular activities, student engagement is more likely to be meaningful, aligned with student interests, and connected with real life experiences.    In terms of school safety, students in grade 5 responded strongly that they feel safe at school (77%). These same students reported a greater concern about being called bad names or mean jokes (55%) than having been hit or pushed (33%). Students responded favorably (87%) to feeling treated with respect. For elementary students, these data indicate that many students feel safe and respected at school. To address some of the specific areas related to discipline and safety, Duarte is implementing Positive Behavior Intervention and Support (PBIS).  For issues related to school safety, grade 7 students (55%) perceived their school as safe or very safe. The responses for grade 9 students improved by ten points (47%) and reported their school as very safe or safe. The highest level of safety concern at the secondary level was related to harassment and/or mean rumors as compared to physical fights and/or weapons. Grade 7 students experienced harassment or bullying (42%) or had mean rumors or lies spread about them (46%). Those same areas were also relatively high for grade 9 students who experienced harassment or bullying (28%) and/or had mean rumors or lies spread about them (34%). The lowest area of concern was related to fears about being beaten up. Grade 7 students (14%) and grade 9 students (10%) reported fears of being beaten up. These data indicate the need to focus on security measures that are integrated into a school wide PBIS approach. Mental health services are provided for students to address many of the challenges they face with social-emotional interactions.|Met|Duarte Unified believes that learning occurs in a culture of caring and respect and that all students are motivated to learn when engaged in meaningful work that connects to their lives.  To that end, measurement of school climate on a consistent basis is essential for school planning.|2018
33670330000000|Corona-Norco Unified|6|The Corona-Norco Unified School District administered the California Healthy Kids Survey to students in Grades 5, 7, 9, 11, and Alternative schools during the 2017 – 2018 school year. This survey is administered every year. The number of students who completed the survey for each grade level are:  Grade 5 – 3091 with a participation rate of 79%  Grade 7 – 3,636 with a participation rate of 91%  Grade 9 – 3,540 with a participation rate of 86%  Grade 11 – 3,292 with a participation rate of 84%  Alternative schools – 462 with a participation rate of 66%  The data showed students feel safe at school. Students feel there is a moderate to high level of caring adults within the schools. Students in CNUSD feel there is a moderate to high level of academic motivation. The results of the survey were presented to the CNUSD Board of Education on September 4, 2018.|Met||2018
39684860131789|NextGeneration STEAM Academy|6|The School Climate Survey conducted March 26, 2018 was completed by 91 families. The responses indicated 73% of students feel safe and are provided with a feeling of caring and trust. 95% of students and parents fell they are treated respectfully by staff. 57% of parents feel their student is using technology to enhance their learning in the classroom. 62% of the parents that completed the survey, felt counseling, health services, reading and math intervention had a positive impact on their child’s success in school; while 3% did not think those programs had a positive benefit to their child. 70% of the parents feel welcomed to help out in the classroom or to participate in school wide events. 98% of the parents feel the school keeps families well informed about student and parent activities and events. 88% feel the school communicates in a language and in a way that they can understand, while 11% disagreed. 72% of parents agree/strongly agree the school offers a variety of extracurricular activities while 22% disagreed.  77% felt they are made aware when there are any emotional or psychological issues affecting their child’s academic performance. 81% found the principal is an effective manager that makes the school run smoothly; while 15% disagreed or did not answer. 83% of the families who answer feel they can trust the principal, school leader, at her word and do what she says that she will do, while 16% disagree. According to the School Culture Survey, our families feel the school needs to improve in the following areas: 1. Stronger enrichment programs 2. More hands-on learning 3. More challenging courses and Higher quality teaching.|Met|No additional information.|2018
21654170000000|Novato Unified|6|The district administered a school climate Youth truth survey in spring 2018 to students in grade 3 through 12, including required measures of valid student perception of Safety and Connectedness. Survey data met or exceeded the state average on self-reported safety questions within classes, going to and from school, property outside the building, in the hallways and bathrooms, and at school in general. NUSD data exceeded the national average on every single safety question posed within the survey.|Met||2018
37680230138073|Learning Choice Academy - Chula Vista|6|Based on our survey data, The Learning Choice Academy Chula Vista students and parents self report feeling safe at school.  Survey data shows that parents are comfortable reaching out to teachers and staff when needed.  Parents express gratitude that our staff is available and attentive to students and parents alike. TLC-CV staff has been trained in restorative justice practices to better serve all of our students and families.|Met||2018
36677770000000|Morongo Unified|6|The Morongo Unified School District participates in the California Healthy Kids Survey administration every other year.  Morongo participated in that administration in the Spring of 2018.  Our High Schools received a School Climate Index(SCI) of 161 which is down from last administration.  This is due to primarily three areas; Opportunities for meaningful participation, Perceived school safety, and School connectedness.  To address these issues, both high schools are actively recruiting student input in a variety of manners via Leadership, Associated Student Body organization, participation ion School Site Councils, and Board of Education representatives to report to our local Board.  High schools are adjusting bell schedules to accommodate homerooms and intervention classes so that more connectedness can be established. Systems have been put in place this year to assist in school safety and monitoring of visitors who come on our campuses. At the Middle School level, the SCI was 174, also down from the last administration.  This is primarily due to the same three indicators as our High Schools.  These schools have implemented student ambassadors and intervention rooms in addition to the District-wide safety procedures implemented.  At the elementary levels....all indicators were higher than the state average, some areas were significantly higher.  According to students surveyed, more students are feeling safe at school than any previous year.  The one indicator that was lower than the state average of 82 was was Parent Involvement in Education with a District average of 80.  The elementary schools are reaching out to parents and their individual school communities to bring parents back to school in the evenings with their students in fun, educational activities at least monthly.  This next year, we will be phasing in social emotional learning into many of our elementary sites and involving parents in the wrap-around services involved in implementation.  At the secondary level, we are looking to implement an anti-bullying curriculum through development of student leadership first as a pilot, and then looking at the success data towards a District secondary implementation.|Met||2018
54722560109751|Visalia Charter Independent Study|6|Visalia Charter Independent Study administers an annual student survey to all students grades 9-12 to provide feedback to the school on curriculum and instruction, assessment, and school climate and culture. Questions #5 (I am treated fairly by staff) and #7 (I feel safe and secure on the school campus) were used to measure the student perception of school safety and connectedness. According to the 2017-18 survey, 97% of students felt staff treated students fairly and 91% of the students feel safe and secure while on campus. VCIS has made safety a priority in light of the tragedies around the nation. The school schedules and implements active shooter drills twice a year as well as annual fire and earthquake drills. The safety plan is developed over the summer and revisited with staff multiple times throughout the school year to ensure the expectations and understanding are clear among all staff members.|Met||2018
27661910000000|Santa Rita Union Elementary|6|Surveys were published in English and Spanish online; all sites were notified and the surveys were available on our district website and in print. The data has been incorporated into the LCAP ANNUAL UPDATE and the 2018-2019 LCAP and will serve as a solid starting point for next year's LCAP development process. The feedback collected will continue to be used throughout the LCAP Development Cycle to guarantee that annual Stakeholder Feedback is an integral component of creating a three year plan. Our stakeholders understand that not every need can be addressed in one single year, but that the feedback they offer becomes part of a living document that grows and evolves each year. Thus, not every aspect of our stakeholder feedback is addressed in identified actions and services for 2018-2019, however, their feedback will be revisited in the Fall when the new cycle of Stakeholder Engagement begins once again. Our engagement process this year focused on building a sense of understanding around identifying major themes and prioritizing actions with our stakeholders. This was our first year with steady parent representation in the Engagement group and they provided invaluable input into our process.The three major take-aways from the Engagement meetings and surveys from all three groups--staff, parents/community, and students were the following: 1. Safe School environment and culture 2. Art for Elementary Students 3. The need for Vice Principals at Middle School It should be noted that student surveys strongly indicated the desire for Art education and safe schools.|Met||2018
19646340119552|Today's Fresh Start Charter School Inglewood|6|During the 2017-2018 school year a School Climate Survey was made available to all students in grades TK-8. Today's Fresh Start Charter School( TFSCS) chose the selected survey as a means to collect data regarding students' perceptions of the school in a manner which would maximize the sample size; encouraging input from all students. The purpose of employing a quantitative approach was to ascertain the degree to which students hold positive perceptions of varied aspects of the school, including the perception of safeness and connectedness. Results from the 410 returned surveys that 89% of students feel safe at TFSCS. Survey items relating to student perceptions of connectedness found that 91% hold a positive perception. 91% of the students surveyed indicated that they were happy to be at TFSCS. 94% of the students positively reported feeling that their teachers cared about them. 90% of the students reported that other adults at TFSCS cared about them. 89% of students reported that their teachers and other adults at TFSCS treated them fairly. Data was disaggregated using 3 grade level spans, TK-2, 3-5, and 6-8. Analysis of the data show that students reporting feeling safe at school decreased from TK-2 to the 3-5 grade level spans and increased slightly from the 3-5 and 6-8 grade level spans. The 6-8 grade level span percentage of students reporting a positive perception of feeling safe is 91%. Analysis of the data showing that students reporting feeling connectedness at school decreased from TK-2 to the 3-5 grade level spans and increased slightly from 3-5 to 6-8 grade level spans. The 6-8 grade level span percentage of students who reported a positive perception of the school in relation to feeling connected is 89%.|Met||2018
19647330132084|Alliance Marine - Innovation and Technology 6-12 Complex|6|The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) helps us gather unfiltered student feedback to assess whether we foster a safe school environment. Our survey question regarding whether the student feels safe at school yielded an average response of 3.1. Additionally, our survey question regarding whether the school emphasizes respect for others yielded an average response of 3.3. The Student Satisfaction Survey also helps us determine whether we effectively promote our students’ sense of belonging and connectedness to the school. For example, students provided an average response of 3.3 when asked if the teachers show respect for all students and an average response of 3.6 when asked if the principal shows respect for all students. Furthermore, at Alliance Marine-Innovation and Technology 6-12 Complex (“Marine”) we believe that students thrive not only when they develop close relationships with teachers and all adults in the building, but also when we set high expectations for students. Students respective average responses to the following survey questions are indicated in parentheses after each question: (a) I believe that this school is preparing me to be successful in college (3.4), (b) This school does a good job of informing students about options for college (3.3), (c) This school emphasizes the benefits of attending college (3.4), and (d) This school emphasizes the benefits of graduating from college (3.4).|Met|In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) indicate that students believe Alliance Marine-Innovation and Technology 6-12 Complex (“Marine”) is meeting its goals for a safe and inclusive school climate. In the survey, Marine received an overall average response of 2.8. And while we are happy with our score, we will continue to prioritize the safety and well-being of our students. At Marine, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators. At its core, the Student Satisfaction Survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. A copy of the Student Satisfaction Survey is available upon request. The Student Satisfaction Survey was developed by Alliance College-Ready Public Schools Research and Data Team to help schools develop goals to improve services and support provided to students. It is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college, and measures performance on a 1 to 4 scale with 4 being the highest rating.|2018
19734370132845|Today's Fresh Start-Compton|6|During the 2017-2018 school year a School Climate Survey was made available to all students in grades TK-8. Today's Fresh Start Charter School (TFSCS) chose the selected survey as a means to collect data regarding students' perceptions of the school in a manner which would maximize the sample size; encouraging input from all students. The purpose of employing a quantitative approach was to ascertain the degree to which students hold positive perceptions of varied aspects of the school, including the perception of safeness and connectedness. Results from the 578 returned surveys show that 95% of students feel safe at TFSCS. This is an increase from last years percentage of 92%. Survey items relating to student perceptions of connectedness found that 95% hold a positive perception. This is also an increase from 92% of the previous year. 90% of the students surveyed indicated that they are happy to be at TFSCS. 93% of the students positively reported feeling that their teachers cared about them.92% of students reported that other adults at TFSCS cared about them. 93% of students reported that their teachers and other adults at TFSCS treat them fairly. Data was disaggregated using 3 grade level spans, TK-2,3-5, and 6-8. Analysis of the data show that students reporting feeling safe at school stays the same from TK-2 to the 3-5 grade level spans and decreased slightly from the 3-5 and 6-8 grade level spans. The 6-8 grade level span percentage of students reporting a positive perception of feeling safe is 93%. Analysis of the data show that students reporting feeling safe at school stayed the same from TK-2 to the 3-5 grade level spans and decreased slightly from the 3-5 to 6-8 grade level spans. The 6-8 grade level span percentage of students who reported a positive perception of the school in relation to feeling connected is 83%.|Met||2018
19646340121186|Children of Promise Preparatory Academy|6|COPPA staff developed a student survey to measure aspects of the school culture and climate.  COPPA administered the survey to students in grades 5 and 8 during the 2017-18 school year.  The survey measured student perceptions of school safety and connectedness through the following questions:  Do you feel safe at school (98% said yes); Do you feel your teachers listen to your concerns (97% said yes); Do you want to go to college (96% said yes).  Key learnings from the survey include the overall positive feelings of safety, connectedness and college focus among students.  These results point to a positive school climate that provides supportive conditions of learning for students.  In the future, for purposes of continuous improvement, the school will survey students in additional grades and with a wider variety of questions in order to learn more about school climate from students' perspective.|Met||2018
52715220000000|Evergreen Union|6|"The Evergreen Union School District administers the California Healthy Kids Survey. The  most recent administration of the survey was done in the 2017/18 school year and given only to 5th grade students. The results from our 2013/14 survey report the following: 99% of 7th grade students reported either a ""Moderate"" or ""High"" connectedness to our school. 77% of 7th grade students reported a ""High"" perception that our school was very safe or safe.  We administered the same survey in 17/18 to  5th grade students with the following results:  95% of 5th grade students reported a High or Moderate Connectedness to our school and 86% reported feeling safe at school. Additionally in our annual LCAP survey parents and staff rated the following question a 4.33 out of 5  ""EUSD schools are safe and maintain a positive, supportive climate."""|Met||2018
07618120000000|Walnut Creek Elementary|6|WCSD administered the the California Healthy Kids Survey (CHKS) in October 2017 to 5th and 7th grade students.  Additionally, the Student Youth Truth Survey (SYTS) was administered to all middle school students in May 2018. Based on student responses the key learnings from the survey results are as follows:   a. CHKS: 90% of 5th grade students and 79% of 7th grade students report feeling safe at school.  b. CHKS: 67% of 5th grade students and 74% of 7th grade students gave a  “high” rating to school connectedness. c. SYTS: 56% of middle school students report enjoying coming to school most of the time. (4% higher than reported by typical schools nationally) d. SYTS: 64% report feeling that most adults in the school treat students with respect. (3% higher than reported by typical schools nationally)              Each school site will disaggregate and analyze their site survey results in order to create action steps to support their School Plan for Student Achievement Goals. On a District level, we are in the initial stages of using this data to begin developing a Social Emotional Learning Framework to address our areas for growth.|Met||2018
24658210000000|Planada Elementary|6|The CHKS survey was administered to grades 7 by the LEA during the spring of 2017.  Two questions that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness.  These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school.  64.7% of students say they feel connected with their school.  2. The questions relating to school safety.  These questions measure whether students feel safe at school.  71.9% of students say they feel safe at school.|Met||2018
19649980000000|Saugus Union|6|Our outcomes were met as indicated in the student surveys regarding an increase in students' sense of safety and school connectedness. The survey results for 2017- 2018 school year indicates that 97% of our TK-2nd grade students and 95.7% of our 3rd-6th grade students have a positive school connection. A new survey aligned with PBIS (Positive Behavior Intervention Supports) for 3rd through 6th grade students provided us with additional data regarding students' perceptions about sense of safety. According to this survey, 94.7% of 3rd-6th grade students have positive sense of safety and school connectedness. This data was shared with all stakeholders in our district including Board members, parents, teachers, and staff. The following analysis and recommendations were provided: Do students clearly understand the survey questions? This is an ongoing analysis as we ensure students understand what is being asked in the survey. Another analysis revealed that there are students who do not feel they can approach campus supervisors during recess times. Approximately 19% of upper grade students indicated they do not feel comfortable approaching campus supervisors. This data has been shared with all stakeholders including the Campus Supervisors. Additional training has been provided to Campus supervisors to ensure they have the necessary tools to support all students during recess times. Overall, the three year analysis indicates that the majority of our students have a positive sense of safety and connectedness at our schools. The continued implementation of PBIS has been successful in all of our schools and continues to support students with positive behavioral interventions. Our district will continue to implement the PBIS program and the PBIS student survey twice a year to ensure data is collected and analyzed regarding students' sense of safety and school connectedness.|Met||2018
19647330109934|Our Community Charter|6|Aside from the Family-LCAP survey for parents and community members, OCS creates a survey for Staff and Board members based on the school mission and LCAP which measures their perspectives on school climate. Students complete a survey through the student-run Student Senate. All students had a voice and were able to share their perspective on LCAP and school climate. A vast majority of students report feeling that they belong in school and are emotionally and physically safe both inside and outside the classroom. The vast majority of students report that the administration, staff, and teachers model respectful behavior towards both students and adults. The vast majority of the students report that teachers take an interest in them and their lives, respect everyone and deal fairly with behavior problems. The results of all surveys are reported to the Board of Directors annually.|Met||2018
30664490000000|Brea-Olinda Unified|6|1.  The LEA issued the CHKS survey to students in ES, MS and HS.  The survey revealed our students find the student learning environment to be positive and supportive. Students felt safe and secure at school.  Areas to improve upon are positive relationships with staff and other students  There was also a need for additional mental health resources identified by both students and staff. 2.  Overall, the responses were positive and the LEA is doing a goo job creating positive school culture and climate.  There is work to be done in the areas of relationships and mental health that will lead to increase outcomes and student achievement.  Students feel safe on campus and reported the LEA can continue to work to identify ways to keep everyone safe. 3.  The data from the CHKS led the LEA to take action and provide additional support for students in the area of mental health.  Staff is receiving additional training and professional development.  The LEA is looking at resources to hire additional staff to work in this area.|Met||2018
58727510000000|Wheatland|6|Our students take the California Healthy Kids Survey every two years and those results are used to measure our student climate. Also, students are asked to take different surveys on a regular basis including bullying surveys, school climate surveys and other surveys that look at the climate of the individual schools and the District.|Met||2018
47104700137372|Northern United - Siskiyou Charter|6|Northern United - Siskiyou Charter School administered a survey to students in grades K through 12 addressing school climate. There were 23 students who responded.   When asked if they were happy to be at this school, 100% of K-5th grade students responded with strongly agree, 85% of 6th - 8th graders strongly agree and 85% of 9th - 12th grades responded strongly agree.   When asked if they feel safe in their school, 100% of K-5th grade students, 80% of 6th-8th grade students and 90% of 9th-12th grade students responded that they strongly agree.   This same survey was also given to parents with 20 responding. Parents were asked if teachers communicate with parents about students expectations and 95% responded that they strongly agree.   Also, 95% of parents responded that they believe staff takes parent concerns seriously. Teachers also responded to the survey.  Of the 8 teachers who responded, 100% strongly agreed that teachers feel connected to their students. Overall, students, parents and teachers feel a sense of safety and school being connected.   The results suggest to us that while we seem to have a positive school climate the promotes safety, responsibility, and respect, there are still some respondents who have concerns.  It is our goal to reach out to stakeholders to determine how we can improve in making sure all students and families feel welcome and supported at our school.    We are in the process of implementing our PBIS program more broadly and with more fidelity.  Staff meetings typically include some PBIS discussions.|Met||2018
45699480000000|Columbia Elementary|6|Every year, two surveys are administered by Mountain View Middle School.  One is a Parent Survey which is review, designed and approved by School Site Council in the Spring.  The Parent Survey is based on our 4 district priorities: Positive Relationships & Communication; Student Achievement; Staff Development; and Facilities.  Survey responses are consistently overwhelmingly positive and reflect that parents feel the school is a positive learning environment.   In addition, Mountain View students (grades 5-8) take a student survey in the spring.  This survey gathers students’ opinions about student/teacher & student/student relationships, as well as whether they feel the school is a positive learning environment.  As part of the School Site Council and Board reviews, consideration of pertinent survey questions and potential pre-developed survey options are considered (ie: Healthy Kids Survey (HKS).  The district has previously administered the Healthy Kids Survey and has, currently, chosen to administer its own surveys.  Responses to this survey are consistently positive. All survey results are reported out to the School Site Council and our Governing Board.|Met||2018
17101730000000|Lake County Office of Education|6|Students I feel close to people at  this school          Strongly disagree 10  Disagree 0  Neither disagree or agree 30  Agree 50  Strongly Agree 10 I am happy to be at this school          Strongly disagree 0  Disagree 0  Neither disagree or agree 20  Agree 70  Strongly Agree 10 I feel like I am part of this school          Strongly disagree 0  Disagree 0  Neither disagree or agree 10  Agree 70  Strongly Agree 20 The teachers at this school treat students fairly          Strongly disagree 0  Disagree 0  Neither disagree or agree 10  Agree 70  Strongly Agree 20 I feel safe in my school          Strongly disagree 0  Disagree 0  Neither disagree or agree 20  Agree 70  Strongly Agree 10  Parents Teachers at this school communicate with parents about what students are expected to learn in class          Strongly disagree 0  Disagree 0  Neither disagree or agree 0  Agree 70  Strongly Agree 30 Parents feel welcome to participate at this school          Strongly disagree 0  Disagree 0  Neither disagree or agree 0  Agree 90  Strongly Agree 10 School staff takes parent concerns seriously          Strongly disagree 0  Disagree 0  Neither disagree or agree 10  Agree 70  Strongly Agree 20|Met||2018
31668860000000|Placer Hills Union Elementary|6|Student survey results on the CA Healthy Kid Survey show that they feel they are given opportunities to decisions about their education and reflect a positive school connection. The Buddy program between sites has continued where student with success. Weimar Hills School has maintained a zero rate of dropouts in the Middle School years.|Met||2018
27659790135111|Uplift Monterey|6|We have received anecdotal feedback from parents, students and other stakeholders that the school climate is supportive and connected.  Students meet regularly in live sessions with teachers and parents are able to monitor and participate as needed.  The variety of school meet ups contribute to the school climate and parents, students and other family members are able to participate in engaging, hands on learning opportunities.|Met||2018
37682130000000|Mountain Empire Unified|6|Mountain Empire Unified School District has a district-wide focus on improving school climate and providing a safe and positive learning environment at each site for all of our students. Our district has been administering the California Healthy Kids Survey yearly for the past 5 years and will be doing so again for the 2018/2019 school year. In February of 2018, we administered the CHKS to grades 5,7,9, and 11, plus a staff survey. At Mountain Empire High School, the only site in our district that serves students from all of our seven distinct communities and three Native American Reservations we have seen a steady improvement in our School Climate Accountability Report Card. Similar positive trends are also evident in our 5th and 7th grade survey results. Our district has adopted and provided training in PBIS at all sites. We have also certified over 250 of our staff in the Youth Mental Health First Aid program, and have also provided training in Trauma Informed Care to over 50 of our employees.|Met||2018
54720900000000|Rockford Elementary|6|The 7th Grade  Healthy Kids Survey Results Reflect: 81% of Hispanic/Latino, 92% White, and 71% mixed races feel safe or very safe at school.  Regarding Harassment due to six reasons, 33% H/L, 31% white and 23% mixed report having felt this. In regards to any harassment or bullying, 40% H/L, 31% white and mixed race students felt some harassment at school.  When looking at the school supports and engagement, the following information was reported by students:                                                                                 Hispanic/Latino                  White                      Mixed Race                           Total School Support                                                         21                              43                               13 Caring adults in school                                                      18                              44                               13 High Expectations-adults in school                                    37                              57                               29 Meaningful Participation in school                                      12                              26                                 3 School Connectedness                                                       20                              37                                20 Academic Motivation                                                           31                              67                               23 Parent Involvement in School                                             15                              49                               17 A local climate survey was distributed to students in grades 4-8.  The results report that 87% of the students survey feel that their school is helping them develop good character.  In addition, 84% feel recognized for their accomplishments at school.  The survey reports 92% feel their classroom has a good learning environment.  Students were asked if they feel safe at school and 58% reported they do.  Finally 66% of students surveyed reported they feel comfortable taking their concerns to school personnel. In looking at these results, safety will continue to remain as a concern and an area of focus so students will feel secure at school.  A strength the District realizes is that our students feel they are developing good character and that students are recognized for their accomplishments. The District will look for ways to improve students feelings of safety and focus on finding how and why students are feeling bullied.  The District will continue to focus on the programs in place regarding bullying and look at implementing new programs.|Met||2018
37681890000000|Lakeside Union Elementary|6|The California Healthy Kids Survey (CHKS) was administered to 61% of the district’s fifth grade students and to 93% of the district’s seventh grade students in 2018. Of the 318 students that participated in the CHKS, 98% of the students also felt moderately to highly connected to their campus. Generally, 97% of the students felt safe on campus. The CHKS results also measured the 5th grade student responses by gender. Females reported an average of 7% higher level of School Connectedness. Both genders equally reported feeling safe at school. In the middle schools, School Safety results indicate that 74% of seventh grade students felt safe at school, 3% felt unsafe and the remaining students were indifferent. The survey also shows disaggregated data by race/background. Students that identified with Hispanic/Latino, American Indian/Alaska Native, or Mixed race expressed an average of 16.5% lower levels of connectedness with school than those that identified their race as white. There were no significant differences between races when looking at School Safety, however all but those that identified as white reported 15% higher levels of feelings of being harassed on campus. The differences between gender breakdowns did not show a significant difference in any of the categories.Aside from the lower levels of school connectedness, our students of color also experienced lower levels of academic success. We are focusing efforts on improving outcomes for these students through our LCAP and are embarking on a continuous improvement project based on the fundamentals of Improvement Science. Through this project, we will develop a thorough understanding of the problem at hand and construct and rapidly implement and test iterations of remedies until we find a solution.Aside from the lower levels of school connectedness, our students of color also experienced lower levels of academic success. We are focusing efforts on improving outcomes for these students through our LCAP and are embarking on a continuous improvement project based on the fundamentals of Improvement Science. Through this project, we will develop a thorough understanding of the problem at hand and construct and rapidly implement and test iterations of remedies until we find a solution.|Met|Aside from the lower levels of school connectedness, our students of color also experienced lower levels of academic success. We are focusing efforts on improving outcomes for these students through our LCAP and are piloting a continuous improvement project based on the fundamentals of Improvement Science. Through this project, we will develop a more thorough understanding of the problem at hand and construct and rapidly implement and test iterations of remedies until we find a solution to scale.|2018
05100580530154|Mountain Oaks|6|90% of the respondents to the Annual Program Survey reported feeling comfortable in approaching school staff with comments or to ask for assistance.  All but 2% of the respondents felt their child had a sense of belonging at Mountain Oaks. All of the families/students felt the staff had respect for the Mountain Oaks students.|Met||2018
15735440000000|Rio Bravo-Greeley Union Elementary|6|School Climate data was gathered in January of 2018 via the LCAP Student Stakeholder Survey. All students in grades 3-8 participated. The district does participate in the California Healthy Kids Survey as well annually however; our own survey allows the district the addition of questions and input portions to meet the needs of out district demonstrating local control and accountability.   In measurement of valid perceptions of school safety and connectedness the survey concluded: - Over 97% of students believe their school provides them with a good education - Over 88% of students believe their school prepared them for future college or career paths - Over 88% of students believe English Learners are being taught to speak, read and write in English as quickly as possible  - Over 96% of students believe their school provides extra curricular activities - Over 89% of students state that they feel safe while at school - Students state they have significant access to: Math, ELA, Social Studies, the Arts, Health/PE, and Technology|Met||2018
49706800000000|Forestville Union Elementary|6|2017-18 Data The following are the results from students who participated in the Healthy Kids Survey (school climate), Bright Bytes (technology), and a summary of the Student Forum.   Healthy Kid survey was given to students in grades 4-6- Key Findings include: School Engagement and Supports: School Connectedness: 94% Academic Motivation:  84% Caring school adult relationships: 91% High Expectations: 95% Meaningful Participation: 73% Students reporting about School Safety: Feel safe at school: 70% Have at some time been hit or pushed: 52% Have at some time had mean rumors spread about you: 51% Have at some time been called bad names or had mean jokes made about you: 50% Students reporting on the Disciplinary Environment: Most of the time students are well behaved: 41% Most of the time students are treated fairly when breaking a school rule: 45% Most of the time students are treated with respect: 75%  82% of the students reported they had never tried alcohol or marijuana, while 10% stated they had tried an electronic cigarette.  Bright Bytes Technology Survey was given to all students in grades 3-6 (based on a 5 point scale Beginning, Emerging, Proficient, Advanced, and Exemplary) Digital Citizenship: Emerging Skill Access to technology at school: Proficient Access to technology at home: Advanced Technology Skills:  Foundational: Advanced  Online: Proficient         MultiMedia skills: Advanced  Summary of Student Forum with 36 students in grades 4-6: Students would like more activities to do at lunch Students reported that they felt most of their peers were respectful but that the few who gossip or bully ruin it for everybody Students reported they all had a caring adult at school they could go to if they needed help although they also identified that they do not always feel like their teacher or yard supervisor listens to them. Half of the students reported that the academic work load was just right, half of the students reported that their assignments were sometimes creative. Most of the students reported that they did not feel as though there were high expectations of them both academically and behaviorally. Students expressed appreciation for: Sports, Teachers, Enrichment, Drama, Friends, and Computer lab.  Reflection: Our greatest area of strength is the connectedness students felt for their school. Students reported that there are caring adult relationships. The technology skills learned and implemented at school were advanced. Students expressed the importance of caring and friendship with their peers. The school needs to continue to improve on high expectations for behavior both in the classroom and on the play yard. A focus on restorative practices and consistent disciplinary action will continue. The LEA will continue to use progressive discipline school wide and will be documented by teachers and administrators with parent conferences, student counseling, classroom management, and an office referral system.|Met||2018
54720820000000|Richgrove Elementary|6|"In the mose recent CHKS it was discovered that the 5th and 7th grade students disclosed that feeling ""connected"" to the school was at 62% and 65% respectively. We interpret this as roughly 63% of the population in the middle school grades feel a connection to our school. They each felt that roughly a little more than 1/3 of the students in those grades had high academic motivation, and in terms of safety it was shown that 5th and 7th grade students felt the same level of ""safeness"" on our campus (76% vs. 77%.) Each group was at 50% in the category of rumors being spread about them, but there was a glaring discrepancy in the area of how they felt in regards to a ""caring adult relationships."" The 5th grade student stated that 58% of them had a caring adult in their lives where only 35% of 7th graders felt that way. In looking at all this data it becomes apparent that as children get older in our community a lot of the positive in their lives begins to go away and they find themselves in more bleak environments that affects their expectations. We also see that there is work to be done to make sure that students have a positive outlet and environment here on our campus."|Met||2018
30739240000000|Los Alamitos Unified|6|"Thee CHKS was administered to all grade 11 students in Spring 2018. 89% of students indicated a moderate or high level of school connectedness. Internal metrics showed that 71% of students were connected to Los Alamitos High School through at least one or more activity, arts endeavor, and/or athletic participation. The District values connectedness as a Board Priority and continues to find ways in which to open access for students beyond the classroom. On the CHKS, 82% of grade 11 students reported feeling ""very safe"" or ""safe"" with 16% stating they neither felt safe or unsafe. The District has taken numerous measures to create a safe learning environment including stationing a School Resource Officer at Los Alamitos High School, employing eleven campus supervisors, dedicating a site administrator to oversee the implementation of school wide safety procedures and having a Director of Safety and Personnel Services to oversee safety procedures and protocols districtwide. LAHS has recently installed a video surveillance system, brand new fire alarm and updated the visitor management system. The Board of Education has made student safety a Board Priority Goal. Substance abuse prevention continues to be a focus. 60% of students in grade 11 reported using alcohol or drugs in 2018. The District has a robust, comprehensive substance abuse prevention program and substance abuse prevention task force overseen by the Director of Safety and Personnel Services. Random Drug Testing, Drug Canine Program, Alternative to Suspension Program, Parent/Student Information Nights, Red Ribbon Week, Every 15 Minutes, Prescription Drug Take Back Events, and many other efforts and programs are employed to combat drug use in the community."|Met||2018
58105875830112|Yuba County Career Preparatory Charter|6|This data reflects our 2017 survey sample which includes Grade 11 with 67 males and 33 females with 58% of Hispanic origin. The overall total school support: high-19%, moderate-61%, low-19%.  Students felt there were caring adults in the school: high-29%, moderate-55%, low-16%.  Overall school connectedness: high-26%, moderate-71%, low-3%. Students that felt there is a teacher who tells me when I do a good job: Not at all-6%, a little true-19%, pretty much true-48%, very much true-26%. Students who had a teacher who always wants me to do my best: not at all true-10%, a little true-13%, pretty much true-39%, very much true-39%.  Students who have a teacher that believes that they will be a success: not at all true-13%, a little true-19%, pretty much true-35%, very much true-32%.  Students that feel like they are a part of this school: strongly disagree-10%, disagree-6%, neither disagree or agree-48%, agree-29%, strongly agree-6%.  Students felt the teachers treat students fairly: strongly disagree-0%, disagree-6%, neither disagree or agree-29%, agree-48%, strongly agree-16%.  Students that were harassed or bullied for any bias-related reason: 0 times-93%, 1 time-3%, 2 or more times-17%.  Students that said they feel safe at school: strongly disagree-0%, disagree-6%, neither disagree or agree-26%, agree-48%, strongly agree-19%.  In the spring of 2019, The California Healthy Kids Survey will be administered to our students as well as an internal school safety and school climate survey will be administered to staff, parents and students.|Met||2018
19647330111658|Alliance Marc & Eva Stern Math and Science|6|The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) helps us gather unfiltered student feedback to assess whether we foster a safe school environment. Our survey question regarding whether the student feels safe at school yielded an average response of 3.2. Additionally, our survey question regarding whether the school emphasizes respect for others yielded an average response of 3.2. The Student Satisfaction Survey also helps us determine whether we effectively promote our students’ sense of belonging and connectedness to the school. For example, students provided an average response of 3.1 when asked if the teachers show respect for all students and an average response of 3.4 when asked if the principal shows respect for all students. Furthermore, at Alliance Marc & Eva Stern Math and Science High School (“Stern”) we believe that students thrive not only when they develop close relationships with teachers and all adults in the building, but also when we set high expectations for students. Students respective average responses to the following survey questions are indicated in parentheses after each question: (a) I believe that this school is preparing me to be successful in college (3.4), (b) This school does a good job of informing students about options for college (3.4), (c) This school emphasizes the benefits of attending college (3.4), and (d) This school emphasizes the benefits of graduating from college (3.4).|Met|In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) indicate that students believe Alliance Marc & Eva Stern Math and Science High School (“Stern”) is meeting its goals for a safe and inclusive school climate. In the survey, Stern received an overall average response of 3.0. And while we are happy with the score, we will continue to prioritize the safety and well-being of our students. At Stern, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators. At its core, the Student Satisfaction Survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. A copy of the Student Satisfaction Survey is available upon request. The Student Satisfaction Survey was developed by Alliance College-Ready Public Schools Research and Data Team to help schools develop goals to improve services and support provided to students. It is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college, and measures performance on a 1 to 4 scale with 4 being the highest rating.|2018
19647331938612|Taft Charter High|6|LAUSD through our school administered the 2017-18 School Experience Survey during the spring semester. The following are the results that pertain to school climate:  School Experience Survey participation rate for our students was 66%.  We will encourage all of our students to answer this survey with fidelity this year 2018-19 through their homeroom teachers.    According to the survey, 90% of LGBTQ students feel accepted on our campus.  We will continue to promote tolerance and diversity training for students on our campus.    Our school was perceived to be a safe place by at 91% of students and 91% also feel safe in the neighborhood around our school.  This is due to our security presence and drills for emergency preparedness.    87% of our students feel an adult on campus would help them if they were bullied.  94% of our students have been bullied 0-1 times online which is low because we promote tolerance and diversity on our campus through our Social Emotional Learning measures employed on campus.  We will continue to increase these measures so students feel safe from bullying on our campus.  The percentage rates of our students reporting being happy at school was 67%. 60% of our students reported feeling they were a part of our school.  In response to these results from the survey, we will continue to provide opportunities for students to participate in school activities such as clubs, dances, and teen court.  As mentioned above, we have established, in conjunction with LAUSD, a Social Emotional Task Force to deal with students feelings about school, themselves, and others on campus.  We also have a Restorative Justice Advisor who assists students in creating better environments in classrooms for teaching and learning.|Met||2018
19647330124891|Alliance Renee and Meyer Luskin Academy High|6|The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) helps us gather unfiltered student feedback to assess whether we foster a safe school environment. Our survey question regarding whether the student feels safe at school yielded an average response of 2.8. Additionally, our survey question regarding whether the school emphasizes respect for others yielded an average response of 2.9. The Student Satisfaction Survey also helps us determine whether we effectively promote our students’ sense of belonging and connectedness to the school. For example, students provided an average response of 3.0 when asked if the teachers show respect for all students and an average response of 3.1 when asked if the principal shows respect for all students. Furthermore, at Alliance Renee & Meyer Luskin Academy High School (“Luskin”) we believe that students thrive not only when they develop close relationships with teachers and all adults in the building, but also when we set high expectations for students. Students respective average responses to the following survey questions are indicated in parentheses after each question: (a) I believe that this school is preparing me to be successful in college (3.1), (b) This school does a good job of informing students about options for college (3.0), (c) This school emphasizes the benefits of attending college (3.1), and (d) This school emphasizes the benefits of graduating from college (3.1).|Met|In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) indicate that students believe Alliance Renee & Meyer Luskin Academy High School (“Luskin”) is meeting its goals for a safe and inclusive school climate. In the survey, Luskin received an overall average response of 2.7. And while we are happy with the score, we will continue to prioritize the safety and well-being of our students. At Luskin, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators. At its core, the Student Satisfaction Survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. A copy of the Student Satisfaction Survey is available upon request. The Student Satisfaction Survey was developed by Alliance College-Ready Public Schools Research and Data Team to help schools develop goals to improve services and support provided to students. It is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college, and measures performance on a 1 to 4 scale with 4 being the highest rating.|2018
37683610000000|Santee|6|Santee School District administers the California Healthy Kids Survey (CHKS) annually to 5th and 7th grade students. Our District School Climate Report Card for middle school indicates an overall School Climate Index (SCI) score of 229 on a scale of 100 to 500 points. This overall indicator places our District at the 8th state percentile for all schools and 7th percentile among similar schools. This is a decrease of 28 and 22 percentile points from the 2015 baseline year respectively. Our District rated higher in all School Climate Subscales on CHKS. For Overall Supports and Engagement, our score in 2018 was 238 on a scale of 100 to 500 points. This was a 45-point decrease from 2015. On average, Santee scores decreased in all subscales; High expectations and caring relationships, Opportunities for meaningful participation, Perceived school safety, and School connectedness. For the Overall Low Violence and Substance Use category, our District showed a 50-point decrease from 2015 to a score of 232 on the 500-point scale. On average, Santee scored lower in all subscales; Low physical violence perpetration, Low physical/emotional violence victimization, Low harassment and bullying, and Low substance use at school. Within our main middle school CHKS report, School Supports and Academic Motivation by Race/Ethnicity was analyzed for 6 student groups; Hispanic or Latino, American Indian or Alaska Native, Native Hawaiian or Pacific Islander, White, Asian, and two or more races. For the category of Total School Supports, the percent of students scoring high ranged from 19% (Mixed) to 33% (Asian). For School Connectedness, the Asian student group scored highest at 20% and African Americans the lowest at 10%. For Parent Involvement in School, the Asian student group scored highest at 24% and African American student group the lowest at 10%. For Academy Motivation, the Asian student group scored highest at 58% and the African American student group the lowest at 21%. The white student group reported the highest percent of students feeling safe or very safe at school at 65%, the Hispanic/Latino and African America student group recorded the lowest at 50%. Harassment or bullying due to five bias-related reasons showed the Asian student groups reporting the highest incident rate at 68% respectively. The lowest report of harassment is the White student group at 27% reporting and incident. Santee School District engages in a local student survey to collect 4th – 8th grade student responses related to school connectedness and safety. In the spring of 2018, 62.57% of students responded as feel safe or very safe at school. In 2017, this figure was higher at 65.7%.|Met||2018
19647330108894|Alliance Judy Ivie Burton Technology Academy High|6|The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) helps us gather unfiltered student feedback to assess whether we foster a safe school environment. Our survey question regarding whether the student feels safe at school yielded an average response of 3.0. Additionally, our survey question regarding whether the school emphasizes respect for others yielded an average response of 3.2. The Student Satisfaction Survey also helps us determine whether we effectively promote our students’ sense of belonging and connectedness to the school. For example, students provided an average response of 3.1 when asked if the teachers show respect for all students and an average response of 3.3 when asked if the principal shows respect for all students. Furthermore, at Alliance Judy Ivie Burton Technology Academy High School (“Burton”) we believe that students thrive not only when they develop close relationships with teachers and all adults in the building, but also when we set high expectations for students. Students respective average responses to the following survey questions are indicated in parentheses after each question: (a) I believe that this school is preparing me to be successful in college (3.2), (b) This school does a good job of informing students about options for college (3.2), (c) This school emphasizes the benefits of attending college (3.3), and (d) This school emphasizes the benefits of graduating from college (3.3).|Met|In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) indicate that students believe Alliance Judy Ivie Burton Technology Academy High School (“Burton”) is meeting its goals for a safe and inclusive school climate. In the Student Satisfaction Survey, Burton received an overall average response of 2.9. And while we are happy with our score, we will continue to prioritize the safety and well-being of our students. At Burton, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators. At its core, the Student Satisfaction Survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. A copy of the Student Satisfaction Survey is available upon request. The Student Satisfaction Survey was developed by Alliance College-Ready Public Schools Research and Data Team to help schools develop goals to improve services and support provided to students. It is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college, and measures performance on a 1 to 4 scale with 4 being the highest|2018
30666210000000|Orange Unified|6|OUSD selected the ED School Climate Survey (EDSCLS) as its local performance indicator to measure the perceptions of school safety and connectedness.  The State Board of Education requires that districts administer a climate survey to students in at least one grade within the grade span(s) that it serves at least every other year, and that the survey address both school safety and connectedness. The voluntary survey was administered February 20, 2017 through March 23, 2017 to all 5th, 7th, and 10th graders district-wide.  Active permission was required for all 5th grade students to participate; passive permission was accepted for 7th and 10th graders.  A total of 5,021 students participated in the survey.  The focus of the EDSCLS was to produce data to assist our district in making improvements in all students’ safety and sense of respect and connectedness at school.  Our goal is to continually make growth in achieving a positive school climate on every campus.   The survey was divided into three domains: Engagement, Safety, and Environment.  Engagement is broken down into three topical areas of Cultural and Linguistic Competence, Relationships, and Participation.  Safety has five topical areas of Emotional Safety, Physical Safety, Bullying, Substance Abuse, and Emergency Readiness and Management.  The four topical areas within Environment are Physical Environment, Instructional Environment, Mental Health and Discipline.  OUSD chose one question in each topical area to provide a snapshot of student perceptions district-wide. Graphs were created using this data to better understand trends at individual sites, among sites, and throughout the district.  The data was shared with school site leadership to assist with planning for 2018/19.  The information was shared with the Board of Education on 11/8/18. Results of elementary, middle and high school students participating in this survey indicate that students feel there are opportunities for participation and that teachers care about their well- being.  Students at all levels indicated that there are ample chances to be part of class discussions.  A majority of students indicated that people of different cultures get along well at their sites.  A significant finding of the survey was the response by students at all levels that they feel safe at school most of the time.   Although there were no areas that signaled concern, the OUSD will continue implementing multi-tiered systems of support (MTSS) to embrace all students in a positive social emotional environment.  The district will continue to provide opportunities for engagement and grow student leadership and voice at all sites.  Anti-bullying campaigns are in effect across the district, and all sites have access to mental health counselors on a daily basis.   For the 2018/19 school year, students will take the CalMHSA Each Mind Matters survey licensed to Orange County Dept. of Ed.  It will include similar domains to allow for comparison of results.|Met||2018
19647330127217|Alliance Alice M. Baxter College-Ready High|6|The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) helps us gather unfiltered student feedback to assess whether we foster a safe school environment. Our survey question regarding whether the student feels safe at school yielded an average response of 3.0. Additionally, our survey question regarding whether the school emphasizes respect for others yielded an average response of 3.1. The Student Satisfaction Survey also helps us determine whether we effectively promote our students’ sense of belonging and connectedness to the school. For example, students provided an average response of 3.1 when asked if the teachers show respect for all students and an average response of 3.3 when asked if the principal shows respect for all students. Furthermore, at Alliance Alice M. Baxter College-Ready High School (“Baxter”) we believe that students thrive not only when they develop close relationships with teachers and all adults in the building, but also when we set high expectations for students. Students respective average responses to the following survey questions are indicated in parentheses after each question: (a) I believe that this school is preparing me to be successful in college (3.0), (b) This school does a good job of informing students about options for college (3.1), (c) This school emphasizes the benefits of attending college (3.2), and (d) This school emphasizes the benefits of graduating from college (3.1).|Met|In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) indicate that students believe Alliance Alice M. Baxter College-Ready High School (“Baxter”) is meeting its goals for a safe and inclusive school climate. In the Student Satisfaction Survey, Baxter received an overall average response of 2.6. While we are happy with the score, we will continue to prioritize the safety and well-being of our students. At Baxter, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators. At its core, the Student Satisfaction Survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. A copy of the Student Satisfaction Survey is available upon request. The Student Satisfaction Survey was developed by Alliance College-Ready Public Schools Research and Data Team to help schools develop goals to improve services and support provided to students. It is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college, and measures performance on a 1 to 4 scale with 4 being the highest rating.|2018
19647330128033|Alliance College-Ready Middle Academy 8|6|The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) helps us gather unfiltered student feedback to assess whether we foster a safe school environment. Our survey question regarding whether the student feels safe at school yielded an average response of 3.1. Additionally, our survey question regarding whether the school emphasizes respect for others yielded an average response of 3.2. The Student Satisfaction Survey also helps us determine whether we effectively promote our students’ sense of belonging and connectedness to the school. For example, students provided an average response of 3.2 when asked if the teachers show respect for all students and an average response of 3.5 when asked if the principal shows respect for all students. Additionally, students provided an average response of 3.0 to the question: Students have a voice in improving the school. Furthermore, at Alliance College-Ready Middle Academy 8 (“CRMA 8”) we believe that students thrive not only when they develop close relationships with teachers and all adults in the building, but also when we set high expectations for students. Students respective average responses to the following survey questions are indicated in parentheses after each question: (a) I believe that this school is preparing me to be successful in college (3.4), (b) This school does a good job of informing students about options for college (3.3), (c) This school emphasizes the benefits of attending college (3.3), and (d) This school emphasizes the benefits of graduating from college (3.3).|Met|In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) indicate that students believe Alliance College-Ready Middle Academy 8 (“CRMA 8”) is meeting its goals for a safe and inclusive school climate. In the survey, CRMA 8 received an overall average response of 3.0. While we are happy with the rating, we will continue to prioritize the safety and well-being of our students. At CRMA 8, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators, and the Student Satisfaction Survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. A copy of the Student Satisfaction Survey is available upon request. The Student Satisfaction Survey was developed by Alliance College-Ready Public Schools Research and Data Team to help schools develop goals to improve services and support provided to students. The Student Satisfaction Survey is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college, and measures performance on a 1 to 4 scale with 4 being the highest rating.|2018
19647330111641|Alliance Ouchi-O'Donovan 6-12 Complex|6|The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) helps us gather unfiltered student feedback to assess whether we foster a safe school environment. Our survey question regarding whether the student feels safe at school yielded an average response of 2.8. Additionally, our survey question regarding whether the school emphasizes respect for others yielded an average response of 3.1. The Student Satisfaction Survey also helps us determine whether we effectively promote our students’ sense of belonging and connectedness to the school. For example, students provided an average response of 3.2 when asked if the teachers show respect for all students and an average response of 3.3 when asked if the principal shows respect for all students. Furthermore, at Alliance Ouchi-O'Donovan 6-12 Complex, we believe that students thrive not only when they develop close relationships with teachers and all adults in the building, but also when we set high expectations for students. Students respective average responses to the following survey questions are indicated in parentheses after each question: (a) I believe that this school is preparing me to be successful in college (3.2), (b) This school does a good job of informing students about options for college (3.2), (c) This school emphasizes the benefits of attending college (3.3), and (d) This school emphasizes the benefits of graduating from college (3.3).|Met|"In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) indicate that students believe Alliance Ouchi-O'Donovan 6-12 Complex (""Ouchi-O'Donovan"") is meeting its goals for a safe and inclusive school climate. In the survey, Ouchi-O'Donovan received an overall average response of 2.9. While we are happy with the score, we will continue to prioritize the safety and well-being of our students. At Ouchi-O'Donovan, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators. At its core, the Student Satisfaction Survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. A copy of the Student Satisfaction Survey is available upon request. The Student Satisfaction Survey was developed by Alliance College-Ready Public Schools Research and Data Team to help schools develop goals to improve services and support provided to students. It is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college, and measures performance on a 1 to 4 scale with 4 being the highest rating."|2018
19647330128009|Alliance Virgil Roberts Leadership Academy|6|The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) helps us gather unfiltered student feedback to assess whether we foster a safe school environment. Our survey question regarding whether the student feels safe at school yielded an average response of 3.1. Additionally, our survey question regarding whether the school emphasizes respect for others yielded the respective average response of 3.1. The Student Satisfaction Survey also helps us determine whether we effectively promote our students’ sense of belonging and connectedness to the school. For example, students provided an average response of 3.1 when asked if the teachers show respect for all students and an average response of 3.3 when asked if the principal shows respect for all students. Furthermore, at Alliance Virgil Roberts Leadership Academy (“Roberts”) we believe that students thrive not only when they develop close relationships with teachers and all adults in the building, but also when we set high expectations for students. Students respective average responses to the following survey questions are indicated in parentheses after each question: (a) I believe that this school is preparing me to be successful in college (3.4), (b) This school does a good job of informing students about options for college (3.2), (c) This school emphasizes the benefits of attending college (3.3), and (d) This school emphasizes the benefits of graduating from college (3.3).|Met|In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) indicate that students believe Alliance Virgil Roberts Leadership Academy is meeting its goals for a safe and inclusive school climate. In the Student Satisfaction Survey, Roberts received an overall average response of 3.1. While we are happy with this score, we will continue to prioritize the safety and well-being of our students. At Roberts, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators, and the Student Satisfaction Survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. A copy is available upon request. The Student Satisfaction Survey was developed by Alliance College-Ready Public Schools Research and Data Team to help schools improve services provided to students. It is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college, and measures performance on a 1 to 4 scale with 4 being the highest rating.|2018
37681300000000|Grossmont Union High|6|The Grossmont Union High School District (GUHSD) uses the California Healthy Kids Survey to measure and monitor school climate on an annual basis in grades 9 and 11. In addition to reviewing survey responses, the District also reviews the District School Climate Index (SCI) and the associated school-specific data. Since 2014, the District has made significant gains in improving its SCI score (up by 49 points since 2014) and in improving its SCI State Percentile (up by 38 points since 2014) and Similar Schools Percentile (up by 52 points since 2014).  Despite a dip in 2018, the District was up 21 points in overall school connectedness since 2014. And, while “overall low violence and substance use” improved by 77 points, the perception of school safety was down by 5 points (compared with 2014). The District is making headway on reducing bullying, but it is worrisome that nearly 30 percent of surveyed students have feelings of chronic sadness or hopelessness.  Over the past several years, the District has focused multiple initiatives on increasing connectedness, engagement, and promoting safety, and addressing behavioral health for all students. All schools participate in Camp LEAD (a student leadership program) and most also run Unity Days as a means to promote campus connectedness. The District has expanded student access to therapists and behavioral interventions through a program called Mending Matters and has developed an integrated and comprehensive Multi-Tiered System of Support (MTSS) (see https://www.cde.ca.gov/ci/cr/ri/mtsscomprti2.asp for details).  Despite a dip in 2018, the District was up 21 points in overall school connectedness since 2014. And, while “overall low violence and substance use” was up by 77 points, the perception of school safety was down by 5 points (compared with 2014). The District is making headway on reducing bullying, but it is worrisome that nearly 30 percent of surveyed students have feelings of chronic sadness or hopelessness.  Over the past several years, the District has focused multiple initiatives on increasing connectedness, engagement, and promoting safety for all students. All schools participate in Camp LEAD (a student leadership program) and most also run unity days as a means to promote campus connectedness. The District has expanded student access to therapists and behavioral interventions through a program called Mending Matters and has developed an integrated and comprehensive Multi-Tiered System of Support (MTSS) (see https://www.cde.ca.gov/ci/cr/ri/mtsscomprti2.asp for details).|Met||2018
27660920000000|Monterey Peninsula Unified|6|The district administered the new YouthTruth student and staff survey in the fall of 2017 instead of the California Healthy Kids Survey because of the more robust features of YouthTruth and the ability to disaggregate data into student subgroups. As a result data reflects:  Elementary Level MPUSD elementary school rated:  • 45th percentile: Academic Rigor and Expectations  • 60th percentile: Student Engagement • 66th percentile: Relevance • 43rd percentile: Instructional Methods • 74th percentile: Personal Relationships • 61st percentile: Classroom Culture   Overall, students at the typical MPUSD elementary school rate their level of engagement higher than students do at other participating elementary schools. On a relative basis, MPUSD students agree more strongly that their teachers want them to do their best and their teachers let them explain their ideas. MPUSD students agree to a similar degree they like coming to class. On an absolute basis, students at the typical MPUSD elementary school provided the highest ratings on personal relationships and student engagement, while the lowest rated topics were relevance and classroom culture.  Middle School Level MPUSD middle school rated    • 11th percentile: Academic Rigor and Expectations  • 30th percentile: Student Engagement • 17th percentile: Relationships with Teachers • 44th percentile: Relationships with Peers • 37th percentile: School Culture   On an absolute basis, students at the typical MPUSD middle school provided the highest ratings on academic rigor and student engagement, while the lowest rated topics were school culture and relationships with teachers.  High school rated    • 11th percentile: Academic Rigor and Expectations  • 17th percentile: Student Engagement • 33rd percentile: Relationships with Teachers • 47th percentile: Relationships with Peers • 40th percentile: School Culture • 13th percentile: College & Career Readiness  MPUSD high school provided the highest ratings on academic rigor and student engagement, while the lowest rated topics were college and career readiness and school culture. On an absolute basic, students at the typical MPUSD middle school provided the highest ratings on academic rigor and student engagement, while the lowest rated topics were school culture and relationships with teachers.  In an effort to increase positive ratings on the YouthTruth Survey, the district is engaging with middle and high school students in in depth conversations and focus groups to engage student voice.|Met||2018
51713730000000|East Nicolaus Joint Union High|6|ENHS gave the CA Healthy Kids Survey during the 2016-2017 school year. ENHS is currently scheduled to give the CA Healthy Kids Survey this school year (2018-2019) to our students. ENHS had students surveyed on what is going well at ENHS and what needs to be improved on from the student perspective. ENHS students have stated that they have many extra curricular options for such a small high school for students to get involved in whether it be clubs or sports. Students have stated that the teachers are very supportive of them. Another aspect that students have identified that is going well is being connected to other students, being safe on campus, and a small school environment.  Areas of improvements that students have identified are: needing more ways for students to show their school spirit such as more assemblies or rallies, upgrade our current technology system to be able to have more technology on campus for students, less turnover in faculty, a need to look at better food options at ENHS, and to provide more educational field trips for students to attend.   Seeing the current student identified needs ENHS has continued to do listen to our students and have started to work on the following. ENHS has purchased more Chromebooks for students and teachers to use on campus for the 2018-2019 school year. ENHS has also started to update our current technology infrastructure to handle more technology.  ENHS has expanded our educational field trip options for students and have had students attend educational field trips to various post secondary educational institutions. ENHS has also had different post secondary educational institutions on campus during the 2018-2019 school year for our students to learn about their educational institution. Every year ENHS has a barbecue that is put on by our Nutritional Services department that has the whole school sample different food options for students to try that could them make it on the menu for next school year based on student feedback.|Met||2018
33671996105571|Innovative Horizons Charter|6|Each year middle school students complete a survey where they answer questions regarding student engagement, college and career readiness, and extracurricular activities. Other questions they answer are about positive school culture and safe school climate. In gathering the data, middle school students gave positive school culture 61.5% and safe school climate 69.7%. This may be attributed to the number of suspensions. To reduce the suspension rate year to year, and to increase the percentages in positive school culture and safe school climate, IHCS has placed an increased focus on MTSS. The goal will be to gain achievement through growth of positive student behavior and decline of incidents reports and suspensions, as well as an increase of student attendance and academic participation on campus. In addition, by developing a positive and safe environment, students will strive to become role models and leaders within our school and community. Ultimately students will be academically successful and productive members of society.|Met|Based on actions taken to achieve this goal, our expected outcomes for achievement will be seen in the reduction of suspension rates for all students on campus. Suspension, particularly of our at risk students, the goal will be to decrease significantly by 2% or greater. Also, overall attendance will increase from previous year data.|2018
19647330123133|Alliance Susan and Eric Smidt Technology High|6|The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) helps us gather unfiltered student feedback to assess whether we foster a safe school environment. Our survey question regarding whether the student feels safe at school yielded an average response of 3.2. Additionally, our survey questions regarding whether (a) the school emphasizes respect for others and (b) most of the students at the school follow the discipline policy, yielded respective average responses of 3.3 and 3.0. The Student Satisfaction Survey also helps us determine whether we effectively promote our students’ sense of belonging and connectedness to the school. For example, students provided an average response of 3.3 when asked if the teachers show respect for all students and an average response of 3.2 when asked if the principal shows respect for all students. Additionally, students provided an average response of 3.2 to the question: Students have a voice in improving the school. Furthermore, at Alliance Susan & Eric Smidt Technology High School (“Smidt”) we believe that students thrive not only when they develop close relationships with teachers and all adults in the building, but also when we set high expectations for students. Students respective average responses to the following survey questions are indicated in parentheses after each question: (a) I believe that this school is preparing me to be successful in college (3.5), (b) This school does a good job of informing students about options for college (3.5), (c) This school emphasizes the benefits of attending college (3.6), and (d) This school emphasizes the benefits of graduating from college (3.5).|Met|In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) indicate that students believe Alliance Susan & Eric Smidt Technology High School (“Smidt”) is meeting its goals for a safe and inclusive school climate. In the Student Satisfaction Survey, Smidt received an overall average response of 3.3. And while we are happy with the score, we will continue to prioritize the safety and well-being of our students. At Smidt, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators. At its core, the Student Satisfaction Survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. A copy of the Student Satisfaction Survey is available upon request. The Student Satisfaction Survey was developed by Alliance College-Ready Public Schools Research and Data Team to help schools develop goals to improve services and support provided to students. It is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college, and measures performance on a 1 to 4 scale with 4 being the highest rating.|2018
19647330108936|Alliance Collins Family College-Ready High|6|The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) helps us gather unfiltered student feedback to assess whether we foster a safe school environment. Our survey question regarding whether the student feels safe at school yielded an average response of 3.1. Additionally, our survey question regarding whether the school emphasizes respect for others yielded an average responses of 3.2. The Student Satisfaction Survey also helps us determine whether we effectively promote our students’ sense of belonging and connectedness to the school. For example, students provided an average response of 3.1 when asked if the teachers show respect for all students and an average response of 3.4 when asked if the principal shows respect for all students. Furthermore, at Alliance Collins Family College-Ready High School (“Collins”) we believe that students thrive not only when they develop close relationships with teachers and all adults in the building, but also when we set high expectations for students. Students respective average responses to the following survey questions are indicated in parentheses after each question: (a) I believe that this school is preparing me to be successful in college (3.1), (b) This school does a good job of informing students about options for college (3.1), (c) This school emphasizes the benefits of attending college (3.3), and (d) This school emphasizes the benefits of graduating from college (3.2).|Met|In categories of overall student satisfaction, the results of The Alliance College-Ready Public Schools Student Satisfaction Survey (the “Student Satisfaction Survey”) survey indicate that students believe Alliance Collins Family College-Ready High School (“Collins”) is meeting its goals for a safe and inclusive school climate. In the Student Satisfaction Survey, Collins received an overall average response of 3.0. While we are happy with the score, we will continue to prioritize the safety and well-being of our students. At Collins, we believe that student voices are instrumental in creating excellent educational environments. We view students as collaborators. At its core, the Student Satisfaction Survey is designed to give us the data we need to engage students more effectively so that they can achieve their maximum potential. We will continue to use this data to advance our understanding regarding students’ views of our school and ultimately help to improve learning environments for all students. A copy of the Student Satisfaction Survey is available upon request. The Student Satisfaction Survey was developed by Alliance College-Ready Public Schools Research and Data Team to help schools develop goals to improve services and support provided to students. It is designed to measure student perceptions of teaching and learning, as well as perceptions of school climate and their own preparedness for college, and measures performance on a 1 to 4 scale with 4 being the highest.|2018
51713650000000|Browns Elementary|6|Our parents, students and teachers have participated in surveys over the years and we find them to be helpful.  The one area that we have found that we need to improve our visual and performing arts program.  Being such a small school and the lack of funds we have found this a big challenge.  We are exploring creative ways to bring rich experiences to our students.|Met||2018
30665300000000|Huntington Beach City Elementary|6|LCFF Priority 6 guidance requires that a local climate survey must be administered every two years to provide a valid measure of perceptions of school safety and connectedness to students in at least one grade within one grade span of our population (PK LCFF Priority 6 guidance requires that a local climate survey must be administered every two years to provide a valid measure of perceptions of school safety and connectedness to students in at least one grade within one grade span of our population (PK-8).   The Huntington Beach City School District administers multiple surveys measuring student perceptions of safety and school connectedness including the Panorama Education student survey every year for students in grades 3-8, and the California Healthy Kids Survey (CHKS) every other year for students in grades 5 and 7.  Overall 83% of students participated in the District Annual survey in 2016-17 and 95% in 2017-18. Of these, students reported favorable perception ratings in the following school climate and connectedness categories in the 2017-18 survey administration:  Student Safety:  Grades 3-5, 69% favorable (above average when compared nationally) Grades 6-8, 53% favorable (below average when compared nationally)  School Climate:  Grades 3-5, 70% favorable (above average when compared nationally) Grades 6-8, 47% favorable (below average when compared nationally)  School Belonging:  Grades 3-5, 68% favorable (above average when compared nationally) Grades 6-8, 38% favorable (below average when compared nationally)  School Teacher-Student Relationships:  Grades 3-5, 76% favorable (above average when compared nationally)  Grades 6-8, 48% favorable (below average when compared nationally)  On the CHKS, 80% of 5th grade students and 82% of 7th grade students participated in the most recent survey administration during the 2017-18 school year and the results reflected the following:  School Engagement and Supports in Grade 5: School Connectedness - 42% favorable  Caring Adult Relationships – 50% favorable  School Engagement and Supports in Grade 7: School Connectedness – 25% favorable Caring Adult Relationships – 32% favorable  School Safety in Grade 5: Feel Safe At School – 85% favorable  School Safety in Grade 7: School Perceived As Very Safe or Safe – 64% favorable  These local indicators will be evaluated in combination with other relevant data such as the most recentCalifornia Dashboard, CAASPP assessment results, site assessment data, annual survey information, and other local non-reported indicators as an ongoing practice to assist the District and school sites in planning goals, developing actions, and evaluating progress for our expectations of continuous improvement.|Met||2018
37682130123224|San Diego Virtual|6|Even though SDVS is an online, independent study school, the culture and connectedness to the students and families promote safety and belonging because our culture is centrally focused on the belief that every student can succeed. Students choose online learning for a variety of reasons, and SDVS tailors instruction to best serve each student’s individual needs. Students connect to and speak with various teachers via phone, e-mail, or in-person at designated community locations. Our students also have access to assistance as needed from our Registrar, Executive Director, Principal, Academic Dean or Counselors. In order to promote social events, SDVS offers free educational field trips to students where they are given opportunities to socialize with their peers. In an effort to promote social and emotional development, SDVS initiated monthly student-interest clubs and groups at community locations. These clubs were generated by student interest forms, and the students feel that their input and suggestions are valued.  According to the Parent/Student survey results, students feel safe in this learning environment, where they are able to take charge of their own learning path while simultaneously receiving support from all staff toward their goals.|Met||2018
27659870000000|Carmel Unified|6|Carmel Unified School District administers The California Healthy Kids Survey (CHKS) and The Stanford Survey of Adolescent School Experiences (SSASE) to measure school climate. Both surveys provide information to guide overall school improvement as well as Local Control and Accountability Plan (LCAP) efforts, particularly in regard to the state priorities of enhancing school climate and pupil engagement.  The CHKS prompts input from students and provides qualitative data on school climate and safety, learning supports and barriers, and health and well-being. CUSD students in the 5th, 7th, 9th, and 11th grades participate in the survey.  On the 2016 CHKS survey, 5th grade respondents were asked about whether they feel safe at school. Findings indicate that 90% of 5th graders report that they feel safe all or most of the time. The survey also prompted input from 5th grade students regarding school connectedness, which was measured using a composite score that combined responses from five distinct items. Findings indicate that 97% of 5th graders reported a high or moderate level of school connectedness.   At the middle and high school levels, the CHKS measures school safety and connectedness using the School Climate Index (SCI). The SCI is calculated by computing the weighted average of two domains: (1) Overall Supports and Engagement and (2) Overall Low Violence and Substance Use at School. Scores can range from approximately 100 to 500, with high scores representing more positive school climates and lower levels of violence and substance use at school. Carmel Middle School scored an SCI of 505 with a state percentile rank of 99, and Carmel High School scored an SCI of 482 with a state percentile rank of 99 as well.                     The Stanford Survey of Adolescent School Experiences (SSASE) was administered during the 2016-17 school year to students in grades 6-12 to deepen CUSD’s understanding of students’ perspectives on their school experiences and to qualitatively measure school climate. This survey is part of a collaborative effort between CUSD and the Challenge Success project in the School of Education at Stanford University. This fully anonymous, online survey measures middle and high school students’ perspectives on homework, extracurricular activities, sleep, physical health, stress, parent expectations, academic engagement, academic integrity, and teacher support. One item in the survey focuses specifically on school climate, and students were asked how many of their teachers cared about them. The scores could range from 1 (no teachers care about me) to 5 (all of my teachers care about me). At Carmel Middle School, the average score was 4.04 out of 5. At Carmel High School, the average score was 3.78 out of 5.  Each school site within the district receives an individual report which are analyzed and utilized in LCAP review and planning and District goal setting.|Met||2018
53717460000000|Lewiston Elementary|6|We administer the HK survey every other year. Data from the previous year is not available.|Met||2018
01612420000000|New Haven Unified|6|Our student survey showed 86% of students feel safe. Perception of school safety declined from the prior year, we believe due to the impact of the Parkland High shooting. Several students wrote in open-ended comments about how this event had impacted their perception of safety. Overall, 77% of our students reported having a connection to their school in some form.  86% of students had an adult at school that believed they would be successful; slightly fewer talked to adults at school about academic concerns (75%), and far fewer talked to adults about non-academic concerns (68%). Several students remarked how they valued their connections to individual teachers, but lamented the lack of structured opportunity to talk about non-academic concerns with teachers.   These data complement questions asked on the California Healthy Kids Survey (CHKS). For 5th graders in 2016, 78% reported feeling safe at school “all to most of the time” and 88% reported feeling safe “all to most of the time” coming to and from school.   We have identified core strengths – including students generally feeling safe; describing academic supports from their teachers; and developing relationships with their peers. The wide variety of responses to open-ended items suggest that we have been able to provide many opportunities to meet students’ diverse needs and interests.    When we compared our District-wide data to statewide CHKS results, we identified challenges with connectedness and perceptions of safety. In 2016, at the elementary level, 77% of our 5th grade students reported feeling safe all of most of the time in contrast to 81% statewide. 56% of our 5th graders reported high levels of school connectedness in contrast with 61% of the state. At the secondary level, we found that our levels of student connectedness were similar, with slightly lower 7th grade levels of connectedness and slightly higher 11th grade levels. There is an upward trend in our secondary results in student connections. CHKS data available (2016) described an upward trend from our previous administration of the tool.   Another area of growth has been in meeting our indicators for Goal 2: We will personalize learning in order to engage all students. Our locally developed survey indicator was that NHUSD will increase the percentage of students who strongly agree that they use computers / technology in class by 5% from 48% to 53%.  Our survey result indicated 54%.   Greater attention must be paid to school climate. We have a plan to address school climate at all sites. K-5 schools are implementing approaches that include providing a community school model approach, PBIS practices, and training in Universal Design for Learning to improve engagement. We have also developed district-wide Health and Wellness Goals.|Met||2018
10101080111682|Hume Lake Charter|6|"In a recent survey, conducted in February 2018, parents, teachers, and students reported on key issues involving the school.  Of the 25 surveys sent out to the 3rd - 6th grade students, 21 reported back.  Of the 38 surveys sent out to 7th - 12th grade students, 37 reported back. Of the 65 surveys sent out to parents, 42 reported back.  Of the 14 surveys sent out to the teachers and instructional staff, 14 reported back.  The results of each survey were shared with and approved by the local governing board during a regularly scheduled meeting on March 12, 2018.  Student subgroups cannot be disaggregated for further study of survey results due to the small size of the classes.  The largest single class in the school, of the grade levels survey, had only 10 students, so the students were groups by 3rd - 6th and 7th - 12th, in order to protect student privacy. Students in the 3rd - 6th grade reported the following: ""The teachers and staff at Hume lake Charter School care about me."" 18 out of 20 students responded with agree or strongly agree.  These same students also reported the following: ""Hume Lake Charter School feels safe, people here are respectful to each other.""  Over half reported that they agree or strongly agree with this statement. The 7th - 12th grade students responded to the following: ""HLCS has an atmosphere of trust, respect and professionalism.  Teachers and staff communicate respect to me and to each other.  75% of the 7th - 12th grade students agree or strongly agree with the statement. ""I feel safe at school.  The teachers and staff care about me."" Over 86% of the 7th - 12th grade students agreed or strongly agreed with this statement. ""The school has high academic expectations of me."" Over 88% of the 7th - 12th grade students agreed or strongly agreed with this statement.   Some of the primary concerns voiced by parents and students focused on size of certain facilities, adequate funding, and increased technology along with on-line course issues.  As a result of these responses and the results of our WASC self-study and ongoing goals, 3 continuing or on-going areas of need were identified. First, adequate facilities for meeting our growing student population is of great need.  We were able to implement creative reorganizing going in to the 18-19 school year, but the longevity of our current facilities or the pursuit of new facilities is still to be determined.  Second, adequate funding was identified and in response HLCS submitted an application and was accepted for the REAP/SRSA grand through the Federal Government.  This funding will make a significant, positive impact on the school budget and funding needs. Finally, we are proud to be able to offer increased access to on-line learning and resources as a result of the BIIG 2 grant, which was completed in March 2018.  Coupled with this, a new on-line provider was acquired and has resulted in a more interactive and engaged on-line learning environment."|Met||2018
39686760123802|Health Careers Academy|6|Data analyze included the 2016-2017 Cal-SCHLS and the 2017-2018 end of the year PLUS (Peer Leaders Uniting Students) climate surveys (administered to all students by grade span). Overall, elementary and middle school students reported higher levels of school connectedness and safety than high school students, and parents and staff reported lower perceptions than students across both measures. School connectedness was measured through a series of questions about students’ experience with caring adults and opportunities for participation (CHKS) and as an indicator of being “part of the school” (PLUS). About 40% of students reported high levels of school connectedness (CHKS) and over 66% felt part of the school (PLUS) across each grade span. Additionally, 67% of students reported there was at least one adult who cared about them (PLUS), and between 25% through 56% of students reported high levels of caring adult relationships (CHKS). Parents and staff perceived a higher percentage of adults at elementary schools really cared about students than at high schools. Students’ perception of school safety was higher than that of parents and staff. Over 67% of students felt safe (PLUS), and half of students felt safe most or all of time at school (CHKS). A higher percent of elementary school parents than high school parents felt school was a safe place for students and a higher percent of high school staff felt school is a safe place for students than did elementary school staff. Disaggregation of the PLUS indicate that across all race/ethnicity, elementary students’ perception of school were more positive than middle and high school students. This trend was evident in both school connectedness and school safety. No difference was observed across race/ethnicity regarding school connectedness and safety. The PLUS Program has been operating in SUSD since 2012 as a data-driven student led approach to improving school climate. The district utilizes this school climate data to inform district-wide LCAP actions and accountability, PBIS/MTSS actions and development, and PLUS Program implementation. Each school site also uses it for their own improvement plans. The PLUS program is at 49 school sites in SUSD with a team of student leaders participating in Youth Participatory Action Research (YPAR). In YPAR, student PLUS leaders use their site’s school climate data to research and develop meaningful actions to implement that address and improve climate conditions for students at their school sites. To support continuous improvement in our school climate data, all PLUS teams have created SMART goals for the 2018-2019 school year. These goals target steps to take to improve site-level data in critical areas. In turn, these SMART goals will also improve district-wide goals as measured on our district’s local LCAP Accountability Scorecard and monitor our improvement toward our results on this year’s CHKS.|Met||2018
37681970000000|La Mesa-Spring Valley|6|La Mesa-Spring School District uses two different assessments to measure school safety and connectedness, - 1) a district-developed survey completed by parents, and 2) the California Healthy Kids Survey. The District’s Parent Survey was administered in the 2017-2018 school year to all district families TK through 8. The California Healthy Kids Survey was administered in the Spring of 2018 and includes responses from students in grades 5 and 7. The key findings from the Parent Survey indicate high levels of connectedness and a sense of safety for their children at school with 91% of parents reporting that their children felt safe at school.  94% of the parents felt welcomed by the school and felt that they are treated with respect. 89% of the parents shared that their child looks forward to going to school and 93% felt that their child was safe at school. 85% percent of families felt that schools are actively engaged in reducing bullying. There were only minor variances between responses from families based on grade levels – with only 1 to 2% differences observed. According to the most recently administered California Healthy Kids Survey, 94% of  students felt a sense of connectedness with their school with 58% indicating a high rate of connectedness. 93% of all students (overall also indicated they felt they had the opportunity for caring adult relationships at school and 90% felt supported at school. 72% of students also shared that they felt safe or very safe. Overall, data indicates that the majority of students and families report a sense of safety and connectedness. There are not large variances for gender; however there were significant differences between racial groups in all areas with white students reporting more positive attitudes and connectedness in comparison to their African-American and Hispanic/Latino peers.   As well, middle school students tended to score somewhat lower levels of positive attitudes.   The overall scores reported show the average of the two groups combined.   In response to these  results, the district began to implement Restorative Practices during the 2017-18 school year.  We also began a district-wide focus on the impact that childhood trauma has on student achievement, safety, and well-being.  We are beginning to see this truly come to life throughout our district.  This will continue to be the focus of our work for the coming years, knowing that it will positively impact the children we serve.  The next steps will be a focused effort to implement Positive Behavior Interventions and Supports into the schools within the district.|Met||2018
21654090000000|Nicasio|6|"Due to our small student population, the California Healthy Kids Survey would not provide significant results. However, each spring a student survey is administered in grades 5-8 to provide a measure of perceptions of school safety and connectedness. Results from the annual school survey (February 2018) indicate that students in grades 5-8 have a positive perception of both classroom and school climate. The classroom climate is rated as positive by 100% of the students. The school climate is rated as positive by 96% of students (""you enjoy coming to school"") and safe by 100% of students (""you feel safe at school""). 87% of students responded having a positive relationship with teachers and staff (""you feel comfortable approaching teachers and staff with questions, problems, and concerns."")"|Met||2018
30666700135897|Advanced Learning Academy|6|For the past 4 years, Advanced Learning Academy has prioritized and developed extensive interventions and programs to improve school climate, safety, and the social emotional and mental health services of students.  As a result of these efforts, the school has been able to develop an array of services and interventions to meet the increasing social-emotional and behavioral challenges of students through a multi-tiered approach of support.  California Healthy Kids Survey (CHKS) results have demonstrated a steady increase in student reports of school connectedness and safety.   The District has a clear focus on putting students first, utilizing data to drive decisions assessing individualized interventions and school-wide programming.  The values of the School Climate Department include integrity, respect, transparency, equity, accountability, collaboration, and honoring fiscal responsibility.  In addition, the School Climate Department has implemented Positive Behavior Intervention Supports (PBIS) and restorative practices school wide. The PBIS framework allows for tiered interventions and provides individual behavior supports needed for students to achieve academic and social success. Restorative practices have been integrated within the PBIS framework at the school site.  This approach focuses on using a restorative approach to resolving conflict and preventing harm. Furthermore, community circles are provided to foster a safer learning environment in the classroom.  There has also been a targeted focus on providing mental health resources for students that are in need of tier 3 services.  In addition, Advanced Learning Academy received Silver PBIS recognition.   The School Climate Committee is comprised of parents, community partners, and staff members, with the purpose of creating and driving initiatives and reviewing district policy in the areas of school climate and safety. These supports have all contributed to a rise in students feeling safer and more connected to school as evidenced in the 2018 Spring CHKS survey. The CHKS data shows that 96% of 5th grade students, 42% of 7th grade students and 46% of 9th grade students feel safe at school most or all of the time. 96% of 5th grade students, 83% of 7th grade students and 77% of 9th grade students felt a moderate or high connection to their school.|Met||2018
29663326111140|Grass Valley Charter|6|Grass Valley Charter School (GVCS) 7th graders take the California Healthy Kids Survey (CHKS). Below is a sample summary of GVCS student responses. GVCS has forty-four 7th grade students. Thirty-nine students participated in the CHKS. As there is a lot of data in the CHKS results, the data represented is around school connectedness and safety.  The summary responses are illustrated as percentages.      •  87% of students stated they missed 2 or fewer days of school in the previous 30 days. •  80% state they feel safe or very safe at school.  •  School Connectedness:  67% state a high connectedness to school. •  I feel I am part of this school: 69% state Agree or Strongly Agree •  I feel safe at my school:  81% state Agree or Strongly Agree  •  At my school there is a teacher or some other adult that really cares about me:  77% state very much true or pretty much true •  I try hard to make sure that I am good at my schoolwork:  85% state Agree or Strongly Agree •  At my school there is a teacher or some other adult who always wants me to do my best:  95% state very much true or pretty much true.    After careful analysis of this data, GVCS will apply strategies through CREW structures to increase student connectedness and safety (as well as feeling of safety).  GVCS conducts CREW meetings daily k-5, and 2 to 3 times a week for 6th-8th grade. At a CREW meeting students are greeted by an adult and/or fellow students, participate in a team building initiative, and review learning targets and agendas for the day. Part of the work plan for GVCS is dedicated to strengthening CREW structures.|Met||2018
54755230000000|Porterville Unified|6|The California Healthy kids survey was used in 2017-2018 as a baseline to get parents’ input. The total number of respondents were 367 parents. Elementary 240, Middle School 67, and High School 59 and 1 NT (Alternative School). Parents were given the option of: Strongly Agree, Agree, Disagree, Strongly Disagree, and Don’t Know. For the Academic Orientation and Participation section the overall percent of parents who agreed or strongly agreed that their school promotes academic success for all students was 91%. The overall percent of parents who agreed or strongly agreed that the school is a safe place for their child was 88%. The overall percent of parents who agreed or strongly agreed that school motivates students to learn was 90%. The overall percent of parents who agreed or strongly agreed that school has adults that really care about students was 84%. The overall percent of parents who agreed or strongly agreed that school provides opportunities for meaningful student participation was 80%. All students need to feel safe and connected at school so that they continue to attend, behave appropriately, and attain a high school graduation diploma. Other measurable tools overall Attendance rate = 94%, Suspension rate = 6%, and Expulsion rate = 0.6%, and Graduation rate = 84.6%.  PUSD will continue to provide personalized learning plans and transition process for all students that provide the opportunity for students to link academics to career interest through assessment of the graduate outcome rubric, interest inventories and enrollment in career exploration electives. Student sense of safety and connectedness to school results were identified as overall average on “Strongly Agree”, and percentages on “High”, “Moderate”, and “Low” school connectedness responses. The grade levels selected to take the student survey were 5th, 7th, 9th, and 11th grade. Overall average reporting “Strongly agree” in 7th grade 20%, in 9th grade 16%, and in 11th grade 12%. Overall percent in “high” & “moderate” school connectedness responses in 7th grade was 88%, in 9th grade 92%, and in 11th grade 88%.  For the elementary school connectedness average reporting “Yes, all of the time” 45% and school connectedness scale High 53%, Moderate 43%, Low 3%. At the elementary level for school safety 76% felt safe all the time or most of the time, 18% felt safe sometimes. For the 7th, 9th, and 11th grade safety results students responded with strongly agree, agree, neither agree or disagree, disagree, and strongly disagree. In 7th grade 57% of students strongly agree or agreed that they felt safe, and 26% neither agree or disagree. In 9th grade 64% of students strongly agree or agreed that they felt safe and 24% neither agree or disagree. In 11th grade 48% of students strongly agree or agreed that they felt safe and 32% neither agree or disagree.|Met|PUSD will continue to  implement academic social, and behavioral interventions, transition programs, mentoring, early intervention programs, and after school activities to support students' connectedness to school. PUSD will provide a wide array of CTE classes to increase engagement and motivation of students.  Such as  Agriculture Leadership, Computer Applications in Agriculture,  Principles of Investigation, Informational Technology, Music Keyboarding, Voice Class, Green Methods, Biomedical Science, Graphic Design, Entrepreneur Project. PUSD School campuses will be secure and enclosed by a fence and have functional security cameras and shade structures. PUSD has hired additional personnel to meet the needs of ALL students counselors, psychologists, nurses and behavioral intervention specialist.|2018
27659790000000|Bradley Union Elementary|6|Due to it's small size, Bradley does not use a standardized survey, such as CHKS.  However, students are polled each year, as well participating in weekly school leadership meetings.|Met||2018
47705160000000|Yreka Union High|6|The California Healthy Kids Survey was given to junior and freshman students this past spring and the results point out health and behavior areas that are of interest.  Alcohol is the largest drug of choice for both 9th and 11th grades.  15% of the 9th graders and 26% of the 11th graders stated that they had used alcohol four or more times in the last thirty days.  Marijuana is the second most used drug and inhalants are the third.  Over 90% of the students think that cigarettes, alcohol and marijuana are bad for health.  In spite of this belief, students continue with significant drug and alcohol use.   We have added an Addiction Curriculum to our class, so students can see the affects of being addicted to drugs and alcohol.  We have contract with our local Sheriff's Department and Probation Department to assist with communication of the what happens if you get caught with drugs or alcohol.   We have a full time Vice Principal in charge of discipline.  A big part of this position is to wander campus and make sure students are in class when they need to be.  We also have 3 additional administrators who are out monitoring campus before school, during breaks and lunch, and after school.|Met||2018
49708390000000|Oak Grove Union Elementary|6|CA Healthy Kid Survey was administered to students in 2017/18, as well as a series of parent surveys to gather information related to their beliefs about school safety and student connectedness.  94% of families reported their child feels safe and connected at school.  This data indicates that the district exceeded its expected goals. One goal this year is receive results from student surveys in a more timely way and use this information to engage them in finding ways to continually improve their experience at school.  While we continue striving to improve so all students have a positive experience at school, we attribute our success to a variety of factors. Counselors provided in class learning experiences to 100% of the student body population. Overall counselor staffing within the district is 2.2 FTE, with   psychologist services increased to .8 FTE.   The district retained staff to fill supervisory positions with qualified personnel which has been important in having students know there is a visible presence to help them connect and feel safe. Front office staff at both campuses help create a positive school culture and provide social/emotional support to students as needed. The Toolbox curriculum has been employed at the elementary level and middle school faculty have continued exploring programs that are best suited to meet their students' social-emotional needs. Staff is receiving training on Restorative Practices and are beginning to implement them at both sites.  These and other Social/Emotional Learning tools are being utilized to help students make positive decisions, resolve conflict and learn from their mistakes.|Met||2018
37683530000000|San Pasqual Union Elementary|6|Students at San Pasqual Union School generally feel safe and connected within the school as evidenced by the results of the most recent California Healthy Kids Survey.  The results of that survey revealed the following:  5th Grade Results • 79% feel safe at school all or most of the time.   • 77% report the school helps students resolve conflicts with one another all or most of the time.  • 56% feel close to people at school all or most of the time.  • 77% feel like they are a part of the school all or most of the time.  • 85% feel proud to belong to their school all or most of the time.    • 95% report that teachers and other grown-ups make it clear that bullying is not allowed all or most of the time.  7th Grade Results  • 70% agree or strongly agree they feel safe at school.  • 59% agree or strongly agree that the teachers at this school treat students fairly.  • 75% agree or strongly agree they feel close to people at school.  • 67% agree or strongly agree they feel like they are a part of the school.   • 46% report they do things at school that make a difference   • 67% report that they have not been cyber bullied within the past 12 months.   While most responses suggest students feel safe and connected, there are some areas of concern.  For example, only slightly more than half of our 5th graders feel close to people at school.   This year, to address, we have implemented a daily homeroom coupled with “tribe” system to connect students to one another and resolve conflict.  Additionally, less than half of the 7th graders report they do things at school that make a difference.  This year, teachers are piloting a “passion project” program to connect students to projects of purpose and relevance.   It is also troubling that 33% of 7th graders report being cyber bullied within the past 12 months.  Few of these incidents were reported.  In conjunction with other local school districts, San Pasqual Union intends to implement the Say Something online reporting system to provide a method to report incidents of cyber bullying and other inappropriate behaviors.|Met||2018
31667870000000|Auburn Union Elementary|6|Auburn Union School District administered the California Healthy Kids Survey to all Grade 5 students.  Results indicate high levels of school connectedness among students as well as academic motivation.  Students also indicated feeling safe and having access to caring adults at school as well as access to total school supports.|Met||2018
41690130000000|San Bruno Park Elementary|6|In the Fall of 2017-18, the Superintendent's Advisory Committee (the LCAP development committee) and the District English Learner Advisory Committee provided input to to update the annual student survey, which was administered to students in grades 4-8. The survey was adjusted to more closely align with the goals of LCAP.  The student response rate to the annual survey increased from 11 (in 2016-17) to 833.  The survey indicated that 75.9% of students felt safe at school most or all of the time.  Results from the survey indicated that 93.1% of students feel they have the materials needed to be successful and 77.6% of students indicated that their classrooms are clean.  75.5% of students indicated that they have never been bullied nor have known of someone who has been cyberbullied.|Met||2018
21654330000000|Ross Elementary|6|"The Ross School Board of Trustees reviewed perceptions of school safety and connectedness for the 2017-2018 school year via disaggregated data from the California Healthy Kids Survey.  The Ross School District found that the area entitled ""Focusing on the School Environmental Scales, was an area of growth showing high rates of students that felt a strong connectedness to faculty, meaningful participation in class, high levels of parent involvement, and high levels of academic motivati.  High percentages of students also felt that they were safe at school.  One key challenge for the Ross School District is related to students access to alcohol and other drug use."|Met||2018
52715480000000|Gerber Union Elementary|6|Gerber Elementary School administers the California Healthy Kids Survey (CHKS) to all 7th graders every other year. Our last reporting year was during the 17-18 school year. Results from the CHKS are reported to the local school board and are shared with advisory committees. According to the 2017-2018 CHKS report, 33% of students in the seventh grade reported they felt a high level of connectedness to the school, 40% reported a moderate level and only 28% reported a low level of connectedness. In regards to school safety, 55% of students reported that they felt safe or very safe at school, 10% of students reported that they felt neither safe nor unsafe and 35% percent perceived that they were not safe. Another noteworthy statistic is that 59% of students felt that they had a caring adult relationship at school. Findings from the CHKS will be used to help guide local decisions for LCAP goals and spending priorities.|Met||2018
50710920000000|Hart-Ransom Union Elementary|6|Hart-Ransom school administers the California Healthy Kids Survey every other year to students in grades 5 and 7.  Results are presented to the Board of Education and are used to develop the safety plan and inform the PBIS team of needs for planning for prevention and response programs and activities.   Results of the CHKS survey are:   Students who felt safe at school:  5th grade - 86%, a high level of feeling safe; 7th grade - 71%, a high level of feeling safe Students who felt connectedness to school:  5th grade - 73%, a high level of connectedness; 7th grade - 76%, a high level of connectedness Students who felt a caring adult relationship at school:  5th - 73%, a high level of caring adult relationships; 7th grade - 56%, a high level of caring adult relationships The survey will given to our 5th and 7th grade students again in December of 2018.|Met||2018
54719510000000|Hot Springs Elementary|6|At Hot Springs Elementary 18 students were surveyed only one was absent and did not participate. The survey was broken down by primary grades K-3 and upper grades 4-8. From these survey, it can be clearly stated that an overwhelming number of the students feel that they are in a safe and secure environment at both grade level groups. 88% of the students feel that the teachers expect them to work hard and are there to help them. Only about 60% of the students feel they are excited to learn. All students feel that their teacher and other support staff care about them. They feel supported to try, ask questions, and reattempt if they do not do well the first time. All students feel that they will get extra support if needed or asked for. All students know that they will be safely redirected by staff to achieve their academic and social goals. The one area that got some negative comments was the area of student lunches last year that dramatically improved this year with the changes in school lunch program. Hot Springs contracts with a neighboring large school for breakfast and lunch. The students receive a hot lunch each day. After discussion with the neighboring district they are now providing the hot lunches. 88% of the students indicate that they plan to go to college. The district will work to improve the efforts in helping the students feel excited about learning. We will do this through staff training and rewarding and celebrating achievements more often.|Met||2018
10754080000000|Riverdale Joint Unified|6|RJUSD conducted the California Healthy Kids Survey in the spring of 2018 that was offered to all students within the 4th-12th grade range of a K-12 school district.  Over 460 students took part in the survey on the high school level. These student perceptions are essential to the awareness and understanding of current programs, trends and philosophies while presenting insight into the shaping of the next academic year.   Key findings from the survey relate to the district’s position of establishing an element of school safety as 55% of 9th-12th graders viewed the campus as very safe or safe.  Challenges identified for offering a safe campus were found to be in 25% of students in high school experienced a form of harassment or bullying and 33% indicated that a mean rumor or lies had been spread about them.  While these numbers are high, they represent a social-emotional basis and the fear of physical violence was very low with only 10% of students being afraid of being beaten up.  In the area of social-emotional awareness, 29% of the high school student body reported that they experienced chronic sadness/hopelessness with 13% overall revealing they had considered suicide.  School Engagement and Supports were also reported in the survey with 27% of students being academic motivated and 26% telling that adults had caring relationships for their well being.  While the level of engagement and support is promising, RJUSD realizes the necessity to provide additional levels to improve school safety an increase student connectedness.  Actions to address challenges identified through the disaggregated data include: increase the number of school safety personnel, expansion of district psychologist, continuation of PBIS program and continuation of counseling services across the district.  These items can be found in the Riverdale Joint Unified School District’s 2018-2019 LCAP.  Student input/perceptions  is essential to supporting student learning and RJUSD looks forward to the survey process as it conveys voices, concerns and trends that are used to direct and support the District’s goals found in the Local Control and Accountability Plan.  The District’s goals center on Student Learning, Professional Growth, Climate & Culture and Community Engagement.|Met||2018
31750850117879|Maria Montessori Charter Academy|6|We used an internal survey that we've used in the past with our students that's similar to C.H.K.S. Summarized, the students who took the survey we're asked if they 'agree' or 'disagreed' with several prompted questions. The most important questions for us are listed below: I like going to school. 94% I feel safe at school: 91% I understand classroom / school rules. 90% I believe the overall school environment is positive. 93%|Met||2018
43695750000000|Moreland|6|This priority is aligned to and measured in Moreland's LCAP Goal 4.  We used student responses data from our Spring 2017 biennial perception survey.  Students reported that 74% felt safe at school and 69% felt a sense of belonging.  As a response to these findings, we are increasing our professional development in social emotional learning (SEL) and piloting a new SEL curriculum in grades 2-8.  We have also standardized gender inclusive practices across our school sites.|Met||2018
18642040000000|Westwood Unified|6|1.  California Healthy Kids Survey revealed that students/teachers/parents felt safe at school but were concerned with language and student behavior.  85% enjoy school and feel that teachers support them.  64% feel connectedness to school.  50% are academically motivated.  64% feel safe at school.  Concerns:  64% felt harassed or bullied at some point.  50% experienced sadness/hopelessness.  2.  Suspension rates were reduced by 2%.  The expulsion rate was again at 0%.  The challenges and barriers are low social economics in a rural area with limited resources pertaining to counseling and probation.  3.  The district has elected to implement the California Multitiered Systems of Support model.(MTSS)  The professional development for this year is centered around teaching students of poverty.  At this point it is too early to determine our results.|Met||2018
39686760119743|Stockton Early College Academy|6|Data analyzed included the 2016-2017 Cal-SCHLS and the 2017-2018 end of the year PLUS (Peer Leaders Uniting Students) climate surveys (administered to all students by grade span). Overall, elementary and middle school students reported higher levels of school connectedness and safety than high school students, and parents and staff reported lower perceptions than students across both measures. School connectedness was measured through a series of questions about students’ experience with caring adults and opportunities for participation (CHKS) and as an indicator of being “part of the school” (PLUS). About 40% of students reported high levels of school connectedness (CHKS) and over 66% felt part of the school (PLUS) across each grade span. Additionally, 67% of students reported there was at least one adult who cared about them (PLUS), and between 25% through 56% of students reported high levels of caring adult relationships (CHKS). Parents and staff perceived a higher percentage of adults at elementary schools really cared about students than at high schools. Students’ perception of school safety was higher than that of parents and staff. Over 67% of students felt safe (PLUS), and half of students felt safe most or all of time at school (CHKS). A higher percent of elementary school parents than high school parents felt school was a safe place for students and a higher percent of high school staff felt school is a safe place for students than did elementary school staff. Disaggregation of the PLUS indicate that across all race/ethnicity, elementary students’ perception of school were more positive than middle and high school students. This trend was evident in both school connectedness and school safety. No difference was observed across race/ethnicity regarding school connectedness and safety. The PLUS Program has been operating in SUSD since 2012 as a data-driven student led approach to improving school climate. The district utilizes this school climate data to inform district-wide LCAP actions and accountability, PBIS/MTSS actions and development, and PLUS Program implementation. Each school site also uses it for their own improvement plans. The PLUS program is at 49 school sites in SUSD with a team of student leaders participating in Youth Participatory Action Research (YPAR). In YPAR, student PLUS leaders use their site’s school climate data to research and develop meaningful actions to implement that address and improve climate conditions for students at their school sites. To support continuous improvement in our school climate data, all PLUS teams have created SMART goals for the 2018-2019 school year. These goals target steps to take to improve site-level data in critical areas. In turn, these SMART goals will also improve district-wide goals as measured on our district’s local LCAP Accountability Scorecard and monitor our improvement toward our results on this year’s CHKS.|Met||2018
19644440000000|Culver City Unified|6|The Mission of the Culver City Unified School District, a diverse haven of excellence, is to ensure that each student possesses the academic and personal skills necessary to achieve his/her highest potential as a valued, responsible member of society by providing challenging, personalized educational experiences in a safe, nurturing environment and by fostering a passion for teaching and learning with committed parent and community involvement. CCUSD recognizes that the key to achieving our district mission is to ensure a positive school climate, where students feel safe and connected. In 2017-2018, CCUSD administered the California Healthy Kids Survey (CHKS). Questions designed to gather feedback on school safety and connectedness have also been included in annual staff and parent/community LCAP surveys. According to the CHKS survey, 83% of 5th graders, 76% of 7th graders, 71% of 9th graders, and 71% of 11th graders feel safe at school. Additionally, 93% of students in secondary setting and 98% of elementary students reported feeling connected to their school. As part of school connectedness, 85% of elementary students report that there is a teacher or some other adult who really cares about them at school, while 75% of secondary students report the same.|Met||2018
49709616052302|Twin Hills Charter Middle|6|THCMS administered the CA Healthy Kids Survey to 7th Grade in spring of 2018. Overall these students report a moderate to high level of school connectedness (96%) and feeling safe at school (80%). The only subgroup significant enough to generate separate group data is Mixed Race. The percent of students reporting feeling safe or very safe is White 86% and Mixed Race 68%. Gender results indicate 84% of females had a high school connectedness and males had 75%. Overall Twin Hills Charter Middle School provides a safe environment for students. On a Spring 2018 Parent Survey, 89% of parents reported their child/ren feel safe and connected to their school. Teachers were offered training before school this year, in restorative practices.|Met||2018
35675530000000|Southside Elementary|6|Measurement of family connectedness and satisfaction through survey data was administered last year (16/17) through the California Healthy Kids Survey. The survey was not administered during the 2017-2018 school year but will be administered next year, 2018-2019. Our local indicators (CHKS) tell us that we need to focus on Parent engagement (priority 3) and school climate (priority 6) to address this student group.  The planned actions and services are to:   1) The school will actively pursue family and community partnerships to seek input on the school's policies, practices and direction. The school will improve parent-school communication and participation in school governance structures.  2) Our goals is to increase parent participation school feedback systems in order to engage parents and students engagement and school climate. We will do so by encouraging parent participation, administration of the CHKS survey in the 2018-2019 school year and with weekly school to parent emails highlighting school activities and parent participation opportunities.  3) Maintain or increase the number of unduplicated parents attending school meetings or participating in school organizations by 3%|Met||2018
43104390132530|Voices College-Bound Language Academy at Mt. Pleasant|6|Due to the grade levels currently offered at Voices Mount Pleasant, TK-3rd grade surveys have not been administered to the students directly. However, there are questions on the parent survey that address student perception. 95% of parents responded their child enjoyed going to school. In addition, parents felt Voices Mount Pleasant had a positive school culture (98%) and created an environment where students can succeed (99%).|Met||2018
43694500113662|Voices College-Bound Language Academy|6|In the 2017-18 school year, Voices Franklin McKinley provided a local survey for 3rd-8th grade students. 389 students took this survey. The key findings were 70% percent of students reported feeling school as a positive experience and 80% felt their teachers encouraged them to do their best. Furthermore, there were 31% of students who reported feeling unsafe in the school bathroom, which was a slight increase from the 26.15% in 2016-17. These results do align with our LCAP goals of positive school culture and safety, but Voices Franklin McKinley will continue to work on strategies to increase the percentage of students who feel safe at school.|Met||2018
07617960136903|Voices College-Bound Language Academy at West Contra Costa County|6|Voices College-Bound Language Academy at West Contra Costa opened for the first time in the 2018-2019 school year. With the recent opening, the school has not surveyed students. Traditionally, Voices surveys middle school students and currently the school goes up to 2nd grade.|Not Met||2018
19644770000000|Eastside Union Elementary|6|To determine the level of student perceptions of safety and school connectedness, the Positive Behavior Intervention Supports (PBIS) School Climate Survey: Elementary was administered to 644 students in grades 3 – 6 (Oct. 2017). Overall connectedness and safety was a 3.17, on a scale of 1 – 4 (with 4 being highly connected). Overall scores for subgroups are similar: Hispanic/Latino - 3.60 (n=180), Black/African American – 3.07 (n=95), White – 3.14 (n=57). 252 students did not complete the ethnicity item. The lowest scoring item on the survey was “Students in my class behave so that teachers can teach” with an overall score of 2.57. “Students treat each other well” was the second lowest item with an overall score of 2.64. “Good behavior is noticed at my school” scored an overall 2.94. It is interesting to note that grade 3 students had an overall score 3.03 while the score decreased incrementally as grade level increased, with grade 6 students’ overall score being 2.75. The three highest scoring items are: “Teachers treat me with respect” – 3.59; “my school has clear rules” – 3.67; and “My school wants me to do well” – 3.73. Overall scores for subgroups are similar: Hispanic - 3.60; Black/African American - 3.67; White 3.74. Based on the results of the survey, we have implemented a Social Emotional Learning program (Move This World), have developed a Culture and Climate Committee and an Equity Team, and we will engage in a comprehensive survey of students, staff, and parent and community in November 2018 (Panorama Surveys) to ascertain a deeper understanding of our school climates and community perceptions. We will continue to implement PBIS and will begin implementing the Olweus Bully Prevention Program.|Met||2018
37684523730942|Guajome Park Academy Charter|6|We offer the CHKS to our students every other year as a climate survey. It was most recently given in the 2017-18 academic year. Overall we saw 93% of our Middle Schoolers and 89% of our High Schoolers complete the survey. From that survey we see some very positive and encouraging results on the culture and climate of our school. Overall we have seen continued growth in our students perceptions of the schools climate as measured by the CHKS over the last five years. In looking at the overall School Climate Index (SCI) in the HS, results have shown an overall growth of 39 points from 2016 to 2018. Within our MS SCI score we saw a growth of over 63. In comparison of similar schools SCI scores in MS showed a growth of 34 points, 29 points below GPA, and HS showed a growth of 28 points 11 points below GPA’s growth. Beyond the overall SCI score growth, subscales scores showed both high marks and growth reflecting a strong culture. Overall scores for Low Violence and Substance Use, showed a HS score of 324, a growth of 74 points. For MS students reflected a score of 295, with a growth of 79. Marks in supports and engagement showed students in both MS and HS feel there are very strong supports in place on campus, and adults at GPA both high expectations and caring relationships.  Other indicators, again reflect a strong and growing culture. In a combined MS/HS population 82% identified that they Try Hard in School. 71% surveyed stated that they feel safe at school, and students reporting bullying dropped 8% since the 2016 survey. In looking closer at school safety and bullying, both MS and HS showed high overall subscores and growth. The MS reported and overall score of 252, an increase of 77 points, in low degrees of bullying and harassment. Similarly our HS students reported an overall score of 320, an increase of 75 points in low degrees of bullying. Looking at low substance use, scores similar results were recorded, with HS reporting a total score of 340, a growth of 63 points, and MS reporting score of 299, a growth of 77 points.|Met||2018
43104390131748|Voices College-Bound Language Academy at Morgan Hill|6|Due to the grade levels currently offered at  Voices Morgan Hill, TK-4th, surveys have not been administered to the students directly. There are questions on the parent survey though directed toward student perceptions. 96% of parents responded their child enjoyed going to school. In addition, 99% of parents agreed to Voices Morgan Hill providing a school culture that was very positive. There was also a large response rate to parents agreeing that Voices Morgan Hill created an environment where their child could succeed.|Met||2018
51713810000000|Franklin Elementary|6|A local educational survey was given to parents of students in grades kindergarten through eighth that provided a valid measure of participation.  The results of this survey were shared at the April 30 Site Council meeting, the May 8 Franklin Elementary School Board meeting, and the staff meeting held on April 9.  Findings from this survey indicated that 100% of Franklin parents agree that their child is receiving a quality education.  The parent survey also indicated that 96% of parents report that their child likes to come to school and 94% of respondents believe that Franklin School is a safe and orderly place for students to learn.  The parent survey highlighted safety as a school priority for 2018-2019.  An ALICE parent information night was held on October 18, 2018.  A second phase of security cameras will be installed during the winter of 2019.  A student survey was also given to all students in grades kindergarten through 8th grade.  Findings from the student survey indicated that 97% of students felt that Franklin School was safe and clean.  The results of the student survey also indicated that 92% of students felt that attendance was important.  Students indicated that areas for improvement were:  swings for the upper grade playground, longer recesses and more field trips.  The Parents Club has been asked to help support field trips for the 2018-2019 school year. The California Healthy Kids Survey will be administered in the 2018-2019 school year and we will review the results when they become available and adjust goals as needed.|Met||2018
07617210000000|Liberty Union High|6|Liberty Union High School District administers the California Healthy Kids Survey to students in grades 9 and 11.  The CalSCHLS.org website, developed by WestEd for the California Department of Education, maintains the data for all schools that administer the California Healthy Kids Survey.  This website has a Data Dashboard which disaggregates results by student groups.  It also displays 3-year trends.  This Data Dashboard is the source of the disaggregated data analyzed for this report.  DATA - Key learning from the survey include: 1) Most students (9th grade = 55%, 11th grade = 56%) perceive their schools as safe or very safe.  The results have been consistent from 2014-2017.  There was a 10% drop in 2018.  This drop was precipitated by students being surveyed directly after the tragedy of the shooting at Marjory Stoneman Douglas High School in Parkland, Florida on February 14, 2018.  2) Most students report being connected to their school (9th grade = 58%, 11th grade = 51%).  Results for 9th grade students increased 1% between 2016-2018.  Results for 11th grade students decreased 4% between 2015-2018.  MEANING: Disaggregated data yielded the following findings: 1) When disaggregated by student groups, nearly all ethnic groups were within ±3% of the total school average, with the exception of Asians, who reported higher levels of safety (9th grade = 72%, 11th grade = 78%).  The group with the lowest perception of school safety were English Learners (9th grade = 50%, 11th grade = 56%).  2) African American students report a lower sense of connectedness to school (9th grade = 53%, 11th grade = 52%) than all students (62% and 59%, respectively).  Freshmen English Learners report lower student connectedness (9th grade = 50%).  USE: LUHSD has taken several steps to increase student safety, including: School Resource Officers on every comprehensive campus, additional perimeter fencing, and security camera on all sites.  Anti-bullying campaigns, plus guest speakers for students are designed to help students feel emotionally safe on campus.  Student connectedness has been fostered by 9th grade orientation programs on each site, a wide variety of clubs and activities, and award and recognition programs on every campus.  Campus climate student groups are found on every campus, where students work with administrators in a proactive manner to problem solve issues as they arise.|Met||2018
37683380124347|City Heights Preparatory Charter|6|The school annually administers a locally developed student survey. Students who participated in the survey during the 2017-18 school year offered the following recommendation: Provide STEM opportunities* Provide more extracurricular activity opportunities* Provide more interactive classroom activities (example of classroom debates)* Provide more College-Career Readiness opportunities*  Students who participated in the Comprehensive Site Safety Plan (CSSP) survey during the 2017-18 school years offered the following recommendations: Install a safer gate in the front of the school*  Increase the availabilityof opportunities for physical sport-related activities*  *We have implemented the starred recommendations.|Met||2018
54722560000000|Visalia Unified|6|With over 6,000 participants the district reviewed the key findings form a survey conducted through Hanover Research. The survey was conducted in October of 2017.  We shared the key findings with all stakeholders including our local school board, English Learner Advisory Committee, and District Advisory Committee.  The following were the key findings:    • Around half of students enjoy school and are committed to learning, but significant differences exist by grade level.  • Stakeholders believe VUSD schools provide support and resources to students across many achievement levels. • VUSD encourages diversity but many respondents indicated that students are treated differently based on their physical appearance (58%) and race, ethnicity, or skin color (56%).  • Parents are informed about VUSD events and feel their input is valued • Community members are informed of activities, but indicate that they are not involved and their ideas are not valued Based on the survey results the following suggestions were given by staff and community members:   • Take advantage of opportunities to use various technologies for communication purposes.  • Create Math and Literacy Night kits  • Provide training for administrators on parent involvement.  • Develop focus groups • Create a uniform set of information for all LCAP funded activities to share with stakeholders  • Research programs that engage parents that goes beyond providing training       In April of 2018 the district began creating focus groups to better address finding # 3. The groups are made of parents, teachers, administrators, and students.  Some of the topics of discussions for the focus groups are: • How do stakeholders view the current state of equity within the district? • What is the school system doing to help students succeed? • What challenges or barriers related to equity exist in the district? • What types of resources are necessary to support diverse staff, students, and families? • How can community and school-based stakeholders work together to support equity in the district?|Met||2018
19647330131847|Public Policy Charter|6|"In 2017-18 the school administered the California Healthy Kids Survey to students in grades 5, 6,7 and 8, in preparation for the development of the 2018-19 LCAP. The interpretation of the survey was presented to the school's Board with the LCAP and is published for the public through the California School Dashboard.  DATA - School Connectedness; Grade 6, 47% indicated High Connectedness, and 33% indicated Moderate Connectedness, Grade 7, 55% indicated High Connectedness and 39% indicated Moderate Connectedness, Grade 8, 33% indicated High Connectedness and 44% indicated Moderate Connectedness.  Perceived Safety at School; Grade 6, 10% responded High Perceived Safety and 52% responded Moderate Perceived Safety, Grade 7, 22% indicated High Perceived Safety and 38% indicated Moderate Perceived Safety, Grade 8, 7% indicated High Perceived Safety and 30% responded Moderate Perceived Safety. Intriguingly, 14% of 6th Graders, 28% of 7th Graders and 41% of 8th Graders responded that they felt ""Neither Safe Nor Unsafe"".   MEANING – In the area of Perceived Safety, 8th graders appear to need more attention than do the 6th and 7th graders. In some very significant areas such as Meaningful Participation in the school, PPCS is working on ways to include student input in the school’s activities, in addition to student council, parent involvement and one-on-one communication with students on an ongoing basis.  The school has identified through the interpretation of this survey that it is strong in showing students that there are adults on campus who care about them and with whom connect. However, the school team needs to increase its efforts in other areas of student connection and perceived safety.  USE – The school will continue to utilize its Principal, Teachers, Instructional Aides, Social Worker and RSP coordinator to engage students in conversations that would give them insight into any perceived or real challenges. Using these insights, the school will support individual or groups of students with the necessary resources. The school will continue to focus on and include parents/guardians in continued communication on their child’s academic and socio-emotional well-being. Further, the California Healthy Kids Survey will be administered annually to garner understanding on how the school is progressing."|Met||2018
37680490136747|California Academy of Sports Science|6|We have received anecdotal feedback from parents, students and other stakeholders that the school climate is supportive and connected.  Students meet regularly in live sessions with teachers and parents are able to monitor and participate as needed.  The variety of school meet ups contribute to the school climate and parents, students and other family members are able to participate in engaging, hands on learning opportunities.|Met||2018
37680490131169|Valiant Academy of Southern California|6|We have received anecdotal feedback from parents, students and other stakeholders that the school climate is supportive and connected.  Students meet regularly in live sessions with teachers and parents are able to monitor and participate as needed.  The variety of school meet ups contribute to the school climate and parents, students and other family members are able to participate in engaging, hands on learning opportunities.|Met||2018
19753090130955|Valiant Academy of Los Angeles|6|We have received anecdotal feedback from parents, students and other stakeholders that the school climate is supportive and connected.  Students meet regularly in live sessions with teachers and parents are able to monitor and participate as needed.  The variety of school meet ups contribute to the school climate and parents, students and other family members are able to participate in engaging, hands on learning opportunities.|Met||2018
42750100136630|Valiant Santa Barbara|6|We have received anecdotal feedback from parents, students and other stakeholders that the school climate is supportive and connected.  Students meet regularly in live sessions with teachers and parents are able to monitor and participate as needed.  The variety of school meet ups contribute to the school climate and parents, students and other family members are able to participate in engaging, hands on learning opportunities.|Met||2018
10623800136754|California Academy of Sports Science Fresno|6|We have received anecdotal feedback from parents, students and other stakeholders that the school climate is supportive and connected.  Students meet regularly in live sessions with teachers and parents are able to monitor and participate as needed.  The variety of school meet ups contribute to the school climate and parents, students and other family members are able to participate in engaging, hands on learning opportunities.|Met||2018
30665060000000|Fullerton Elementary|6|OVERVIEW: Fullerton School District (FSD) continued its partnership with the CA nonprofit, YouthTruth, to administer valid, reliable, and reading-level appropriate school climate student surveys. Administered in October 2017, the surveys gathered feedback from nearly 9,500 students in grades 3-7 across all campuses. The following data represents ratings of the “typical” or median-rated FSD school for a given theme or question.  YOUTHTRUTH ELEMENTARY STUDENT SURVEY: Elementary students provided feedback on a range of research-based themes. Elementary questions were rated on a 1.0 to 3.0 scale, with any average score above 2.0 considered favorable. With regard to these themes, all student survey data was favorable: Engagement – 2.72, Rigor – 2.69, Instructional Methods – 2.67, Relationships – 2.77, and Culture – 2.37. Relative to last year, all ratings maintained general consistency.  Many students included sentiments about safety through the open-ended comments. One student stated, “I like [school name redacted] since everyone treats everyone with respect. All teachers make sure the students are safe.” Another 3rd grader added, “The best thing about school is that the school is safe and we also have iPads.” Finally, another 3rd grader commented, “The best thing about our school is that the school has very good rules for safety and respect and responsibility.” Eighty-six percent of students believe that their teacher treats them with respect and 81% report that their teacher is fair to them. Contrastingly, only 43% report that other students treat their teachers with respect. When asked questions about culture, 80% of students reported that adults in their school respect people from different backgrounds.  YOUTHTRUTH MIDDLE SCHOOL STUDENT SURVEY: Middle school students provided feedback on similar themes. Survey questions were rated on a 1.0 to 5.0 scale with any average score for a theme above 3.5 considered favorable. Feedback was favorable in three themes and nearly favorable in two others: Engagement – 3.55, Rigor – 3.78, Relationships – 3.41, Peers Belonging – 3.44, and Culture – 3.77. Five out of six themes decreased slightly from last year, while Relationships increased.  Many students included positive sentiments about safety through the open-ended comments. One 7th grade student said, “The friendly staff/students provides a safe learning environment in which it is easy to learn…” Another shared, “The classroom environment makes me feel safe.”Eighty-four percent of students reported that their teachers believe that they could get a good grade if they tried. Fewer reported that their teachers try to be fair (61%), yet this rating is 4 percentage points higher than the typical middle school, nationally. When asked about peer relationships, 68% reported that most students are friendly to them.|Met||2018
42691950000000|Goleta Union Elementary|6|Students in second and sixth grade were surveyed. Out of 469 second-grade students, 397 responded while 431 out of 500 sixth grade students responded, representing 85% and 86% respectively. One hundred percent of second grade students feel like they belong. They responded in similar numbers to liking the school (100%), teacher cares about them (100%), principal cares about them (98%), and their family supports them (98%). Gr. 6 students feel their teachers treat them with respect (89%), their teacher believes they can learn (93%), will be successful (86%), and cares about them (91%) along with the principal (82%). Students feel as though their family is supportive (89%). Our second grade students were overwhelmingly positive. The lowest response rate was 89% on being a better student. Conversely, our sixth grade students believe learning choices are limited (54%) and they have challenging work (51%). While 75% believe they are a good student, 65% believe they can be a better student. Students respond in lower numbers on being treated fairly by yard supervisors (68%), respected by peers (58%), friendly peers (63%), and have lots of friends (63%). Conversely, 85% say they behave at school. GUSD staff analyzed the survey results and are working accordingly to ensure our students feel safe, secure, and connected.|Met||2018
23656150115055|River Oak Charter|6|River Oak gathers input from parents through an Annual Parent Survey.  Results from the 2017-18 survey show:         98% feel their children are safe at school         94% feel involved at the school  92 % are satisfied with communication to parents         92% feel welcome in the classroom         93% feel their child likes school          94% feel the administrator builds positive, respectful relationships and is accessible and addresses concerns in a timely                  manner|Met||2018
56725536120620|University Preparation Charter School at CSU Channel Islands|6|DATA On Key Measures, the elementary students had the following average scores on a scale of 1-5 with 5 being best: Student Engagement, 2.72; Academic Rigor, 2.61; Relevance, 2.25; Instructional Methods, 2.61; Personal Relationships, 2.70; Classroom Culture, 2.26.  On Key Measures, the middle school students had the following average scores: Student Engagement, 3.4; Academic Rigor, 3.64; Relationships with teachers, 3.31; Relationships with Peers 3.45; School Culture, 3.21. School Safety, the 6-8 grades average scores were (1 = strongly disagree, 3 = neither agree or disagree, and 5 = strongly agree):  I feel safe from harm while…:In my home, 4.4; In the neighborhood where I live, 4.2; In my class, 3.94: Going to and from school, 3.87; At school in general, 3.67; On school property outside my school building, 3.66; In the hallways, bathrooms and locker rooms at my school, 3.53. Perceptions of conflict: At school, I must always be ready to fight to defend themselves, 2.56: Many students at my school go out of their way to treat other students badly, 2.44; There is conflict in my school based on race, culture, religion, sexual orientation, gender, or disabilities, 2.06; Students get into physical fights at my school, 2; Adults at my school try to stop bullying/harassment, 3.72; I usually try to help other student who are being bullied/harassed, 3.66. REFLECTION The school safety measures came out very strong and are widely above the average of California schools that utilize Youth Truth.  We are glad to see that middle school children do not perceive there to be pervasive bullying when it comes to race, culture, religion, sexual orientation, gender, or disabilities.  We would like to see a continued decrease in students feeling of safety at school which would also lead to further connectedness at school.  It is evident that our 6-8 students have more positive feelings, overall, about school and relationships.  We celebrate that our adolescent students feel so good about school, how well they are challenged at school, and their relationships at school.  In looking at the elementary, the area that ranked the lowest, when compared to other schools in California, was academic rigor and expectations and relevance.  When looking at the subsets for those two areas it includes students’ feelings about homework, perseverance, teacher’s beliefs about students, student’s interest in learning and relevance to real life.|Met|We are continuing to disaggregate the data and share it out with stakeholders.  We realize that this is baseline data but these are areas that teachers will continue to examine and work on in.  School-wide we are expanding our DART program to a daily program where students produce videos that address school expectations, social challenges, and upcoming events, told by and for kids. We have found that students are receptive to learning from other students. There is a middle school version and an elementary version to meet the age appropriate needs of each group.  This year we are also brining in a school wide program, Soul Shoppe, which will provide workshops for students.  Each workshop will have a different focus centered on support students with social emotional learning; self-awareness, self-management, social awareness, relationship skills, and responsible decision making.  There will also be teacher, staff, and parent workshops so that the entire community can better support the social emotional needs of our students.|2018
40687910000000|Pleasant Valley Joint Union Elementary|6|"As a part of the information gathering prior to the planning for the District's LCAP, a survey was given to all parents, staff, and students. Part of the survey included questions about school climate and safety. Of the 33 third through sixth graders who participated in the survey, all but four agreed that they felt safe at school.  Of the four that responded in the negative, one mentioned bullying, one mentioned wanting nicer teachers and two did not give a reason.  Of the students who gave a positive or a neutral response, the most common suggestion was to hold more than the required monthly safety drills. Other single students suggested an electric fence, a very high fence, and an ""earthquake-safe room."""|Met||2018
42691380000000|Buellton Union Elementary|6|BUSD administers the following surveys: -CA Healthy Kids Survey, grades 5 & 7 = every other year -Parent Satisfaction Survey = annually -California School Staff Survey = every other year  In 2018-19, we will be administering the CAHKS and Staff Survey in November. We will also be updating our Parent Survey in order to be more relevant with our current programs. This will be administered in January of 2019. We will utilize the results of these surveys to update our Single Plans for Student Achievement and LCAP.   The results of these surveys are shared and analyzed with the School Site Councils, faculties and other leadership teams and the results are used to make informed decisions about the schools' programs.  We can continue to work on the social and emotional development of our students. In order to do so, we are implementing a district-wide curriculum called Second Step. We can continue to improve communications. In order to do so, we are in year 2 of a communications platform called Parent Square which has been very successful. As a district, we can continue our professional development in order to develop strategies to meet the differentiated needs of our diverse student population. In order to do so, we are beginning to explore Universal Design for Learning (UDL), as well as review current instructional programs for effectiveness. As a model site for MTSS, we continue to provide high quality interventions for all students in need.|Met||2018
34673220127860|Alpha Charter|6|Alpha Charter School has chosen to survey students, parents and stakeholders in a manner related to the goals established in the Local Control Funding Formula (LCAP) in the Local Control and Accountability Plan. Surveys indicate an overall satisfaction with the school climate. The district has implemented many changes since 2012. The Positive Behavior Intervention and Support (PBIS) program was begun district-wide in 2011. Full implementation of PBIS was realized in 2015. Disciplinary referrals and suspensions have been reduced in each succeeding school year, and there have been zero expulsions from school. There is an annual review and revision of School Safety Plan. The district has markedly increased student supervision at all grade levels before, during, and after school. The Elverta Joint Elementary School District upgraded and added additional security features, including security cameras, at Alpha Middle School, Alpha Charter High School, and Elverta Elementary School in 2016-2017. The district contracts with the Twin Rivers Police Department to provide school resource officers. An MOU and partnership was developed with a neighboring school district for School Attendance and Review Board (SARB) services in 2012. Additionally, and MOU and partnership with a neighboring school district for transportation services, with goal of decreasing absenteeism, was developed and implemented in 2012. Further, other initiatives resulted from student and stakeholder inputA new website went online at the beginning of the 2016-2017 school year. The district has expanded the enrichment opportunities at all grade levels, including an expanded music and drama program. Multicultural Club was established at Elverta Elementary School. The magnet programs at Alpha Middle School and Alpha Charter High School have resulted in an expansion of programs such as the Jerry Manuel Foundation baseball program, California Comets fast-pitch softball, Alpha Garden Arts, a mobile music studio, and visits from distinguished guests such as Dr. Cornel West, documented Tuskegee Airmen and their families, and various community leaders. It is the goal of the Elverta Joint Elementary School District to actively seek student, parent, and stakeholder input on a continuous basis. As such, the district has an ongoing commitment to survey students, parents and stakeholders in a manner related to the goals established in the Local Control Funding Formula (LCAP) in the Local Control and Accountability Plan. This input has, and will continue to, drive the goals and initiatives of the district.|Met||2018
39767600000000|Lammersville Joint Unified|6|"Lammersville Unified School District (LUSD) gives both the Healthy Kids Survey (HKS), which is delivered every other year and a local survey delivered on alternate years of the HKS.  We engaged 443 parents and 1054 students in the local survey, and 358 5th grade students, 352 7th grade students and 334 9th grade students in the Healthy Kids Survey.  HKS results form 2017-18 reveal: 45% of 5th grade students, 64% of 7th grade students and 51% of 9th grade students feel ""connected"" to their school.  HKS results also reveal: 87% of 5th grade students, 74% of 7th grade students and 73% of 9th grade students feel safe or very safe at school.  In grades 7 and 9, three and four students respectively felt unsafe, the rest were undecided. School ""connectedness"" is a key indicator for student success.  As a result of the survey findings, LUSD has implemented Positive Behavior Interventions and Supports (PBIS) along with the Character Counts program.  These programs are designed to educate in the realm of character and remediate student behavior through restorative practices.  Results of the local survey revealed 55% of 5th, 7th and 9th grade students had a real connection with a teacher in their school.  Research shows positive teacher-student relationships lead to better student outcomes.  Though the results of student feedback are strong, improvement in student connectedness and behavioral supports should result in improved outcomes. Teachers and staff fostering positive student relationships should bolster student well-being and connectedness."|Met||2018
34673220000000|Elverta Joint Elementary|6|The Elverta Joint Elementary School District has chosen to survey students, parents and stakeholders in a manner related to the goals established in the Local Control Funding Formula (LCAP) in the Local Control and Accountability Plan. Surveys indicate an overall satisfaction with the school climate. The district has implemented many changes since 2012. The Positive Behavior Intervention and Support (PBIS) program was begun district-wide in 2011. Full implementation of PBIS was realized in 2015. Disciplinary referrals and suspensions have been reduced in each succeeding school year, and there have been zero expulsions from school. There is an annual review and revision of School Safety Plan. The district has markedly increased student supervision at all grade levels before, during, and after school. The Elverta Joint Elementary School District upgraded and added additional security features, including security cameras, at Alpha Middle School, Alpha Charter High School, and Elverta Elementary School in 2016-2017. The district contracts with the Twin Rivers Police Department to provide school resource officers. An MOU and partnership was developed with a neighboring school district for School Attendance and Review Board (SARB) services in 2012. Additionally, and MOU and partnership with a neighboring school district for transportation services, with goal of decreasing absenteeism, was developed and implemented in 2012. Further, other initiatives resulted from student and stakeholder input. A dedicated classroom at Elverta Elementary was renovated for an on-campus preschool program in 2016; Little Eagles preschool opened in the spring of 2017. A new website went online at the beginning of the 2016-2017 school year. The district has expanded the enrichment opportunities at all grade levels, including an expanded music and drama program. Multicultural Club was established at Elverta Elementary School. The magnet programs at Alpha Middle School and Alpha Charter High School have resulted in an expansion of programs such as the Jerry Manuel Foundation baseball program, California Comets fast-pitch softball, Alpha Garden Arts, a mobile music studio, and visits from distinguished guests such as Dr. Cornel West, documented Tuskegee Airmen and their families, and various community leaders. It is the goal of the Elverta Joint Elementary School District to actively seek student, parent, and stakeholder input on a continuous basis. As such, the district has an ongoing commitment to survey students, parents and stakeholders in a manner related to the goals established in the Local Control Funding Formula (LCAP) in the Local Control and Accountability Plan. This input has, and will continue to, drive the goals and initiatives of the district.|Met||2018
01612340000000|Newark Unified|6|Newark Unified School District administers the California Healthy Kid Survey to all students in grades 5th, 7th, 9th and 11th, typically every other school year. All four grades participated in the 2017-18 school year, with a final response rate of: 5th-36%, 7th-73%, 9th – 88% and 11th – 57%. Having reviewed all CHKS data, we selected a few questions across the grades to conduct deeper analysis. These questions covered key areas within the survey: Safe at School, Caring Adult, Meaningful Participation, High Expectation, and Academic Motivation. Our students in grades 5th, 7th, 9th and 11th continue to report high academic motivation and this is consistent with past surveys. 5th-73%, 7th-86%, 9th-78%, 11th- 71% with 11th grade taking dip from 78% to 71%. Our students also report they feel teachers want them to do their best: 5thgrade- 90%, 7th grade 82%, 9th grade 76% and 11th grade 70%. In our elementary schools, 79% of 5th grade students report feeling safe at school (decline from last reporting of 86%). In 7th grade, 70% of student report feeling safe at school. At the high school, we see these numbers decline, 41% in 9th and 45% in 11th. This is also a decline from last survey results (47% in 9th and 54% in 11th). When asked about a caring adult at school, 5th graders responded 86% most or all the time they feel adults at school cares about them; 7th graders response to a similar question was 57%, 9th grade was 53% and 11th grade was 54%.  Our students do not feel they have meaningful participating in class especially in deciding rules and activities. 5th graders report 16%, 7th graders report 27%, 9th graders 18% and 11th graders report 17%. We also looked closely at our student group data and noted our Hispanic/Latino student group percentages are significantly lower than district and peer averages. NUSD has implemented PBIS in all school sites and we will continue to develop these tools and strategies to support student connectedness and feeling safe at school. As a district, we will take a closer look at meaningful participation across all schools to ensure our students feel as though they have a voice and what they say matters. At the secondary level, we have begun to take a closer look at student/teacher relationships to encourage positive, meaningful connections between adults and students on campus. Also, looking forward way to further engage our Hispanic and Latino student populations are a priority.  For the 2018-19 school year, NUSD has composed a district leadership team that will research and learn about the MTSS model. In partnership with the Santa Clara County Office of Education and our partners with Alameda County Mental Health we will build an MTSS model that meets both the academic and the socio-emotional health of our students with a focus on our priority student groups.  Through our partnership with the East Bay Agency of Children (EBAC) and with identified resources in our LCAP fopor each school site in NUSD.|Met||2018
33752000000000|Murrieta Valley Unified|6|Our schools are a place of choice in our area.  We have approximately 2400 inter-district transfers annually into Murrieta schools with only approximately 500 students requesting a transfer out of the district.  Most students transfer to Murrieta for the visual and performing arts’ programs.  In addition, students attend Murrieta schools for the AP, IB and Dual Enrollment course offerings as well as for CTE pathways and JROTC programs.  Annually, we have more students entering into our school district than transferring to other area districts.  Our high schools have a great deal of student engagement which leads to a healthy school culture.  Approximately 87% of the students are involved in academic programs that include courses such as engineering, programming, culinary, and public safety; 62% of the students are involved in the Arts; 54% are involved in clubs and activities; 36% in athletics which totals 89% of students involved in something at the high school level.    Our middle schools have incorporated a variety of programs and activities to engage students.  Approximately 23% of the students are involved in academic programs that include courses such as robotics and coding; 53% of the students are involved in the Arts, 41% are involved in clubs and activities, 34% in intermural athletics which totals 72% of students involved in some activity at the middle school level.  This school year, the focus for the activities directors is to connect with the students who are not involved in any activity at the school and determine how to engage them in the school’s culture.  There are deliberate efforts to engage parents of diverse backgrounds to obtain feedback regarding communication and services to provide enhanced support for parents and students in our district.  There are intentional efforts to engage a representative group of students of diverse backgrounds at the middle and high school level to obtain their feedback regarding connectedness and school programs to engage students and provide them with improved services.   Additionally, school sites are gathering qualitative data through student forums, clubs and organizations to gather feedback regarding connectedness, programs, policies and procedures to ensure student engagement and provide enhanced student programs and services to ensure student learning and success.    In response to survey information, MVUSD is providing the following actions:  • Increased communication regarding school safety and safety measures; • Increased staff for social emotional and mental health services; • Enhanced focus on social emotional activities for elementary students; • Increased high school counseling services; • Increased focus on engaging students who are not involved in school activities; • Increased efforts to engage parents.|Met|From our annual stakeholder survey, most staff, students and parents agree that students have a wide variety of high-quality extracurricular activities available to them.  Most parents and students agree that the school effectively communicates events and activities.  Parents indicate that their student has friends at school, the school is clean and well-maintained, their student trusts the staff and is respected at school, and that they feel their student is safe at school.  The majority of students responded that they have friends at school and the school is clean and well-maintained.  Lastly, most parents were satisfied with their student’s school’s discipline, attendance and dress code policies.  California Healthy Kids Survey School Climate Scores show that the average School Climate Index (SCI) score for middle schools in 2018 was 263 and for high school in 2018 was 285 (range is 100 to 500).  This score indicates that, on average, middle and high schools in MVUSD scored below average on indicators of school climate which is below average in comparison to other schools in the State.  Nearly 30% of middle and high school students reported that they had been harassed at school or have experienced chronic sadness.  Less than 5% of middle and high school students reported being truant more than a few times.  These scores were significantly lower than previous year’s scores which may be a result of the timing of the survey.  MVUSD will monitor results in the coming year.|2018
19642460000000|Antelope Valley Union High|6|The Antelope Valley Union High School District administered the California Healthy Kids Survey in the Fall of 2017 to students in grades 9 and 11.  The School Climate Index was in the 75% in the State and 93% according to Similar Schools.  While the scores show a high level of satisfaction, the District will continue to seek out input from various stakeholders to increase high expectations and caring relationships, opportunities for meaningful participation in and connection to schools and increased school safety.  This information was triangulated with surveys given to stakeholders in the winter of 2017-18 as well as the Spring of 2018.  The results were presented to the Board of Trustees on June 8, 2018.|Met||2018
19757130000000|Alhambra Unified|6|The schools in the Alhambra Unified School District are characterized by a positive and safe school climate for students, parents, faculty and staff.  The Student Employee Welfare Division and Gateway To Success, a nationally recognized program and approach to school climate and mental health, have worked diligently to develop, implement and facilitate research-based and data-driven approaches that impact student and family engagement in the learning environment at all school sites, preschool through grade 12.  The AUSD School Climate Survey is facilitated annually in partnership with school research consultants from UCLA during the Spring semester of each school year.  Participants representing the student body, parents and faculty and staff were randomly selected to complete and submit the annual survey.  According to the data collected from  the 2017-2018 school year, participants indicated that at our schools are a “safe place to be” and that students “can count on the adults in the school to make sure they are safe”.  Additionally, administrators have  anecdotally observed that students and parents are reporting and disclosing information that they learn or see that may result in  a compromise of students’  and/or school safety.   The climate survey results confirmed the  District’s procedures and protocols in maintaining a welcoming and positive school environment.  Results confirmed that school sites  and District provided access for families to be involved, that students and families felt welcomed at all sites,  that students felt a sense of belonging at their school, and that students were well informed of the school’s  rules and behavioral expectations.  Survey results also indicated that students liked their school; that people in school treat each other with respect; that school campuses were  positive, warm and caring places;  where one could talk about their feelings with adults and peers.  The Student Employee Welfare Division / Gateway To Success trains staff regularly and implements a comprehensive training calendar each semester for a variety of staff groups. Topics include suicide assessment and prevention, positive student mental health, school attendance, Pyramid To Success (student discipline), student investigation protocol, and special populations (foster/probation and homeless youth), child find; comprehensive safe school planning, and canine alerts to name a few.  All faculty and staff access the Gateway To Success website for a plethora of resources which include:  Online referral system and consent forms for mental health services Resource guides Home visit requests Parent engagement referrals Flyers for courses like the Parent Project and Saturday School Documents for Section 504 Meeting requests and Medical Release of Information Request|Met|The online referral system has expedited the link to services for students and families. Students who are identified Foster Youth or are supported by Probation and protected by McKinney-Vento have direct access to resources through two counselors who specialize in the services and resources for those identified as special population.  Additionally, partnerships with agencies like the YMCA, Tzu Chi Foundation and Catalyst, have supported students and their families through very difficult times.  All sites have a Gateway to Success Counselor or an Elementary Counselor  to meet the specific mental health needs of students and their families and to monitor attendance protocol. Attendance rates remain high and truancy rates have decreased as families are reached.  Student discipline is marked with a system that builds a student’s skill set to productively navigate the academic and social emotional landscape of school and is administered from a clinical approach of care.  Punitive consequences are only assigned after all levels of intervention have been exhausted.  A positive school climate is an important variable in engaging students successfully in school, both academically and social-emotionally.  The schools in the cities of Alhambra, Monterey Park, San Gabriel that encompass the Alhambra Unified School District endeavor to maintain an ongoing safe learning environment.|2018
50711750000000|Modesto City High|6|In addition to the California Healthy Kids Survey, the district provided a Local Control and Accountability Survey during the 2017-18 school year. Hanover Research analyzed the data, which was included in the district LCAP and reported to the Board of Trustees June 2018. A total of 17,844 students responded to the survey. Students reported strong feelings of engagement. When asked if they are motivated to learn, 76% of the students in grades 3-8 and 64% of the students in grades 9-12 answered in the affirmative. When asked if they feel teachers listen to them, 75% of the students in grades 3-8 and 65% of the students in grades 9-12 answered in the affirmative. A more detailed analysis of the survey can be found on our website at https://www.mcs4kids.com/district/lcff-and-lcap/workshops-2017-2018.|Met||2018
36676940000000|Cucamonga Elementary|6|2017-2018 California Healthy Kids Survey Results - Elementary Schools – 78% feel safe most or all the time. Elementary Schools – 95% Rated (high/moderate) on school connectedness. Middle School -- 60% feel safe or very safe at school. Middle School – 87% Rated (high/moderate) on school connectedness|Met||2018
19642610000000|Arcadia Unified|6|Arcadia Unified continued to give the Healthy Kids Survey to students in grades 5, 7, and 9 during the 17-18 school year with a continued focus on the following two areas:  Connectedness to School and School Safety. A recalibration of the survey took place this year for School Engagement and Support Indicators. The following percentages for School Connectedness will serve as baseline data to use as one measure when evaluating school climate (5th - 38%, 7th - 26%, 9th - 19%). Students percentages for the Feeling Safe at School indicator have been maintained with no more than a 5% differential in each grade level span over the last three years. (5th - 85%, 7th - 78%, 9th - 69%).   AUSD continues to have discussions surrounding the data. We are also looking at other local surveys that might continue to give us data to support climate at all sites and students level of school connectedness. Overall, there is a feeling of safety at all our sites. We will continue to evaluate relationships with students over the course of this upcoming school year.|Met||2018
44697994430229|Pacific Coast Charter|6|As far as school safety and connectedness, of our 6-12th grade students * 76.9% say they feel safe at school, 20% say “maybe”, and 3.1% say “no” * 64.6% say they feel a sense of belonging, 26.2% say “maybe”, and 9.2% say “no”. * 57.8% think there is someone at school who cares about them, 35.9% say maybe, and 6.3% say no. The prior year, of our K-8 students (some with parent assistance) 86.3% rated the school as a 4 or 5 (on a scale of 1-5, with 5 being very positively) for feeling like a “part of a community of learners”, with comments such as “there is a family atmosphere at the school”, “socialization and the social atmosphere at the school is one of the school’s strengths” and “class sizes are small and discipline is minimal”.|Met||2018
44697730000000|Mountain Elementary|6|"The Mountain Elementary School District administers a modified Gallup Student Poll focused questions addressing School Climate each fall to students in our one Grade 5 and 6 class.  We study the results in all key areas with specific emphasis on Student Engagement, defined as “Involvement in and enthusiasm for school."" In 2018, we focused our analysis on their responses to 3 core questions:  (N= 28) 1. “I feel safe at school.”  Question 1 Result Total = 97% Agreed (43% Strongly Agreed and 54% Agreed.)  2. “The adults at my school care about me.”  Question 2 Result Total = 97% Agreed (61% Strongly Agreed and 36% Agreed.)  3. “I have at least one teacher who makes me excited about the future.”  Question 3 Result Total = 86% Agreed (36% Strongly Agreed and 50% Agreed.)  We have the advantage of working with individuals and small groups to encourage and enhance high levels of student engagement. Every child is known and valued, and staff members are highly responsive to student needs. This consultative and personalized approach to forging positive student relationships has resulted in a student body that, in larger measure, reports a sense of safety and inclusion both in class and on the yard. Classroom teachers, instructional staff, the office team and learning specialists are dedicated to student leadership opportunities and preventative anti-bully programming that creates a physically and emotional safe learning environment for all."|Met||2018
45700450000000|Junction Elementary|6|100% of parents had an opportunity to provide input in making decisions for the school district at least once a month at one of the following parent venues: school site council meetings, board meetings and educational foundation meetings. We have held three student performance/events this school year with one more Spring Performance scheduled for Open House. We believe the actions and services are highly effective at meeting the goal as indicated by our parent survey data. When administering the parent survey for the state indicators, Eighty-six percent stated that students feel safe and connected to school.  Eighty-six percent of the parents stated that we are welcoming engagement  100% stated that the district and school are accepting of all cultures. The Junction Education Foundation made a generous donation to the music program and new instruments were acquired.  All performances were well received by the community.  We will continue to look for opportunities to showcase the talents of our students and increase the number of student performances.  Through a collaboration between the district and JEF, we brought in guest speaker Daniel Gil (American Ninja Warrior), a BMX/Bike Safety presentation and hosted an Emergency Response Day (representatives and vehicles from PG&E, Shasta County Sheriff's Office, Californian Highway Patrol, US Forest Service, US Park Service, Palo Cedro Fire Department and Cal Fire).  Parents and community members attended each of these events that were new to Junction this school year.|Met||2018
34752830126060|Leroy Greene Academy|6|LGA surveys students in grades 6 through 11 to see where more direct support is needed for safety and connectedness. These survey questions are part of a social emotional climate culture survey used across the state by large urban districts in the CORE Collaborative. This is the second time that LGA used this survey (2017-2018). In 6th grade, 67% of the students feel connected to school and 65% feel safe at school. In 8th grade, 63% of the students feel safe at school and 57%  feel connected to school. In 11th grade, 70% of the students feel safe at school and 71% feel connected to school.|Met|Results were shared with the LGA Executive Council on October 26, 2018 and the NUSD Board of Trustees at the September 12, 2018 Board Meeting. Following are some of the actions and programs in place to create positive school climates for students: Social Emotional Support program; Positive Behavior Interventions and Supports (PBIS); Bullying prevention; School based assemblies, activities, and programs; Middle School athletics, extracurricular activities, and clubs; WEB - Where Everyone Belongs; High School athletics, extracurricular activities, and clubs.|2018
55751840000000|Big Oak Flat-Groveland Unified|6|The California Healthy Kids Survey was administered to students in grades 5, 7, 9 and 11. The surveys reveal that the majority of Elementary students feel a close connection to adults or students at school. it also showed that an overwhelming majority state that they are working hard to understand new things at school and are always trying to do better in their schoolwork. The high school survey indicated that the majority of students felt safe at school. The District is very fortunate this year to have a Resource Officer from the Tuolumne County Sheriff's Office that is shared between the three schools, we will monitor this score and see if that number increases this year with this extra support. The one area of the survey that is of tremendous concern was the usage of alcohol, marijuana and inhalants in students as young as fifth grade. This is a trend county wide and BOFGUSD will be addressing this issue with neighboring districts and the Tuolumne County Superintendent's Office. The crisis counselor will collaborate with the Resource Officer to offer drug awareness education to all students.|Met||2018
15638590000000|Wasco Union High|6|The California Healthy Kids Survey (CHKS) was given to all 9th and 11th grade students in Fall 2017 and will be administered annually. Additionally, the Student Equity Survey (a local annual survey on School Connectedness) was administered to all students. A portion of the results of each survey and a summary analysis are as follows: From the California Healthy Kids Survey (CHKS):  DATA:  Average Response Rate (A1.1 and A3.1): 9th grade - 96% (47% Male, 53% Female; 90% Hispanic) - 448 responses 11th grade - 100% (52% Male, 48% Female; 89% Hispanic) - 391 responses NT School - 40% (53% Male, 47% Female; 95% Hispanic) - 20 responses  Truancy (A4.2): 9th grade - 68% have not cut class in the last 12 months, 16% have cut class 1-2 times, 9% have cut class a few times  11th grade - 62% have not cut class in the last 12 months, 15% have cut class 1-2 times, 11% have cut class a few times  NT School - 30% have not cut class in the last 12 months, 20% have cut class 1-2 times, 25% have cut class a few times   Feeling of School Connectedness (A4.6):  9th grade - 44% High, 44% Medium, 11% Low 11th grade - 44% High, 40% Medium, 16% Low NT School - 50% High, 45% Medium, 5% Low  Academic Motivation (A4.6):  9th grade - 32% High, 47% Medium, 21% Low 11th grade - 35% High, 45% Medium, 20% Low NT School - 20% High, 70% Medium, 10% Low  Perceived Safety at School (A5.1):  9th grade - 59% Safe or Very Safe, 32% Neutral, 10% Unsafe or Very Unsafe 11th grade - 60% Safe or Very Safe, 31% Neutral, 8% Unsafe or Very Unsafe  NT School - 85% Safe or Very Safe, 10% Neutral, 5% Unsafe or Very Unsafe  Happy to be at This School (A4.10):  9th grade - 63% Agree or Strongly Agree, 26% Neutral, 11% Disagree or Strongly Disagree 11th grade - 57% Agree or Strongly Agree, 27% Neutral, 16% Disagree or Strongly Disagree  NT School - 55% Agree or Strongly Agree, 35% Neutral, 10% Disagree or Strongly Disagree   From the Student Equity Survey (WUHS): 75%   I believe by working with teachers, I can make my classes a better place to learn  79%   I care about whether my school is a positive environment for everyone  83%   I socialize with students whose culture is different than my own  MEANING:  The analysis of this data indicates the great majority of students (about 85% or more) feel safe, connected, and engaged in school while about 10-15% do not. Overall, there does not appear to be a significant difference between student perception from 9th to 11th grade or to the non-traditional (NT) school.    USE:  The Wasco Union High School District will seek to continue providing a healthy, equitable environment for all students to learn. The District continues to aim at reducing truancy by providing a positive and engaging environment through the use of an Attendance Monitor, School Resource Officer, and SARB process. The District also continues to promote a positive learning environment by maintaining relevant curriculum and high quality instructional strategies in all classrooms.|Met||2018
04615316112999|Paradise Charter Middle|6|During the 2017-18 school year all 8th grade students attending PCMS completed a written survey created by the Principal/Superintendent.  Survey items include questions about teaching/learning, overall satisfaction with the school, personal goals, and a request for ideas related to improving the overall school experience for all students.  Once the survey is completed, a one on one interview takes place between the principal and each 8th grade student.  The input gleaned from these conversations gives staff a powerful tool for gathering information and input from the student population.   Some of these conversations have led to direct impact on LCAP decision making including issues revolving around facilities and meal offerings.  Staff is considering pairing this 8th grade interview format with a quality survey such as the California Healthy Kids Survey.  This could be done in the winter of 2019 in conjunction with the parent survey.|Met||2018
28102800000000|Napa County Office of Education|6|All students are surveyed using the CA Healthy Kids Survey annually. Results from fall 2016 follow: 80% of students report having or feeling a high level of connectedness at school (24% increase over the 2015). 90% of students report that there are other caring adults at the school. 91% of students feel that the teachers have high expectations for the students. 57% of students feel that the school is safe or very safe. 20% students report they have been verbally harassed on campus. 61% of students report they have interesting opportunities and things that make a difference.  **In 2017, students took the CA Healthy Kids Survey after being out of school for two weeks in October due to the Napa/Sonoma County fires and the results from 2017 are a bit lower than those in 2016. Napa County Court and Community School await the results from the fall 2018 CA Healthy Kids Survey to see if the results are trending up.  In 2017, 79% of students report having or feeling a moderate to high level of connectedness at school. 88% of students report that they moderately or  strongly agree that there are other caring adults at the school, 87% of students moderately or strongly feel that the teachers have high expectations for the students. 58% of students feel that the school is safe or very safe. 19% students report they have been verbally harassed on campus, and 52% of students report they have interesting opportunities and things that make a difference at school.|Met||2018
54722980000000|Woodville Union Elementary|6|Overall District School Climate: In 2016/2017 a school climate survey was administered to the student body - a total of 195 responses from grades 3-8 indicated: 78.2% of student reported having a high level of connectedness at school, 79.8% of students reported that staff support them when they have academic or personal problems, 75% of students reported they could use additional support (interventions) in English Language Arts and Math, 55% of students reported that they perceived school as being safe, clean, and in good condition, 50% of students reported a high level of academic motivation, and 80% of students reported a need for more after school enrichment activities.  In 2018-2019 - Woodville USD will be collaborating with COE to administer the Healthy Kid Survey, and the result will be reported  for the 2019-2020 Local Indicator reporting.|Met||2018
51714150132753|California Prep Sutter K-7|6|We have received anecdotal feedback from parents, students and other stakeholders that the school climate is supportive and connected.  Students meet regularly in live sessions with teachers and parents are able to monitor and participate as needed.  The variety of school meet ups contribute to the school climate and parents, students and other family members are able to participate in engaging, hands on learning opportunities.|Met||2018
51714150132761|California Prep Sutter 8-12|6|We have received anecdotal feedback from parents, students and other stakeholders that the school climate is supportive and connected.  Students meet regularly in live sessions with teachers and parents are able to monitor and participate as needed.  The variety of school meet ups contribute to the school climate and parents, students and other family members are able to participate in engaging, hands on learning opportunities.|Met||2018
42750100134866|California STEAM Santa Barbara|6|We have received anecdotal feedback from parents, students and other stakeholders that the school climate is supportive and connected.  Students meet regularly in live sessions with teachers and parents are able to monitor and participate as needed.  The variety of school meet ups contribute to the school climate and parents, students and other family members are able to participate in engaging, hands on learning opportunities.|Met||2018
47701850000000|Big Springs Union Elementary|6|Big Springs Elementary surveyed 114 students in grades 4th through 8th grade. The survey focused three main areas: (1) do students feel safe at school (2) do students feel connected to school/school activities and (3) does someone care about me. Here are the results:   • 84% of our students surveyed felt safe at school and 78% of the students felt they do interesting activities at school. • 89% of students answered that at school, there is a teacher or some other adult that cares about them plus 80% students felt that there is a person at school that listens when they have a concern or problem. Overall, Big Springs Elementary is a very safe place and students feel connected to the school or school activities. Although, it looks as if Big Springs Elementary can always keep look at ways to make school a better place for its students especially in the area of safety.  Big Springs Elementary has safety as a main goal in its LCAP.|Met||2018
36678920134247|California STEAM San Bernardino|6|We have received anecdotal feedback from parents, students and other stakeholders that the school climate is supportive and connected.  Students meet regularly in live sessions with teachers and parents are able to monitor and participate as needed.  The variety of school meet ups contribute to the school climate and parents, students and other family members are able to participate in engaging, hands on learning opportunities.|Met||2018
16639580000000|Kit Carson Union Elementary|6|Students participated in the Healthy Kids Survey.  Some key findings are reported below: 55% of students report that they are motivated to learn 80% of students report that adults at this school encourage students to work hard so that they can be successful in college or at the job they choose. 76% of students report that their teachers work hard to help them with their schoolwork when they need help. 81% of students report that teachers give students a chance to take part in classroom discussions or activities. 63% of students report that the school is a supportive and inviting place for students to learn. 45% of students report that adults at this school treat all students with respect. 33% of students report that school rules are fair. 57% of students report that rules in this school are made clear to students. 33% of students report that students care about each other. 20% of students report that students treat each other with respect. 78% of students report that teachers here make it clear to students that bullying is not tolerated. 55% of students report that if another student was bullying them, they would tell one of the teachers or staff at school. 35% of students report that students here try to stop bullying when they see it happening. 48% of students report that the playground and buildings are clean and in good condition.  The LEA learned the following key data: Area if Strength: The staff makes it clear that students must respect one another (although that doesn't carry over to students respecting one another when staff isn't present), rules are clear to students, students are clear regarding what is expected of them.  Area of Growth: Support in the area of motivation for learning, caring for one another, and respecting one another is needed.  The LEA understands the importance of school connectedness and is creating a team to develop opportunities for students to connect not only to the school but also to their peers. Challenges:  The staff has clear expectations; although when there are student to student interactions our students are not using the skills taught to them to work through their peer interactions.   In response to the data presented above the LEA will be creating a behavior intervention team to create social emotional support for students in addition to academic support.  The district has attended an initial MTSS training and is working on creating PBIS.  The district is in the initial stages of working on creating opportunities for school connectedness.|Met||2018
10751270000000|Mendota Unified|6|"During the 2017/18 school year MUSD students in grades 5, 7, 9, and 11, participated in the California Healthy Kids Survey (CHKS). The CHKS captured a valid measure of student perceptions of school connectedness and safety. This survey is conducted annually during the Spring semester.  With regards to school connectedness, the percentages were as follows: 5th grade 52%, 7th grade 37%, 9th grade 16%, and 11th grade 13%. Based on these results, students tend to feel more connected to the school when younger. For 5th grade students, it was found that 84% of girls feel connected to school whereas only 74% of boys feel connected to school. At the secondary level, it was found that there is no significant variance between the race and ethnic breakdowns with regards to school connectedness.  Student safety is a district priority. The school district continues to make improvements in this area as outlined in the 2018/19 LCAP and will use the results of this survey for continuous growth in student safety. The percentage of students who perceive school to be safe are as follows: 5th grade = 79%, 7th grade = 78%, 9th grade = 57%, and 11th grade = 59%. In general, students feel safer in school in the lower grade levels; however, all grade levels can improve. Further review of the data revealed no significant difference between subgroups.  To increase the ratings in the area of school connectedness, the district will look at other relevant data sets such as “caring adults in school”, “meaningful participation in school”, and “academic motivation”. The district will review these data sets to drive discussions with stakeholders for input and suggestions towards the development of services into the LCAP. Data reveals that ""academic motivation"" and ""meaningful participation"" are challenges for the district. To address these two areas, the district will continue to provide a variety of opportunities for students to participate and engage-in that will allow them to build relationships with staff in a setting that will permit the students to provide input and suggestions (two-way conversations). The belief is that with positive student and staff interactions, the rating for school connectedness will increase.  A closer look at data relating to school safety demonstrates that the majority of students have not been personally harmed (physically and or verbally) and in general believe that the students are well-behaved. As noted above, students in the 5th grade indicate that they feel safer while at school then students in the secondary levels; however, these students indicate higher ratings when it comes to information about being harmed (physically and or verbally). Based on this, it is believed that a student’s perception of school safety may be related to how connected the student feels to the school. Therefore, the district will continue to implement programs/activities/services to improve in the area of school connectedness with school safety in mind."|Met||2018
10622400000000|Kingsburg Elementary Charter|6|"Nineteen percent of the 7th grade population at the district’s regular comprehensive school site participated in the CA Healthy Kids Survey-CHKS. Of those who participated, 67% of the students perceived the school as a very safe or safe environment. The questions regarding School Connectedness had a higher percentage of positive responses, with 77% of the participating students responding with either ""strongly agreed"" or ""high"" to questions regarding how connected to the school they are and feel. Forty percent of the 5th grade population at the district’s regular comprehensive school site participated in the CHKS. Of those who participated, 92% of the students responded with a rating of ""high or moderate"" in regards to school connectedness, 81% of the students who responded positively to questions regarding school safety. (Do you feel safe at school? Yes, all of the time./Yes, most of the time. and do you feel safe going to and from school? Yes, all of the time/Yes, most of the time.) Districtwide disaggregated results were very similar amongst female and male responses, in the areas of alcohol and drug use and the perception of alcohol and drugs.  5th Grade: • 94% of the females responded with alcohol perceived as bad • 97% of the males responded with alcohol perceived as bad • 94% of the females responded with drugs perceived as bad • 100% of the males responded with drugs perceived as bad  7th Grade: Both females and males responding to a question regarding alcohol use during the past 30 days indicated they had no alcohol consumption. When asked if they had feelings of chronic sadness or hopelessness during the past 12 months, 83% responded with “no” and 17% responded with “yes”.  Other disaggregated data indicated the following of those who responded to the question: • Hispanic population responded with 25% having feelings of chronic sadness or hopelessness during the past 12 months. • Mixed/2 or more groups – 14% having feelings of chronic sadness or hopelessness during the past 12 months. Other local measures included the Annual Parent Survey. According to the spring 2018 results, 80.9% of parents taking the survey responded with the description of excellent or above average when asked if their child’s school was run in a manner that makes my child’s family feel welcome, safe, and ready to learn.  Based on these findings, the district will continue implementing Positive Behavioral Intervention and Supports (PBIS), as data collected from multiple measures indicates a decrease in suspensions and behavior referrals, resulting in more students staying in class and students feeling better about coming to school.  In the future, the district will add the CA Healthy Kids Survey -  parent permission slip to the online registration portal. This will ensure that a higher percentage of parents/guardians receive notice about the CHKS and give students more opportunity to participate, which will result in a more accurate reflection the school community."|Met||2018
15101570124040|Grimmway Academy|6|According to a climate survey we give at the ed of each semester, a majority of students feel safe on campus.  In addition, a majority of students report having a positive relationship with their teachers and our school has high academic expectations.  As a school we constantly evaluate our school safety plan and best practice to keep our students safe.|Met||2018
56739400000000|Moorpark Unified|6|The California Healthy Kids Survey (CHKS) is administered every other year to students in grades 5, 7, 9, and 11. The data reported below is taken from the two most recent administrations during the 2015-16 and 2017-18 school years.  Perceptions of school safety (feeling safe at school most or all of the time) decreased at each grade level from 2015-16 to 2017-18.  The percentage of students feeling connected to school (moderate to high degree) remained the same at grades 5 and 7, and decreased slightly at grades 9 and 11.  To support school safety and connectedness, the following have been implemented as outlined in the MUSD LCAP, Goal 3, “Provide safe and nurturing learning environments where all students are connected to their school communities”. • CHAMPS, a positive behavior intervention and support system • Full-time School Resource Office (SRO) • Half-time counselors at all elementary schools • Anti-bullying presentations at all schools • Secondary students were encouraged to participate in lunch time clubs, intramurals, and extra-curricular activities. • Increased opportunities for students to make connections to school via visual and performing arts, sports, and Career Technical Education (CTE). • TUPE (Tobacco Use Prevention Education) for grades 7-12.|Met|The above information was shared at a regularly scheduled meeting of the Moorpark USD Board of Education on October 9, 2018.|2018
11625540000000|Capay Joint Union Elementary|6|The Healthy Kids Survey is used to measure or local climate and make decisions about curriculum, and program.|Met||2018
50712740000000|Shiloh Elementary|6|"The California Healthy Kids Survey was conducted for Shiloh ESD 7th Grade students by the Stanislaus County Office of Education on February 15, 2017. The results were presented to Shiloh Elementary School District Board of Trustees on October 10, 2017. The results which have been summarized below were viewed as positive. Regarding key indicators for School Engagement and Support, 100% of students indicated that they felt a high level of connectedness, 100% of students felt moderate to high Academic Motivation (73% high), 0% of students indicated that they had been Truant more than a few times, 100% of students felt moderate to high that they had Caring adult relationships (55% high) and that adults had high expectations of them (64% high) and 82% of students indicated they had a moderate to high opinion regarding Meaningful participation in school. In regard to School Safety, 91% of students perceive school as very safe or safe with only 9% having a neutral opinion. When evaluating Mental and Physical Health, 0% of the 7th graders responding indicated that they participate in current alcohol or drug use, binge drinking, get very drunk or ""high"", currently smoke, experience chronic sadness or have considered suicide.  In addition, the district conducted a survey in the Spring of 2018 which gathered feedback from parents regarding school climate.  Questions regarding school safety, supervision and general friendliness and respect amongst staff, parents and students indicated that 88% of parents who responded agreed or strongly agreed that the school is doing well in these areas, with 6% of parents having a neutral opinion and 6% disagreeing."|Met||2018
09619780000000|Rescue Union Elementary|6|Each year, the Rescue Union School District administers the California Healthy Kids Survey (CHKS) to students in grades 5 and 7. The results of the 2017-2018 administration indicate that a majority of students feel connected to school and safe on campus. At the elementary level, 50% responded that they feel “highly” connected to their school and 87% reported that they feel safe while on campus all of the time or most of the time.  Results from the survey administered at the middle school level show that 33% feel connected to their school and 79% feel safe on campus.   Although many students expressed positive attitudes with regards to school climate, connectedness, and safety, this area remains a focus for the district and actions and services are listed in the LCAP to further improve climate and school culture.  The number of students reporting that they feel connected to school decreased at both the middle and elementary schools.  To address this, the Rescue Union School District has prioritized Social Emotional Learning (SEL), adopted Positive Behavioral Interventions and Supports (PBIS) and trained all district staff on Trauma Informed Practices.  Furthermore, additional counselors have been hired to ensure that every school has at least 3 days per week of counseling services.  These services include targeted group sessions, individual counseling, and classroom lessons.|Met||2018
05615640000000|Calaveras Unified|6|California Healthy Kids Survey (CHKS) data for Calaveras High School (CHS) shows an improvement in how students report school climate.  In 2017, CHS scored 229 (on a scale of 100-500); in 2018, CHS scored 258.  Though this score is still lower than we would like (CHS is in the 20th percentile among similar schools who took this measure), it shows positive growth.  Toyon Middle School (TMS) CHKS school climate data on the other hand showed regression, In 2017, TMS scored 274.  In 2018, TMS scored 259.  TMS marginally outscored CHS, in the 23rd percentile among similar schools who took this measure.  In response to a decline in school climate, and in addition to district wide Positive Behavior Intervention and Supports (PBIS) efforts described below, staff at TMS initiated a “Warrior Welcome Week” at the start of the 2018-19 school year.  For the first three days of the school year, students participated in “Breaking Down the Walls” and a series of workshops focused on school climate that were delivered by school staff, district staff and community members.  CHKS was not administered to elementary students in 2018.  CUSD administered a local survey to 5th grade students.  80% of students reported having a teacher who they could talk to with problems; 82.5% of students reported that their teachers make learning fun; and 85% of students reported that they learn a lot.  77.5% of students reported that they feel safe at school (21.3% of students were neutral).  83.7% of students reported that they feel that they belong at school (12.5% of students were neutral).  Schools throughout CUSD are implementing PBIS to support school teams in communicating school wide expectations to their school communities, while encouraging students to make positive choices.|Met||2018
33672310000000|Romoland Elementary|6|Data: Key learnings from the data are: -Most students feel supported at school (Gr. 5: 92%; Gr. 7: 78%) -Most students feel that adults in school care about them (Gr. 5: 96%; Gr. 7: 82%) and have high expectations for them (Gr. 5: 96%; Gr. 7: 91%) -Most students have positive feelings of school connectedness (Gr. 5: 93%; Gr. 7: 89%) -Academic motivation is high for most students (Gr. 5: 81%; Gr. 7: 75%) -A majority of students feel safe at school (Gr. 5: 73%; Gr. 7: 58%) -Student feelings of safety at school is an area of continued growth  Meaning: The data reflect that investments in full time school counselors, multi-tiered systems of support for behavior, and bullying prevention plans at each site have contributed to students feeling supported and connected at school. Continued implementation and refinement of multi-tiered systems of support for academics and personalized student goal setting will support students’ academic motivation. Site safety enhancements can support student feelings of safety at school. Feelings of safety at school are impacted by nationwide school violence and corresponding media coverage. School safety in response to this data and stakeholder feedback is a major focus in the 2018-19 LCAP.  Use: Each elementary site has one full time counselor. The middle school has two full-time counselors. Counselors meet as a district-wide group monthly for professional collaboration. The group uses the results of the CHKS to guide their instructional program development for the year. The counselors teach guidance lessons monthly to all students.  Site administrators and stakeholder groups analyze the CHKS data to make site Safety Plan adjustments, set SPSA goals and actions, and develop strategies and programs in improve the school climate in in ongoing manner.  District-wide data and stakeholder feedback from 2017-18 indicated the need for safety improvements to facilities and procedures, and those actions for 2018-19 have been implemented via the LCAP process.   Previous data indicated the need to implement at each site: full time counselors, bullying prevention plans, and multi-tiered systems of support for student behavior. All have been implemented and have resulted in dramatic reductions in suspensions and positive student feelings about school supports, adults, and connectedness. Continued annual refinement occurs with use of CHKS data, site and district student behavior trends data, and stakeholder input.|Met||2018
33671810000000|Palo Verde Unified|6|PVUSD administered the California Healthy Kids Survey (CHKS) to 5th, 7th, 8th, and 11th grade students throughout the district.    Elementary (5th grade):  230 enrolled, 76 participated (33%)   Two survey results: Happy to be at school?  8 never, 13 some of the time, 37 most of the time, 41 all of the time Do you feel safe at school?  7 never, 21 some of the time, 31 most of the time, 40 all of the time  Secondary (7th grade):  239 enrolled, 188 participated (79%)   (9th grade):  243 enrolled, 189 participated (78%) (11th grade):  248 enrolled, 159 participated (93%) Two survey results: Happy to be at school?  9 strongly disagree, 8 disagree, 28 neither disagree nor agree, 39 agree, 14 strongly agree Do you feel safe at school?  4 strongly disagree, 6 disagree, 18 neither disagree nor agree, 46 agree, 25 strongly agree  Because of this data and other data from CHKS, PVUSD added a counselor at the secondary level and returned a counselor to the elementary level.  PVUSD is also focusing on positive behavior Tier 1 and Tier 2 to improve school climate.|Met|This local priority was presented to the Palo Verde Board of Trustees on November 6, 2018.  A hearing was held at that meeting to allow for public comment.|2018
50712740121558|Shiloh Charter|6|"The California Healthy Kids Survey was conducted for Shiloh ESD 7th Grade students by the Stanislaus County Office of Education on February 15, 2017. The results were presented to Shiloh Elementary School District Board of Trustees on October 10, 2017. The results which have been summarized below were viewed as positive. Regarding key indicators for School Engagement and Support, 100% of students indicated that they felt a high level of connectedness, 100% of students felt moderate to high Academic Motivation (73% high), 0% of students indicated that they had been Truant more than a few times, 100% of students felt moderate to high that they had Caring adult relationships (55% high) and that adults had high expectations of them (64% high) and 82% of students indicated they had a moderate to high opinion regarding Meaningful participation in school. In regard to School Safety, 91% of students perceive school as very safe or safe with only 9% having a neutral opinion. When evaluating Mental and Physical Health, 0% of the 7th graders responding indicated that they participate in current alcohol or drug use, binge drinking, get very drunk or ""high"", currently smoke, experience chronic sadness or have considered suicide.  In addition, the district conducted a survey in the Spring of 2018 which gathered feedback from parents regarding school climate.  Questions regarding school safety, supervision and general friendliness and respect amongst staff, parents and students indicated that 88% of parents who responded agreed or strongly agreed that the school is doing well in these areas, with 6% of parents having a neutral opinion and 6% disagreeing."|Met||2018
37681060000000|Escondido Union High|6|Escondido Union High School District administers the California Healthy Kids Survey (CHKS) every year to 9th and 11th grade students in the fall. The survey captures a valid measure of student perceptions of school safety and connectedness and the results are reviewed by the Board of Trustees, district leaders, administration and counseling staff. For 2017-18 school year, the survey was administered in April.   The following are the percentages of grade 9 students reporting a “high” response in School Engagement and Supports: School connectedness (47%), Academic motivation (27%), Caring adult relationships (27%), High expectations (39%), Meaningful participation (8%). The following are the percentages of grade 11 students reporting a “high” response in the same domain: School connectedness (46%), Academic motivation (28%), Caring adult relationships (34%), High expectations (44%), Meaningful participation (10%).   The following are the percentages of grade 9 students reporting in School Safety and Substance Use: School perceived as safe or very safe (57%), Experienced any harassment or bullying (30%), Been in a physical fight (9%), Seen a weapon on campus (10%) been drunk or “high” on drugs on school property, ever (10%). The following are the percentages of grade 11 students reporting in the same domain: School perceived as safe or very safe (59%), Experienced any harassment or bullying (29%), Been in a physical fight (7%), Seen a weapon on campus (9%) been drunk or “high” on drugs on school property, ever (11%).    Overall, spring 2018 results show positive perceptions around school safety, connectedness, high expectations and academic motivation. An area to address is meaningful student participation.|Met||2018
34752833430659|Natomas Charter|6|Natomas Charter School prides itself in a creating small, supportive learning environment for all students. Students have opportunities to be involved in school decisions and the overall small school environment creates a place in which students are treated and respected as individuals. To assist with this effort, NCS continues to increase student counselors and student support staff at the school. The school continues to refine initiatives such as WEB in middle school and Link Crew at the high school level to provide additional student leadership opportunities and peer-to-peer mentoring. Students in 3rd-12th grade participate in an annual school survey, Panorama, and provide feedback on their teachers. Key findings from the student survey regarding school safety include: 72% (90th percentile) of 3rd-5th grade students report feeling safe at school. These are results are consistent across student subgroups; 75% (80th percentile) of 6th-12th graders report feeling safe at school. The sense of safety is slightly higher for high school students, but the results are overall consistent across subgroups   Key findings from the student survey regarding school connectedness include: 82% (60th percentile) of 3rd-5th grade students report positive connections to school. These are results are consistent across student subgroups; 71% (90th percentile) of 6th-12th graders report positive connections to school. The sense of connectedness is slightly higher for middle school students, but the results are overall consistent across subgroups.|Met||2018
50755560000000|Riverbank Unified|6|In the spring of 2017, students in the Riverbank Unified School District participated in the California Healthy Kids Survey.  Participants were in the 7th, 9th, and 11th grades.  Fifth grade students participated in a similar survey.  The plan for the spring of 2019 is to have all 5th, 7th, 9th, 11th, participate in the California Healthy Kids Survey.  The results of the survey were shared at a local board meeting in December of 2017.  The results of the survey taken by 469 students of which 81% Hispanic/Latino, 52% male, 48% female, 54% Spanish speaking, 72% English Language Fluent and 25% of parents who had not completed high school revealed some concerning items that stood out to teachers, administrators and other school staff.  Most notably was the percentage of the students that had experienced sadness or feelings of hopelessness in the last 12 months.  Beginning with 7th grade, 24% responded they felt sad or hopeless and then 34% of 9th and 32% of 11th grades responded they had as well.  At the high school, students reported that 13% have considered suicide.  When examining alcohol and drug use, more students have had experiences with alcohol than any other drugs.  Nearly all students, 99% are tobacco free while electronic cigarettes are used at higher percentages, 26% of 11th grade.  While a majority of students reported feeling safe at school a considerable number reported that they felt neither safe nor unsafe. Among strengths highlighted in the survey are the higher percentages of students who feel connected to school, academically motivated, have caring adult relationships with teachers who hold high expectations for them.  The areas of concern include the feelings of sadness/hopelessness, suicide, spreading of rumors or lies about you, and meaningful engagement at school. The fifth grade students overall felt positive about having caring adults who hold high expectations of them and were content with their feelings of safety as school.  The one area where students were not overwhelmingly positive was their ability to have a say and make decisions at school. In order to address social and emotional issues of the students in our district, we have implemented Student Assistant Specialists at each of our school sites through contracts with the Center for Human Services.  These specialists provide at-risk and short term counseling support.  When they find a student is beyond the scope of their services they work with the school site and parents to provide additional resources.  As a district, we are currently exploring the possibility of hiring a mental health clinician to provide support beyond the Student Assistant Specialists through LCAP Stakeholder engagement.  School counselors are working on a school counseling handbook that will help to better define the scope of their work and their role in terms of social and emotional learning.|Met|Mental Health awareness is promoted in the community through a grant that is implemented locally in the district.  A focus on social and emotional learning has been ongoing including a presentation at the start of the school year to address working with students experiencing trauma.  Additionally, teachers are reminded frequently regarding the importance of building relationships with students dealing with stress and trauma.  New programs at the middle school along with schedule changes allow all students to participate in elective courses, making school more meaningful and a place where students want to be. The addition of Student Assistant Specialists in the district along with other actions directed toward social and emotional learning have helped to decrease the number of students getting suspended overall.  The results of the survey when we have students take it this spring will help to guide further decisions and actions.|2018
39686766042725|Nightingale Charter|6|Data analyze included the 2016-2017 Cal-SCHLS and the 2017-2018 end of the year PLUS (Peer Leaders Uniting Students) climate surveys (administered to all students by grade span). Overall, elementary and middle school students reported higher levels of school connectedness and safety than high school students, and parents and staff reported lower perceptions than students across both measures. School connectedness was measured through a series of questions about students’ experience with caring adults and opportunities for participation (CHKS) and as an indicator of being “part of the school” (PLUS). About 40% of students reported high levels of school connectedness (CHKS) and over 66% felt part of the school (PLUS) across each grade span. Additionally, 67% of students reported there was at least one adult who cared about them (PLUS), and between 25% through 56% of students reported high levels of caring adult relationships (CHKS). Parents and staff perceived a higher percentage of adults at elementary schools really cared about students than at high schools. Students’ perception of school safety was higher than that of parents and staff. Over 67% of students felt safe (PLUS), and half of students felt safe most or all of time at school (CHKS). A higher percent of elementary school parents than high school parents felt school was a safe place for students and a higher percent of high school staff felt school is a safe place for students than did elementary school staff. Disaggregation of the PLUS indicate that across all race/ethnicity, elementary students’ perception of school were more positive than middle and high school students. This trend was evident in both school connectedness and school safety. No difference was observed across race/ethnicity regarding school connectedness and safety. The PLUS Program has been operating in SUSD since 2012 as a data-driven student led approach to improving school climate. The district utilizes this school climate data to inform district-wide LCAP actions and accountability, PBIS/MTSS actions and development, and PLUS Program implementation. Each school site also uses it for their own improvement plans. The PLUS program is at 49 school sites in SUSD with a team of student leaders participating in Youth Participatory Action Research (YPAR). In YPAR, student PLUS leaders use their site’s school climate data to research and develop meaningful actions to implement that address and improve climate conditions for students at their school sites. To support continuous improvement in our school climate data, all PLUS teams have created SMART goals for the 2018-2019 school year. These goals target steps to take to improve site-level data in critical areas. In turn, these SMART goals will also improve district-wide goals as measured on our district’s local LCAP Accountability Scorecard and monitor our improvement toward our results on this year’s CHKS.|Met||2018
39686760124248|Pacific Law Academy|6|Data analyze included the 2016-2017 Cal-SCHLS and the 2017-2018 end of the year PLUS (Peer Leaders Uniting Students) climate surveys (administered to all students by grade span). Overall, elementary and middle school students reported higher levels of school connectedness and safety than high school students, and parents and staff reported lower perceptions than students across both measures. School connectedness was measured through a series of questions about students’ experience with caring adults and opportunities for participation (CHKS) and as an indicator of being “part of the school” (PLUS). About 40% of students reported high levels of school connectedness (CHKS) and over 66% felt part of the school (PLUS) across each grade span. Additionally, 67% of students reported there was at least one adult who cared about them (PLUS), and between 25% through 56% of students reported high levels of caring adult relationships (CHKS). Parents and staff perceived a higher percentage of adults at elementary schools really cared about students than at high schools. Students’ perception of school safety was higher than that of parents and staff. Over 67% of students felt safe (PLUS), and half of students felt safe most or all of time at school (CHKS). A higher percent of elementary school parents than high school parents felt school was a safe place for students and a higher percent of high school staff felt school is a safe place for students than did elementary school staff. Disaggregation of the PLUS indicate that across all race/ethnicity, elementary students’ perception of school were more positive than middle and high school students. This trend was evident in both school connectedness and school safety. No difference was observed across race/ethnicity regarding school connectedness and safety. The PLUS Program has been operating in SUSD since 2012 as a data-driven student led approach to improving school climate. The district utilizes this school climate data to inform district-wide LCAP actions and accountability, PBIS/MTSS actions and development, and PLUS Program implementation. Each school site also uses it for their own improvement plans. The PLUS program is at 49 school sites in SUSD with a team of student leaders participating in Youth Participatory Action Research (YPAR). In YPAR, student PLUS leaders use their site’s school climate data to research and develop meaningful actions to implement that address and improve climate conditions for students at their school sites. To support continuous improvement in our school climate data, all PLUS teams have created SMART goals for the 2018-2019 school year. These goals target steps to take to improve site-level data in critical areas. In turn, these SMART goals will also improve district-wide goals as measured on our district’s local LCAP Accountability Scorecard and monitor our improvement toward our results on this year’s CHKS.|Met||2018
56105610000000|Ventura County Office of Education|6|DATA: Our LEA serves Mild/Moderate and at-promise students.  The LEA reflected on results from the California Healthy Kids Survey (CHKS) our students completed.  The key findings our LEA was pleased to learn about included the overall strong percentage of student connectedness and caring relationships with adults that was reported by students.  However, the percentage of students who reported feeling sad/hopeless or suicidal was a key learning.  The reflection process prompted an urgent discussion with team members with addressing this finding. It is important information when thinking about our highly specialized programs, participation in groups, and resources available. We want to continue to create a school climate where all our students feel like they belong.    MEANING: The disaggregated results of the survey revealed areas of strength and growth.  There were varying levels of student connectedness with schools and adult staff in the LEA, as well as indications of student mental health. Areas of strength includes caring relationships with adults in the schools and many students reported feeling highly connected to their schools. A challenge related to why connectedness matters is the number of students who felt sad and helpless for two or more weeks. CHKS results reflected students feeling connected to the programs and felt there were adults they can talk to.  However, it also showed their social/emotional needs while high.    USE: In response to results for continuous improvement purposes, the LEA seeks to enhance survey format (presentation, refinement of questions, addition of custom questions), method (digital/online), and frequency of distribution. Additional actions include increased resources and supports for students and improved social-emotional/suicide prevention training for staff.|Met||2018
21102150000000|Marin County Office of Education|6|In addition, we administered the Transforming Education student survey, which many more of our students completed. The survey asks students questions related to their social and emotional well-being, as well as their use of important social and emotional skills. Our data showed that students in general have high levels of curiosity; that they felt generally physically and emotionally save on campus; and that they have strong connection with at least one staff member. The data also showed that students need work on self-awareness, self-management, and social awareness. There was a gender gap, with boys reporting a higher degree of growth mindset than girls.  We attempted to administer the California Healthy Kids Survey this spring, but many factors got in the way of students completing it. We ended up with too few responses to make any programmatic conclusions from the data. We have already begun to organize another administration so that we can get reliable results this school year.  In response to this data as well as individual and group conversations we have had with students, one of our three priorities for this year is helping students develop their self-awareness and self-management skills. We do this through culturally responsive pedagogy in the core classes, and by various activities and projects in electives and advisory.|Met||2018
40688090000000|San Luis Coastal Unified|6|San Luis Coastal USD administered the California Healthy Kids Survey (CHKS) in 2017/2018 school year. Results served to measure the district progress on state priority #6 on School climate. Because of the recalibration of norms by Wested, the survey developer, overall results for 2018 cannot be compared to those reported previously.  Differences in student perceptions of connectedness and school safety 73% of 7th graders reported feeling very safe, while 60% of 9th graders and 50% of 11th graders reported the same. Seventh and ninth graders reported a higher level of school connectedness and safety than eleventh graders. Thirty four percent of 7th graders, 30% of 9th graders and 34% of 11th graders reported being bullied or harassed.  Actions being taken include the forming of a student senate for students in grades 7-12 with representatives from all district secondary schools. This group works with the superintendent to conduct a Youth Truth survey and to share results with administrators and teachers from their schools. This has led to concrete actions on part of staff to respond to student concern. 1. All Secondary Staffs Trained by County Behavioral Health on Drug Use and Prevention in our student population. 2. All Secondary Health Teachers, Counselors and Coaching Staff receive intense training on effective, researched-based curriculum designed to reduce drug and alcohol use among students (pending). 3. Consistent across secondary schools presentations to students regarding the health hazards associated with Vaping. 4. District-wide focus on Equity and Civil Discourse in part designed to ensure that all students, regardless of race, gender or gender identity, sexuality, or ethnicity feel connected to their school as a valued member of the student body. 5. Partnership with local Agency to work with students at the secondary level on Social Emotional Learning, self-worth, caring of others. 6. Perceived Safety: School site construction at both high schools includes new fencing and more centralized entry points passing through administrative buildings.  District safety plans will be reviewed with local fire and police departments. 7. Cyber Bullying: Implement updated health curriculum for grades 7 and 9 with new information and lessons regarding cyber bullying.|Met||2018
49708130000000|Monte Rio Union Elementary|6|"Based on the Data from our Healthy Kids survey, we have been able to determine that our students are healthy and feel safe while at our school. The survey was given to our Middle School Students in an attempt to get the most accurate information possible. 100% of our students completing the survey state that English is the primary language spoken at home and that over 40% of the parents graduated with a college degree. Meanwhile the majority of our students state that they receive As on their report cards and are rarely absent. In all, our students have a positive feelings about themselves.  Our challenge lays in the ""Caring and Relationship"" section of the survey. It appears that our Middle School students do not feel as supported by our staff as we would like. For instance, 30% of the students feel that there ""a little truth"" that an adult at school really cares about them, while 30% also feel that it is ""a little true"" or ""not at all true"" that adults listen when they have something to say. This is a concern for us as we want all of our students to know that we care and listen. We have some outreach to do in this area. We will be polling the students are their feelings this year and get a sense of why they feel that the adults are not as caring as we would like. We will also share the results with our staff and brainstorm ways of showing our compassion and how much we truly do care.  Meanwhile we have implemented PBIS (Positive Behavior Intervention Systems) in an attempt to build life skills in our student population. The goal is to show the students that we are recognizing their efforts in being safe, respectful and responsible. This gives our staff members an opportunity to interact with our students in a positive manner as we verbalize our recognition in the student positive behaviors."|Met||2018
15739080000000|McFarland Unified|6|We issued the student survey to students in grades K - 12. 1,356 students responded to our survey. 65% of our students feel that the schools are clean and in good condition. 84% of students feel school is a safe place, 80% of students feel connected to school, 84% of students look forward to coming to school most days, and 84% of students feel they regularly receive encouragement from teachers, staff, office staff and other staff to make education a priority. 90% of our students feel the teachers help to make learning understandable at their school. We chose to use our LCAP Student Input Survey to gather this data as it is a survey our students are familiar with and it asks them specific questions regarding school climate. The data from our survey informs our action steps in our LCAP Goal 2 to create safe & welcoming learning environments where students attend and are connected to their schools..|Met|With the implementation of PBIS and Restorative Practices at all sites, we expect to increase the number of students who feel connected to school and that our schools are safe environments.|2018
39686760000000|Stockton Unified|6|Data analyze included the 2016-2017 Cal-SCHLS and the 2017-2018 end of the year PLUS (Peer Leaders Uniting Students) climate surveys (administered to all students by grade span). Overall, elementary and middle school students reported higher levels of school connectedness and safety than high school students, and parents and staff reported lower perceptions than students across both measures. School connectedness was measured through a series of questions about students’ experience with caring adults and opportunities for participation (CHKS) and as an indicator of being “part of the school” (PLUS). About 40% of students reported high levels of school connectedness (CHKS) and over 66% felt part of the school (PLUS) across each grade span. Additionally, 67% of students reported there was at least one adult who cared about them (PLUS), and between 25% through 56% of students reported high levels of caring adult relationships (CHKS). Parents and staff perceived a higher percentage of adults at elementary schools really cared about students than at high schools. Students’ perception of school safety was higher than that of parents and staff. Over 67% of students felt safe (PLUS), and half of students felt safe most or all of time at school (CHKS). A higher percent of elementary school parents than high school parents felt school was a safe place for students and a higher percent of high school staff felt school is a safe place for students than did elementary school staff. Disaggregation of the PLUS indicate that across all race/ethnicity, elementary students’ perception of school were more positive than middle and high school students. This trend was evident in both school connectedness and school safety. No difference was observed across race/ethnicity regarding school connectedness and safety. The PLUS Program has been operating in SUSD since 2012 as a data-driven student led approach to improving school climate. The district utilizes this school climate data to inform district-wide LCAP actions and accountability, PBIS/MTSS actions and development, and PLUS Program implementation. Each school site also uses it for their own improvement plans. The PLUS program is at 49 school sites in SUSD with a team of student leaders participating in Youth Participatory Action Research (YPAR). In YPAR, student PLUS leaders use their site’s school climate data to research and develop meaningful actions to implement that address and improve climate conditions for students at their school sites. To support continuous improvement in our school climate data, all PLUS teams have created SMART goals for the 2018-2019 school year. These goals target steps to take to improve site-level data in critical areas. In turn, these SMART goals will also improve district-wide goals as measured on our district’s local LCAP Accountability Scorecard and monitor our improvement toward our results on this year’s CHKS.|Met||2018
56726030000000|Simi Valley Unified|6|The California Healthy Kids Survey was administered to students in the fall of 2017 to receive feedback on School Climate. The survey was completed by students in grades 7, 9, and 11. Just over 3,300 students completed the survey. The survey revealed that 69% of students perceive school is a very safe or a safe place and the number of students involved in a physical fight decreases from the 7th grade (11%) to the 9th grade (7%) to the 11th grade (4%). Additionally, 1% of 7th graders, 2% of 9th graders, and 2% of 11th graders reported being truant from school more than a few times. In regards to tobacco use, 1% of 7th graders, 1% of 9th graders, and 2% of 11th graders reported using tobacco. In regards to alcohol or drug use, 4% of 7th graders, 11% of 9th graders, and 23% of 11th graders reported using alcohol or drugs. The number of students reporting use of alcohol or drugs has decreased since the last CHKS survey was administered. Finally, 59% of students feel a high degree of connectedness to school, 50% of students feel they have caring adult relationships, and 45% believe they are held to or have high academic expectations.|Met||2018
36676860000000|Colton Joint Unified|6|"CJUSD administers the PBIS School Climate Survey to students in grades 3-12.  The survey is part of PBIS Assessment, which is part of the SWIS Suite. The survey measures student perception of school climate. Examples of questions include, but are not limited to: I like school, Teachers treat me with respect, I feel safe at school, Students treat each other well etc. The mean scores are from 1 (lowest) to 4 (highest).   Elementary Schools:  Overall mean score = 3.16  Overall for Hispanic Students =3.17 , Black/African American Students = 3.13 , White Students=3.17 .  Sample overall scores- Elementary – Q5- Teachers treat me with respect: 3.57, Q8- I feel safe at school: 3.18, Q10- There is an adult at school that I can talk to if I need help: 3.44   Middle Schools:  :  Overall mean score = 2.93  Overall for Hispanic Students =2.97, Black/African American Students=2.78, White Students=2.93.  Sample overall scores- Secondary– Q5- Teachers treat me with respect: 3.22, Q8- I feel safe at school: 2.80, Q9- There is an adult at school that I can talk to if I need help: 3.05   Comprehensive High Schools:  :  Overall mean score = 2.80  Overall for Hispanic Students =2.82, Black/African American Students=2.76, White Students=2.80.  Sample overall scores- Secondary– Q5- Teachers treat me with respect: 3.18, Q8- I feel safe at school: 2.66, Q9- There is an adult at school that I can talk to if I need help: 2.76   Alt Ed Schools:  :  Overall mean score = 2.97  Overall for Hispanic Students =3.0, Black/African American Students= 3.19, White Students=2.76.  Sample overall scores- Secondary– Q5- Teachers treat me with respect: 3.36, Q8- I feel safe at school: 2.91, Q9- There is an adult at school that I can talk to if I need help: 3.21  The Fall 2018 scores on the PBIS School Climate Survey have gone up slightly as compared to the Spring 2018 scores.  We still need to focus on creating a climate where students feel safe at school- specifically at the secondary school sites.  Elementary school sites' data show that students have a higher perception of positive school climate in all areas than do secondary students. The data also shows that the perception of school climate as positive declines from elementary to middle and declines further from middle to high school.  Secondary school sites need to focus on improving Tier 1 PBIS practices related to school climate (revisit expectations, 5:1 positive to negative feedback, recognizing and reinforcing expected behaviors, and addressing students who are not responding to Tier 1.  Our comprehensive high schools are our biggest area of concern when it comes to positive school climate.  Higher scores were seen by all students in the area of ""Teachers treat me with respect.""   Comprehensive school sites need to work on student perception regarding ""There is an adult at school that I can talk to if I need help"" as those scores are not at a ""3"" which is our goal."|Met||2018
15737420000000|Sierra Sands Unified|6|1. DATA: The California Healthy Kids Survey (CHKS) was administered to 5th, 7th, 9th, and 11th grade student in the fall of 2017.  Results summary below: (5th Grade Percentage = Total % of “Yes. All/Most/Some of the time” responses.  7th-11th Grade Percentage = Total % of “Strongly Agree/Agree” responses. School Connectedness/Perceived Safety:     5th     7th     9th     11th     11th* Do you feel close to people at school?          88%   67%   59%   58%     22% Are you happy to be at this school?               95%   56%   55%   48%    59% Do you feel like you are part of this school?  89%   55%   49%   47%     60% Do teachers treat students fairly at school?   98%   52%   59%   50%    63% Do you feel safe at school?                            94%   63%   65%   59%    39% How safe do you feel when you’re at school? N/A    58%   60%   52%    59% Data represents total % of “Very Safe/Safe”  Sample Sizes: 5th-46% (170/367) 7th-92% (308/336) 9th-84% (330/392) 11th-92% (307/333) 11th*-93% (27/29) *Mesquite H.S.  2. MEANING: School connectedness and perceived safety is comparatively higher in the 5th grade as compared to 7th, 9th, and 11th grades.  7th, 9th, and 11th grades school connectedness and perceived safety is an area of need for the district. 3. USE: The district has identified through survey results, needs-assessment, and stakeholder input, a focus on increased professional development in restorative practices, PBIS (Tier One), and classroom management.  Professional development in these areas was provided to secondary staff in August 2018.  Ongoing, sustained professional development and implementation of best practices is a focus in 2018-19.|Met||2018
19647336019186|Sherman Oaks Elementary Charter|6|Sherman Oaks Elementary Charter administered the 2017-2018 School Experience Survey to 3rd-5th grade students. The participation rate for this survey was 66%. The following are the questions that pertain to school climate and the % of students indicating Yes, Always/Strongly Agree are noted next to the question. 1. Are you happy at this school 84%, 2. Do you feel like you are apart of this school 77% 3. Do teachers care if you are absent from school 72% 4. Do you feel accepted for who you are at this school? 73%, 5. Do you feel safe at this school 86% 6. Do you feel safe in the neighborhood around this school? 81% 7. For the most part are kids at this school kind to each other 56%, 8. If you told a teacher or other adult at this school that another student was bullying you, would they try to help you? 87% 9. Do adults at this school treat students with respect? 87% Sherman Oaks Elementary Charter school will continue working on creating a positive school climate, conducting school wide assemblies on behavior expectations/bullying, implementing growth mindset  strategies and continue our work with restorative justice.|Met|x|2018
41690620000000|Sequoia Union High|6|The District uses the Panorama survey to analyze local climate.  The survey measures student perceptions of school safety and connectedness both at large and within subgroups, under the “valued members of the school community” and “physical and psychological safety at school” headings.  Takeaways from the 2017-18 survey includes the following data points, as an outcome of 7,022 student survey responses:  Valued members of the school community: 3.1/5 resulting in 40th percentile of all national high schools completing the Panorama Survey   Physical and psychological safety at school: 3.9/5 resulting in 90th percentile of all national high schools completing the Panorama Survey  Students feel fairly valued as members of the school community, across the entire district. The District’s two largest race/ethnic populations have average marks for feeling valued, with 3.1/5 for White students and 3.1/5 for Hispanic/Latino students. Student responses to “how much do you feel like you belong at your school?” result in the highest rating under the category. The resulting 3.3/5 score has indicators that all students feel reasonably valued as members of the school (3.3/5 for White students and 3.2/5 for Hispanic/Latino students). Upon examining data for valued members of the school community at each site, the range is small from 3.0-3.2/5, resulting in similar results across all district schools.  Students are confident in their physical and psychological safety while at school, across the entire district. The District’s two largest race/ethnic populations have high marks for overall physical and psychological safety, with 3.9/5 for White students and 3.8/5 for Hispanic/Latino students. Student responses to “how often do you worry about violence at your school?” result in the highest rating under the school safety category. The resulting 4.2/5 score has indicators that all students feel relatively safe while attending school (4.3/5 for White students and 4.1/5 for Hispanic/Latino students). Upon examining data for safety at each site, the range is small from 3.7-3.9/5, resulting in similar results across all district schools.|Met||2018
18641626010763|Long Valley Charter|6|"Surveys were conducted during April and May 2018 to all enrolled students which included questions on student perceptions of school safety and connectedness.  Survey results include: 100% of parents responded affirmatively to the statement, ""my child feels connected to the school community"".  80% of students in grades 6-12 and 88% of students in grades TK-5 feel the school is safe.  100% of parents feel the school is a safe place for students.  Additionally, The California Healthy Kids Survey was administered.  98% of high school students targeted responded (other grade level results were not reported to the school).  Of those respondents, 65% had a high degree and 30% had a moderate degree of agreement that they felt a sense of connectedness to the school.  Scores from the charter's survey were disaggregated by location.  As a result, it was determined students in the site based program feel less safe and 43 % of students in grades 6-12 indicated they experienced bullying.  In response to the data, the site based program: continues to implement positive behavioral interventions and supports (PBIS); initiated use of ""STOP IT"", an anti-bullying reporting application; and, staff received additional training on bullying intervention."|Met||2018
18641620135756|Long Valley Charter - Susanville|6|Surveys were conducted during April and May 2018 to all enrolled students which included questions on student perceptions of school safety and participation.  Survey results include: 97% of students feel the school is a safe place for students; 74% of students feel encouraged to provide input in school decision making; 88% of parents report their family feels a sense of connectedness to the school.  The opportunity for students to participate meaningfully in decision making is a priority for the school community.  As a result of the data, the school has developed student leadership classes for middle and high school to improve this area.  Additionally, The California Healthy Kids Survey was administered.  24% of high school students responded (other grade level results were not reported to the school).  Of those respondents, 85% had a high degree of agreement that they felt a sense of connectedness to the school.  The nature of a blended, independent study creates challenges for student involvement.  Students have a choice to meet one on one with their teacher.  Long Valley may consider other questions in the future such as their sense of feeling welcome and supported to better align with the program's model.|Met||2018
41689160000000|Jefferson Elementary|6|Jefferson Elementary School District conducts an annual survey on school climate to all 3rd-8th grade students, all families and all school site staff. The survey results are shared through each school site’s Single Plan for Student Achievement. District results are shared through the Local Control Accountability Plan. The response rate for the surveys were as follows: Student= 84%; Family= 52.6%; Staff= 100%. For the 3rd-5th grade survey, students responded least favorably (52%) to the question, “Are students treated fairly when they break the rules?” and most favorable (88%) to “Does this school help all students be successful in school?”. For the 6th-8th grade survey, students responded least favorably (70%) to the question, “Do students treat teachers with respect?” and most favorable (94%) to “Teachers give students a chance to participate in class discussions or activities.”|Met||2018
54719930000000|Lindsay Unified|6|Lindsay Unified School District administered the California Healthy Kids Survey (CHKS) to learners in grades 5 through 12. The primary focus of the survey was to assess learner perceptions and experiences related to school climate, connectedness, learning engagement, perceived school safety, and the level at which learners experience supportive, caring, adult relationships. A few of the survey questions were specifically related to perceptions of safety and connectedness to peers and adults in school.  Learners were asked to indicate how strongly they agree with the statement of “ I feel safe in my school.” 86% of grades 5 and 6 learners agreed or strongly agreed, 85% of grades 6 through 8 learners agreed or strongly agreed and 90% of grades 9 through 12 learners agreed or strongly agreed. Grades 9-12 learners at Lindsay High School  received a school climate index score of 469/500 on the overall low violence and substance use indicator, 11 points greater than last year, and a 315/500 index school on school connectedness, 10 points greater than last year.  LHS received an overall school climate index (SCI) score of 408/500 for all indicators combined and was ranked at the 96th percentile in the state of California.  There were equally positive responses on school connectedness for learners in grades 5 and 6 and grades 7 and 8. Although these grade spans did not receive an index score, 84% of learners at the 5 and 6 grade span felt very connected to peers and adults when responding to prompts such as; “I feel close to people at school.”  83% responded positively when asked if they are happy to be at their school. Meanwhile, 89% of learners in grades 7 and 8 felt connected to adults and peers and 84% were happy to be at their school.   Although over 80% of learners across all three grade spans generally felt supported, connected and safe in school, only 58% of learners felt they were engaged in meaningful participation at school when responding to the prompt of, “I do interesting activities” and “I do things that make a difference.” These responses reinforce the district’s push towards more authentic and meaningful learning opportunities through project-based learning in the 2018-19 school year.|Met||2018
30664230000000|Anaheim Elementary|6|The School Climate Student Survey is distributed and prepared by the Orange County Department of Education with permission from The California Mental Health Services Authority.  It’s administered annually in the spring to 5th and 6th grade students at every school.  In 2018,  3,386 students participated.  Results of the survey were shared with the LCAP committee as well as with each school site.  The survey encompasses Safety, Teaching & Learning, Relationships, Institutional Environment, and Behavioral Health.    High percentages of students rated the following dimensions in the positive range: “Cyber Bullying” (83% positive range) “Support for Learning” (87% positive range) “Social & Civic Learning” (64% positive range) “Social Support- Adult to Adult” (78% positive range) “Social Support- Adult to Student” (75% positive range) “Social Support- Student to Student” (81% positive range) “School Connectedness & Engagement” (73% positive range)  Based on analysis of previous years’ results the following dimension was selected as a focus area within the LCAP: The “Sense of Physical, Social, and Emotional Safety” dimension asks questions regarding whether students feel safe to be who they are, to express themselves, to be safe from physical harm, verbal teasing, threats, and bullying.  The percent of students scoring the  “Sense of Physical, Social, and Emotional Safety” dimension in the positive range decreased from 30% to 28%.  Based on question-level analysis of this dimension, input was gathered from the LCAP committee to inform new goals and activities to strengthen students’ experiences regarding school climate.|Met||2018
39684860000000|Banta Elementary|6|Every year students in grades 5-8 are asked to participate in a local climate survey.  90% of students in grades 5-8 responded to the survey conducted in the 2017-2018 school year.  Results of the survey indicate: Feel safe at school 80%, Bullied at school: 63% never, 37% sometimes, School is clean and in good condition:  23% agree, My school provides everything I need to learn at school:  84% agree, My school prepares students for future college or career paths: 75% agree. 2017-2018 7th grade students were administered the California Healthy Kids Survey regarding school connectedness and school safety. The 2017-2018 survey indicates 83% of 7th graders agree or strongly agree that they feel safe in their school and 95% said they feel a high or moderate sense of school connectedness.  Results from these surveys have helped the district with decisions/ actions in Goal 2 (Provide a clean, healthy, physically and emotionally safe learning environment, in which all students can learn.) of the annual LCAP.  By implementing actions/services in Goal 2 of the annual LCAP, students feel safer at school, incidents of bullying have decreased, along with a suspension rate decrease of 3.2% in 2016-2017 to 1.1 % in 2017-2018.|Met|Annual surveys will continue to help improve the climate of the school and assist in creating and maintaining actions and services in the LCAP to provide a clean, healthy, physically and emotionally safe learning environment, in which all students can learn.|2018
41689650000000|Menlo Park City Elementary|6|MPCSD administers the Panama Survey to 5th and 6th-8th grade students.  For sense of belonging, our 5th graders scored at 64% (which is 70 percentile of similar schools) and our 6th-8th graders scored 54% (which is 80th percentile of similar schools).  For feeling physically & emotionally safe our 5th graders scored 4/5 and our 6th-8th graders scored 3.9/5.   Most of our students report feeling safe and connected to their schools.  As a result, we will continue to work at having an average 4+ for this indicator and address social-emotional development and issues for students in grades K-8 through counseling services, resiliency coaching and restorative practices for both teachers and students as well as continuing positive behavior interventions in all schools.|Met||2018
55723550000000|Curtis Creek Elementary|6|CA Healthy Kids Student Survey (Grades 5 & 7, Sample Size 12, % who Agree and Strongly Agree) Item Grade 5, % Grade 7,  % School Engagement & Supports   School Connectedness 46 % 77 % + Academic Motivation 78 % + 81 % + Caring Adult Relationships 45 % 49 % + High Expectations 45 % 91 % + Meaningful Participation 19 % 23 % + School Safety   Feel Safe at School 88 % + 73 % Been Hit or Pushed 34 % + --- Harassed or Bullied --- 27 % - Mean Rumors Spread About You 54 % + 31 % - Been Called Bad Names/Bad Jokes About You 44 % + 27 % + Students Treated with Respect 76 % + 39 % Substance Abuse   Alcohol or Other Drug Use 7 % 15 % Cigarette Smoking 2 % --- Experience Chronic Sadness/Hopelessness --- 23 %  According to the CA School Dashboard, all Suspension subgroups “Declined Significantly” from -2.0% down to a decline of -6.5% .  CDE’s Data Quest reports the following decline from 2015-16 to 2016-17: Suspensions down 45 (73 in 2015/16 to 28 in 2016-17). Expulsions down one (One in 2015/16 and zero in 2016-17).|Met||2018
30664646117758|Journey|6|"This local indicator does not apply to Journey School, in terms of state accountability purposes, because it is not a goal or priority specifically articulated in the school's charter petition.  Nevertheless, Journey School administered University of Michigan's Monitoring the Future survey to 8th grade students  in Spring 2018.  The survey results provided Journey with information about the learning and teaching environment, the health and well-being of students, and what supports are needed to foster learning and school success.  Students indicated that access to extracurricular activities and special interest clubs, and access to counseling and support groups felt limited at Journey School.  On a positive note, the majority of students shared that they felt safe and cared for by their peers and staff members.   Student input was a strong driver of the many changes now in place for the current school year, including adding a school counselor to our staff, developing a positive behavior intervention system (PBIS), teaching character traits through our school acronym RESPECT and developing ""clubs"" in our middle school program for students to connect with other students who may have a shared interest."|Met|This local indicator does not apply to Journey School, in terms of state accountability purposes, because it is not a goal or priority specifically articulated in the school's charter petition.|2018
23656230000000|Willits Unified|6|WUSD conducted the Healthy Kids survey and had a 70% response from the grade levels surveyed. The following results were notable: 1. 30% felt there were high academic exceptions.  The LCAP reflects many changes to rigor in the cores and increased CTE emphasis to work on this area. 2. Facilities were marked as not being clean, nice or up to date. The LCAP reflex a significant amount of funds targeted to facility upgrades. 3. 70% of the students felt safe at school and the number was lower in high school. Safety at school is the top priority and should be much higher than 70%. The district has put into place a plan for a student resource officer at the high school site. 4. More than a 1/3 of the student experienced bullying behavior and felt sad or depress. This is a major goal of the counseling program that has a counselor at each building and programs designed to work on self-esteem. 5. A 25% or more chronic attendance issue varied by the survey and our data system. WUSD has applied for and received an attendance grant to work on this issue. 6. High increase in the number of students using Vap pipes. Student handbooks have been updated for a zero tolerance policy on having them at school. The changes to the MS schedule have resulted in reduced behavioral issues. The trimester high school schedule has resulted in more options for students and increased offerings without adding to students work load.|Met||2018
34673300106757|Folsom Cordova K-8 Community Charter|6|Our home school program offers student workshops on Tuesdays and Thursdays which are free and open to all age ranges.  We offer a wide range of topics including art, public speaking, computer coding, and more.  The workshops are well attended and students have an opportunity to socialize and interact with their peers so students feel connected to our home school community.  We will also administer the California Healthy Kids Survey to our 5th and 6th grade students to gather more feedback.|Met||2018
36750510000000|Lucerne Valley Unified|6|Data – Reflect on the key learnings from the survey results and share what the LEA learned.  Differences in perceptions of students occurred across the grade spans of the district (Elementary, Middle, and High School). This year we polled a wider range of students using Google Docs with a PBIS school climate survey from the GSEP Technical Assistance Center.  86% of elementary, 78% of middle schoolers and 84% of high schoolers agreed they liked school. The district average was 82.7% which is up slightly from 79.6% last year. 92% of elementary, 83% of middle, and 80% of high schoolers reported the felt successful. The district average of 85% is up 1% from last year. Overall 75% of students felt safe at school with elementary being the highest at 86% and middle schoolers being the lowest at 65%. 81% of students know an adult at school that they can talk with when they need help. This number was highest at the elementary and lowest at the middle school. Overall the numbers at the elementary were generally higher and middle were the lower end with the high school in the middle.   Meaning – What do the disaggregated results (if applicable) of the survey and other data collection methods reveal about schools in the LEA, such as strength or growth, challenges, and barriers?  One of the districts strengths is the connectedness of our students with our adults. We are a small district and generally our students and staff have a close relationship. PBIS is a strength and the elementary school and students feel that there are high standards across the district (85%).   Use – What revisions, decisions, or actions has, or will, the LEA implement in response to the results for continuous improvement purposes? Why? If you have already implement actions, did you see the results you were seeking?  The LEA has added an Assistant Principal at the Middle/High School to help support in these areas. The employment of a full time counselor also continues at the middle/high school. The district is starting to implement Multi-Tiered Systems of Support across the system. This will also support in all areas.|Met|N/A|2018
56725460115105|Camarillo Academy of Progressive Education|6|CAPE conducted the California Healthy Kids Survey in grades 5 and 7, the California Parent Survey and the California Staff Survey in the fall of 2018.  The information from the survey will be presented to the CAPE governing board at their regularly scheduled December board meeting.  All information obtained in the three surveys is available via link on the CAPE website.|Met|"CAPE administration will continue to have monthly parent ""chatter time"", attend PTSO meetings, governing board meetings and meet with students regarding what is going well and areas for improvement.  Although the California Healthy Kids Survey is a great tool,  CAPE will continue to use other sources and in-house surveys to evolve CAPE. We will continue to work with the CAPE community to make improvements to the programs and services provided by CAPE."|2018
11754810000000|Orland Joint Unified|6|Orland Unified School Districts selected the California Health Kids Survey as the metric to measure school climate. Grades 7, 9 and 11 were surveyed. Data from 2017-18 administration indicate that: 1. School Connectedness, students reporting a High Level of Connectedness:  Grade 7 (61%), Grade 9 (49%) and Grade 11 (34%) 2.  Caring adult relationships; (Average Reporting) Grade 7 (33%), Grade 9 (21%), Grade 11 (21%) 3.  School perceived as 'safe' or 'very safe'  Grade 7 (72%), Grade 9 (52%), Grade 11 (61%) 4.  Experienced chronic sadness/hopelessness Grade 7 (34%), Grade 9 (27)%, Grade 11 (35%)|Met||2018
49709614930319|Orchard View|6|OVS conducts an annual School Safety survey for students in grades 6-12. These findings are shared with staff and the school advisory board at a public meeting and to the WASC committee during the WASC process. Key findings in the survey reveal that 96% of students stated that OVS was a safe school for all students and bullying was not a  problem at OVS. Student surveys reveal that the top strengths of OVS are: flexible scheduling; One to One instruction; safe school environment. Due to the unique nature of our school, students have the opportunity to check in with their Supervising Teachers through one-to-one meetings, by phone and email. All students have the opportunity to participate in on-campus instruction and collaborative learning experiences.|Met||2018
42767866045918|Peabody Charter|6|Peabody strives to be, first and foremost, a happy place for students to attend.  Peabody recognizes that it doesn’t matter how rigorous our academic program is, or how many extra-curricular opportunities we offer if Peabody isn’t seen and felt like a place that students ‘want’ to come to each and every day.    Peabody Charter School chose to use the California School Parent Survey (CSPS) from the Health and Human Development Program with WestEd. The survey was chosen because it is used by other local schools and districts and Peabody sought a way to compare apples to apples data.  The findings do relate to the LCFF priorities and inform LCAP goals.  This survey was given to one grade level across two grade spans.  PCS surveyed 5th grade in the K-5 grade span and grade 6 in the 6-8 grade span.  Key points shared with the Peabody Board of Directors about student perceptions of school safety and connectedness included:  1. 93% of the 5th grader and 97% of 6th graders report feeling close to someone at school. 2. 97% of both 5th and 6th-grade students report feeling happy to be at Peabody. 3. 100% of 5th graders and 100% of 6th graders report feeling like they are part of the school. 4. 100% of 5th graders and 93% of 6th graders report that teachers treat students fairly at school. 5. 86% of 5th graders report feeling safe at school most/all of the time, with girls reporting slightly higher levels (88%) than boys (85%).  91% of 6th graders report feeling safe at school most/all of the time, again with girls reporting slightly higher levels (100%) than boys (83%).|Met||2018
36103630000000|San Bernardino County Office of Education|6|"In a review of 2017-18 student LCAP surveys, the following findings were present: 86% of students feel that SBCSS schools do a good job of keeping students engaged (interested in learning) 83% of students feel that SBCSS campuses are a place where students feel safe and protected. 86% of students feel that SBCSS schools have enough instructional materials and technology to meet student’s needs. When asked about if they knew the school provided the following services, the following findings were present: 62% of students knew about School Site Council opportunities to provide input 69% of students knew about FREE individual and family counseling sessions 73% of students knew about the varied resources available for homeless students, foster youth and unaccompanied youth and families in need. 81% of students knew that we provide bus passes to students who qualify for transportation assistance. When asked, ""I believe this school can better meet the needs of its students because........"", the following findings were present: More than 50% of students listed as their top two reasons one of the following: 1. Smaller campuses and smaller class sizes 2. Teachers and staff work hard at building positive relationships with students It is clear from survey results (first and second semesters N = 981) that our students value the services that we provide. We take pride in that survey results show positive increases in our students’ perceptions, sentiments and knowledge of SBCSS services (2016-17 vs. 2017-18). In addition, the number of students we received LCAP surveys from has increased year over year, increasing the reliability of responses received which has a direct impact on the programs/services we provide. Our survey questions (survey instrument) were developed internally with our administrative team to concisely and accurately discern the perceptions and expectations of our students in the core accountability domains (state & local priorities). Our Special Education School staff recognizes the importance of a school climate that is conducive to learning as well. Over the past four years, our Special Education School has implemented Positive Behavior Interventions and Supports (PBIS) across multiple campuses across all three regions. The success of PBIS implementation has resulted in 5 of our school campuses receiving regional recognition as “PBIS Spotlight Schools”. The focus on school climate is important for all students, but imperative for students with disabilities (cognitive, emotional and or physical). As we continuously strive to improve on the services we provide, SBCSS recognizes that having authentic student engagement is critical in order to effectively meet the needs of our student body. In the future we will implement multiple student engagement methods that focus more on dialogue than surveys to let students articulate their desires for program changes."|Met||2018
19647330117036|Enadia Way Technology Charter|6|"Enadia Way Technology Charter uses the School Experience Survey developed and adopted by the LAUSD. It is now given in electronic form to all students in Grades 4-5. Many of the questions asked have changed significantly from 2016-2017 to 2017-2018, making it difficult to compare certain responses. 1. Student participation (4th-5th graders) is done electronically. The participation rate was 94% in 16-17 and 99% in 17-18. 2. In the area of Academics the key learnings are as such: 89-95% of responses strongly agree that they feel they get enough support academically in 2016-2017 and 92% feel the same in 17-18. In the area of School Climate, 94% of students are happy at our school (16-17) and 89% responded favorably in 17-18. In the questions about Bullying under School Climate the responses indicate that bullying is a real problem at our school (88-94% of students say they have been bullied in 16-17. 100% of students said they were bullied online in 17-18. 2. Overall, the students' responses in all areas of the survey exceeded the LAUSD average responses. In the area of bullying, stakeholders feel that the students did not understand how to respond to these questions as most of the survey asked the respondents to strongly agree to disagree strongly. In the questions responding to School Climate (bullying) it asked yes/no questions (i.e. Have you ever been bullied online?). 100% of students responded ""strongly"" when there were in fact 0 incidents reported to the staff at the school in that given year. 3. When asked if students felt that adults expected them to go to college and discussed future career options, the results indicated that students know they are expected to go to college, but did not know why. In response to this, we have now initiated a College and Career Day at the end of each month in which students and staff where college T-shirts/apparel and have guest speakers visit the classrooms to discuss how college helped prepare them for their career. We also read college tips every Monday at our morning assembly and have renamed the pathways at the school with the names of UC colleges. We also decorated the auditorium walls with the college pennants from all Cal State and UC campuses to increase the students' awareness of colleges."|Met||2018
42692290000000|Lompoc Unified|6|LUSD completes a local climate survey every other year.  in 2017-2018 LUSD completed the California Healthy Kids Survey and reported the results to the School Board and through the local data selection option in the Dashboard.    LUSD will complete a survey in 2019-2020 as required.|Met||2018
20756060000000|Chawanakee Unified|6|519 students in the district took the survey.  Problem with Survey: Many students reported in the neutral area.  Made it hard to determine if this was an area that needed improvement.  Highlights: 82.5% Feel Teachers give them a chance to participate in classroom discussions  Areas to Improve: Want to Improve Art program and add robotics  Revisions: 1. Take out the option for neutral as a choice  2. Create more in depth questions that are more specific 3. Create option for students to explain reason why they choose disagree and highly disagree  Actions: Band courses were added to the K-8 schools.  This request was high among both parents and students.|Met||2018
20756060132936|Chawanakee Academy Charter|6|According to the Spring 2017 School Climate Survey, 87% of the parents rated the overall quality of our school (Do we prepare students to succeed?) as exceeding or meeting expectations. In this same survey, 85% of the parents stated that they felt their child is safe at school. According to the Spring 2017 School Climate Survey for students, 70% of the students agreed or strongly agree that the school is a supportive and inviting place for students to learn.|Met||2018
20756060125021|Minarets Charter High|6|"Based on results of our Spring 2018 Parent survey, over 89%8of parents stated our school was ""Meeting Expectations"" or ""Exceeding Expectations"" when asked: How well do you feel school personnel create a positive school climate and good learning environment for your student(s)?  When asked: If my child feels safe at school, 87% of parents stated the school was ""Meeting Expectations"" or ""Exceeding Expectations.""  When asked: I feel welcome in my child's school and classroom(s): 85% of parents responded our school was ""Meeting Expectations"" or ""Exceeding Expectations"""|Met|In order to increase school safety in the 2018-2019 school year, Minarets Charter is working with our local Sheriffs department to provide a school safety officer on site.|2018
23655810000000|Mendocino Unified|6|The Mendocino Unified School District administers the California Healthy Kids Survey every other year to students in grades 5, 7, 9, and 11.  The survey is also given to staff members.  In addition to the core module, students and staff take the school climate module.  The results of the 2016-17 administration of the survey were presented at the January 2018 school board meeting.  We will administer the survey again during the fall of 2018 and at that time we will also ask parents to participate in the survey. The overall School Climate Index (ranges from a score of 1-500) for Mendocino High School in 2017 was 326.  This is 5 points higher than the score in 2015.  As compared to other high schools, MHS is in the 70th percentile in the state and in the 84th percentile as compared to schools with similar demographic characteristics.  The overall School Climate Index for the Mendocino K-8 School in 2017 was 346.  This is 6 points higher than the score in 2015.  As compared to other schools, the Mendocino K-8 School is in the 82nd percentile in the state and in the 85th percentile as compared to schools with similar demographic characteristics.  The school climate subscale results in the areas of perceived school safety and school connectedness follows.  As compared to 2015, for Mendocino High School, there was an increase of 6 points in the school climate index score for perceived school safety to 371.  For school connectedness, the score increased by 2 points to 360. The K-8 School also saw increases in both categories.  Perceived school safety increased from 360 to 365 and school connectedness increased from 340 to 352. There was a general increase in most of the subscale results for both schools in the district, however the largest decrease was in the area of low substance use at school.  MHS went from 268 to 241 and the K-8 School went from 336 to 321.  We are looking forward to including the results of the parent survey for 2018-19 and having one more year of data for comparison and analysis.  The administration of the 2018-19 survey will be done in the fall which will allow us to receive the results earlier for analysis.|Met||2018
19647330135509|Gabriella Charter 2|6|In the 2018-2019 school year, GCS2 will administer the California Healthy Kids Survey or a similar survey to assess school climate as perceived by students. In 2017-18, GCS2 was in its first year of operation with grades K-2. Given the student development level of the students in these grade levels, we chose not to administer a survey in the 2017-18 school year.|Met||2018
19647330108886|Gabriella Charter|6|In the spring season of 2016-17, students in grades 3-8 took the School Experience Survey developed by LAUSD. Data was used to identify strengths and weaknesses in the school’s culture and the socio-emotional well-being of the student body. Key results of this survey displayed below show the strong and positive culture created at GCS, highlighting that our students feel GCS is a place that encourages them to solve problems, treat others with compassion, and reach out for assistance when needed. In 2016-17: -84% of students felt happy to be at this school. -80% of students felt like they were a part of the school. -84% of students reported they felt safe at this school. -58% of students felt for the most part, students were kind to each other. -85% of students felt that the school makes an effort to create a safe, respectful, and caring environment. -76% of students felt that teachers encourage students to make decision.  These data reveal that generally, students feel they are part of a positive school community.  However, several item responses also indicate that a higher-than-desirable percentage of students feel that student-to-student interactions are not as compassionate and respectful as they could be, which is an identified area of growth for GCS.  In future years, we will consider adopting the California Healthy Kids Survey or an alternative survey, as the majority of our students' responses were aggregated into the middle school group in the LAUSD database, though both elementary and middle school students took the survey.|Met||2018
54105465430327|La Sierra High|6|La Sierra uses surveys developed by student leadership, the executive leadership, parents, and the healthy school survey indicate the following and are areas being addressed daily: 75% or more of students reported that by coming to La Sierra they have become a better student overall and know where to go for help academically/emotionally. They feel a sense of belonging. While… 30% of students don’t feel they have support at home 21% of students have considered suicide  La Sierra also uses local data to measure school climate: Since 2013 La Sierra has reduced its discipline by more than 50% Since 2013 La Sierra has reduced its drop out rate to less than 3% Since 2013 La Sierra has increased its college going rates to now 80%  Since 2013 La Sierra has increased its graduation rate to now 94.1%|Met||2018
34674130000000|River Delta Joint Unified|6|In February 2018, students in Grade 7, 9, and 11 completed the California Health Kids Survey. The data was reviewed and analyzed by district and school personnel. The findings and goals from that analysis was shared with parents and the RDUSD Board of Trustees for further feedback. This feedback assisted in refining the goals and the associated action steps that are necessary to achieve those goals. The following is a summary of the survey results in relation to the students' perceptions of school safety and connectedness. School Connectedness overall was rated at 87.3%, which was an increase from the previous year at 81.8%. School Safety was rated at 57%, which was a decrease from 58.3% in the previous year.  While the minimum requirement for the LCFF School Climate Priority Area is to administer a student survey capturing their connectedness to their schools and their feeling of safety on campus, in Spring 2018, RDUSD administered a local climate and culture survey to students in Grade 4-12, certificated staff and parents. The following school culture and climate themes are included: Climate of Support for Academic Learning, Knowledge and Fairness of Discipline, Rules, and Norms, Safety, and Sense of Belonging/School Connectedness. Safety Overall results show that parents have the most favorable ratings at 93%, as compared to the students at 55%.  After disaggregating the school safety data, we were able to discover that our students are rating school safety lowest based on their feelings about interactions they are having with peers on social media.  Based on this student-provided information, we contracted with Top Youth Speakers to give a presentation called My Life Online to our Grade 4-8 students on the benefits and detriments of social media. They are also providing our parents with a Live Parent Webinar that will deliver the same information and crucial meesage but will also provide helpful parenting tips and answer any specific questions they may have regarding parenting in our social media-riven world.  The teachers were given access to a series of lesson plans related to the proper use of social media and will facilitate those between January and May 2019.|Met||2018
34765050000000|Twin Rivers Unified|6|The California Healthy Kids Survey (CHKS) is administered annually to students in grades 7 – 12. A district developed survey was administered during the 2017-18 school year to students in grade 5. The surveys includes items in a variety of domains measuring school climate and safety.   CHKS -Major School-Related Student Domains: • School Connectedness • Student Learning Engagement and Motivation • Student Performance • Academic Rigor and Norms-High Expectations • Teacher and Other Supports for Learning • Relationships Between Students and Staff • Relationships Among Students     • Parent Involvement • Meaningful Participation and Decision-Making • Perceived Safety                         • Violence and Victimization • Alcohol, Tobacco and Drug Use • Social-Emotional and Behavioral Supports   Key Findings: 53% of 5th graders had favorable responses to school culture and climate questions. School Connectedness responses for strongly agree at secondary sites was 52% for 7th grade, 42% for 8th grade, 25% for 9th and 10th grade, 28% for 11th grade and 32% for 12th grade with little variation across ethnic subgroups. School Safety responses for strongly agree at secondary sites was 63% for 7th grade, 53% for 8th grade, 40% for 9th and 10th grade, 42% for 11th grade and 51% for 12th grade with little variation across ethnic subgroups.   The school connectedness and safety responses showed a small decline from the previous year administration of the CHKS.   Efforts to increase school connectedness for secondary sites includes the use of Counselors and Activity Directors, as well as Social-Emotional Supports. Student engagement opportunities before, during, and after school make a difference.|Met||2018
50711670000000|Modesto City Elementary|6|In addition to the California Healthy Kids Survey, the district provided a Local Control and Accountability Survey during the 2017-18 school year. Hanover Research analyzed the data, which was included in the district LCAP and reported to the Board of Trustees June 2018. A total of 17,844 students responded to the survey. Students reported strong feelings of engagement. When asked if they are motivated to learn, 76% of the students in grades 3-8 and 64% of the students in grades 9-12 answered in the affirmative. When asked if they feel teachers listen to them, 75% of the students in grades 3-8 and 65% of the students in grades 9-12 answered in the affirmative. A more detailed analysis of the survey can be found on our website at https://www.mcs4kids.com/district/lcff-and-lcap/workshops-2017-2018.|Met||2018
19647336019855|Welby Way Charter Elementary School And Gifted-High Ability Magnet|6|The 4th and 5th grade students at Welby Way participated in the School Experience Survey during Fall of 2017. There was 96% student participation rate for this survey. The following are the results that pertain to school climate. The percentage of students indicating “Agree” and “Strongly Agree” is noted next to the question.  1) Are you happy to be at this school? 94%.  2) Do you feel like you are part of this school? 89%  3) Do you feel accepted for who you are at this school? 92%  4) Do you feel safe at this school? 96%  5) Do adults at this school treat students with respect?  94%|Met|Welby Way fosters a safe, respectful, and caring school environment through implementation of the LAUSD School Wide Positive Behavior Intervention and Support Program. Our Safe School and Positive Behavior Committee meets regularly to analyze data, collaborates on ideas for improvement, and uses the Rubric of Implementation to evaluate school climate. Student Council contributes ideas for increasing school spirit and fostering good citizenship.|2018
09737830000000|Black Oak Mine Unified|6|School Connectedness and Attendance In reviewing our California Healthy Kids Survey (CHKS) and local family survey data on connectedness to school, we found our students and families reporting feelings of school connectedness at elementary school level, but these feelings declined in middle school and high school.  The suspension rate for all students according to the California Dashboard was in the yellow range overall with Socioeconomically Disadvantaged scoring 6.7 a reduction from a 9.3 Spring 2017 score and Students with Disabilities scoring 9.2 a reduction from a 13.11 Spring 2017 score. Although this is an improvement these subgroups remain farthest from the dashboard level 3 target.   School Attendance data reveals no change in the average annual attendance rate. Our baseline goal for 17-18 was 94.3 % with an annual increase of 1%. The current attendance rate reported on the California Dashboard is listed as 94.32 % demonstrating no change overall. Black Oak Mine received heavy snow during the winter semester which created attendance declines in three of it's six sites.                                                               Analysis of Needs Reveal       We will be focusing on school climate and culture through continued efforts using Restorative Practices, a BOMUSD Passport to Success Program, a program that builds connections with the 6th grade classes at elementary sites and Golden Sierra Junior High students, through family nights and school-wide community events. These programs were designed to increase school connectedness and decrease suspensions for the targeted subgroups above (SED, SWD). In addition, we will expand our efforts and opportunities to engage with our families to ensure they feel welcome and included in their child’s education. We will also continue coordination of our multi-tiered support system (MTSS) our (Family and School Support/Adverse Childhood Experience) FASST/ACES/WELLNESS Team which began with a focus on evaluating and prescribing district social emotional health and learning programs such as our ERMHS counseling, Primary Intervention and Support, School Counseling and New Morning Mental Health Services.  Plans to expand this program through continued district wide development of positive culture at each site through further Positive Behavior Intervention and Supports (PBIS) Tier II training with our SELPA and piloting (Toolbox) Social Emotional Learning (SEL) program at a primary site are designed to help foster skills in students of resiliency and self regulation.|Met|BOMUSD has made gains in creating improved performance in connectedness and attendance despite challenges from inclement weather which affected our attendance rates during the winter months. Students show gains, albeit slight, in reporting connectedness, attending school and connecting our parents and families with internal and external support through the school and community hubs.|2018
43695836118541|Charter School of Morgan Hill|6|"CSMH staff administers student perception surveys twice a year to all students. These surveys were designed after the work done by the Measures of Effective Teachers (MET) project. The surveys focus on the following areas:  Do students feel academically challenged, Do students feel that teachers have classroom control, Do students feel their teachers check for understanding, Do students feel engaged in learning, Do students feel connected to their teachers, and Do students feel their teachers care about them.  The purpose of the surveys is for teachers to receive feedback from their students in order to improve their teaching and relationships with students.  Taking a sampling of the surveys, CSMH students responses in each of the above areas were over 80% as “mostly true” or “totally true.  At the end of each school year, teachers are required to write a self-reflection based on the survey results.  In addition, CSMH also administered a student climate survey in January of 2018.  Over 80% of the students responded ""yes"" to questions such as:  CSMH is a supportive and inviting place for students to learn, Adults at this school treat all students with respect, Students at this school treat each other with respect, Bullying is not tolerated at CSMH, and I feel safe at school."|Met||2018
49707220136465|California STEAM Sonoma II|6|This is the first year of the school since it opened operation in January of this past year.  We have received anecdotal feedback from parents, students and other stakeholders that the school climate is supportive and connected.  Students meet regularly in live sessions with teachers and parents are able to monitor and participate as needed.  The variety of school meet ups contribute to the school climate and parents, students and other family members are able to participate in engaging, hands on learning opportunities.|Met||2018
28662660000000|Napa Valley Unified|6|"DATA: NVUSD has had good results on the Healthy Kids Survey for some time now. Our students consistently score high on indicators of school connectedness, safety and climate. We do have differentiated results by level, with elementary scoring more positively overall than secondary - with our oldest students (11th grade and alternative high schools), scoring the lowest across indicators and engaging more frequently in high-risk behaviors. Even in these older students, relative risk indicators rate fairly low. MEANING: At the elementary level, all indicators for School Engagement and Support are defined as ""high"". School connectedness rates at 68% of all respondents feeling connected to school. Academic Motivation (students complete work and persist even if the assignment is hard) rates at 49% of all respondents. Caring relationships with an adult rates at 72%. Adults having high expectations for students, rates at 71% and Meaningful Participation (students how have a chance to decide things and do things to be helpful) in school, rates at 29%. Stand outs at the elementary level include; High Expectations - ""Teachers believe you can do a good job"", ""Yes, all of the time.""=73% and - Positive Staff Relationships/High Expectations - ""Teachers and other grown ups want you to do your best"", ""Yes, all of the time""=90%. Low stand outs include; Supports for Learning - ""Teachers ask you what you want to learn about"", ""Yes, all of the time.""=19%, ""Yes, most of the time.""=19%. At the elementary level, it is clear that drug and alcohol use are considered ""Very bad"", with all indicators rating 67% and above. In all cases, girls responses were more positive than boys, but within 10 points of each other. Secondary indicators are less positive than elementary, and middle school respondents tend to be more connected at school and participate in fewer risk-taking behaviors than their high school peers. 11th grade and alternative/court and community high school respondents engaged in the most risk-taking behaviors in all samples. However, indicators of school connectedness, academic motivation, caring adult relationships and adults having high expectations for students are all high across all secondary participants. USE: Elementary students have consistent supports in place for Positive Behavior Interventions and Supports. We believe that we can maintain the successes we've had at this level, with our current practices. At secondary, we are in the process of revising our current dual enrollment process. We believe that students who have more opportunities to engage in college courses that better suit their interests, will support school connectedness and decrease incidences of risk behavior. Evidence suggests, students who have more flexibility with the courses they take in high school, including participation in dual enrollment, have better outcomes and are more likely to attend college as a result."|Met|One stand-out area of need is among the mental health and school connectedness of NVUSD LBGTQ students. In 7th grade, these students experience bullying and/or harassment at the highest levels of any population, 73%. And, by comparison, 9th and 11th grade LGBTQ students experience bullying/harassment at 52% rate, while their straight peers report 27% and 21% respectively. To counter this problem, NVUSD partners with LGBTQ Connection, a support service in town, and consults with its lead advisor.|2018
54721570000000|Strathmore Union Elementary|6|"Strathmore Union Elementary School District conducts a survey each year. This survey goes out to all students in grades 4-8. Survey questions include such things as ""I believe it is important to maintain and/or create a positive school environment,"" ""My classroom is a good learning environment,"" ""I attend school regularly,"" ""I feel safe at school/the school has an effective anti-bullying policy,"" and ""I feel comfortable taking my concerns to school personnel including the teacher, principal, and others."" Results of the surveys are shared with school administrators and then publicly shared at a school board meeting. In addition, the District gives the California Healthy Kids Survey every other year to students in the 5th and 7th grades. This survey was last given in the 2016-2017 school year. This survey was completed by 98% of our 5th graders and 97% of our 7th graders. A summary of this survey was presented to the Board of Trustees. Complete reports are available on line at https://calschls.org/reports-data/search-lea-reports/ . Consistent with the parents’ concern for the safety of their children at school, our students have also shown through these surveys that school climate is a high priority for them. To continue in our process of improving school climate, the District revised the LCAP to include a plan to hire a school resource officer and a social worker. In addition to the vice principal, these people will help guide students and parents in making choices on appropriate programs and behavior that will lead a better school climate and to increased student achievement. They will provide a positive presence on our campuses to encourage good student behavior. They will be available to respond quickly to any situation that threatens the safety or stability of our campuses, therefore enhancing our students’ ability to focus on academic growth. We expect that these changes, along with the changes made over the previous years, will yield the expected results in all measurements of student progress as well as in student levels of safety and connectedness."|Met||2018
49709610000000|Twin Hills Union Elementary|6|In response to the parent survey 90% of parents reported that their child feels safe and connected at Apple Blossom School. The remaining 10% were neutral. On the 2018 CA Healthy Kids survey 85% of students report feeling safe at school and and 86% said students are respected. We trained teachers in social emotional learning, toolbox, restorative practices, and conflict resolution. We have a part time counselor and support for teachers in positive discipline. We believe our social emotional learning curriculum contributes to the safe and welcoming climate. We will continue to monitor our school climate and students feeling of safety and engagement.|Met||2018
15634790000000|Fruitvale Elementary|6|The Fruitvale School District administered the 2017-18 California Healthy Kids Survey to 5th, 6th and 7th graders.  The response rate for 5th graders was 67% and 92% for 7th graders.   The District LCAP goal #2 is to increase Student Engagement and School Connectedness.  In a summary of key indicators from the survey, 47% of 5th graders and 23% of 7th graders feel the school connectedness all of the time.  An area of relative strength is in academic motivation where 63% of 5th graders and 40% of 7th graders feel they are encouraged for strong academic performance. Additionally, 82% of 5th graders feel safe at school and 60% of 7th graders perceived their school as very safe or safe.   Results identified growth is needed in the area of meaningful participation in decision making about school activities.  Only 16% of 5th graders and 11% of 7th graders reported they have opportunities for meaningful participation.   The emphasis on bullying identification and bullying prevention has been an integral part of each school’s action plans.  This is evidenced by the large percentage of students (99%) of 5th graders responding that teachers and grown ups make it clear that bullying is not allowed.   Goal #3 of the District LCAP is to Increase Meaningful Partnerships with Fruitvale Families and Community Members.  This goal is increasing as 45% of 7th graders reported a high involvement of parents in their school.  District actions will continue to be reflected in LCAP goals of increasing student engagement and school connectedness and meaningful partnerships with parents.  Particular emphasis will be paid to increasing opportunities for student input in activities and decisions and to increasing opportunities for parents to feel welcome and involved on school campuses. Additionally, Fruitvale Jr. High has instituted a 15 minute advisory period at the beginning of each school day.  This non-graded, non-evaluative time between teachers and students is designed to give all students an opportunity to form a connection with a caring adult.  In the first quarter alone, we have seen a dramatic decline in behavior incidents.|Met||2018
31668370000000|Foresthill Union Elementary|6|Knowing our student sample would be small due to the enrollment, FUSD decided to utilize the California Healthy Kids Survey as a measure of students, staff and parent opinion of operations and overall feelings of supports on campus.  FUSD considered data from the 2017-2018 California Healthy Kids Survey, one of several tools used, to determine local climate perceptions. This data was utilized to enhance or eliminate LCAP goals and school programs. LCAP Goal #1: is focused on attendance and positive behavior support systems designed to increase attendance. 43% of students surveyed state they missed school due to illness; this is down from 60% in the previous year. 99% of students indicate they feel safe or very safe on campus. One area of concern that shows in CHKS data shows only 1% of 6th-8th grade students indicate they have been made fun of, insulted or called names. Utilizing discipline tracking software it is known that this number is actually higher than reported via the CHKS.  Therefore, FUSD is taking steps to continue with the implementation PBIS and continues to train a team of staff to support behavioral concerns. All staff has been trained in the Nurtured Heart Approach as well. Parents and students are part of the PBIS committee that guides implementation on campus. FUSD continues to celebrate and award perfect attendance and new this year recognizing improved attendance. Goal #3 addresses students and families feeling safe and welcomed on campus. CHKS data indicates 90.6% of students indicate they feel connected and cared about by at least one staff member on campus.  65% of students feel safe or very safe on campus.  Student data indicates approximately 33% feel the campus in not tidy, 33% feel it is tidy, and 33% do not care either way. Multiple steps have been taken to address this concern such as exterior painting, floor resurfacing, classroom and office lighting updated, exterior improvements, restroom improvements, and improvements to the gym and the addition of PBIS banners and guidelines posted in all locations. Goal #4 parent engagement: 71% feel welcome to participate at school. Many opportunities are available for parents to participate including PTO, Site Council, Classroom volunteer, Field-trip chaperones, and various other opportunities.Goal #5 is focused around curriculum and student achievement. FUSD offers student choice with elective classes and many opportunities in experiential learning. 52% of students state they work hard in school as they are interested in the curriculum. 81% state they work hard to understand new things, while 93% state they are always trying to do better. FUSD offers multiple opportunities throughout the year to honor and recognize students that excel academically, socially, and in sports. Student council continues to work on student concerns and attends regular Board meetings to up to update and inform the Board of any concerns students may have.|Met||2018
33736760121673|NOVA Academy - Coachella|6|NOVA Academy Early College High School is located in Coachella and currently serves 223 students in grades 9-12.  NOVA administers a survey to students and parents annually to measure a variety of factors related to school climate.   Survey findings indicate 88% of parents report that NOVA Academy prepares students to be college and career ready and 94% report that they are satisfied by the quality of instruction provided by teachers.  Further, 93% report that programs at NOVA meet their child’s unique needs and 97% report that classes are appropriately challenging.  89% of students reported an overall satisfaction with the school. Additionally 88% reported they feel safe at school. The lowest level of student satisfaction in 2017-2018 was with the school lunch program.  57% of students are satisfied with the lunch offered to them.  Improvements to the menu have begun in the 2018-2019 school year and we hope this will help to improve the satisfaction rate.|Met||2018
37680070000000|Cardiff Elementary|6|Cardiff School District administers an annual climate survey to all parents/guardians K-6 and students 3-6 to measure the school environment. The results from this survey provide valuable input into our LCAP goals and priorities.|Met|The district will continue to administer the California Healthy Kids Survey to one grade level in our K-6 grade span.|2018
19642950000000|Bassett Unified|6|The Basset Unified School District administered the Healthy Kids Survey core module in the fall of 2017 to students in all required grade spans. A survey window was identified and electronic devices were provided to students to complete the survey online.  On average, 48% of 5th grade students reported high levels of school connectedness, and 83% of 5th graders felt safe or very safe while attending school. 48% of males and 49% of females shared feelings of high school connectedness, while 83% of males and 82% of females shared feeling safe most/all of the time at school.   Overall, only 26% of 7th graders felt connected to school and 67% felt safe or very safe while in school. 28% of Hispanic/Latino 7th graders reported feeling connected to school compared to 27% of non-Hispanic/Latino 7th graders. Both 75% of male and female 7th graders reported feeling very safe at school.  On average, 8% of 11th grade students felt connected to school and 54% felt safe or very safe at school. 9% of Hispanic/Latino 11th graders reported high levels of school connectedness compared to 7% of non-Hispanic/Latino 11th grade students. 54% of both male and female 11th graders felt safe or very safe at school.   2. 2017 Healthy Kids Survey data shows a significant decline school connectedness across all grade levels, and demographics. However, school safety continues to be high amongst students attending BUSD.   3. The LEA has and will continue to implement better data management regarding mental health and tracking of student experiencing mental health challenges. The Healthy Kids Survey data will be monitored more closely. School attendance and parent notifications and outreach related to chronic absenteeism has increased. Five areas of PBIS and the 16 Proactive Classroom Management Strategies have been a district focus and expectation at all school sites. BUSD will continue to address it ongoing need of mental health supports and work to implement more Tier 1 strategies to address mental health and attendance district wide.  To specifically address the data related to school connectedness from the 2017 Healthy Kids Survey, BUSD will embark on training school leaders and staff on systems and structures to address Whole Child Development. BUSD will also be exploring the adoption of a Social Emotional Learning curriculum and work to build capacity amongst staff and students to ensure a relationship centered learning environment that will increase feelings of connectedness and belonging. Staff will also dig deeper into trauma informed practices and continue to seek out staff trainings to safeguard the use of these practices district wide. Lastly, BUSD will continue to partner with families and community to share strategies that facilitate healthy family relationships and positive student outcomes.|Met||2018
15101570119669|Wonderful College Prep Academy|6|"Wonderful College Prep Academy provided a locally produced series of climate surveys in the 2017-2018 school year that were utilized to provide feedback for the school in the strategic planning process. At the Academy, there were surveys given to families and students in order to review multiple perspectives on school climate.   Surveys were taken anonymously to provide authentic results, some identifying information was included (grade level of student; students and parents took different surveys). Families at the Academy reported that they are most satisfied with WCPA's effectiveness in preparing students for college and career and providing instructional materials. These categories had a grand mean of 3.5 or higher on a 4 point scale. Families cited the following as growth areas: sharing academic progress to support my child and child has opportunities to share opinions. Both had a grand mean of around 3.2 on a 4 point scale. At the time of the survey, WCPA was serving grades K-1 and 6-12. Students cited the following as areas of strength: My teacher helps me if I need it, I feel safe at school and students at my school always try their best - all with 80% or greater of students rating ""agree"" or ""strongly agree"". For action steps, WCPA has sought to increase more opportunities for student voice, to increase efforts with parent engagement and to increase student access to technology. In support of these efforts, the Academy took the following actions:  1. Hired a Middle School Principal to focus on academics and culture at the middle school  2. Created a role for Director of Student Supports to ensure there are schoolwide interventions;  3. Created a role of a Family and Community Engagement manager to increase parent engagement efforts  4. Revised curricular materials to ensure students could continue to have access to personalized learning materials and enough technology to support 1:1 through the use of Chromebooks and iPads.  5. Additionally, there have been opportunities for student leadership through the use of advisory clubs at the high school and leadership groups at the middle school."|Met||2018
47702500000000|Dunsmuir Joint Union High|6|"1. Staff, Students, Parents and Community members - Annual Survey conducted most recently in spring of 2018. See summary below. Individual submissions are anonymous and confidential. Most parents feel their children are safe at school and teachers are good role models.  Some Students reported they do not feel entirely safe at school. The responses did not indicate where the concerns were coming from.  2. The results indicate we need to dig deeper to see what issues are making students uneasy. ""Safe"" is too broad a term. 3. Staff has responded with increased intruder drills, and plans to have the Student body Association become more involved in the survey process. The Administration is bringing speakers to the school during the 2018-18 school year that will speak about bullying and consequences. The administration is searching for proper materials about safety issues, dependent on Associated School Body discussions with their classmates."|Met|The climate is conducive to learning in most regards, since the school is in good repair, there are adequate materials and resources, enough teachers, time for tutoring and free meals. Issues with bullying and misconduct are rare and are dealt with directly by staff. The national climate of safety issues stemming from publicized school shootings and our work with ALICE trainings contributes to a level of unease that is unavoidable. We now have a psychiatric counselor on site every afternoon who is completely accessible by every student. If we uncover any other issues for unease, they will be addressed.|2018
52715300000000|Flournoy Union Elementary|6|Priority 6 School Climate Due to our small size, (28 students k-8), and coupled with the need for confidentiality, our school has opted to develop our own survey to gather input regarding school connectedness and safety.  Some of our grade levels have only one student and to publish results of student surveys that are supposed to protect individual student answers presents difficulty.  Flournoy has 6 staff members (classified and certificated). As a result, our staff has extensive opportunities on a daily basis to interact with students.  Our school has had no student referrals or suspensions over the past 2 years.  The 2018 survey results are as follows: I feel welcome when I enter the school.27 responses Value Count Yes          27 No            0 I feel safe at school.27 responses Value Count Yes          26 No            1 I like coming to school 28 responses Value Count Yes          18 No          10 The school is clean and well-maintained.28 responses Value Count Yes           23 No            5 Students at my school are well behaved.28 responses Value Count Yes           22 No            6 At my school, there is a teacher or some other adult who really cares about me.28 responses Value Count Yes           28 No             0 The learning environment at this school is excellent.28 responses Value Count Yes           28 No            0    I am given additional academic help when needed.28 responses Value Count Yes           28 No             0 I participate in the activities at my school. (field trips, sports, and performances.28 responses Value Count Yes            28 No              0 Most of the time I know how to do my homework.28 responses Value Count Yes           28 No            0 There is an adult at home who can help me with my homework.28 responses Value Count Yes          26 No           2 I have access to technology at my school.28 responses Value Count Yes           27 No            1 I use technology every week at my school.28 responses Value Count Yes            28 No             0 I am satisfied with the extracurricular activities at the school.28 responses Value Count Yes            27 No             1 I do physical activity (walk, run, jump, dance, play sports, etc.) at least one hour each day of the week.28 responses Value Count Yes           27 No            1|Met||2018
15101570135467|Wonderful College Prep Academy - Lost Hills|6|"Wonderful College Prep Academy Lost Hills provided a locally produced series of climate surveys in the 2017-2018 school year that were utilized to provide feedback for the school in the strategic planning process. At Lost Hills, there were surveys given to families and students in order to review multiple perspectives on school climate.   Surveys were taken anonymously to provide authentic results, some identifying information was included (grade level of student; students and parents took different surveys). Families at Lost Hills reported that they are most satisfied with WCPA's effectiveness in engaging and motivating students; preparing students for college and career; and personalizing learning by knowing students well and supporting their learning. All of these categories had a grand mean of 3.7 or higher on a 4 point scale. Families cited the following as growth areas: child's experience with technology and child has opportunities to share opinions. Both had a grand mean of less than 3.5 on a 4 point scale. At the time of the survey, WCPA Lost Hills was only serving grades K-2. Students cited the following as areas of strength: I have many different types of friends, I feel safe at school and students at my school are nice to each other - all with 80% or greater of students rating ""agree"" or ""strongly agree"". For action steps, WCPA Lost Hills has sought to increase more opportunities for student voice, to increase efforts with parent engagement and to increase student access to technology. In support of these efforts, the Academy applied for funding via the LCAP process to hire a full-time family engagement coordinator, an assistant principal to focus on academics and culture, and enough technology to support 1:1 through the use of Chromebooks. Additionally, there have been opportunities for student leadership by creating the school's first junior ASB with the sixth grade class."|Met||2018
37684520000000|Vista Unified|6|Vista Unified uses a climate survey tool developed by the University of California San Diego (UCSD) to anally monitor the status of the school environment for students, parents, community members and staff. The UCSD survey is administered annually at three grade levels. This survey follows a cohort of students for three years and then resets. The purpose of this methodology is to track climate changes over time. The data from both surveys are presented to the School Board during a public meeting annually. The most current climate survey results for students indicate statistically significant improvement in sense of belonging, safety, and teacher trust. The survey indicated a dramatic improvement in students' sense of safety in middle school.|Met|The administration of the survey, collection of data, and analysis of the data is completed by researchers from UCSD. This methodology ensures that the data is not influenced by staff members.|2018
30664800000000|Cypress Elementary|6|The Cypress School District has strong parent and community involvement and has historically engaged the stakeholders through a variety of methods, including the annual LCAP survey. Participation in the LCAP survey included: Staff, Parents/guardians, and TK-6 grade students. Over 88% of survey participants reported that they feel the part of the school/district community and the school/district is a safe place to learn.  Areas of strength include the school/district's mission, vision, and beliefs are used as a guide in decision-making, goals for instruction and achievement are clearly communicated, and the staff provides a quality instructional program preparing students for college and career. All stakeholder groups reported there is a need for a districtwide Social Emotional Learning program, teacher training, and a districtwide positive behavior support plan.|Met||2018
50712820000000|Stanislaus Union Elementary|6|In the year of 2017-18, we administered a student developed school climate survey to students in grades four (4), six (6) and eight (8).  Their responses were reported on a five (5) point scale with one (1) meaning Strongly Disagree and five (5) meaning Strongly Agree.  Included is a sampling of the questions and responses from the survey.  My school is clean and safe:  Grade 4: 3.25  Grade 6: 3.75  Grade 8: 3.6   I enjoy coming to school every day to learn:  Grade 4: 4.2  Grade 6: 3.7  Grade 8: 3.3  I feel safe and comfortable with my surroundings at school:  Grade 4: 4  Grade 6: 4  Grade 8: 3.55 I believe I am learning in a positive classroom environment:  Grade 4: 4.3  Grade 6: 4.05  Grade 8: 3.85  Bullying is being addressed by staff members and administration:  Grade 4: 3.45  Grade 6: 3.4  Grade 8: 3.55 Staff members treat students with respect:  Grade 4: 4.05  Grade 6: 4.8  Grade 8: 4.8 Students are treated equally at my school:  Grade 4: 3.9  Grade 6: 3.7  Grade 8: 3.45  This information was presented to the board at a regularly scheduled board meeting of the SUSD governing board on April 19, 2018.|Met||2018
49707306120588|Pathways Charter|6|Pathways conducts an annual survey of all parents and students. Results consistently indicate a very high level of satisfaction, not only with the overall program, but also in regards to safety and student connectedness with the school and staff. This survey, and its associated results, are one of the major data sources for establishing our annual LCAP goals, actions and services. A few highlights from this year's survey: 91% are satisfied or highly satisfied with Pathways overall; 85% would recommend or highly recommend Pathways to another family; 92% agree or strongly agree that Pathways is safe and 81% feel connected to the school.|Met||2018
57727100000000|Woodland Joint Unified|6|During the 2016-17 and 2017-18 school years, the Woodland Joint Unified School District has administered the California Healthy Kids Survey (CHKS) as a local indicator to provide a valid measure of perceptions of school safety and connectedness. The CHKS was administered in grades 5, 7, 9, and 11. The administration included students, parents, and staff. As a district, we have reflected on a number of key learnings from the administration of the CHKS. Three key learnings are in the areas of culture & climate, meaningful participation, and CHKS administration timing.  When disaggregating the results of the CHKS, we find that student feel safe and respected at school at a higher level during their fifth grade year compared to their 7th, 9th, or 11th grade year. Over the two years of administration, student sense of safety and school connectedness has decreased. As an administration team, we have reflected on this and identified action steps moving forward and have identified some environmental variables that are beyond our control (mass shootings nation-wide).  The administration and discussion around the CHKS has shed light on the need to focus on meaningful participation from our staff, families, and community. The CHKS uses the data from students, staff, and parents to identify areas of strength and areas of improvement. Meaningful participation is an area of improvement. As a district, we are incorporating more conversations around culture & climate into our processes and procedures. All school sites have been able to use CHKS data to address culture and climate in their School Site Safety Plans. Our high schools have also used the data in writing their 3-year WASC accreditation progress report.  As a result of the two year administration of the CHKS, WJUSD is making a concerted effort to focus on culture & climate and meaningful participation. As a district, we assess to help identify areas of strength and areas for growth. This year, we are focusing on connecting more of those assessments to create a more complete picture of our strengths and needs. For instance, we will be using information from the administration of our Student Risk Screening Scale (SRSS) and our Tiered Fidelity Inventory (TFI) with our use of local climate surveys and bullying prevention presentations to help inform our efforts in addressing the social-emotional/ behavioral needs of our students. This work will help inform our implementation of Restorative Practices and the development of comprehensive plans in the areas of: bullying prevention/ intervention, suicide prevention, and counseling services.|Met|The data for the Local Indicator for Priority 3 was presented to the WJUSD Board of Trustees on May 10, 2018.|2018
49402460128157|Gateway to College Academy|6|"The local climate surveys used included the Gateway to College National Network Student Satisfaction Survey and a homegrown survey developed by teachers to assess whether students feel respected, valued, experience a sense of ""safe space"" and general atmosphere at Gateway to College Academy. Key learnings from the survey included: specific physical spaces where students feel less safe (Study Lounge); strategies and tools that teachers can use to develop a supportive, challenging, productive, and comfortable environment (differentiated seating, ""treating students like adults""); peer-to-peer behaviors that are occurring and making students feel unwelcome (homophobic talk, marijuana use). These results reveal areas of strength such as caring and engaging teachers, as well as challenges such as maladaptive peer-to-peer norms. After survey results were compiled, analyzed, and discussed, the GtC team restructured the use of the Study Lounge so that students are now required to earn their pass to occupy the space during class hours. We have already seen results in that there are less students hanging out in this space and consequently students are staying in classrooms, learning more, and their grades are increasing."|Met||2018
50710500000000|Chatom Union|6|o 96.42% of students feel the rules and expectations of the school are clear and well known, 70.32% feel there are adequate resources to help in an emergency crisis and 88.1% of students feel the school has a way to recognize and reinforce positive behavior among students.  Students were also asked to rate areas of concern for safety. The top three areas of greatest concern included; weapons, fights and bullying.  The three areas of least concern included; gangs, dangerous areas within the school and drugs/alcohol.  The District moved to an electronic format of the survey which increased the response rate.  The District will continue to utilize the electronic survey but will be revising the questions to gather more input on the perception of school connectedness.|Met|A local climate survey that captures a valid measure of student perception of school safety is given annually to all students in grades 3rd-8th.  The survey is also sent to parents in their primary language representing all student groups.  The safety survey results were presented at a public Board Meeting and reviewed by the safety committee to increase safety at each site.|2018
49104960000000|Sonoma County Office of Education|6|In the 2017-18 school year XX% of students reported having high levels of school connectedness, as reported on the California Healthy Kids Survey (CHKS).  In the 2017-18 school year XX% of students reported having high levels of caring relationships with adults in school, as reported on the California Healthy Kids Survey (CHKS).  In the 2017-18 school year XX% of students reported having high levels of high expectations from adults at school, as reported on the California Healthy Kids Survey (CHKS).  In the 2017-18 school year XX% of students reported having high levels of meaningful participation in school, as reported on the California Healthy Kids Survey (CHKS).  There continues to be a need to monitor the impact of CBO services on student outcomes Overall, services have had a positive impact, particularly as it relates to school-community building. Additionally, the services the community-based organizations provide assist students in meeting requirements for readmission to district.   Healthy relationships between adults and students is promoted via school/community building events. Teacher professional development has helped to strengthen healthy relationships between adults and students. Once again, the parent engagement event at Amarosa Academy was very successful.   Academic counseling services are provided to all students in the program. The counselor assists students with the development of academic and graduation plans and assists with addressing barriers to positive school outcomes. Student relationships are strong and this service provides much needed support and guidance to students. (3.3)  Culturally appropriate structure and support that include provision of bilingual services was provided (with the exception of a bilingual counselor) . Expansion of agency contracts to include work with parents/families has been discussed but not yet implemented. Current counseling services are having a positive impact on student engagement and performance.  Mental health counseling services were provided in the 2017-18 school year. Staffing was more consistent this year and counselors established and maintained positive relationships with students. Counseling services assist students with addressing barriers to school success and provide support in dealing with personal issues that might impact their ability to be fully 'present' at school.|Met||2018
51714070109793|South Sutter Charter|6|In fall 2017, all students in grades 5, 8, & 12 were given our School Climate survey. Of those students, 9.62% responded. Overall, 40% of respondents were male & 60% were female. The survey measured student happiness with their school, school connectedness, & school safety. As reported on our previous Dashboard, the vast majority of students responded positively to all areas surveyed. In re-evaluating our survey data for this year, it was noted that there was a large variation in participation by grade level. Given this variation, previously reported data has been separated by grade level.  Grade 5: 42% of total respondents. 59% of students were male & 41% were female. Below is the % of grade 5 respondents who felt this way most/all of the time: 94% of students are happy to be at their school 94% felt their teacher encouraged them to do their best 100% felt their teacher told them when they were doing well in school 94% felt they were treated fairly at school 94% felt their teacher listened to what they had to say 100% felt their teacher cared about how they did in school 71% felt they participated in deciding what they learned about 94% felt the rules at school are fair 53% of 5th grade respondents had participated in in-person, school-sponsored classes & activities. Of those participants, 89% felt safe at these classes/activities most/all of the time.  Grade 8: 31% of total respondents. 47% of students were male & 53% were female. Below is the % of grade 8 respondents who felt this way most or all of the time: 100% of students are happy to be at their school 93% felt their teacher encouraged them to do their best 93% felt their teacher told them when they were doing well in school 100% felt they were treated fairly at school 100% felt their teacher listened to what they had to say 80% felt their teacher cared about their post-high school college & career goals 71% felt they had a voice in decisions about their educational path 93% felt that school policies are fair 60% of 8th grade respondents had participated in in-person school sponsored classes & activities. Of those participants, 100% felt safe at these classes/activities most/all of the time.  Grade 12: 27% of total respondents. 8% of students were male & 92% were female. Below is the % of grade 12 respondents who felt this way most or all of the time: 100% of students are happy to be at their school 100% felt their teacher encouraged them to do their best 100% felt their teacher told them when they were doing well in school 100% felt they were treated fairly at school 100% felt their teacher listened to what they had to say 92% felt their teacher cared about their post-high school college & career goals 92% felt they had a voice in decisions about their educational path 92% felt that school policies are fair 8% of 12th grade respondents had participated in in-person school sponsored classes & activities. Of those participants, 100% felt safe at these classes/activities all of the time.|Met|In addition to the data in our narrative, our survey also asked respondents to rate how likely they would be to recommend our school to others. This is ranked on a scale of 1 (not likely at all) to 10 (Completely likely). For this survey, 62% responded with a 9 or 10, 24% with a 7 or 8, and 14% gave South Sutter a ranking of 6 or less.  After our first administration and share out of our Student School Climate Survey, in addition to reevaluating our initial data for this Dashboard, it was decided to review our current survey questions and make revisions based on feedback from additional stakeholders. These include additional teachers, administrators, and parents. This new survey will be in place for future Dashboards and will now be administered in the spring starting in the 18-19 school year in an effort to increase participation and relevance. This will allow new students to be enrolled in our school for a full year before taking the survey. Our ultimate goal is to increase participation to at least 25% overall and within each grade level.|2018
52715060000000|Corning Union High|6|In the fall of 2017, Corning Union High School District administered the California Healthy Kids Survey to 167 9th grade students and 139 11th grade students.  One key takeaway from the survey was the large number of students that have experienced chronic sadness/hopelessness recently.  33% of 9th graders and 34% of 11th grades said that this was true for them.  There have been many anecdotal observations and conversations in the District about the increasing need for student mental health resources.  The statistic confirmed that.  The District continues to offer full time licensed marriage-family therapists on campus for students in need.  This is in addition to access to school counselors and various behavioral and social-emotional supports and interventions.  Even with these options in place, this will continue to be a challenge for the District in improving student safety and achievement.|Met||2018
36750510115089|Sky Mountain Charter|6|In fall 2017, all students in grades 5, 8, & 12 were given our School Climate survey. Of those students, 15.2% responded. Overall, 45% of respondents were male & 55% were female. The survey measured student happiness with their school, school connectedness, & school safety. As reported on our previous Dashboard, the vast majority of students responded positively to all areas surveyed. In re-evaluating our survey data for this year, it was noted that there was a large variation in participation by grade level. Given this variation, previously reported data has been separated by grade level.   Grade 5: 54% of total respondents. 52% of students were male & 48% were female. Below is the % of grade 5 respondents who felt this way most/all of the time: 89% of students are happy to be at their school 92% felt their teacher encouraged them to do their best 88% felt their teacher told them when they were doing well in school 96% felt they were treated fairly at school 96% felt their teacher listened to what they had to say 93% felt their teacher cared about how they did in school 78% felt they participated in deciding what they learned about 89% felt the rules at school are fair 67% of grade 5 respondents had participated in in-person, school-sponsored classes & activities. Of those participants, 94% felt safe at these classes/activities most/all of the time.  Grade 8: 35% of total respondents. 33% of students were male & 67% were female. Below is the % of grade 8 respondents who felt this way most or all of the time: 94% of students are happy to be at their school 94% felt their teacher encouraged them to do their best 100% felt their teacher told them when they were doing well in school 100% felt they were treated fairly at school 100% felt their teacher listened to what they had to say 88% felt their teacher cared about their post-high school college & career goals 94% felt they had a voice in decisions about their educational path 83% felt that school policies are fair 56% of grade 8 respondents had participated in in-person school sponsored classes & activities. Of those participants, 80% felt safe at these classes/activities most/all of the time.  Grade 12: 11% of total respondents. 50% of students were male & 50% were female. Below is the percent of grade 12 respondents who felt this way most or all of the time: 100% of students are happy to be at their school 100% felt their teacher encouraged them to do their best 100% felt their teacher told them when they were doing well in school 100% felt they were treated fairly at school 100% felt their teacher listened to what they had to say 100% felt their teacher cared about their post-high school college & career goals 83% felt they had a voice in decisions about their educational path 100% felt that school policies are fair 33% of 12th grade respondents had participated in in-person school sponsored classes & activities. Of those participants, 100% felt safe at these classes/activities all of the time|Met|In addition to the data in our narrative, our survey also asked respondents to rate how likely they would be to recommend our school to others. This is ranked on a scale of 1 (not likely at all) to 10 (Completely likely). For this survey, 53% responded with a 9 or 10, 31% with a 7 or 8, and 16% gave Sky Mountain a ranking of 6 or less.  After our first administration and share out of our Student School Climate Survey, in addition to reevaluating our initial data for this Dashboard, it was decided to review our current survey questions and make revisions based on feedback from additional stakeholders. These include additional teachers, administrators, and parents. This new survey will be in place for future Dashboards and will now be administered in the spring starting in the 18-19 school year in an effort to increase participation and relevance. This will allow new students to be enrolled in our school for a full year before taking the survey. Our ultimate goal is to increase participation to at least 25% overall and within each grade level.|2018
44698070110007|Ocean Grove Charter|6|In fall 2017, all students in grades 5, 8, & 12 were given our School Climate survey. Of those students, 12.5% responded. Overall, half of respondents were male & half were female. The survey measured student happiness with their school, school connectedness, & school safety. As reported on our previous Dashboard, the vast majority of students responded positively to all areas surveyed. In re-evaluating our survey data for this year, it was noted that there was a large variation in participation by grade level. Given this variation, previously reported data has been separated by grade level.   Grade 5: 55% of total respondents. 55% of students were male & 45% were female. Below is the % of grade 5 respondents who felt this way most/all of the time: 87% of students are happy to be at their school 87% felt their teacher encouraged them to do their best 90% felt their teacher told them when they were doing well in school 97% felt they were treated fairly at school 94% felt their teacher listened to what they had to say 97% felt their teacher cared about how they did in school 58% felt they participated in deciding what they learned about 97% felt the rules at school are fair 52% of grade 5 respondents had participated in in-person, school-sponsored classes & activities. Of those participants, 94% felt safe at these classes/activities most/all of the time.  Grade 8: 32% of total respondents. 50% of students were male & 50% were female. Below is the % of grade 8 respondents who felt this way most/all of the time: 90% of students are happy to be at their school 95% felt their teacher encouraged them to do their best 90% felt their teacher told them when they were doing well in school 100% felt they were treated fairly at school 95% felt their teacher listened to what they had to say 80% felt their teacher cared about their post-high school college & career goals 85% felt they had a voice in decisions about their educational path 100% felt that school policies are fair 70% of grade 8 grade respondents had participated in in-person school sponsored classes & activities. Of those participants, 100% felt safe at these classes/activities most/all of the time.  Grade 12: 12% of total respondents. 37.5% of students were male & 62.5% were female. Below is the % of grade 12 respondents who felt this way most/all of the time: 75% of students are happy to be at their school 62.5% felt their teacher encouraged them to do their best 62.5% felt their teacher told them when they were doing well in school 75% felt they were treated fairly at school 87.5% felt their teacher listened to what they had to say 75% felt their teacher cared about their post-high school college & career goals 50% felt they had a voice in decisions about their educational path 86% felt that school policies are fair 25% of grade 12 respondents had participated in in-person school sponsored classes & activities. Of those participants, 100% felt safe at these classes/activities all of the time.|Met|In addition to the data in our narrative, our survey also asked respondents to rate how likely they would be to recommend our school to others. This is ranked on a scale of 1 (not likely at all) to 10 (Completely likely). For this survey, 42% responded with a 9 or 10, 31% with a 7 or 8, and only 27% gave Ocean Grove a ranking of 6 or less.  After our first administration and share out of our Student School Climate Survey, in addition to reevaluating our initial data for this Dashboard, it was decided to review our current survey questions and make revisions based on feedback from additional stakeholders. These include additional teachers, administrators, and parents. This new survey will be in place for future Dashboards and will now be administered in the spring starting in the 18-19 school year in an effort to increase participation and relevance. This will allow new students to be enrolled in our school for a full year before taking the survey. Our ultimate goal is to increase participation to at least 25% overall and within each grade level.|2018
07100740000000|Contra Costa County Office of Education|6|The school administered the ED School Climate Survey produced by the U.S. Department of Education to all students in March. While not all of the questions were applicable to students in custody, most of the questions were appropriate. Explicit instructions were given to students that they were to answer the questions about Mt. McKinley school and not a prior school they may have attended. 142 students at the Martinez and the Byron campus completed the survey. The school climate survey showed a high level of trust and respect of staff from students. Our students survey indicated that the number of students who reported bullying as a problem in school decreased by 16.56% (from 50.65% to 34.09%).  55% of students at Mt. McKinley Martinez and 51% of students at Mt. McKinley Byron agreed with the statement “the things I’m learning in school are important to me.”  80% of the students believe that the school provides instructional materials that reflect their cultural background, ethnicity and identity which reflects the school’s work on bringing in relevant texts and materials to engage the students.  While the survey indicated that students believe they can talk with their teachers about issues they are having, only 24% of them reported that they believe their teachers care about them.  That is an area the school is focusing on by having weekly (Wednesday) social-emotional learning lessons all day.  This is helping the teachers and students connect while teaching the students new coping strategies.  The school is also focusing on the discipline system through an evaluation of the process in the School Site Council this year.  Only 37% of students reported that they believe discipline at McKinley is fair and the school is working to address that.  This information was presented to the Contra Costa County Board on 10/17/18.|Met||2018
24657630000000|McSwain Union Elementary|6|We administered the California Healthy Kids Survey to 5th and 7th graders in the 2018-2019 school year.  Key learnings were that 86% of 5th graders and 70% of 7th graders feel safe at school.  40% of 5th graders and 21% of 7th graders feel connected to school.  97% of 5th graders reported that school staff doesn't allow bullying at school.  There was no similar question for 7th graders so no data can be pulled to directly compare with results of our 5th graders.  However, 38% of 7th graders did report that they have experienced bullying at school, and this is something we want to eliminate.  The disaggregated results of the survey and other data collection, including a parent survey, reveal that although staff addresses bullying, it is still viewed by students and families as an issue to address.    Based on the data, the LEA has responded by increasing safety measures at school.  These measures include but are not limited to staff members wearing name badges, noon duty supervisors wearing vests so students can locate them quickly, increased security cameras and security fencing on campus.  Additionally, we have responded by adding an anti-bullying action to Goal 4 of our LCAP.  We have had two anti-bullying speakers on campus to address bullying and have extended presentations to families.  The LEA feels it is important to synergize and include all stakeholders, including students, staff and families, in order to eliminate bullying on our campus.  So far, we are seeing positive results; we will continue to follow up on the anti-bullying message and implementation of our Leader in Me program to focus on positive behaviors on campus.|Met||2018
33671730000000|Palm Springs Unified|6|In the Fall of 2017, Palm Springs Unified School District administered school climate surveys to students in grades three through twelve through the Panorama Education data collection platform.  4,632 elementary student surveys were submitted, and 11,225 secondary surveys were submitted.  Survey items aligned to four areas of school climate: Safety; Sense of Belonging (School Connectedness); Climate of Support for Academic Learning; and Knowledge and Fairness of Discipline, Rules and Norms.  Data is reported as the percentage of students responding favorably to the items in each area. 65% of elementary students and 71% of secondary students reported favorable perceptions of school safety, placing the district near the 60th percentile in elementary and 70th percentile of districts when compared to national rates.  Socioeconomically disadvantaged (SED) students replied at a 2% differential with non-SED peers (elementary – SED 64% favorable, non-SED 66%; secondary SED 72% favorable, non-SED 70%).  English Learners (EL: elem 63%, sec 72%) reported similar differences in safety when compared to non-EL students (elem 66%, sec 71%).  Hispanic students (elem 65%, sec 73%) reported higher safety ratings than African American (elem 62%, sec 68%) or White (elem 64%, sec 66%) student groups. Sense of Belonging (School Connectedness) items focus on student impressions of being a part of the school.  79% of elementary students and 63% of secondary students responded favorably in this area, placing the district near the 40th and 60th percentiles respectively.  Results gaps in this area were similar to those reported in the safety area.  SED students (elem 79%, sec 63%) reported a 2% difference from non-SED students (elem 81%, sec 65%).  EL students (elem 79%, sec 65%) reported higher connectedness ratings than non-ELs (elem 78%, sec 63%).  Hispanic students (elem 79%, sec 64%) reported higher connectedness ratings than African American (elem 70%, sec 60%) and White (elem 77%, sec 62%) student groups.  The District is addressing these connectedness perception differences as part of efforts to improve suspension rates and chronic absenteeism rates. 79% of elementary and 78% of secondary students responded favorably in the area of Climate of Support for Academic Learning.  80% of elementary and 67% of secondary students reported favorable perceptions in the area of Knowledge and Fairness of Discipline, Rules and Norms.   The Fall 2017 administration was the first time the District used this measure for school climate.  The 2018-2019 administration will occur in February, 2018, after which schools will be able to analyze the effects of school climate improvement efforts.  The District has actions listed to school safety and school connectedness within the LCAP, focusing on decreasing gaps between groups and increasing overall favorability ratings.  To view these targets and actions, please refer to the PSUSD LCAP available on the PSUSD website at www.psusd.us.|Met||2018
49402460000000|Petaluma City Elementary/Joint Union High|6|Petaluma City Schools has contracted with West Ed to administer the California Healthy Kids Survey (CHKS) every other school year. The CHKS was last administered in the district during the 2017-2018 school year.  The CHKS will be administered again in the 2019-2020 school year. For the 2017-2018 school year, the school climate measures, as indicated by the CHKS results for Petaluma City Schools, were as follows: -School Connectedness: 97% of 5th grade students, 66% of 7th grade students, 51% of 9th grade students, and 46% of 11th grade students indicated that they felt connected to their school. -Feel Safe At School: 86% of 5th grade students, 78% of 7th grade students, 66% of 9th grade students, and 69% of 11th grade students indicated that they feel safe at school.|Met||2018
49402466051981|Penngrove Elementary|6|Penngrove Elementary Charter School  has contracted with West Ed to administer the California Healthy Kids Survey (CHKS) every other school year. The CHKS was last administered at Penngrove during the 2017-18 school year. The CHKS will be administered again in the 2019-20  school year. For the 2017-18 school year, the school climate measures, as indicated by the CHKS results for Penngrove Elementary Charter School, were as follows: 88% of students feel they are treated with respect, 83% of students feel safe at school, and 82% of students feel like a part of the school.   As indicated by these survey results, an area of strength is student and staff relationships. An area of potential growth will be to educate students about what it means to be connected to school. 60% of students reported being moderately or highly connected to school.|Met||2018
49402466051932|Mary Collins Charter School at Cherry Valley|6|The California Health Kids Survey from West Ed was administered in the 2017-2018 school year to the 7th grade students.  87% reported that they felt a strong sense of school connectedness. 83% of students reported that they feel there is a teacher or some other adult at school who really cares about them. 80% of students reported that they feel safe at school.  MCCV will continue to implement Toolbox lessons in all classes  to help students develop strong social-emotional skills so that they can better navigate their social relationships and constructively resolve conflicts with peers, teachers, and other adults while at school.|Met||2018
49708620000000|Petaluma Joint Union High|6|Petaluma City Schools has contracted with West Ed to administer the California Healthy Kids Survey (CHKS) every other school year. The CHKS was last administered in the district during the 2017-2018 school year. For the 2017-2018 school year, the school climate measures, as indicated by the CHKS results for Petaluma City Schools, were as follows: -School Connectedness: 97% of 5th grade students, 66% of 7th grade students, 51% of 9th grade students, and 46% of 11th grade students indicated that they felt connected to their school. -Feel Safe At School: 86% of 5th grade students, 78% of 7th grade students, 66% of 9th grade students, and 69% of 11th grade students indicated that they feel safe at school.|Met||2018
39686500000000|Ripon Unified|6|"Information from five key questions on the student LCAP survey showed a strong sense of school safety and connection.  Students responded to, ""I can talk openly with my teachers when I have difficulties.""  78.32% of 4th-5th graders, 55.27% of 7th-8th graders, and 48.93% of 10th-11th graders replied, ""Yes.""  Next, they were asked if their teachers made learning fun.  87.71% of 4th-5th graders, 78.69% of 7th-8th graders, and 65.72% of 10th-11th graders, ""Agreed"" or ""Strongly Agreed.""  (These were all significant increases.)  They were asked if teachers and staff encourage them to produce their best work.  94.46% of 4th-5th graders, 95.03% of 7th-8th graders, and 81.43% of 10th-11th graders, ""Agreed"" or ""Strongly Agreed.""  Then, they were asked if they understood the importance of coming to school every day, so they didn't miss instruction.  88.85% of 4th-5th graders, 92.49% of 7th-8th graders, and 90.94% of 10th-11th graders, ""Agreed"" or ""Strongly Agreed.""  Finally, students were asked if they felt safe at school.  85.12% of 4th-5th graders, 84.48% of 7th-8th graders, and 78.31% of 10th-11th graders, ""Agreed"" or ""Strongly Agreed.""  Please note that surveys were given early in the year.  Therefore, students' perspectives may include their experiences from the prior year.  There is a slight drop in the percentage of high school students sharing difficulties in understanding openly with classroom teachers, as well as in being encouraged to do their best work.  High schoolers do show an increase of understanding the importance of being at school every day.  4th-8th graders showed a slight drop in understanding the importance of being at school everyday.  Under the MTSS umbrella, staff has been trained at each school in Restorative Practices.  Restorative circles are being used more and more often.  Additional trainings have and will continue to occur.  The high school and Ripon Elementary staffs were trained in Character Strong.  The LCAP includes actions/services for attendance programs at all sites.  Sites use their resources for continual improvement."|Met|179 4th graders took the survey (17.62%), along with 130 5th graders (12.8%).  196 7th graders took the survey (19.29%), along with 231 8th graders (22.74%).  All elementary sites were represented for both grade spans.  156 10th graders (15.35%) and 124 11th graders (12.2%) took the survey from the high schools.|2018
41689320000000|Pacifica|6|A Climate Survey through Panorama was given to all 3-8th grade students in Pacifica School district in the early fall of 2017 and in the Fall of 2018.  In the fall of 2017, the overall response rate for this climate survey was 87%. In questions relating to connectedness to school, 81% of 3-5 grade students responded positively and 69% of 6-8 grade students responded positively . With questions around their perceptions of school safety, 70% of students in 3-5 responded positively and 65% of 6-8 responded positively. In the Fall of 2018, the overall response rate for this climate survey was 85%. In questions relating to connectedness to school, 83% of 3-5 grade students responded positively and 70% of 6-8 grade students responded positively . With questions around their perceptions of school safety, 69% of students in 3-5 responded positively and 66% of 6-8 responded positively.  These results show that the perceptions of the students with regard safety and school connectedness have been fairly consistent  one year to the next. A closer look at the  individual school results may give us some ideas to which actions and strategies are effective and promote improvement in student safety and connectedness to school.|Met||2018
49402460124339|Sixth Grade Charter Academy at Petaluma Jr. High|6|For over 90% of students, attending the Sixth Grade Academy was a shared decision between their parents and students. The overall rating of the program was an 8 (out of a 1-10 scale). Student attendance daily average was over 97%. Students reported hands on fieldtrips, engaging activities, and a jump start to junior high as their reasons for attending. Over the course of last year, two students were suspended out of school for their actions/behavior.  One student received an in school suspension.|Met|The attendance rate was up about .4%.  The suspension rate was about the same.|2018
39685440000000|Jefferson Elementary|6|The California Healthy Kids Survey was administered to 5th and 7th grade students. Survey results were presented to the Board. The results were also presented at our LCAP community forums. This local survey was selected to address Goal Two fostering positive relationships between staff, students, parents, and the community as part of a successful learning environment. Students felt positive about their teachers and their expectations. They felt safe and were happy to be at school. They felt proud to belong at their school. When work was difficult students felt like they could persevere. They felt the school taught them how to treat others with respect and that their teachers respect them. They felt drugs, alcohol, cigarettes, guns, and knives were not a problem. Things students felt could be improved included student engagement in learning. They wanted lessons to connect to outside the classroom and increase the number of extracurricular activities. Students would like to be involved in decision making. Students would like to see the adults on campus make a greater effort in getting to know them. Students wanted to learn how to talk about their feelings and work out disagreements and how to control their emotions when they get angry. Students would like to see their peers stand up to bullying more often. They would also like to see the bathrooms and school grounds cleaner and improve the speed of broken things getting fixed.|Met||2018
15635520000000|Lakeside Union|6|The district met the eligibility criteria for Differentiated Assistance using Fall 2017 CA Dashboard results. Students with Disabilities and African American student groups are Red on Pupil Achievement (Priority 4) and School Climate (Priority 6).  The district recognizes the need to engage in root cause analysis, and commit to a Continuous Improvement Process (CIP) to increase outcomes for all students and close performance gap(s) using multiple cycles of inquiry.  The district surveys students annually, using the California Healthy Kids Survey (CHKS) with 5th and 7th grade students to provide a valid measure of perceptions of school safety and connectedness.  The survey is administered in the fall of each year, and is currently in progress at the time of this submission.  2018/2019 survey results will be reported in the California School Dashboard as soon as practicable.  Below is a Summary of Key Indicators from the CHKS for 7th grade for 2017/2018.  2017/2018 School Engagement and Supports School connectedness  21% Academic motivation  44% Chronic truancy (twice/month or more)  2% Caring adult relationships  30% High expectations  45% Meaningful participation  11% Facilities upkeep  9%  School Safety and Substance Use School perceived as very safe or safe  58% Experienced any harassment or bullying  50% Had mean rumors or lies spread about you  46% Been afraid of being beaten up  20% Been in a physical fight  18% Seen a weapon on campus  15% Been drunk or “high” on drugs at school   2%  Mental and Physical Health Current alcohol or drug use  8% Current binge drinking  1% Very drunk or “high” 7 or more times  0% Current cigarette smoking  1% Current electronic cigarette use  2% Experienced chronic sadness/hopelessness  29%    Summary The surveys provide information to help guide school improvement efforts and our Local Control and Accountability Plan, particularly with the state priorities of enhancing school climate, pupil engagement, and parent involvement.  Our district’s focus is to ensure students feel safe and connected to our schools.   Reviewing the survey results is the first step in a data-driven decision-making process. The results of student surveys are compared to surveys taken by staff and parents to determine how consistent perceptions are.  We’ll continue to annually survey students, staff, and parents to help guide our school improvement efforts.|Met||2018
52715550000000|Kirkwood Elementary|6|The LEA administers a parent survey each spring.  The results of the survey are shared with the School Site Council and the Board of Trustees.  Results from the Parent Survey strongly support the existing academic programs offered by the LEA.  Parents provided the LEA with high marks across the board|Met||2018
44697996119077|Watsonville Charter School of the Arts|6|A school climate survey was sent out in May of 2018 to all school families and students.  According to the results, more than 80% of families feel that their children are safe and supported on our school campus, while the other 20% were either undecided, or felt that there needed to be more education surrounding anti-bullying.  While the majority of our families felt that our teachers and staff were highly qualified and excellent, most of the complaints were surrounding facilities and food services (which as a dependent charter school, we rely on our school district for both services).  For the 2018/2019 school year, we are focusing our energy in kindness.  We are participating in the 21 days of kindness, as well as focusing our monthly assemblies on ways to show kindness and how to react/advocate in unkind situations.  WCSA has a calm and positive school climate, and data has shown that our families feel supported and are thrilled with our school culture.|Met||2018
19647330122754|Valley Charter Elementary|6|In the Valley Charter Elementary School Survey administered to grades 4 and 5, more than 70% of students reported that they feel that they belong at the school, and are emotionally and physically safe outside the classroom. Over 80% of students surveyed reported that the principal and teachers model respectful behavior and are respectful towards one another. The problem with this locally designed survey’s three-point scale was that it limited students’ ability to give nuanced responses. Consequently, Valley Charter Elementary School will administer a biannual, nationally-normed student survey to grades 3 through 5 in 2018-19.|Met||2018
33670410000000|Desert Center Unified|6|Due to our low enrollment numbers, we do not administer the Healthy Kids survey due to confidentiality.|Met||2018
27660760000000|Lagunita Elementary|6|"Lagunita administered the California Healthy Kids Survey (CHKS) last year to grades 3-8. As this was our first administration in several years, we lack data to compare and show growth or decline. However, we did find important data about school climate, which informed LCAP goal development. With 55 students responding to the question ""Do you feel close to people at school,"" three students answered either disagree or never while forty-two answered most of the time, all of the time, or agree. Asked ""Do you feel like you are part of this school,"" four answered disagree/never, while forty-six answered most/all/agree. To the question ""Do teachers at school care about you,"" eight answered no, sometimes, or a little while forty-seven selected either most of the time, all of the time, pretty much, or very much. While these questions should be unanimous, the overwhelming majority answered favorably. This gives our classrooms, school, and district as a whole a sense of the need to improve and better reach students who feel disconnected from school. Noting the number of students who did not answer these and other questions, the LEA plans to administer a short and more targeted set of questions that will be easy to replicate (and which will use the same wording across grade levels). This survey has informed the development of a new LCAP goal to develop a Social-Emotional Learning program at Lagunita to address concerns about conflict resolution, emotional safety, and school connectedness, among other concerns; and to support a whole school approach to school climate so that we can show growth, target areas of concern, and identify barriers (other than data collection)."|Met||2018
43695910000000|Mountain View Whisman|6|In 2017-18 MVWSD administered a Local Control Accountability (LCAP) Survey to all students in grades 4-8 and the Panorama Survey for students in grades 5 and 7. Both surveys provide measures of perceptions of school safety and connectedness. Below are the survey highlights. LCAP survey 94% of our students agree or strongly agree that adults at school care about their success. 93% indicated that they trust their teachers and 90% are comfortable asking teachers questions. 97% of students state that they have friends at school 87% of students feel safe on campus. 85% of students agree or strongly agree that there are clear and fair consequences for breaking rules at school. Results of the Panorama survey indicate that 51% of students in grades 5 and 7 reported favorably for school belonging, 52% reported favorably for school climate, 66% for school safety, 70% for rigorous expectations, and 70% for school teacher relationships. The MVWSD LCAP Goal 4 is to ensure a safe, healthy, and respectful District and school environment to increase engagement, involvement, and satisfaction of students, staff, parents, and community members. Action 1 in this goal provides all schools access to Project Cornerstone programs. Action 2 requires that all schools have a climate goal and action plan in their single plan for student achievement. All schools had access to the data collected from the District's LCAP survey and Panorama Survey. Also, the District School and Community Engagement Facilitators (SCEF - LCAP goal 4, actions 4, 5) act as the liaison between students, staff, and parents to remove barriers to improve student learning and achievement. They play an important role in supporting student and family connectedness to our schools. Their responsibilities include serving as a resource to students and parents regarding district and community agencies, resources, parent education, and other events and activities that are linked to positive student outcomes. The MVWSD LCAP Goal 3 is to provide a broad course of study to ensure that all students are prepared for high school with the academic skills and mindset necessary for successful citizenship in the 21st century. Goal 3, Action 12 provides one counselor for each middle school. The counselors support middle school students with academics and feelings of connectedness at school. The District has also convened a Health and Wellness committee to review policies and programs that support overall student wellness.  The District has entered into a partnership with Santa Clara County Behavioral Health Services and will begin training staff in suicide prevention in 2018.|Met||2018
10101080000000|Fresno County Office of Education|6|The LEA administered the California Healthy Kids Survey (CHKS) for grades 7-12 in the spring of 2017. The CHKS captured a valid measure of student perceptions of school safety and connectedness. 161 students completed the CHKS. Differences between student groups were found in the area of school supports, with White students reporting 29% high scores and only 11% of Hispanic students. African-American students averaged 21% high scores in the area of school supports. Conversely, 54% of Hispanic and 50% of African-American students perceived high school safety while 44% of White students reported high scores. 40% of African-American and 44% of Native American students stated that they had been harassed, as compared to 26% of Hispanic and 29% of White students. 44% of African-American and 36% of American Indian students described feeling chronically sad or hopeless, contrasted with only 18% of White and 22% of Hispanic students.  In regards to differences between gender groups, female students reported high scores in the area of school environment and nearly three times the rate of male students: 32% to 12%. Other areas were similar between the gender groups. Overall, 62% of students had moderate or high school supports, reflecting caring adults and high expectations and participation in school. 68% of students reported no incidents of harassment. Of those who stated harassment, gender was the most frequent reason; sexual orientation was the second. 79% of students reported use of alcohol or drugs in the past and 39% admitted to current usage. The percentage of current users was likely lowered by most students’ status of incarceration at the Juvenile Justice Center. Of current users, 82% claimed heavy usage. 48% of all students claimed active gang involvement. 16% reported seriously considering suicide. Specific items of particular relevance to school safety and connectedness include reasons for truancy. For example, 8% of students noted emotional health issues interfered with the ability to attend school; the same percentage claimed substance and alcohol abuse as their primary difficulty. In addition, only 41% of students stated that their parents were involved in their education. Analysis of the data demonstrates that students will continue to benefit from counseling and mentoring services from LEA staff and collaborative agencies. Areas of student need include substance and alcohol abuse; gang involvement; participation in acts of violence and criminal activity; truancy from school; and emotional wellness concerns. The LEA will continue to partner with collaborative agencies and utilize appropriate staff to address areas of need, including the use of Positive Behavior Intervention and Support. In addition, student perception of low parent involvement mirrors data collected during the LCAP process. The LEA plans to collaborate with parent outreach services from the district in order to facilitate increased involvement.|Met||2018
19647336071435|Castlebay Lane Charter|6|Castlebay administered the 2017-18 School Experience Survey during the spring semester. The following are the results that pertain to school climate:  • School Experience Survey participation rates for students were 98%. • The percentage rate of students who reported being happy at school was 95%. Eighty-seven percent of middle school students reported feeling like they are a part of their school. • Castlebay was perceived to be a safe place by at least 92% of students. • When students were asked if adults treated them with respect, 89% responded in the affirmative.     Castlebay will continue its Bullying campaigns, its Restorative Justice program, and our parent workshops, which focus on responsible citizenship, the Art of Kindness, and student resiliency.|Met||2018
24656310000000|Atwater Elementary|6|In the spring of 2017 the Atwater Elementary School District administered the California Healthy Kids Survey to all 5th and 7th grade students within the district, and to all parents in the district.  The survey is designed to elicit responses related to the student's and parent's feelings of school engagement and supports, school safety, disciplinary environment, and lifetime substance abuse.  Additionally, the district administered a local survey in the spring of 2018 with questions directly related to tracking progress on areas surveyed in the previous year through the California Healthy Kids Survey that are also measured in our Local Control Accountability Plan (LCAP).  In the spring of 2017, the following was found through the California Healthy Kids Survey:  an average of 64% of students feel a high level of school connectedness, an average of 47.5% of students feel strong academic motivation at school, 50.5% of students feel that there are caring adults on campus who foster good relationships, 62% of students feel that they are held to high expectations, 19.5% of students feel that they are allowed to provide meaningful participation to their school, 76% of students feel safe at school most or all of the time, 45% of students have been pushed or hit at least once, 39% of students have had rumors spread about them at least once, 41% of students have been called a name or have been bullied at least once, 13% have seen a weapon at school, 55% feel that students are well behaved, 49% feel that they are treated fairly when they break the rules, 83% feel that students are treated with respect, 9.5% have used alcohol or drugs, and 1% have used cigarettes.  In order to be proactive with regards to school climate and our students' school experience, AESD has implemented yearly bullying presentations and the addition of an anonymous bully reporting system on all school websites.  There are also anonymous bully boxes at each school to help students report incidents of bullying.  Schools also perform monthly ALICE drills and formal evacuation practices.  In the area of disciplinary environment, schools track discipline information and data through their PBIS system and implement school supports to reduce discipline.  School Engagement and Supports have been increased through district programs that include students in high interest activities like after school clubs, intramural sports, and visual and performing arts.  Lifetime substance abuse is targeted through presentations at the 4th, 6th, and junior high levels as well as a focused week (Red Ribbon Week) that advocates a drug free life. The local survey administered in spring of 2018 saw positive increases in all areas.  The California Healthy Kids Survey will once again be administered in the 2018-19 school year for reflection on growth or reduction from 2016-17 numbers.|Met||2018
50755720000000|Waterford Unified|6|The Waterford USD administers the California Healthy Kids Survey every other year to students in grade 5, 7, 9 and 11 and to the students in the continuation high school.  Results were presented to the local governing board and to the districts Safety and Wellness committee to inform the ongoing safety and wellness plan and associated safety goals.  CHKS   Safe Connected Gr 5   79%  57% Gr 7   65%  56% WHS Gr 9  59%  45% WHS Gr 11  61%  47% SHS           78%  59%  In 2016-17, the majority of students feel safe at school, and the majority of students in grades 5 and 7 and at the continuation high school feel connected to school.  However, fewer than half of the 9th and 11th graders at the high school feel a sense of school connectedness.  In 2017-18, the district developed a Multi-tiered System of Support (MTSS) to be implemented in the current year, which serves to reveal students who are experiencing, social-emotional, academic, behavior or physical deficiencies and provide a system of tiered interventions.  The process also serves to promote a greater sense of awareness among the adults as to the needs of our students.  The CHKS will be administered again in December 2018.|Met||2018
19648730000000|Paramount Unified|6|Prior to 2017-18, the CHKS was used to measure students’ perceptions of school safety and connectedness. In an effort to gather a wider range of feedback from students, in 2017-18 a district survey, which included questions about LCAP services as well as students’ perceptions of school safety and connectedness, was administered.  The survey was administered to all 5th, 7th and 12th grade students in February, 2018; students completed it on line.   Analysis of Survey Results - PUSD’s target for perception of school safety was based on the baseline from the CHKS results, administered in 2016-17.  The statement on the survey that students respond to is: “I feel safe when I am at school.”  Students responded with one of five responses; the targets below reflect only responses of “agree” and “strongly agree”. A significant number of students responded with “neutral”, which is not reflected in the table below. Grade   Target  Outcome, 2017-18 Grade 5 77%         73.3% Grade 7 65%          56.6% Grade 12 60%          56.5%  These results show students in elementary school perceive school as safer than middle and high school.  Feelings of school connectedness are measured by four questions on the survey, including one that ask if students feel close to people at the school.  63% of 5th grade students agree or strongly agree with feeling close; 65% of 7th grade and 47% of 12th grade.    Survey questions also asked about students connected to their school, as reflected in statements about liking the school and feeling close to people at the school: 63% of 5th grade feels close to people; 65% of 7th grade and 47% of 12th grade.   For the past six years, schools have implemented PBIS through Safe and Civil Schools, which is a nationally recognized professional development approach for creating positive relationships between students and adults.  More recently, high schools and selected middle schools have implemented restorative practices.  Last year, middle school teams were trained in WEB, and high schools in Link Crew; these approaches were included in the LCAP and are being implemented in 2018-19.  We hope to see the benefits of these programs on the students’ perception of safety and connectedness. Survey results were shared with school principals and were analyzed by the LCAP committee.   Principals and counselors will analyze the results for their school in order to understand school needs.  We will encourage schools to use student focus groups to dig deeper into the data on  school safety. Information on local indicator progress toward this priority was communicated at a Board of Education meeting on November 14, 2018.|Met|In light of the fact that Paramount’s students are over 85% Latino and more than 30% English Learners, we need to consider the national context related to immigration, which may impact students’ feelings of safety in the community as well as school. In addition, in order to make sure students clearly understand the survey question we will reconsider the term “neutral” as a selection option to make sure the data we collect is valid.  This term may not have been familiar to some students, particularly in 5th grade.|2018
42691120111773|Family Partnership Home Study Charter|6|"In 2017-18 Family Partnership Charter conducted school climate surveys including a student survey of students in grades 5-12. The results of the surveys were shared with stakeholders at the Annual Organizational Meeting of the Governance Board.  135 students participated in the survey - about 45% of enrollment. Approximately 40% of survey participants were in grades 9-12 with the remaining students in grades 5-8. Results from the survey indicate students have an overwhelmingly positive impression of their experience at the school. When asked to respond to the statement, ""people of different cultural backgrounds, races, or ethnicities get along well at this school"", 99% of students agreed or strongly agreed. 100% of students feel their ""teachers care about me."" 99% also say they ""feel safe at this school"". 90% of students indicate they agree or strongly agree that they know what to do if there is an emergency, natural disaster or dangerous situation.   When asked, ""Why did you choose Family Partnership?"", the most frequently selected attribute was ""flexibility in learning"" followed by ""independent study option"". They also emphasized the ""quality of teaching, good student support, great communication, pacing, one-to-one instruction and friendly teachers who are willing to help right away."" Students were also asked to rate their academic experience at Family Partnership and 87% feel it has been good to excellent. A student commented, ""The highest score for the questions about how the staff is here isn't even close. The staff and teachers are so excellent and they adapt their teaching to our personality and they are supportive and great people and friends. They make me feel comfortable and they even are a little humorous which helps the relationship between the teacher and student. It's great they care about that sort of thing and that's why I love them."" Several students indicated they would like more field trips and one expressed a desire for, ""more extracurricular classes like robotics and band.""  In general, students indicate they feel safe, connected and supported at Family Partnership Charter School."|Met||2018
06615980000000|Colusa Unified|6|"Colusa Unified School District evaluates school climate through use of multiple surveys, and examination of anecdotal data. Each school year CUSD administers climate surveys to staff, students and parents. Every two years the District participates in the Healthy Kids CA Survey and the California School Climate Survey. Results of these surveys are published on the district web site, discussed with student, staff, and parents as well as being reported to the Board of Trustees. The data is used during ongoing improvement planning. Here are some representative sample questions and the CUSD staff responses from the spring 2017 California School Climate Survey: 98% agree or strongly agree that the Learning Environment is Supportive and Inviting. 99% agree or strongly agree that schools Set High Standards for Academic Performance. 99% agree or strongly agree that CUSD schools are Safe Places for Students. 89% agree or strongly agree that CUSD schools encourage Parental Involvement. Below are representative sample questions and responses from the Spring 1017 Healthy Kids CA Survey (administered to grades 7, 9 and 11): 70% felt Safe or Very Safe at their school, with 23% reporting ""neither safe nor unsafe."" 83% reported 0 incidents of harassment at school during the previous 12 months. 97% report that they have never been ""Drunk or High"" on school Property. 91% reported moderate or high levels of connectedness to their school. 80% reported moderate or high levels of academic motivation. Below are responses from the Parent surveys: 92% agree or strongly agree that CUSD schools are a Safe places for Students. 87% agree or strongly agree that CUSD schools Set High Standards for Academic Performance. 85% agree or strongly agree that CUSD school facilities are well maintained. 81% agree or strongly agree that CUSD schools have a positive atmosphere and culture. 91% report that they are satisfied with communication between school and home."|Met||2018
51714230000000|Nuestro Elementary|6|Nuestro Elementary surveys every grade level we serve each year to determine students’ and parents’ perceptions of school safety and connectedness.  We report the results to our local governing board, stakeholders, and the public.  Furthermore, the results are utilized in meetings and LCAP workshops as stakeholders participate in determining the goals and actions for our LCAP.  A revised survey was created and given to stakeholders.    Results showed that 84.6% of parents agree or strongly agree that Nuestro is a safe place for their children, while 88.5% of all stakeholders agree or strongly agree that Nuestro is a safe place for their children.  Results also showed that 85.5% of students feel they are safe at school, while 7.6% of students feel they are bullied at school.    Lastly, results showed that 84.4% of students felt the school was a clean place.  The question about cleanliness was accidentally left off the stakeholder survey given to parents.  This has been added for the 2018-19 survey.  Survey results have led directly to focusing more time, effort, and resources to improve our school climate.|Met||2018
01750930000000|Dublin Unified|6|"The Dublin USD LCAP Goal 2 states: ""We will provide an environment that maximizes student learning, build resilience so that all students are engaged and supported with their social, emotional, behavioral, and physical needs in a safe learning environment."" Progress on this goal is measured by the results of the California Healthy Kids Survey (CHKS) which is administered district wide in grades 5, 7, 9, and 11. We monitor the percentage of students who report feeling a ""high level of connectedness"" as a measure of successful engagement with students and providing a safe and trusting learning environment. The metric has been tracked for 4 years. At grade 11, the results have been: 13/14 - 47%, 15/16 - 58%, 16/17 - 49%, 17/18 - 50%. At grade 9, the results have been: 13/14 - 70%, 15/16 - 79%, 16/17 - 58%, 17/18 - 55%. At grade 7, the results have been: 13/14 - 66%, 15/16 - 61%, 16/17 - 58%, 17/18 - 67%. At the 5th grade level, data are only available for the last three years: 15/16 - 87%, 16/17 - 55%, 17/18 - 62%. These and other data are shared annually to the school board and with administration. We use the data to inform our decisions about areas of need and where support resources need to be deployed."|Met|"The CHKS provides disaggregated data by ethnicity. However, CHKS has changed its methodology for the following areas: School Connectedness, Academic Motivation, Caring Adult Relationships, High Expectations, and Meaningful Participation. This means that the 2017/18 indicators and not comparable to those used in 2016/17 or prior years. For 2017/18, the percentages reported are those responses in the most desirable category (""Strongly Agree"" or ""Very Much True""). For School Connectedness, the percentage of students who responded in the Strongly Agree category are: Grade 7 - Hispanic - 24%, Asian - 35%, African American - 30%, White - 32%. Grade 9: Hispanic - 17%, Asian - 17%, African American - 23%, White - 24%. Grade 11 - Hispanic - 18%, Asian - 21%, African American - 22%, White - 25%. These will be the new baseline numbers that will be compared to next year's results."|2018
54719020000000|Earlimart Elementary|6|Earlimart USD administers a local climate survey (California Healthy Kids Survey) to students in order to capture the quality of school climate and culture around the following priority areas:  Conditions of Learning and Engagement.  The first part of the survey gauges students’ opinions on the climate for support for academic learning, such as schools providing a quality education and having access to what student’s need to learn while at school. Both responses were favorable, with 90% and 91% of students answering positively that the schools provide a support for academic learning.  The next part of the climate assessed how students feel about parent and school communication regarding their attendance. 94% of students answered that there is communication regarding school attendance.  The final part of the survey measures if students feel safe and enjoy coming to school every day (school connectedness).  Students answered 90% positively that they feel safe at school, and in regards to school connectedness, they answered 77% positively that they like to come to school.  On the comments, many students reported that they enjoyed recess, being with their friends, and being able to use the pool. Upon further analysis of the data, the Earlimart ESD noticed that the highlights were student’s positive attitudes that EUSD schools provide them with access to a high quality education and were consistent in all student groups. The area of school connectedness and feeling welcome in school also improved.|Met||2018
12101240000000|Humboldt County Office of Education|6|**All students, parents and staff were surveyed during the 17-18 school year for reporting in the fall of 2018. The countywide data shown is representative of alternative school data.  The HCOE CCS administers a local climate survey, the California Healthy Kids Survey. The survey provides a valid measure of perceptions of school safety and connectedness. The survey is administered every two years. When comparing data HCOE CCS compares our data with other alternative school student’s data. Student’s perception of meaningful participation in school is low at just 5%. This is an area the CCS staff have decided to focus on improving. The survey shows that 38% of students feel a sense of connectedness to school, as compared to 16% countywide. CCS staff have received trainings in trauma informed practices and the importance of relationships and connectedness at school.  CCS students typically face many barriers such as academic, social/emotional, socioeconomic and a general disconnectedness to school. CCS individually meets with each family upon enrollment to ensure individual needs are addressed. The challenge is that many students are expelled or referred from other schools and have a general distrust in education once they enroll at CCS. With programs that are intended to meet the individual needs of students, CCS strives to support students while holding high expectations for achievement.  CCS has a full time Student Assistance Counselor on staff to meet with students and families to support connectedness and link families to resources.|Met||2018
33671570000000|Nuview Union|6|Combined results from 2017- 2018 CHKS Grades 5 and 7 show that.  43% of 5th grade students report having or feeling a high level of connectedness at school 20% of 7th grade students report having or feeling a high level of connectedness at school  51% of 5th grade students report a high level of academic motivation 40% of 7th grade students report a high level of academic motivation  53% of 5th grade students report feeling they have adults at school that care about them 25% of 7th grade students report feeling they have adults at school that care about them  50% of 5th grade students report there is a culture of high expectations at school 35% of 7th grade students report there is a culture of high expectations at school  16% of 5th grade students report feeling they have opportunities for meaningful participation at school. (do things that make a difference, do interesting activities, or decide class activities or rules.) 10% of 7th grade students report feeling they have opportunities for meaningful participation at school. (do things that make a difference, do interesting activities, or decide class activities or rules.)  69% of 5th grade students perceive the school the school is safe or very safe 54% of 7th grade students perceive the school the school is safe or very safe  *Results taken form the district’s “CHKS main report” in Module A: Core Results Summary of Key Indicators” page 3 Our data shows that we have some work to do in increasing area such as school connectedness and a culture of high expectations. This year, as a result of our CHKS survey we have decided to form a committee to look at the areas that we did not score as well and work on an action plan to address these area. At each of our school sites, we have dedicated PBIS teaching time and will use that time to specifically design lessons around areas such as school connectedness.|Met||2018
29102980126219|Forest Charter|6|1. Forest Charter School annually does a parent survey and a staff survey to measure school safety and connectedness. These surveys are given to parents in all grades from K-12. The results of these surveys have always remained very positive over the years.  2. FCS also annually does the California Healthy Kids Survey. Results from this survey are combined with the other survey results to help shape goals, needs and policies correctly. 3. Sample FCS Survey Questions/Results  Question #1 - I feel that my child is safe/supervised at the Learning Center - 87% Strongly agreed or agreed, 11% were neutral or did not know  Question #2 - The teachers show respect for the students - 90% Strongly agreed or agreed, 8% were neutral or did not know  Question #3 - The students show respect for other students – 78% Strongly agreed or agreed, 22% were neutral or did not know|Met||2018
23656232330363|Willits Charter|6|"We administered a student survey and received a large number of responses that are summarized below: 71% of students report agreeing/strongly agreeing that they like going to Willits Charter School. 54% of students agree/strongly agree that they feel challenged by their classes. 70% of students agree/strongly agree that they have good friends at Willits Charter School. 42% of students agree/strongly agree that what they are learning at Willits Charter School will prepare them for college and/or a career.  43% of students neither agreed or disagreed with this statement, and 14% disagreed or strongly disagree. We determined that some students may need more explicit instruction on how what they are learning now related to their future. 69% of students report that they strongly agree/agree that teachers and staff at WCS care about their education. Only 9% of respondees disagreed or strongly disagreed that WCS is a safe place to go to school. We have transformed our Advisory classes into ""Wellness, Community, and Service"" classes where discuss/teach about school culture, health topics, career/college, and provide individual student mentoring.  Results of our student survey help inform the curriculum for these courses."|Met||2018
30665890000000|Magnolia Elementary|6|Magnolia Elementary School District administers an annual school climate survey to students in grades 4-6.  January 2018 administration of the survey included over 1800 students from all District schools, and yielded the following findings:    -84% of students reported that they feel that their school is safe -77% of students report that help is readily available when they need it -94% of students report that it is very important for them to attend school every day -94% of students report that students in the school are kind to each other, 43% responding with the highest rating, and 51% with a moderate rating.    While these findings reflect a high level of positive attitudes among students related to school, they also reveal an ongoing need to strengthen our Multi-Tiered System of Support (MTSS), as well as cultivating social emotional competencies and student skills in the area of collaboration, problem solving, and conflict management.  This year, Magnolia School District has adopted the Second Step Social-Emotional Learning program for implementation in all district schools at all grade levels.   A district-wide “Kindness” initiative will also serve to further strengthen this area.  A District Intervention Process Task Force has been formed to conduct a needs assessment and strengthen service delivery and progress monitoring for both academic and behavioral supports.|Met||2018
16639820136234|Lemoore Online College Preparatory High|6|Lemoore Online began operations in August 2018 with six students.  At the end the first semester, there was a large turnover in students but the school ended the year with over 20 students and 2 graduates.  Attendance has significantly improved from fall semester, and the school completed the initial WASC visit with the top recommendation.  As part of the Lemoore Union High School District, the students did not take the Healthy Kids Survey but will complete the survey in the 2018-19 school year. Students and parents were asked at the end of the school year to complete a short survey with a narrative piece after each question to help us provide better services to all students.  A 39% percent response was received for the survey.  89% of the respondents stated that they felt safe when in the classroom.  67% of the respondents stated that the curriculum was challenging but over 90% stated that they received assistance when the student needed help.  The other questions on the survey focused on how to improve the school to create a sense of belonging for the students. This is a significant challenge when students are not on campus daily because the program is an online independent study.  The respondents did give a variety of feedback on how to improve the educational systems in the upcoming school year.|Met||2018
38684786040935|Thomas Edison Charter Academy|6|An online survey was completed in class by all 5th and 8th graders at TECA in Spring 2018. Students provided feedback on their experiences as students at TECA. The survey was anonymous and completed by all students in attendance. In addition, parents and staff were surveyed on their own perceptions of school climate. 20% of parents and 30% of staff provided survey feedback.  Results show that students’ overall perception of their academic development and the school’s support of them is positive. College aspirations are high, with 96% of students expressing their plan to attend college. Most TECA students perceive school as meaningful, while slightly fewer “like” going to school. Parents’ perception of future academic aspirations mirror their children and nearly all feel as though education is important for their child’s future, with the majority believing that TECA has high academic standards. Teachers and staff at TECA also support these high aspirations with 100% of them individually communicating student progress and goals.   While the majority of students indicated they feel safe in their neighborhood and going to and from school, fewer students (75%) report that they feel safe emotionally and physically at school. On the contrary, 95% of parents feel that TECA is a safe place for their child. This shows us that more work needs to be done to communicate with students regarding their perception of safety at TECA. From the staff perspective, the majority (93%) feels that TECA is a safe place to work.  With regards to relationships, the vast majority of TECA students surveyed indicate they have friends at TECA and feel connected to them. However slightly less students feel this connection to an adult, especially when it comes to non-academic problems. TECA staff feel similarly connected, with 92% feeling supported by their colleagues at work. TECA students, parents, and staff feel supported and connected within the TECA community. One thing TECA can do to support our students in their feelings of connectedness and safety while at school is continue to develop our advisory program. Currently, all 8th grade students participate in daily advisory. Through this program, all 8th graders have an adult, in addition to their homeroom teachers, that knows them and sees them regularly. Two days a week are focused on academics, where students set goals for themselves with the group. Two days a week are dedicated to socio-emotional learning, where students can discuss their non-academic problems with the group. This is a great opportunity to focus in on safety and perceptions of school safety. This long-term relationship with an adult at school also will promote connections with adults outside of the academic relationship. We will soon be piloting advisory period in 6th grade, focusing mainly on SEL. The transition to middle school from elementary is difficult, so we want to support our students during this time to help ensure academic and personal success.|Met||2018
24657480000000|Livingston Union|6|LUSD provides a local Student Climate Survey to all students in grades 3-8. The data is evaluated at site and district levels and is used to improve school climate with a focus on school safety and student connectedness. Data points include *School Safety and Connectedness* Adult Support and Expectations* Student Beliefs. Data results are reported through the LCAP Annual Update and shared with stakeholders via advisory meetings and regularly scheduled meetings of the local governing board.|Met||2018
19646000000000|Hermosa Beach City Elementary|6|HBCSD School Climate is measured annually using the California Healthy Kids Survey and a Locally developed Parent Survey.  The surveys provide a valid measure of perceptions of school safety and connectedness and results are reported to the local governing board annually at a regularly scheduled meeting. The California Healthy Kids Survey Data indicated that 93% of 5th-graders and 74% of 7th-graders felt safe at school.  The data also indicated that 100% of 5th-graders and 98% of 7th-graders feel connected to school.  HBSCD parent survey data indicated 78% of parents felt the District provides a safe environment for students and 77% of parents felt HBCSD ensure their child feels connected to school and staff.|Met||2018
45752670113407|Rocky Point Charter|6|School Climate survey revealed satisfactory.|Met||2018
19768690000000|Wiseburn Unified|6|2017-2018 California Healthy Kids Survey (CHKS) Results: WUSD elementary students report feeling safe at school in grade 5 with rates over the last three survey administrations consistently above the district goal of 83%. The rate of 7th-grade students feeling safe at school rose to the district goal in the 2016-2017 survey administration but dropped to below 80% in the most recent 2017-2018 survey. WUSD also saw decreases in school connectedness in the School Engagement and Supports key indicator in both grades 5 and 7 in the most recent administration (2017-2018). The academic motivation indicator increased for both 5th grade and 7th grade between the last two administrations.|Met||2018
23655650000000|Fort Bragg Unified|6|"FBUSD administered the California Healthy Kids Survey to grades 5, 7, 9, and 11. The results were shared with the FBUSD Governing Board at the June 14, 2018 regular school board meeting. (Meeting minutes are available upon request.) 5th Results: While 79% of students reported feeling safe at school only 55% reported ""yes"" all the time to having a caring adult relationship at school. When looking into the survey results more deeply, 62% of students reported ""high"" believing there were caring adults on campus with an additional 37% of students who believed ""moderate"" in the caring adults on campus. 64% of 5th graders reported that they feel connected to their school on a ""high"" scale with another 32% believing they were connected at the ""moderate"" level. 52% of students reported a ""high"" level of academic motivation with another 41% reporting a ""moderate"" level of academic motivation. Fewer than 50% of students report being hit or pushed (44%) with the same number (44%) reporting they had been called bad names or mean jokes were made about them. 19% report seeing a weapon at school.  After some review, many of the weapons were reported as pocket knives. We live in rural community where pocket knives are quite common for young children. 89% of students report that they are treated with respect with 64% of students reporting that they are treated fairly when they break school rules. The entire staff at Dana Gray Elementary School will review the data to determine what areas require overall school attention.  Since Dana Gray is a PBIS school, this data will be used in coordination with the school's PBIS program. 7th Results: 61% of students perceive school as very safe or safe. 53% of students report experiencing some kind of bullying and/or harassment. 16% of students report a high level of school connectedness. 20% report having caring adults at school at a “high” level with 47% reporting caring adults at the moderate level. 36% of students report that there are high expectations at school and 8% report meaningful participation.   9th/11th Results: 74% of 9th graders and 69% of 11th graders perceive school as very safe or safe.  45% of 9th graders and 28% of 11th graders report experiencing some kind of bullying and/or harassment. 20% of 9th graders and 13% of 11th graders report a high level of school connectedness. 35% of 9th graders report having caring adults at school at a “high” level with 54% reporting caring adults at the moderate level.  38% of 11th graders report having caring adults at school at a “high” level with 47% reporting caring adults at the moderate level. 43% of 9th graders and 44% of 11th graders report that there are high expectations at school with 12% of 9th graders and 11% of 11th graders report meaningful participation.   In reviewing these results, FBUSD is working with the staff to address socio-emotional learning, implementing more restorative practices, and promoting positive student-staff relationships."|Met||2018
34752830108860|Westlake Charter|6|Westlake Charter School (WCS) utilizes a multi-tiered approach to develop and maintain a favorable school climate.  One of the elements the school has implemented is school-wide Responsive Classroom Practices as well as Positive Behavior Intervention and Support (PBIS). Responsive Classroom practices focus on building a positive classroom community.  Every classroom K-8 holds a daily Morning Meeting or Advisory.   Additionally, WCS has created a PBIS team to oversee and direct PBIS initiatives.  This PBIS team, consisting of school administration, teachers and support staff regularly conducts students surveys from each of the designated grade spans to gather data on areas in need of improvement on campus. The PBIS team looks at the survey results each year and uses the survey results to create professional development for Certificated and Classified staff with a focus on the areas of growth as indicated by the survey. In the fall of 2018 WCS, 2nd-8th grade students took a School Climate Survey.  Of the 445 students who completed the survey, 91% indicated that they feel close to an adult on campus and 95% of the students surveyed stated that they feel proud to be a part of WCS.  Furthermore, students were asked if adults on campus treated them with respect and help them to resolve conflicts: in both of these areas, over 90% of students responded yes.  The area of growth that the PBIS team will be focusing on for the 2018-19 school year is helping students to clearly understand school rules and expectations.  The results of the survey indicated that students were unclear of some school-wide rules and therefore were not sure if students were treated fairly when they broke these rules.  The PBIS team will be using the WCS Core Values to help illustrate the school-wide rules in all common areas.|Met||2018
26736920000000|Mammoth Unified|6|The California Healthy Kids Survey is administered every two years and was administered during the 2017-2018 school year. School Connectedness went down across the district at all four grade levels surveyed (5, 7, 9 and 11).  Feeling safe at school went up at elementary, stayed high at middle school and went down at high school.  E cigarette use went up dramatically with each older age group and was significantly higher than the previous survey.  This data shows that there is an overall lessening of connectedness to school as students get older.  The most alarming increase was in cigarette usage which was almost none two years ago and had risen to 30% in just two years. The District has taken several steps to improve tobacco use.  A letter from the Superintendent, in partnership with Public Health and the TUPE program, was sent to all parents in January 2018.  The local police department applied for and received a grant to address this problem.  Two parent workshops on the vaping epidemic have been provided to parents and education has been presented to all middle - high school students.  Fifth graders will receive this education in spring of 2019.  Staff had inservice on suicide indications in spring of 2018.  The high school has begun a support program for ninth grade students and is actively working through discussion and professional development on staff-student relationships.  The elementary school now has the services of a counselor two days per week and the principal is conducting small groups with students.   A TipNow text/email anonymous reporting system has been put into place and immediate action has taken place as a result of tips, such as vaping in the restroom. We are beginning to see results.  Students comment on being glad when they have been caught vaping.  Parents are becoming more aware as are students of the dangers of vaping.  Student discipline is down and student attendance is up.  Pro active efforts with groups of at-risk high school students have begun to demonstrate success.|Met||2018
34674390121665|Yav Pem Suab Academy - Preparing for the Future Charter|6|This summary captures the findings from the end-of-the-year scholar climate survey results.  The top three strongly agree and agree survey questions are: 1. I respect my teacher. (90.2%) 2. My teacher thinks I can do well in class and in school. (89.5%) 3. My teacher encourages all scholars to participate, not just those who raised their hands. (86.6%)  The top three strongly disagree and disagree survey questions are: 1. Scholars in the class behave the way my teachers want them to. (45.1%) 2. My teacher asks me how I am doing in my other classes. (34.6%) 3. My teacher brings in outside materials about the subjects we are learning about (news articles and real-life examples.) (25.5%) Growth: There is a need to strengthen the relationship between students and classroom teachers.    Challenges & Barriers: There is a need for teachers and adults to understand the students’ home environment, background, culture, and learning styles. This may be the effect of misaligned mindset and values between the students and adults.   To improve in this area, the LEA will refine its “cultural competency training” to target this need.  Currently, the YPSA Cultural Competency Program increases staff capacity to understand and implement culturally responsive curriculum and related instruction in the classroom to not only improve stakeholder relationships, communication and cooperation; but also to improve the academic, personal and social success of all students.  Culture is central to learning. It plays a role not only in communicating and receiving information, but also in shaping the thinking process of groups and individuals. A pedagogy that acknowledges, responds to, and celebrates fundamental cultures offers full, equitable access to education for students from all cultures.  The seven tenets of culturally responsive pedagogy are the following:  1. It acknowledges the legitimacy of one’s cultural heritage that shapes dispositions and attitudes; 2. It builds bridges of meaningfulness between home and school; 3. It uses a wide variety of instructional strategies that are connected to learning styles; 4. It incorporates multicultural information, books and other educational resources; 5. It promotes the idea of the classroom family and all students are in it together; 6. It teaches students that they can be successful and that they are appreciated by educators who have high expectations of them; and 7. It develops the social consciousness of students to better handle the world of prejudice and racism.|Met||2018
13632220000000|Seeley Union Elementary|6|Seeley Union School District administered the California Healthy Kids Survey, to all 7th grade students during the 2017-18 school year. Key findings from the survey, related to seeking input from students about school climate are as follows. 72% of the students perceive school as a safe or very safe place to be. 9% stated that they had ever been afraid of being beaten up. Of the students surveyed, 44% stated they had mean rumors or lies spread about them and 28% felt like they had been bullied at one time. In regard to school engagement and support, 23% felt connected to school and 32% felt they were motivated to do well academically. 40% believed their teachers had high expectations for them to succeed. Seeley Union School District uses the collected data to help inform decisions when writing the LCAP. After reviewing the current data, the 44% of students that felt like mean rumors or lies had been spread about them prompted the LCAP team to include the counselor in planning an intervention to reduce this number during the next school year.|Met||2018
42767866111603|Santa Barbara Charter|6|In October of 2018 our fifth and sixth grade students were given a local climate survey to capture student perceptions of school safety and community/connectedness. The results were analyzed by the Director of Education and staff.    From this year’s results, students in 5th and 6th grades again indicate they might like to have more say in deciding class activities, telling teachers what they’d like to learn about, and helping to make rules.  Twenty percent of students feel they don’t get a chance to decide class activities, and 37% of the students say they only get a chance to help decide class activities some of the time.  Thirty-two percent of students say they never are asked what they want to learn, and 42% say they are asked what they want to learn only some of the time.    With two years of similar answers to these particular questions, we are left to wonder whether the questions themselves are too general, and we may be able to focus on more specific aspects of student decision-making, looking at aspects of the curriculum for where students get choices already, and point these out to the children.  Teachers continue to offer opportunities across the curriculum, such as individual and group projects and alternative means of acquiring or demonstrating content knowledge and elective units.  We also continue to formalize our Student Alliance and the way the students make decisions at school, as well as shifting our Student Alliance structures and systems based on student feedback.  Highlights of information from this survey: 85% of our 5th and 6th graders are happy to be at Santa Barbara Charter School, most or all of the time. 82% of students feel like they are a part of Santa Barbara Charter School, most or all of the time. 98% of students feel students are motivated to learn some, most, or all of the time (all but one respondent). 80% of students feel teachers treat students fairly most or all of the time, and 100% of students feel teachers treat students fairly some, most, or all of the time. 82% of students feel that teachers and other grownups care about them, most or all of the time. 81% of students feel they get to do interesting activities most or all of the time, and the remainder say this happens at least some of the time.   86% of students say that teachers and other grownups believe they can do a good job, most or all of the time, with 58% answering that they believe this all of the time. 97% of students day that teachers and other grown-ups want students to do their best, most or all of the time, with 78% answering that teachers want this all of the time. 86% of students say the school helps students resolve conflicts most or all of the time, and 94% say they themselves are given a chance to solve school problems.|Met||2018
58727690000000|Wheatland Union High|6|At Wheatland Union High School we strive to create a positive and safe campus culture where every student feels connected to campus.  The foundation of this culture is a philosophy known as ‘Honor the Code.’ The PIRATES Code is an acronym that stands for Perseverance, Integrity, Respect, Attitude, Teamwork, Excellence, and Scholarship. Students are actively encouraged to embody the characteristics of the PIRATES Code. This positive campus culture is further promoted through weekly school wide student activities including athletic tournaments, live bands, and school spirit activities. In our most recent WASC review, our campus culture was cited as one of the strongest aspects of WUHS.  In the most recent (2016-17) California Healthy Kids Survey, 87% of freshmen and 72% of juniors reported that they were either neutral, agreed, or strongly agreed with the statement: “I feel like I am a part of this school.”  Furthermore, 91% of freshmen and 87% of juniors were either neutral, agreed, or strongly agreed with the statement: “I feel safe in my school.”  The California Healthy Kids Survey is posted on both our school and district websites and was presented to the district governing board over several board meetings during the 2017-2018 school year.  Presentation of the California Healthy Kids Survey to the governing board included data on student connectedness, school safety, and student mental health.  The Healthy Kids Survey is scheduled to be given to 9th and 11th graders in the Spring of 2019.  Surveys are also being completed by parents using Marzano's High Reliability Schools surveys addressing parent input in the following areas:  Safe and Collaborative Culture, Effective Teaching in Every Classroom, and Guaranteed and Viable Curriculum.|Met||2018
07100740730614|Golden Gate Community Charter|6|The school administered the ED School Climate Survey produced by the U.S. Department of Education to all students in March 2018. Explicit instructions were given to students that they were to answer the questions about Golden Gate School and not a prior school they may have attended. The student surveys showed that 95% of students report that “the teachers expect me to do my best all the time”.  Also 91% of students report that “the things I’m learning in school are important to me”.  The responses from students regarding the instructional environment are overwhelmingly positive. 95% of students reported that “adults working at this school treat all students respectfully” and 94% of students agree that “people of different cultural backgrounds, races, or ethnicities get along well at this school”.  89% of students report that they feel safe at the school.  19% of students report that “students at this school are often bullied” and 65% say that “students at this school try to stop bullying”.  This is a positive trend over previous years of data because more students report that other students are stepping in to stop bullying.  Students overall are reporting that they have positive relationships with the adults at the school.  83% of students report that they feel like they belong and the school is focusing efforts this year on how to increase that number.  Less than 14% of students report that students are teased about their race, ethnicity, religion, disabilities or sexual orientation.  While that number is low compared to other schools, the school is still focusing efforts on ending any teasing of this kind.  The school will also continued to focus on positive behavior plans for students, including strategies to improve attendance, continuing to meet student needs by offering independent student and online courses.  These are supported by a new Dean of Students who is especially focusing on attendance.|Met|This information was presented to the Contra Costa County Board of Education on 10/17/18.|2018
08100820830059|Castle Rock|6|During the 2017-18 school year, a survey was given to all K-12 families at Castle Rock Charter School.  It indicated the following: When given the following prompts, parents, students, and staff responded as follows: The family engagement seminars have provided an opportunity for families to learn about teaching and learning and have had a positive impact on student learning.  83% of parents agreed, 71% of students agreed, and 94% of staff agreed. The Orientation Boot Camp is effective in supporting new students.  60% of parents agree, 78% of students agree, and 94% of staff agree.  The facilities meet the needs of the learning community.  92% of parents agree, 92% of students agree,  From conversations with parents, we formed a parent math group that meets weekly to work on math strategies to try at home.|Met||2018
16639820110205|Lemoore Middle College High|6|The California Healthy Kids Survey in conducted every other year at LMCHS. The next Healthy Kids Survey will be administered later this school year.  In looking at the summary of key indicators from the 16-17 survey, the results show some positive numbers, as well as, some key areas to focus on. In looking at School Engagement and Supports, 9th grade results are School connectedness (high) 74%, Academic motivation (high) 52%, Truant more than a few times 0%, Caring adult relationships 63%, High expectations (high) 71%, Meaningful participation (high) 32%. The 11th grade results are School connectedness (high) 60%, Academic motivation (high) 38%, Truant more than a few times 5%, Caring adult relationships 60%, High expectations (high) 60%, Meaningful participation (high) 20%. Results from School Safety and Substance Use are as follows: 9th grade are School perceived as very safe or safe 84%, Experienced any harassment or bullying 38%, Had mean rumors or lies spread about you 49%, Been afraid of being beaten up 21%, Been in a physical fight 10%, Seen a weapon on campus 9%, and Been drunk or “high” on drugs at school, ever 1%. 11th grade results are School perceived as very safe or safe 71%, Experienced any harassment or bullying 38%, Had mean rumors or lies spread about you 33%, Been afraid of being beaten up 19%, Been in a physical fight 0%, Seen a weapon on campus 14%, and Been drunk or “high” on drugs at school, ever 0%. The section on Mental and Physical Health yielded the following results. 9th grade results are Current alcohol or drug use 8%, Current binge drinking 2%, Very drunk or “high” 7 or more times 3%, Current cigarette smoking 3%, Current electronic cigarette use 2%, Experienced chronic sadness/hopelessness 38%, and Considered suicide 14%. The 11th grade results are Current alcohol or drug use 5%, Current binge drinking 5%, Very drunk or “high” 7 or more times 0%, Current cigarette smoking 0%, Current electronic cigarette use 0%, Experienced chronic sadness/hopelessness 43%, and Considered suicide 29%. When analyzing the results of the California Healthy Kids Survey, the three goals outlined in the LCAP continue to be areas of focus. Goal #1 focuses on students being prepared for college and careers, so the goal of making the curriculum rigorous and relevant remains. Goal #2 looks at providing students with the needed supports to be successful in their academics. Behavior and safety may not be a high concern but students do state the need for more social and emotional supports. Goal #3 targets school safety, cleanliness and facilities being adequate to support student learning. These results remain relevant when comparing the Healthy Kids Survey to the data from the LCAP Parent Survey given during the Spring 2018.|Met|LMCHS is committed to improving the rigor and relevance within the current curriculum through Advanced Placement courses, college prep graduation requirements and concurrent enrollment at the local community college. Students and staff are continuing to implement PBIS as their multi-tiered system of supports, with a significant focus on Tier 2 supports.  Students social and emotional needs continue to grow which has led to a more defined department of Student Services within the district, coupled with the addition of a new social worker position in the district.|2018
19647330122739|Vista Charter Middle|6|Below are the results to our Fall School Climate Survey which was administered to students in grades 6-8. (Strongly Disagree=SD, Disagree=D, Agree=A, Strongly Agree=SA) Teachers listen to my ideas. (SD: 8.6%, D: 19.5%, A: 49.3% SA: 22.6%) Teachers tell me about my improvement. (SD: 6.6%, D: 21.8%, A: 36.4% SA: 35.2%) Teachers give useful feedback about my work. (SD: 6.6%, D: 15.5%, A: 30.9% SA: 47%) Teachers stick to established rules. (SD: 4%, D: 6.3%, A: 29.5% SA: 60.2%) Teachers give clear expectations for classwork (SD: 2%, D: 7.2%, A: 38.3% SA: 52.5%) I can explain why I receive specific grades in my classes. (SD: 5.4%, D: 8.1%, A: 40.1% SA: 36.4%) Teachers give me the opportunity to retake tests or redo assignments. (SD: 0%, D: 0%, A: 0% SA: 100%) I understand expectations about my participation in my classes. (SD: 2.9%, D: 10.6%, A: 41.3% SA: 45.3%) Teachers are clear about participation in my classes. (SD: 2.6%, D: 9.5%, A: 44.1% SA: 43.8%) Teachers have removed me from my class for talking too much. (SD: 72.5%, D: 8%, A: 11.2% SA: 8.3%) It is easy for a student to get kicked out of class in school. (SD: 18.6%, D: 32.1%, A: 24.9% SA: 24.4%) My grades fairly reflect my achievement. (SD: 8.9%, D: 12%, A: 42.4% SA: 36.7%) I earn the grades I receive. (SD: 6.3%, D: 13.2, A: 34.4% SA: 46.1%) Under fair and clear practices it is clear that the majority of our students understand what they need to be successful and have a firm grasp on expectations and why they get the grades they do. It is also evident that teachers do exclude them from instruction due to behavior. Teachers have high expectations for me. (SD: 4%, D: 10%, A: 41% SA: 45%) Teachers make themselves available outside of class time. (SD: 10%, D: 19.5%, A: 35.5% SA: 37%) Teachers care that I learn. (SD: 3.7%, D: 6.9%, A: 25% SA: 64.4%) Teachers show personal concern for me as an individual. (SD: 9.2%, D: 17.2%, A: 41.5% SA: 32.1%) I feel accepted by my teachers in my classes. (SD: 21%, D: 16%, A: 43.3% SA: 34.7%) I feel a sense of community or belonging in my classes. (SD: 6%, D: 16%, A: 43.3% SA: 34.7%) Teachers ask me about my personal goals and plans for life. (SD: 21.8%, D: 28.1%, A: 32.4% SA: 17.8%) Teachers help me explore my career goals. (SD: 19.8%, D: 25.8%, A: 30.4% SA: 24.1%) The classroom atmosphere supports my learning. (SD: 6%, D: 21.5%, A: 44.1% SA: 28.4%) I ask for help when I need it. (SD: 4%, D: 13.5%, A: 32.7% SA: 49.9%) Teachers encourage me to live a healthy lifestyle. (SD: 10.3%, D: 17.5%, A: 35.2% SA: 37%) Teachers help me learn. (SD: 2%, D: 5.2%, A: 22.3% SA: 70.5%) Under the category of Caring Environment and Expectations it is evident that the majority of our students feel supported and cared for by teachers on an individual level. Two areas for growth are being aware of student personal goals and exploration of career goals.|Met||2018
49706980000000|Fort Ross Elementary|6|Priority 6-School Climate  Both students and parents feel their school is a safe place.  Grades 5-8 students and Grades 3-4 students participate in Principal and Teacher led discussions about school climate every Spring.  Students in both classes unanimously responded that their school was a safe place to learn and play.  All parents attend Parent-Teacher Conferences in the Fall to review their students' progress.  The two teachers ask the parents if they believe the school is a safe place for their child, as part of the Parent-Teacher Conference protocol.  80% of the parents responded that it was a safe place for their child.  Because of our very small size, and because some parents have more than one child in attendance, any report that indicates a concern is individually followed-up and addressed.|Met||2018
58727286115935|CORE Charter|6|CORE Charter School annually asks its students to report on their sense of safety and connectedness through a whole school designed survey. It does this because these are elements the school regards as highly important for its students. According to our survey, almost 91% of our K-12 students poled agree they have a sense of belonging to CORE Charter School; 100% of students poled feel they can turn to a teacher with a problem, 90% of students poled feel safe and feel like they can be themselves. One hundred percent of students poled like learning at the Resource Center. Many feel that the safety CORE ensures helps them reach their goals. A result that captures this sense of safety and connectedness is the fact that all but one student, who remained neutral, agreed to the statement:  “I would recommend CORE Charter School to my friends.”|Met||2018
04614080000000|Biggs Unified|6|Each year we administer a parent and student survey through Healthy Kids, the results from these surveys guide us to make changes if needed.  Through this process we have modified the dress code and discipline matrix.  The elementary school have adopted Peaceful playground model and win-win Friday model. Privacy fencing was added to the TK-K playground.  We will also be continuing our programs for student recognition. Another areas that is addressed in the survey is School Safety. The results were that an overwhelming amount of students, parents and staff feel that our school is very safe and that safety protocols are practiced regularly. We will continue to give the parent, staff and student surveys yearly in order to make positive changes in our school and facilities.|Met||2018
27754730000000|Gonzales Unified|6|The analysis of our CHKS Data (2016-17) for students in grades 5, 7, 9, and 11. The sample of students surveys were as follows; 97/186 fifth graders, 131/181 seventh graders, 171/199 ninth graders, and 156/209 eleventh graders (N=775 & n=555). The data revealed that 37.5% of the students surveyed feel connected to our school community. 57.8% of the students feel safe at school and 33.8% of the students felt that they have been bullied, harassed or made fun of at school. A deeper drill into the bullying data further shows that 47% of the 5th graders reported rumors or bad jokes being told about them, whereas, grades 22-29% of the 7th, 9th, and 11th graders reported some form of bullying experience. These numbers are too high and reveal an area of improvement for GUSD. For the 2017-18 school year, staff is using these data to employ different strategies to ensure that bullying is significantly reduced and safety and school connectedness significantly increase by the end of the school year.|Met||2018
28662820000000|Pope Valley Union Elementary|6|"Pope Valley Union Elementary annually conducts a locally designed school climate survey. The survey is administered to the 5/6 and 7/8 classes. In addition to school safety and connectedness, the survey also measures academic effort, student priorities for the school district, and participation in the Character Counts program. In the Spring of 2017, results indicated that: 83.3% of students reported feeling safe at school. While 100% reported they participated in class and felt connected to some degree.  The latest results for Spring 2018 indicated that: 72.4% of students report feeling safe at school, (36.3% of the 5th graders reported ""do not know"" or ""neutral"" to this question, asking if the question is poorly worded or confusing for 5th grade students [follow-up required with early readministration of the survey to the 6th graders for comparison]). Again, 100% report they participated in class and felt connected to some degree. To improve and further build on the character counts and Positive Action work, the district applied and received a school climate grant with the Napa County Office of Education designed to further enhance our positive behavior programs."|Met||2018
12768020124164|Redwood Preparatory Charter|6|Based on the CHKS we determined:  94% of respondents agree that RPC provides opportunities for meaningful student participation. 94% agree that an atmosphere of respect and trust exists at Redwood Prep. 96%  feel welcomed at the school. 87% believe students are disciplined in a fair and  consistent matter. 72% feel that his/her feelings matter to the staff and has at least one adult in the school that he/she can turn to when there is a problem. As a school we've committed to: strengthening relationships with students; giving students increased opportunities to participate in decision making; increasing our use of restorative discipline practices and integrating more social-emotional instruction and support. These actions are reflected in our LCAP.|Met||2018
06616060000000|Maxwell Unified|6|Our most recent DataQuest (2016-17) suspension rate is 6.9% along with a 0% expulsion rate.  The suspension rate increased and was due to improved discipline at the schools. Our May 2018 student survey involved 186 students.  A common theme or area of concern was school climate, bullying, and school connectedness for all students including English learners, students with disabilities, and low income students. At the high school level there was concern with equal discipline for all, social media issues, school climate, and school safety. These surveys helped us create actions and services for students focused on increasing the sense of safety and school connectedness. We are working on creating a set of norms and values that focus everyone's attention on what is most important and motivates them to work towards a common purpose. We are implementing character education and anti-bullying/cyberbullying assemblies and programs. We will continue working with Boy's and Girl's Circle and with County Mental Health. We have Implemented a random drug testing program and unlawful contraband searches using trained k9's to help provide a safe productive learning environment at the high school. We are striving to improve our positive awards programs and have earmarked funding for these activities.|Met||2018
15638420000000|Wasco Union Elementary|6|"During last year's review of the 2017-2018 local indicator for school climate, the district chose specific questions from the 2015-2016 administration of the California Healthy Kids Survey (CHKS) to measure the change between the administration of the survey taken in October 2017.  For the review, the pre-selected questions from the 7th-grade California Healthy Kids Survey were used to measure the growth or decline of student attitudes, perceptions, and realities facing them in Wasco Schools in 2017.  Fifth-grade students did not participate in the survey in 2015, so the district only has baseline data to monitor this local indicator.  In future indicator reports, the district will be administering the CHKS survey each year to both fifth-grade and seventh-grade students and reporting the results in this section.    The actual 7th-grade results are outlined in the section below.    MEANING: The results of the survey were overwhelmingly positive on the monitored CHKS questions.  The most dramatic improvement in the survey focused on the statements, ""The teachers at this school treat me fairly"" and ""I feel safe in my school"" where each perception statement increased by 18% since the survey was last conducted in 2015.  The district has invested heavily in goal four of its LCAP - ""The District Shall Provide a Safe and Drug-free Learning Environment, a Positive School Climate, and a College-Going Culture.""  Counselors at all schools in the district, increased use of restorative justice practices, and increased support personnel for students and their families through LCAP actions and services are credited for this improvement.    USE:  Although there is still room to grow on the reported CHKS outcomes, the increase in positive sentiment at the middle school is encouraging.  However, the statement ""I try hard at work because I am interested in my work"" declining 4% since 2015 has other possible implications.  Research shows that a student's self-monitoring of progress is one of the most potent indicators of future academic success.  The drop in student perception in this area is in contrast to all other measured statements which each demonstrated substantial improvements in attitude since 2015.  The middle school will continue to study this data and address school climate and culture in the coming year with the intent of improving student's interest in their studies.  The 2019 school climate local indicator report will include updated data outlined above as well as additional data to compare all 5th-grade CHKS student responses."|Met|DATA: Student Perception of School Climate - 7th Grade  Change Between Baseline Year 2015 and 2018 CHKS Survey Administration  (Student response options: Strongly Disagree, Disagree, Neither disagree nor agree, Agree, and Strongly Agree)  1. I feel like I am part of this school.  - 59% of students agreed or strongly agreed in 2015 - 65% of students agree or strongly agree in 2017   6% positive increase  2. The teachers at this school treat me fairly.  - 51% of students agreed or strongly agreed in 2015 - 69% of students agree or strongly agree in 2017   18% positive increase  3. I feel safe in my school.  - 50% of students agreed or strongly agreed in 2015 - 68% of students agree or strongly agree in 2017   18% positive increase  4. I try hard at work because I am interested in my work.  - 74% of students agreed or strongly agreed in 2015 - 70% of students agreed or strongly agreed in 2017   4% negative decrease  5. At my school, there is a teacher or some other adult who really cares about me.  - 63% of students report this as pretty much true or very much true in 2015 - 67% of students report this as pretty much true or very much true in 2017   4% positive increase|2018
15634460000000|Elk Hills Elementary|6|"Elk Hills School administers the California Healthy Kids Survey annually.  During the 2017/2018 school year, the school did also have the parents complete a separate ""School Climate"" survey.  The survey was completed by approximately 60 percent of parents.  Both surveys did indicate parents were very please with school staff and felt their students were safe.  Parents did indicated their children sincerely believed there were a number of adults on campus that cared about them and would listen to them when needed.  Parents did also suggest they would like to be more involved with different specialty committees.  Parents would like to participate in School wide Discipline Committee and Budget Advisory Committee."|Met||2018
19651510000000|Wilsona Elementary|6|Healthy Kids Survey is administered annually in the Wilsona School District for grades 5 and 7.  The Healthy Kids Survey 2017-2018 7th grade report demonstrated improvements in the percentage of students who feel safe at school, an decrease in student connectedness as well as a reduction of students feeling hopeless. Safe 65% (+22%) Connectedness 29% (-2%) Bullied 32% (0%) Hopeless 22% (-7%).  The Healthy Kids Survey for 5th grade demonstrated that students feel safe at school and connected.  Safe 82%, Connectedness 47%.|Met|This information was shared with the Wilsona School District Board of Trustees at their regularly scheduled school board meeting on November 15, 2018.|2018
36675950000000|Alta Loma Elementary|6|"A District created survey was given to students in grades 3-8 via Google Form; 52% from the two junior high schools. Students self-identified participation in GATE, English learners, Special Education, AVID, Title I programs, and grade level. The District analyzed 2,503 responses surrounding progress on the 8 state priorities with special emphasis on school safety and connectedness.  The PBIS school culture survey was incorporated to provide reliable data on key culture topics. Similar questions were elicited from parents and staff for comparison. 93.9% of students surveyed reported that their school provided a good education, is standards-based (92%), and 83.7% were satisfied with the instruction received. Students acknowledged schools provide learning tools (92.1%) and technology (76%) needed. Students read a balance of literature/nonfiction (73%), provide evidence (85%), engage in multi-sourced reading and writing (65%), persevere in mathematical problem solving (70%), and apply number sense and reasoning (66%). Grade level achievement data identified goals for grade 3-5 in digital competency, math (fractions) and 7-8th grade math (expressions, functions,graphing). Student engagement responses indicated 56% of students like school ""often"" (sometimes 31%), feel they do well in school (76%), and recognize schools want them to do well (86%). Students reported schools have clear rules for behavior (91%), are treated with respect by teachers (87%), and recognized for doing the right thing (73%). 82% of students reported getting along with others, 83% felt safe at school, and 60% said peers treated them well. 82% identified an adult they could turn to if needed, and 56% reported students often behaved in class (36% sometimes). 90% agreed that schools offered connection activities and 93% said that school is supportive and inviting. When asked what schools can do to help them be successful, students responded; after school help, tutoring, additional math support/time for processing, and slowing down instruction. In regards to peer relationship (lowest percentage-60%) the need for additional social and emotion support via counselors, clubs, and socialization were prevalent. Other recommendations included collaboration and hands-on learning in the classroom.  In response, the District has supported each school site with STATS (Student Additional Time and Support) funds for after school programs, doubled the amount of Tier 2 and Tier 3 counselors, implemented PBIS District-wide, conducted ""Equity Walks"" in all schools, and have implemented the Second Step social/emotional curriculum at each school focused on learning skills, empathy, emotion management, problem solving, as well as a bully prevention component. Lesson links are sent home each week to reinforce skills. Students are encouraged to participate in decision making and leadership activities. Staff and parent organizations focus engagement efforts around citizenship and kindness."|Met||2018
19648810000000|Pasadena Unified|6|1. Data: This data is from the 2016-17 administration California Healthy Kids Survey. Parents and guardians of PUSD students in all grades were invited to participate in the survey. 1) School Connectedness: 59% of 5th, 55% of 7th, 45% of 9th, and 48% of 11th graders reported feeling connected to the school. Perceptions of school connectedness were higher for females (52%) than males (48%) in elementary school. Indicators for school connectedness were: I feel close to people at school. I am happy to be at this school. I feel like I am part of this school. Teachers treat students fairly at school. 2) Academic motivation: 45% of 5th, 37% of 7th, 36% of 9th, and 32% of 11th graders reported that they are academically motivated. 3) Caring Adult Relationships: 60% of 5th, 32% of 7th, 29% of 9th, and 34% of 11th graders reported having caring adult relationships.4) High Expectations: 63% of 5th, 47% of 7th, 44% of 9th, and 46% of 11th graders reported being held with high expectations. 5) Meaningful Participation: 20% of 5th, 16% of 7th, 11% of 9th, and 14% of 11th graders reported feeling having meaningful participation.6) School Safety: 78% of 5th, 65% of 7th, 57% of 9th, and 63% of 11th graders reported feeling safe at schools. At the secondary level, the percentage of students who felt safe at schools break down by ethnicity: White: 7th-75%, 9th-65%, and 11th-63%; Black or African American: 7th-67%, 9th-61%, and 11th-66%; Hispanic: 7th-64%, 9th-56%, and 11th-64%; Asian: 7th-73%, 9th-59%, and 11th-53%; American Indian or Alaska Native: 7th-71%, 9th-36%, and 11th-53%; and Native Hawaiian or Pacific Islander: 7th-75%, 9th-30%, and 11th-43%. 2. Meaning: The data indicates that: PUSD’s elementary students feel more connected, more motivated in their Academic achievements, having higher expectations, meaningful participations and feeling safer in schools than the secondary students. 3. Use: PUSD will use these data to identify/assess the needs of the students and to incorporate the needs assessment results in the School Plan for Student Achievement (SPSA) and District Local Control Accountability Plan (LCAP), and to implement the plans identified services and actions to improve the school climate for students’ learning.|Met||2018
54105460119602|University Preparatory High|6|The students at University Preparatory High School completed the California Healthy Kids Survey in Spring 2018.  This survey was administered during the Spring semester in Homeroom.  The overall results show that approximately 85-90% of our student population are happy and feel safe and accepted at UPHS.  At UPHS, the students expressed positive feelings of being connected and supported by teachers and staff.  Considering our school is on an open college campus, a majority of our students feel safe.  The biggest challenges for our school include helping students to understand the implication of Alcohol, Drug, Tobacco and E-Cigarette uses.  We have seen an increase in the use of E-Cigarettes.  Another challenge we face at UPHS is cyberbullying depression.  A number of students feel extreme pressure either internally or from their family to exceed and succeed at UPHS.  Finally, we are always working to help students understand the damage caused by cyber-bullying.  Too many students reported being cyber-bullied at least once during the school year.  The primary tool for lesson presentations regarding the above concerns is our Homeroom class.  This class meets four times a week for 25 minutes.  It is during this time that lessons on life skills, academic and emotional strategies and other life long lessons are taught.  These lessons are designed by staff and students and presented in one week units.  Based on the data from the survey, we will be presenting lessons increasing student awareness about drugs, alcohol, tobacco use along with mental health and cyber-bullying.  These lessons are designed to help students be aware of their own physical and mental health and what they can do to reach out for help.|Met||2018
45737000000000|Mountain Union Elementary|6|Annually, not every other year, parents are surveyed regarding a variety of topics including safety, progression, transportation, satisfaction with programs. Overall 80% of students and 80% of parents feel safe at school.  There are steps being taken to address this area for improvement, such as MTSS, assemblies, student handbook changes, signage, sports, music and intervention programs.|Met||2018
49709614930350|Sunridge Charter|6|"Student surveys were conducted in the fifth and seventh grades.  96% of fifth and seventh graders responded that they feel safe at school.  96% of fifth graders and 93% of seventh graders responded that they have good friends.  92% of fifth graders and 68% of seventh graders agreed that the adults at school care about them.  We will continue to provide ""good choices"" programs in the middle school to educate students regarding identity, substance abuse prevention, decision-making skills, and suicide prevention.  We are also in the second year of implementing a school-wide social-emotional approach."|Met||2018
11626380000000|Plaza Elementary|6|The California Healthy Kids survey was administered last year to 5-6th and 7-8th graders.  Data collected showed a lack of disconnectedness for some students who wanted more decision making. However, due to our small sample sizes for each grade (less than 24 per grade and many opting out of the survey), statistics are somewhat misleading. Also identified was students who felt bullied or threatened on campus or through social media.  We have addressed through educational opportunities regarding safe internet use and cyber bullying.   We also installed cameras and scheduled additional recess supervision.|Met||2018
10101080127514|Kepler Neighborhood|6|Kepler Neighborhood School administered a survey to all stakeholders in the Fall of 2018 (students included were in grades 5-8) based on the five school goals. Students responses indicated their teachers support them in learning and care about them. They went on to express that they like being at Kepler and feel respected. One student commented that they liked that his teacher didn’t just give them the answers but helped them figure it out. When asked about feeling safe at school, the majority of students confirmed a sense of security at the school but that they were aware of other students getting bullied.  Many students come to Kepler to escape experiences at other schools where they felt disconnected or unsafe. Parents report choosing Kepler Neighborhood School for their students due to the feeling of community and development of self-respect and respect for their community. Morning classroom meetings provide daily lessons on character and community. Middle School students are in Advisories and travel from class to class with that group. The design is such that they will continue with the same staff acting as their Advisor for all three years. The community meeting allows students to form bonds with an advisor and small group of students. During these meetings, students explore their strengths and learn how to communicate their thinking and feelings. These meetings also form the basis for college and career readiness discussions and as stated in the Charter, address such topics as “hidden societal rules, team building, conflict resolution, character development, mentoring and peer mediation, study skills, discuss learning goals, and sensitive health topics”.  The Kepler Neighborhood School Charter includes a Service Learning component that allows students to apply what they are learning to life outside the school walls as a foundational premise. A key tenant is to “develop the character of students so their actions benefit society”. This character development and community-based tenant create a safe and bonded school community both inside and outside of the school walls. During the 2017-18 year a School Culture Coordinator was hired to implement Restorative Justice Practices. Future goals include to develop a student panel to further assist in problem solving and conflict resolution.   Parent feedback relayed a belief that the school valued diversity and works to communicate with a variety of stakeholders within the community. Parents also indicated that their child feels safe at school and enjoys attending Kepler. When asked barriers to engaging with the school, few were cited and mainly revolved around scheduling conflicts. New parents particularly expressed a sense of their students doing well socially. Overall both student and parent feedback indicated an average of 3.6/5.0 on all five of the schools goals which include academic progress, communication, community engagement and valuing diversity.|Met||2018
10621660127514|Kepler Neighborhood|6|Kepler Neighborhood School administered a survey to all stakeholders in the Fall of 2018 (students included were in grades 5-8) based on the five school goals. Students responses indicated their teachers support them in learning and care about them. They went on to express that they like being at Kepler and feel respected. One student commented that they liked that his teacher didn’t just give them the answers but helped them figure it out. When asked about feeling safe at school, the majority of students confirmed a sense of security at the school but that they were aware of other students getting bullied.  Many students come to Kepler to escape experiences at other schools where they felt disconnected or unsafe. Parents report choosing Kepler Neighborhood School for their students due to the feeling of community and development of self-respect and respect for their community. Morning classroom meetings provide daily lessons on character and community. Middle School students are in Advisories and travel from class to class with that group. The design is such that they will continue with the same staff acting as their Advisor for all three years. The community meeting allows students to form bonds with an advisor and small group of students. During these meetings, students explore their strengths and learn how to communicate their thinking and feelings. These meetings also form the basis for college and career readiness discussions and as stated in the Charter, address such topics as “hidden societal rules, team building, conflict resolution, character development, mentoring and peer mediation, study skills, discuss learning goals, and sensitive health topics”.  The Kepler Neighborhood School Charter includes a Service Learning component that allows students to apply what they are learning to life outside the school walls as a foundational premise. A key tenant is to “develop the character of students so their actions benefit society”. This character development and community-based tenant create a safe and bonded school community both inside and outside of the school walls. During the 2017-18 year a School Culture Coordinator was hired to implement Restorative Justice Practices. Future goals include to develop a student panel to further assist in problem solving and conflict resolution.   Parent feedback relayed a belief that the school valued diversity and works to communicate with a variety of stakeholders within the community. Parents also indicated that their child feels safe at school and enjoys attending Kepler. When asked barriers to engaging with the school, few were cited and mainly revolved around scheduling conflicts. New parents particularly expressed a sense of their students doing well socially. Overall both student and parent feedback indicated an average of 3.6/5.0 on all five of the schools goals which include academic progress, communication, community engagement and valuing diversity.|Met||2018
57105790000000|Yolo County Office of Education|6|Alternative Education utilized the California Healthy Kids Survey (CHKS) Core Module, School Environment Scales and School Connectedness, Parent Involvement, and Academic Motivation Scales for the 2017-2018 LCAP. The CHKS, which was developed by the California Department of Education and WestEd, is a reliable and valid instrument. The survey results, follow. School Environment Scales: Students responded to statements such as: At my school there is a teacher or some other adult who tells me I do a good job, who always wants me to do my best, and believes I will be a success. Total school supports: moderate (53%) and high (33%) Caring adults in school: moderate (58%) and high (31%) High expectations-adult in school: moderate (56%) and high (36%) Meaningful participation at school: moderate (42%) and high (25%) School Connectedness, Parent Involvement, and Academic Motivation Scales: Students responded to statements such as: I feel close to people at this school, I feel like I am a part of this school, and I am happy to be at this school. School connectedness: moderate (22%) and high (69%) Academic motivation: moderate (44%) and high (22%) Parent involvement in school: moderate (39%) and high (47%) .|Met|Data collected from California Healthy Kids Survey administered in May of 2018.|2018
43693930000000|Campbell Union|6|Campbell Union School District surveys all students annually using a research-based perception survey that asks families to respond to targeted LCAP correlated statements. Campbell also surveys students using the California Health Kids bi-annually. Using a 5 point Likert scale, the key findings related to students’ sense of safety and school connectedness are noted below. Based on the findings, the district leadership plans to increase opportunities for ongoing student feedback (in person, via Superintendent/District Administrator chats and online, via a Thought Exchange activity).    Campbell has identified four elements of high quality first instruction: Learning Targets, Assessments, Differentiation, and Responsive Teaching.  Under the area of Responsive Teaching, a focus on culturally responsive teaching practices, trauma-informed communities, and positive school climate (PBIS) will support increasing the outcomes around student connectedness as well as feeling safe to take educational risks.  During the 2017-2018 school year, CUSD launched a new survey protocol, ThoughtExchange, to increase all stakeholders’ voices. This platform allowed for a wider scope of topics.  During the exchange stakeholders responded to two broad questions. During the 2018-2019 school year, stakeholders will engage in a similar process using ThoughtExchange to capture stakeholders’ perception on school climate and safety as well as bring to the surface their own responses/topics based on current site needs.  Question 1: What do you enjoy most about learning? Question 2: What would improve your learning experience at school?  This data will be used to develop/influence the school plan, LCAP, strategic plan, and comprehensive safety plan.|Met||2018
43693930106005|Village|6|Campbell Union School District surveys all students annually using a research-based perception survey that asks families to respond to targeted LCAP correlated statements. Campbell also surveys students using the California Health Kids bi-annually. Using a 5 point Likert scale, the key findings related to students’ sense of safety and school connectedness are noted below. Based on the findings, the district leadership plans to increase opportunities for ongoing student feedback (in person, via Superintendent/District Administrator chats and online, via a Thought Exchange activity).    Campbell has identified four elements of high quality first instruction: Learning Targets, Assessments, Differentiation, and Responsive Teaching.  Under the area of Responsive Teaching, a focus on culturally responsive teaching practices, trauma-informed communities, and positive school climate (PBIS) will support increasing the outcomes around student connectedness as well as feeling safe to take educational risks.  During the 2017-2018 school year, CUSD launched a new survey protocol, ThoughtExchange, to increase all stakeholders’ voices. This platform allowed for a wider scope of topics.  During the exchange stakeholders responded to two broad questions. During the 2018-2019 school year, stakeholders will engage in a similar process using ThoughtExchange to capture stakeholders’ perception on school climate and safety as well as bring to the surface their own responses/topics based on current site needs.  Question 1: What do you enjoy most about learning? Question 2: What would improve your learning experience at school?  This data will be used to develop/influence the school plan, LCAP, strategic plan, and comprehensive safety plan.|Met||2018
19647336016935|Encino Charter Elementary|6|Encino Charter Elementary administered the 2017-18 School Experience Survey during the spring semester to students of grades 3-5. The following are the results that pertain to school climate:  • School Experience Survey participation rates for students was 97%. • The percentage rates of students reporting being happy at school 93%.  *      83% of students reported feeling like they are a part of their school. • 94% of students perceived the school to be a safe place. • When students were asked if adults treated them with respect, 86% of them replied in the affirmative.  Encino Charter implements the school-wide Positive Behavior Support Plan. Character Counts is a school-wide program with the emphasis of the 6 Pillar of Characters: Trustworthiness, Caring, Citizenship, Responsibility, Respect, and Fairness.  Students are recognized at Monday morning assemblies and Students of the Month assemblies.  Building good character and promoting responsible and caring citizens is a priority at our school. All teachers promote a positive classroom environment with individual and whole group incentives to continue to build good character and a healthy climate.|Met||2018
43693936046692|Sherman Oaks Elementary|6|Campbell Union School District surveys all students annually using a research-based perception survey that asks families to respond to targeted LCAP correlated statements. Campbell also surveys students using the California Health Kids bi-annually. Using a 5 point Likert scale, the key findings related to students’ sense of safety and school connectedness are noted below. Based on the findings, the district leadership plans to increase opportunities for ongoing student feedback (in person, via Superintendent/District Administrator chats and online, via a Thought Exchange activity).    Campbell has identified four elements of high quality first instruction: Learning Targets, Assessments, Differentiation, and Responsive Teaching.  Under the area of Responsive Teaching, a focus on culturally responsive teaching practices, trauma-informed communities, and positive school climate (PBIS) will support increasing the outcomes around student connectedness as well as feeling safe to take educational risks.  During the 2017-2018 school year, CUSD launched a new survey protocol, ThoughtExchange, to increase all stakeholders’ voices. This platform allowed for a wider scope of topics.  During the exchange stakeholders responded to two broad questions. During the 2018-2019 school year, stakeholders will engage in a similar process using ThoughtExchange to capture stakeholders’ perception on school climate and safety as well as bring to the surface their own responses/topics based on current site needs.  Question 1: What do you enjoy most about learning? Question 2: What would improve your learning experience at school?  This data will be used to develop/influence the school plan, LCAP, strategic plan, and comprehensive safety plan.|Met||2018
43693936046668|Rolling Hills Middle|6|Campbell Union School District surveys all students annually using a research-based perception survey that asks families to respond to targeted LCAP correlated statements. Campbell also surveys students using the California Health Kids bi-annually. Using a 5 point Likert scale, the key findings related to students’ sense of safety and school connectedness are noted below. Based on the findings, the district leadership plans to increase opportunities for ongoing student feedback (in person, via Superintendent/District Administrator chats and online, via a Thought Exchange activity).    Campbell has identified four elements of high quality first instruction: Learning Targets, Assessments, Differentiation, and Responsive Teaching.  Under the area of Responsive Teaching, a focus on culturally responsive teaching practices, trauma-informed communities, and positive school climate (PBIS) will support increasing the outcomes around student connectedness as well as feeling safe to take educational risks.  During the 2017-2018 school year, CUSD launched a new survey protocol, ThoughtExchange, to increase all stakeholders’ voices. This platform allowed for a wider scope of topics.  During the exchange stakeholders responded to two broad questions. During the 2018-2019 school year, stakeholders will engage in a similar process using ThoughtExchange to capture stakeholders’ perception on school climate and safety as well as bring to the surface their own responses/topics based on current site needs.  Question 1: What do you enjoy most about learning? Question 2: What would improve your learning experience at school?  This data will be used to develop/influence the school plan, LCAP, strategic plan, and comprehensive safety plan.|Met||2018
43693936046627|Monroe Middle|6|Campbell Union School District surveys all students annually using a research-based perception survey that asks families to respond to targeted LCAP correlated statements. Campbell also surveys students using the California Health Kids bi-annually. Using a 5 point Likert scale, the key findings related to students’ sense of safety and school connectedness are noted below. Based on the findings, the district leadership plans to increase opportunities for ongoing student feedback (in person, via Superintendent/District Administrator chats and online, via a Thought Exchange activity).    Campbell has identified four elements of high quality first instruction: Learning Targets, Assessments, Differentiation, and Responsive Teaching.  Under the area of Responsive Teaching, a focus on culturally responsive teaching practices, trauma-informed communities, and positive school climate (PBIS) will support increasing the outcomes around student connectedness as well as feeling safe to take educational risks.  During the 2017-2018 school year, CUSD launched a new survey protocol, ThoughtExchange, to increase all stakeholders’ voices. This platform allowed for a wider scope of topics.  During the exchange stakeholders responded to two broad questions. During the 2018-2019 school year, stakeholders will engage in a similar process using ThoughtExchange to capture stakeholders’ perception on school climate and safety as well as bring to the surface their own responses/topics based on current site needs.  Question 1: What do you enjoy most about learning? Question 2: What would improve your learning experience at school?  This data will be used to develop/influence the school plan, LCAP, strategic plan, and comprehensive safety plan.|Met||2018
43693936046619|Marshall Lane Elementary|6|Campbell Union School District surveys all students annually using a research-based perception survey that asks families to respond to targeted LCAP correlated statements. Campbell also surveys students using the California Health Kids bi-annually. Using a 5 point Likert scale, the key findings related to students’ sense of safety and school connectedness are noted below. Based on the findings, the district leadership plans to increase opportunities for ongoing student feedback (in person, via Superintendent/District Administrator chats and online, via a Thought Exchange activity).    Campbell has identified four elements of high quality first instruction: Learning Targets, Assessments, Differentiation, and Responsive Teaching.  Under the area of Responsive Teaching, a focus on culturally responsive teaching practices, trauma-informed communities, and positive school climate (PBIS) will support increasing the outcomes around student connectedness as well as feeling safe to take educational risks.  During the 2017-2018 school year, CUSD launched a new survey protocol, ThoughtExchange, to increase all stakeholders’ voices. This platform allowed for a wider scope of topics.  During the exchange stakeholders responded to two broad questions. During the 2018-2019 school year, stakeholders will engage in a similar process using ThoughtExchange to capture stakeholders’ perception on school climate and safety as well as bring to the surface their own responses/topics based on current site needs.  Question 1: What do you enjoy most about learning? Question 2: What would improve your learning experience at school?  This data will be used to develop/influence the school plan, LCAP, strategic plan, and comprehensive safety plan.|Met||2018
43693936046601|Lynhaven Elementary|6|Campbell Union School District surveys all students annually using a research-based perception survey that asks families to respond to targeted LCAP correlated statements. Campbell also surveys students using the California Health Kids bi-annually. Using a 5 point Likert scale, the key findings related to students’ sense of safety and school connectedness are noted below. Based on the findings, the district leadership plans to increase opportunities for ongoing student feedback (in person, via Superintendent/District Administrator chats and online, via a Thought Exchange activity).    Campbell has identified four elements of high quality first instruction: Learning Targets, Assessments, Differentiation, and Responsive Teaching.  Under the area of Responsive Teaching, a focus on culturally responsive teaching practices, trauma-informed communities, and positive school climate (PBIS) will support increasing the outcomes around student connectedness as well as feeling safe to take educational risks.  During the 2017-2018 school year, CUSD launched a new survey protocol, ThoughtExchange, to increase all stakeholders’ voices. This platform allowed for a wider scope of topics.  During the exchange stakeholders responded to two broad questions. During the 2018-2019 school year, stakeholders will engage in a similar process using ThoughtExchange to capture stakeholders’ perception on school climate and safety as well as bring to the surface their own responses/topics based on current site needs.  Question 1: What do you enjoy most about learning? Question 2: What would improve your learning experience at school?  This data will be used to develop/influence the school plan, LCAP, strategic plan, and comprehensive safety plan.|Met||2018
43693936046577|Forest Hill Elementary|6|Campbell Union School District surveys all students annually using a research-based perception survey that asks families to respond to targeted LCAP correlated statements. Campbell also surveys students using the California Health Kids bi-annually. Using a 5 point Likert scale, the key findings related to students’ sense of safety and school connectedness are noted below. Based on the findings, the district leadership plans to increase opportunities for ongoing student feedback (in person, via Superintendent/District Administrator chats and online, via a Thought Exchange activity).    Campbell has identified four elements of high quality first instruction: Learning Targets, Assessments, Differentiation, and Responsive Teaching.  Under the area of Responsive Teaching, a focus on culturally responsive teaching practices, trauma-informed communities, and positive school climate (PBIS) will support increasing the outcomes around student connectedness as well as feeling safe to take educational risks.  During the 2017-2018 school year, CUSD launched a new survey protocol, ThoughtExchange, to increase all stakeholders’ voices. This platform allowed for a wider scope of topics.  During the exchange stakeholders responded to two broad questions. During the 2018-2019 school year, stakeholders will engage in a similar process using ThoughtExchange to capture stakeholders’ perception on school climate and safety as well as bring to the surface their own responses/topics based on current site needs.  Question 1: What do you enjoy most about learning? Question 2: What would improve your learning experience at school?  This data will be used to develop/influence the school plan, LCAP, strategic plan, and comprehensive safety plan.|Met||2018
43693936046544|Castlemont Elementary|6|Campbell Union School District surveys all students annually using a research-based perception survey that asks families to respond to targeted LCAP correlated statements. Campbell also surveys students using the California Health Kids bi-annually. Using a 5 point Likert scale, the key findings related to students’ sense of safety and school connectedness are noted below. Based on the findings, the district leadership plans to increase opportunities for ongoing student feedback (in person, via Superintendent/District Administrator chats and online, via a Thought Exchange activity).    Campbell has identified four elements of high quality first instruction: Learning Targets, Assessments, Differentiation, and Responsive Teaching.  Under the area of Responsive Teaching, a focus on culturally responsive teaching practices, trauma-informed communities, and positive school climate (PBIS) will support increasing the outcomes around student connectedness as well as feeling safe to take educational risks.  During the 2017-2018 school year, CUSD launched a new survey protocol, ThoughtExchange, to increase all stakeholders’ voices. This platform allowed for a wider scope of topics.  During the exchange stakeholders responded to two broad questions. During the 2018-2019 school year, stakeholders will engage in a similar process using ThoughtExchange to capture stakeholders’ perception on school climate and safety as well as bring to the surface their own responses/topics based on current site needs.  Question 1: What do you enjoy most about learning? Question 2: What would improve your learning experience at school?  This data will be used to develop/influence the school plan, LCAP, strategic plan, and comprehensive safety plan.|Met||2018
43693936046536|Capri Elementary|6|Campbell Union School District surveys all students annually using a research-based perception survey that asks families to respond to targeted LCAP correlated statements. Campbell also surveys students using the California Health Kids bi-annually. Using a 5 point Likert scale, the key findings related to students’ sense of safety and school connectedness are noted below. Based on the findings, the district leadership plans to increase opportunities for ongoing student feedback (in person, via Superintendent/District Administrator chats and online, via a Thought Exchange activity).    Campbell has identified four elements of high quality first instruction: Learning Targets, Assessments, Differentiation, and Responsive Teaching.  Under the area of Responsive Teaching, a focus on culturally responsive teaching practices, trauma-informed communities, and positive school climate (PBIS) will support increasing the outcomes around student connectedness as well as feeling safe to take educational risks.  During the 2017-2018 school year, CUSD launched a new survey protocol, ThoughtExchange, to increase all stakeholders’ voices. This platform allowed for a wider scope of topics.  During the exchange stakeholders responded to two broad questions. During the 2018-2019 school year, stakeholders will engage in a similar process using ThoughtExchange to capture stakeholders’ perception on school climate and safety as well as bring to the surface their own responses/topics based on current site needs.  Question 1: What do you enjoy most about learning? Question 2: What would improve your learning experience at school?  This data will be used to develop/influence the school plan, LCAP, strategic plan, and comprehensive safety plan.|Met||2018
44698150000000|Santa Cruz City Elementary|6|Each year we administer the Social Emotional Health Survey designed by UC Santa Barbara to 4th-10th graders. The data we receive from this survey helps schools meet individual student social emotional needs as well as get a pulse on the strengths and weaknesses of their school climate and culture.   In addition, every other year our students in 5th, 7th, 9th and 11th grade take the California Healthy Kids Survey (CHKS), which gives us data regarding student perceptions of school safety and connectedness. We last administered the CHKS school climate survey during the 2016-17 school year. The data displayed below is the same data as last year, as we will re-administer the CHKS in the 2018-19 school year.   Our data from the CHKS for the 2016-17 school year is below:  School Connectedness (I feel close to people at the school)      5th 7th 9th 11th   All of the time   60% 27% 27% 25%   Most of the time  28% 49% 45% 39%  Some of the time  12% 18% 20% 23%   No Never   0% 5% 8% 13%   Caring Adult Relationships (There is a teacher or other adult who really cares about me)      5th 7th 9th 11th   All the time   60%  28% 20% 24%  Most of the time  28% 40% 38% 40%  Some of the time  12% 23% 31% 28%  No Never   0% 9% 11% 8%   I feel safe at school   5th 7th 9th  11th    Yes. All the time  48% 26% 21% 20%  Yes. Most of the time  35% 49% 53% 52%  Yes. Some of the time  14% 18% 21% 23%   No Never   3% 7% 6% 5%   School administrators and faculties are working to increase students’ sense of connectedness and safety at school. At the elementary and middle school level there is a focus on implementing Trauma Informed Services as well as PBIS. There are club fairs at the middle and high school aimed at getting students involved and connected with students and adults. Our high schools are also engaging in gaining “student voice” through student publications, feedback forums, interviews, and surveys. At the elementaries we have Recess Coaches that help engage and connect students with their peers in positive play.|Met||2018
50712900000000|Sylvan Union Elementary|6|The Marzano Family, Student and Staff Surveys and Staff Collective Efficacy Survey completed in September 2018 provided us with school climate data on safe and orderly school environments and student connectedness. Scores are reported on a scale of 1-5, 1 being Strongly Disagree and 5 being Strongly Agree.   Safe and Orderly School Environments:  Student:  4.13 (Sept 2017, 4.14) My school is a safe place   4.04 (Sept 2017, 4.03) My school is an orderly place  4.58 (Sept 2017, 4.54) I know what to do if an emergency happens at school (such as a fire or lock down) Staff:  4.33 (Sept 2017, 4.21) The faculty and staff perceive the school environment as safe and orderly   3.41 (Sept 2017, 3.52) The success of the whole school, as well as individuals within the school, is appropriately acknowledged Family:  4.23 (Sept 2017, 4.17) My child’s school is a safe place   4.15 (Sept 2017, 4.14) My child’s school is an orderly place   Student connectedness to school.  Students:  Scores are reported on a scale of 1-5, 1 being Strongly Disagree and 5 being Strongly Agree.  2.93 (Sept 2017, 2.87) My school’s leaders ask for my opinion about how the school should function   3.27 (Sept 2017, 3.33) When I achieve a goal or accomplish something important, my school’s leaders, my teachers, and other students celebrate it  Staff:   Staff took a Collective Efficacy survey reported on a scale of 1-6, 1 being Strongly Disagree and 6 being Strongly Agree 4.71 (Sept 2017, 4.56) Teachers here are confident they will be able to motivate their students  5.21 (Sept 2017, 4.98) Teachers in this school believe that every child can learn  We know that students who feel connected to school believe that adults in the school care about their learning as well as them as individuals. School staff need to have high academic expectations and rigor with support for learning, as well as positive adult/student relationships in a physical and emotionally safe environment.  Connections with students spring from individual action on the part of the adults on school campuses as well as the school environment.   Analysis of these survey results provided us with new knowledge.  Every child should feel successful at school.  Most data points showed improvement from the Fall 2017 survey, but there is still room for growth.  Overall, students, families and staff all strongly agree that our schools are safe and orderly.   The student survey results showed us that we need to celebrate students’ successes more overtly. There is a discrepancy of what students and staff believe regarding belief in levels of school connectedness.  In Fall 2018, all staff will be trained on social and emotional learning to support students and strive to increase the level of connectedness that students have at school.  Each middle school has a WEB (Where Everyone Belongs) program to engage students in school. Schoolwide assemblies may also focus on empowering and engaging students to create a positive environment.|Met|This information was presented to the Board of Trustees at a regularly scheduled board meeting of the Sylvan Union Elementary District governing board on October 30, 2018.|2018
45699480134122|Redding School of the Arts|6|RSA administers a local climate survey every other year as required.  We conducted our survey in 2016-17, thus  this year is an off year requirement to report to the governing board.  Any actions taken were articulated within our LCAP in the previous academic year.|Met||2018
31669510000000|Western Placer Unified|6|The California Healthy Kids Survey (CHKS) was administered in the spring of 2018.  The CHKS highlighted some district strengths: - 86% of elementary students feel they are treated with respect. (No similar question was asked on the secondary questionnaire.) - 68% of students (at both the elementary and secondary levels) feel safe at school.    The survey also brought some challenges to the surface: - Less than 20% of students (at both the elementary and secondary levels) feel they are given opportunities to “meaningfully participate” in their school communities. - Only 42% of students identify themselves as being highly motivated to succeed in school. - 21% of 11th graders admit to current alcohol or drug use. - Over 30% of high schoolers express feelings of chronic sadness and/or hopelessness.  Our district continues to hone its work in the area of Youth Development.  The youth development framework identifies five supports and opportunities that youth need to become healthy, productive adults: safety, relationships, youth participation, community involvement, and skill building. 181 staff members have participated in a four-day Youth Development Institute and 15 staff have been further trained as trainers of youth development. Schools have worked diligently to improve safety and relationships with and for students. PBIS has been implemented at more than half of our school sites and staff continue to receive training and support from our Mental Health Specialist, whom we hired as part of LCAP to support PBIS and students' mental health. Based on parent feedback and the results of the 2018 CHKS, WPUSD has partnered with Wellness Together to provide additional mental health services at all school sites (beginning this school year).|Met|WPUSD’s suspension rates and expulsion rates are low and have been on a downward trajectory for the last few years.   That being said, some of our subgroups (students with disabilities, students who are socioeconomically disadvantaged, and students who are homeless) are suspended at higher rates than our overall student population. We are working diligently to address that issue.  We have a full-time School Resource Officer who assists with issues related to attendance and school safety.|2018
49707976051833|Liberty Elementary|6|The District annually surveys all students on issues related to school climate. In the annual survey, over 95% of students felt connected to the school, safe at school, comfortable talking with their teacher or other adults at school, and having friendships with their peers.|Met||2018
23739160000000|Laytonville Unified|6|The California Healthy Kids Survey was administered to all grade spans in the recent school year.  Key learnings from Data Comparisons from the 2014/2015 survey indicate the following School Safety-  5/6 grade 72% students indicate  feeling safe at school, a slight increase  7/8 grade 45.5% students indicate  feeling safe at school, a 50% decrease from the previous year and 9/10/11 grade 74% students feeling safe at school, a 15% decrease   School Connectedness- 5/6 grade students 87.5%  students feeling strong school connectness- a 6% decrease from the previous year. 7/8 grade students -92% students feeling strong school connectness- a 3% increase from the previous year.   9/10/11 grade students 70% students feeling strong school connectness a 19% decrease from the previous year.  The results indicate that more needs to be addressed in terms of school safety and school connectedness.  LCAP goals include implementing a strong PBIS and MTSS program.  Counseling supports have been increased and staff development in School Safety is planned.|Met||2018
43693936046510|Blackford Elementary|6|Campbell Union School District surveys all students annually using a research-based perception survey that asks families to respond to targeted LCAP correlated statements. Campbell also surveys students using the California Health Kids bi-annually. Using a 5 point Likert scale, the key findings related to students’ sense of safety and school connectedness are noted below. Based on the findings, the district leadership plans to increase opportunities for ongoing student feedback (in person, via Superintendent/District Administrator chats and online, via a Thought Exchange activity).    Campbell has identified four elements of high quality first instruction: Learning Targets, Assessments, Differentiation, and Responsive Teaching.  Under the area of Responsive Teaching, a focus on culturally responsive teaching practices, trauma-informed communities, and positive school climate (PBIS) will support increasing the outcomes around student connectedness as well as feeling safe to take educational risks.  During the 2017-2018 school year, CUSD launched a new survey protocol, ThoughtExchange, to increase all stakeholders’ voices. This platform allowed for a wider scope of topics.  During the exchange stakeholders responded to two broad questions.  Below captures the top  Rosemary Elementary School thoughts.  During the 2018-2019 school year, stakeholders will engage in a similar process using ThoughtExchange to capture stakeholders’ perception on school climate and safety as well as bring to the surface their own responses/topics based on current site needs.  Rosemary Elementary School: Question 1: What do you enjoy most about learning? • “Recess in the morning and lunch, it is important to have recess for students because it is good to have breaks for students because they’re in class all the time and working.” • “We have fieldtips to different places…we get to learn more things about the topic of the field trip.” • “Art: art is important to me because you can be creative and enjoy your experience.” • “I like it when I am with my friends. It is important because we get to play tennis.” • “I sometimes enjoy learning math.  Math is important because it is also a life skill to know.”  Question 2: What would improve your learning experience at school? • “I think we should get a new playground, because it have been around for years.” • “School lunches. I think if we changed our school lunches, then the students will want to eat and they will get more fuel to learn in class.” • “We need more fieldtrips, I like learning outside.” This data will be used to develop/influence the school plan, LCAP, strategic plan, and comprehensive safety plan.|Met||2018
49707970000000|Liberty Elementary|6|The District annually surveys all students on issues related to school climate. In the annual survey, over 95% of students felt connected to the school, safe at school, comfortable talking with their teacher or other adults at school, and having friendships with their peers.|Met||2018
19647336020044|Woodland Hills Elementary Charter For Enriched Studies|6|The results of our School Experience Survey, administered in 2017-2018, indicate that Woodland Hills Charter Elementary for Enriched Studies has met the performance standard for school climate.  Participating students reported the following: They are happy to be at our school (85%) They feel safe at our school (91%) They feel that the adults at our school treat students with respect (91%)|Met||2018
16639820000000|Lemoore Union High|6|The California Healthy Kids Survey in conducted yearly at LUHSD. In looking at the summary of key indicators the results show some positive numbers, as well as, some key areas to focus on. In looking at School Engagement and Supports, 9th grade results are School connectedness (high) 70%, Academic motivation (high) 59%, Truant more than a few times 13%, Caring adult relationships 64%, High expectations (high) 83%, Meaningful participation (high) 32%. The 11th grade results are School connectedness (high) 60%, Academic motivation (high) 38%, Truant more than a few times 5%, Caring adult relationships (high) 60%, High expectations (high) 60%, Meaningful participation (high) 26%. Results from School Safety and Substance Use are as follows: 9th grade are School perceived as very safe or safe 57%, Experienced any harassment or bullying 35%, Had mean rumors or lies spread about you 35%, Been afraid of being beaten up 23%, Been in a physical fight 11%, Seen a weapon on campus 18%, and Been drunk or “high” on drugs at school, ever 7%. 11th grade results are School perceived as very safe or safe 56%, Experienced any harassment or bullying 30%, Had mean rumors or lies spread about you 24%, Been afraid of being beaten up 14%, Been in a physical fight 13%, Seen a weapon on campus 20%, and Been drunk or “high” on drugs at school, ever 16%. The section on Mental and Physical Health yielded the following results. 9th grade results are Current alcohol or drug use 19%, Current binge drinking 7%, Very drunk or “high” 7 or more times 6%, Current cigarette smoking 5%, Current electronic cigarette use 9%, Experienced chronic sadness/hopelessness 31%, and Considered suicide 19%. The 11th grade results are Current alcohol or drug use 26%, Current binge drinking 13%, Very drunk or “high” 7 or more times 11%, Current cigarette smoking 9%, Current electronic cigarette use 10%, Experienced chronic sadness/hopelessness 27%, and Considered suicide 18%. When analyzing the results of the California Healthy Kids Survey, the three goals outlined in the LCAP continue to be areas of focus. Goal #1 focuses on students being prepared for college and careers, so the goal of making the curriculum rigorous and relevant remains. Goal #2 looks at providing students with the needed supports to be successful in their academics. Behavior and safety may not be a high concern but students do state the need for more social and emotional supports. Goal #3 targets school safety, cleanliness and facilities being adequate to support student learning.|Met|LUHSD is committed to improving the rigor and relevance within the current curriculum, while implementing CCSS. Students and staff are continuing to implement PBIS as their multi-tiered system of supports. Students social and emotional needs continue to grow and are an area of focus.|2018
10752340000000|Golden Plains Unified|6|Golden Plains Unified administered the WE Learn Survey to our students in grade K-12.  The survey measures student perceptions about: rigor, relevance, relationships and leadership (School Climate).  We use this data to set goals, measure learner engagement and monitor progress over time.  (Rigor) 82% of our students surveyed want to do better at school academically.  (Relevance) 76% of students say they are encouraged to explore things they find interesting.  (Relationships) 74% of our students believe their teachers care if they participate in class.  Complete survey results are available at our district office.  Golden Plains Unified continues to build positive relationships with students and staff to improve academic outcomes.  The WE learn survey was administered in 2016 and will be administered this school year.|Met||2018
19647330133710|Girls Athletic Leadership School Los Angeles|6|"GALS administered a Self-Efficacy Survey developed by the University of Colorado Denver to gauge each student's level of academic self-efficacy, including how they feel about school, themselves and their environment.  Individuals with low self-efficacy tend to have low self-esteem, do not believe in their own ability to succeed, are more easily discouraged by challenges, and have pessimistic thoughts about their own personal development.  By contrast, individuals with high self-efficacy have a strong sense of confidence in their ability to take on and complete challenging tasks, are committed to goals despite setbacks, more readily explore new or creative environments.  In terms of cognitive process, those who maintain a resilient sense of efficacy set themselves challenging goals and use good analytic thinking, which pays off in performance accomplishments.  The results of this survey include: 97.5% think they work hard in school, 96.3% think they will go to college, 94% think they go to a good school.  When asked what is the most important thing you learned this year they answered: ""The most important thing I learned this year is to be me try my best and to step out of my comfort zone."", ""the most  important thing i have learned in school is that you should always be your self"" and ""the most important thing I have learned this year is knowing who i am, and math."""|Met|Through the integration of a health and wellness curriculum addressing the physical, emotional and psychosocial needs of female adolescent development, GALS LA balances the goal of building strong minds and bodies with the opportunity for students to garner the skill set and to emerge as leaders of their own lives.    GALS empowers girls to succeed academically, lead confidently, live boldly and thrive physically.|2018
45698560000000|Anderson Union High|6|"In the categories of Total School Supports, Caring Adults in School, High Expectations-adults in School and Meaningful Participation at School the average reporting was ""very much true"". An area of concern is that a significant number of students reported depression and/or suicidal thoughts. We provided anti-suicide training for all staff and purchased materials for 9th grade classes. We increased social/emotional counseling services."|Met||2018
07100740114470|Making Waves Academy|6|With implementation of LCFF and in accordance to Education code, all LEAs and schools must administer a student school climate survey at least every other year. During academic year 15-16 and academic year 16-17, Making Waves Academy (MWA) administered the California Healthy Kids Survey to students in 5th-11th grades to assess school climate and develop action plan to address areas in need of improvement. Although 5th and 6th grade students participated in the survey, the California Healthy Kids school climate index scores reported in the following paragraphs only include 7th-11th grade survey results. 88% of 7th-8th graders and 92% of 9th-11th graders participated in the AY 16-17 survey administration.   MWA has maintained a high score for students’ perception of safety. MWA’s high school index score of 320 for perceived school safety is 32 points higher than the most recent statewide data, and 11 points higher at the middle school level in comparison to the state with a score of 321. More specifically, 9% of 9th-11th grade students and 6% of 7th and 8th grade students disagreed with the statement “I feel safe at school”. Across 7th – 11th grades, 6% of students reported feeling “safe” or “very unsafe” at school. MWA will continue to monitor these results to make any course corrections if there are any major declines.  MWA’s school connectedness index score in 273 at the high school, the same as the statewide score, while the middle school’s index score is 309, 7 points higher than the state’s score. Based on these survey results, the high school has chosen school connectedness as one of the school climate priorities. The California Healthy Kids Survey assigns an average scale score for school connectedness based on a series of related questions. On a scale of 1 to 5 with five indicating feeling most connected to the school, the average scale score for 9th, 10th and 11th graders is 3.29, 3.34 and 3.72 respectively. This data and the data from the previous year show an upward trend in school connectedness as students progress through the high school. With this data, the high school leadership team has decided to facilitate workshops with grade level teams to devise places to address the specific challenges that each grade level (especially the younger grade levels) may face that reduces their sense of connectedness to the school.  At the middle school the average scale score for school connectedness is 3.69 and 3.59 for 7th and 8th grade respectively. Given these results, the middle school leadership team has decided to focus on improving other areas of school climate such as harassment and bullying.|Met||2018
21750020000000|Ross Valley Elementary|6|The California Healthy Kids Survey (CHKS).was administered to 5th and 7th grade students and all families in the District. The results indicate that both 5th and 7th grade students report that school is perceived as a safe place are connected to the school and have the supports they need. In addition, the District promotes high expectations  Parents responded that behavioral rules and consequences are clearly communicated. Less than 10% of the parents felt that school was not a safe place. Also. more than 90% of the parents felt that students are treated respectfully. In addition, 90% of staff agreed that the campus is a safe place and that there is positive relationships with staff and students and 85% felt that they received support on school discipline and that it was not a problem. The LCAP indicates that the District will continually monitor suspension rates, There has been a decrease in the percentage of students that are SED and Special Education that have been suspended.  The only group that showed an increase was students that identified as two or more races.. The District is monitoring  chronic absenteeism and truancy.. The District is using PBIS and Restorative Justice Practices at our schools and we are continuing to develop these programs.as alternatives to suspension..We are tackling the issues of chronic absenteeism and truancy and are working collaboratively with families to develop SART Plans to improve and increase attendance. Through the SST process we are developing interventions for individual students to improve behavior. ensuring students with special needs have a Behavior Intervention Plan.that include positive e interventions as well as proactive teaching strategies|Met||2018
21654740000000|Sausalito Marin City|6|Bayside MLK administered the School Climate Assessment Instrument (SCAI) through Seneca Family of Agencies in the spring of 2018.  The survey was administered with 37 elementary students, 17 staff members, and 34 parents.  The possible score range was from 1 to 5.  The average student score (for all categories combined) was 3.74.  The average staff score was 2.91.  The average parent score was 3.62.  The average scores pertaining to school culture were as follows:  Students - 3.51, Staff - 2.64, Parents - 3.43.  For student interactions, the average scores were as follow:  Students - 3.37, Staff - 2.67, Parents - 3.66.  Finally, for sense of belonging, the average scores were as follows:  Students - 3.70, Staff - 3.00, Parents - 3.88.  Analysis of these average scores as well as the rest of the survey indicates that, by and large, our students and parents feel positive about the school culture on campus.  They feel connected, that student interactions are generally healthy, and that our overall school culture is good to very good.  Our staff scores are less positive and leave room for further discussion and interpretation.    In response to these results, Bayside MLK has contracted with Seneca Family of Agencies through a grant with the County of Marin to implement a comprehensive PBIS based culture and climate program at our school.  We have also acquired two clinicians to work with our kids and parents as necessary to address any stressors that are in place at or outside of school.  Further surveying will be done this year and beyond to assess the effectiveness of our work.|Met||2018
13631150000000|Central Union High|6|CUHSD administers the California Healthy Kids survey every other year to students in grades 9 and 11.  In spring 2016-17, 898 freshmen and 743 juniors responded to the survey. Results on key indicators related to school connectedness, motivation, and safety are as follows: Percent of students reporting High (H) or Moderate (M) levels of:  - School Connectedness:  Grade 9 – H 56%; M 37%.  Grade 11 – H 49%; M 44%  - Academic Motivation:  Grade 9 – H 36%; M 46%.  Grade 11 – H 28%; M 50%  - Perceived Safety at School:  H (Very Safe or Safe) Grade 9 – 65%. Grade 11 – 64%. M  (Neither Safe nor Unsafe) Grade 9 – 28%. Grade 11 – 32%.   In general, Grade 9 students reported a measurably higher level of “School Connectedness” than Grade 11. Approximately one-fifth indicated a low level of academic motivation.  Only 4-6% of students responded that they felt unsafe or very unsafe at school.    School site administration analyzed results, compared to previous years’ data, and developed a strategic plan for making improvements in school climate. One key strategy is the implementation of the Positive Behavior and Intervention and Supports (PBIS), a framework for maximizing the selection and use of evidence-based prevention and intervention practices along a multi-tiered continuum that supports the academic, social, emotional, and behavioral competence of all students.|Met||2018
36678190000000|Ontario-Montclair|6|The Ontario Montclair School District places importance on ensuring that students feel engaged and are ready to learn, as well as feeling their school is a safe learning environment. A designated Outreach representative exists at all schools, and is available as the first point of contact and acts as a liaison between children, their families and school personnel. Building positive cultures across the District where students are taught behavior expectations and supported in their choices have been embraced by school sites over the past several years with the inception of PBIS training and implementation. The California Healthy Kids Survey is administered every other year to all 5th and 7th grade students in the district, with the most recent report published in March 2017. Metrics were chosen to determine school connectedness and perception of safety. In the primary setting (5th grade), school connectedness scored high with an average scaled score of 3.20 out of 4.00. 97% of students scored the battery of school connectedness scale questions in either the high (61%) or moderate (36%) range, with only 3% of students scoring the in low range. 98% of students responded positively when asked to comment on, “I feel happy to be at this school” and 95% of students felt they were a part of their school. In the Middle School setting (7th grade), school connectedness scored at an average scaled score of 3.80 with 91% of students scoring in the high to moderate range. 12% of students disagreed with feeling happy at school, and 16% did not feel connected to school. When asked about school safety, 93% of 5th grade students answered positively to the question, “Do You Feel Safe at School?” More than half of students had never experienced harassment or bullying by others on the campus. As far as adult responses to bullying and harassment, students reported that 96 – 97% of the time, adults are proactive about preventing and addressing bullying. In the middle school setting, 89% of students agreed or were neutral about their feelings of being safe at school. Percentages for experiencing bullying and harassment in the middle school were lower by approximately 10-15 percent when compared to elementary scores. By ethnicity, perceived safety varied. Student subgroups who responded with a high score ranged from 72% (Hispanic/Latino, Asian) to 90% (Native Hawaiian or Pacific Islander). School Connectedness scores ranged from 50% (Mixed race, Asian, American Indian, African American) to 80% (Native Hawaiian/ Pacific Islander). Females felt slightly more connected to schools than males, but males felt safer than females by 7%. The California Healthy Kids Survey has been administered in OMSD since 2006, and it has proven to be a valuable instrument in monitoring Ontario-Montclair’s goals for social-emotional and behavior support in creating positive school climates. Presented to Board of Trustees on November 1, 2017.|Met||2018
11101160130724|Success One!|6|Success One! is a 9-12 WIOA charter school that serves adults 18 years old and over. S1 surveys all students twice a year, school climate and safety are included in the fall survey. All results are reported to the Success One! Advisory Board which meets quarterly and to the GCBE which meets monthly. 1) Data  Student survey results indicated that: 94% of students “agreed that the staff and instructors cared about them and their progress. 98% of the students indicated that they felt safe at school 96% of students “agreed” that he school facilities were clean and well maintained. 97% of students  said that their fellow students treated them with respect and cared about them. 96% of students “agreed” that the instructors showed concern for their progress and were willing to arrange extra time to provide additional help. 96% of students felt “connected” to the school and its staff. 2) Meaning Overall survey results indicated that Success One! students felt school facilities were in good condition and provided a safe environment. Another strength was that the students were very positive about the staff and instructors and felt cared for/about, as well as, feeling that their success was very important to all school staff . This year’s survey showed growth in the area of school facilities and safety. Students moved into a brand new facility in January 2018;it is well maintained and provides many more amenities than the previous facility as well as being much larger and in a safer location. Progress was also made in school connectedness, however the new facility may have something to do with the more positive reaction as students did not want to “hang around” the former facility as it was cramped and did not provide any areas to study quietly or work on group projects, etc.  3) USE Moving to a new facility in the north county area has changed many students’ outlooks regarding the school facility and program. Adding additional activities and events to promote school community has also increased connectedness at both the north and south facilities. Simple facilities upgrades and reorganization of teachers and features at the south facility have also improved student feelings about the facility and staff. Providing increased hours for instructional aides and Literacy Coaches at both facilities have allowed students to receive additional help throughout the day and early evening thus allowing students to improve basic skills and to complete assignments at a faster pace. We will continue to work on facility upgrades for the south learning center in the coming year as well as adding to our ability to provide child care for more hours each day. We also plan to provide more early morning and evening  instructional coverage in the coming year.|Met||2018
01611680000000|Emery Unified|6|Emery Unified School District utilizes the California Healthy Kids Survey (CHKS) to measure our students’ perceptions of the school climate and connectedness. In 2018 the EUSD administered the CHKS in grades 5, 7, 9, and 11.  The Survey revealed the following key findings for the 2017-2018 school year: I.    1. The overall School Climate Index (SCI) at the secondary grades in the district was 247, a 33 points increase since the previous school year. This put EUSD in 12 State percentile (12% of high schools had the same or lower SCI than EUSD). The SCI for Anna Yates Elementary was 316, which was in 65 State percentile and in 86 percentile for similar schools (the school rank relative to 100 other schools with similar demographic characteristics). 2. The overall score for Supports and Engagement at the secondary level was 243, a forty-eight point increase since the previous school year. At Anna Yates Elementary the overall score for Support and Engagement was 311 (in 61 State percentile and in 91 Similar Schools Percentile). 3. At Emery Secondary School, the perceived school safety indicator increased from 2017 to 2018 by 32 points and the school connectedness indicator increased by 52 points. 53% of 9th-graders and 49% of 11th-graders reported feeling a part of the school, and 51% of 9th –graders and 41% of 11th-graders reported to feel safe at school, which was a 115 points increase from the previous year on the School Safety Indicator. 4. At Anna Yates Middle School, 64% of students agreed or strongly agreed that they feel a part of the school and 64% of students agreed or strongly agreed that they feel safe at school. 5. At the elementary level, 85% of the fifth graders reported feeling like they are part of the school most or all of the time and 77% reported to feel safe at school most or all of the time.  II.    As evidenced by the Survey, the district’s elementary students feel more connected and safer at school than the middle school students, and the middle school students feel safer and more connected to school than the high school youngsters. We need to change the trend of older children feeling less safe and connected than the younger students at school.  III. The district is working on implementing the Positive Behavior Interventions and Supports (PBIS) and has incorporated mentoring services for boys at the middle and elementary schools to promote productive and positive interactions among the students, which ensures school safety.  All of the district staff participated in a whole day of equity training in August of 2018 with Pacific Education Group so that we can support our minority students and prevent bullying, among other things. Last year we employed the services of PlayWorks, a company that facilitates and teaches structured play during recess. We are continuing collaborating with PlayWorks this year as well to build on our progress in facilitating a better, more positive school climate among our students.|Met||2018
48705240000000|Benicia Unified|6|Benicia Unified School District administers and analyzes the results of two surveys to assess student, staff and parent perceptions of a variety of aspects of school climate and safety.  The California Healthy Kids Survey is administered to students in grades 5, 7, 9, 11 and all students attending our continuation high school.  In addition staff at all district schools and parents of all students are requested to complete online surveys.  The second survey administered to all secondary students (6-12th grade) is the REACH survey.  The survey, developed by the University of Minnesota is based on research regarding youth developmental assets. REACH is an acronym which stands for Relationships, Effort, Aspirations, Cognition, and Heart.  Both surveys are analyzed together at both the district and site level to identify areas of targeted strengths and growth.  The data is presented to the local governing board and available on the district website.. The data taken together from the two surveys indicate that most of our students (70% in 7th grade feel safe or very safe at school.  The percentages drop slightly for high school with 63% and 65% respectively for 9th and 11th graders.  The percentage of alternative education students reporting feeling safe or very safe drops further to 56%.  These results have not changed significantly since the administration of the CHKS two years ago.  The results indicate that while the district continues to strive to provide critical incident response trainings, avenues for addressing and reporting bullying and a robust counseling program, students sense of safety remains stable but not at a level that is satisfactory to our school board or community.  This continues to be an area we address through our LCAP. In terms of school connectedness, student and staff relationships and school climate our data indicate that our students are well connected.  The see the benefits of school, perceive their teachers as helpful and resources for them.  91% of 9th grades and 75% of 11th graders report high to moderate degrees of school connectedness.   On the REACH survey, our district strength is in the area of aspirations with 88% of students reporting they understand the importance of goal setting and delaying gratification.  Our area of growth is in culturally responsive teaching and allowing students to share their individual cultural experiences with their teachers and peers. In response to these surveys, the district is partnering with the county office of education and providing training and opportunities for discussion centered on culturally responsive practices.  In addition, each school site analyzes their individual school data and sets unique goals in their Single Site School Plan aligned to the REACH and/or CHKS data.|Met||2018
13631640000000|Imperial Unified|6|Third grade students (295) at both elementary schools were administered a student survey. Both Elementary school surveys reported that 77.3% of the students look forward to coming to school each day. 56.9 percent of the students reported feeling safer at school this year than last year. (This is a large drop from the 2017-18 survey of 80 %.) Conditions of school facilities appears to be a major concern by students as 47.5% reported that they “Agree” that their “school is clean, safe and in good condition.”  The California Healthy Kids Survey was administered to Grade 7 (322), Grade 9 (293), and Grade 11 (240). Table A4.10 on page 18 of the CA Healthy Kids Survey The average reporting “Strongly agree” for “School Connectedness” Grade 7 = 19, Grade 9 = 10, Grade 11 = 12. 53% of 7th Grade students agree or strongly agree that they feel safe at school. 47% of 9th Grade students agree or strongly agree that they feel safe at school. 34% of 11th Grade students agree or strongly agree that they feel safe at school.  The drop in school safety reported at all sites could be a reflection of the threat reported at I.H.S a few months prior to the administration of the surveys. Prior to last year's drop, school safety had displayed a steady positive trend.    Low scores on elementary school cleanliness have been reported for few years. Additional custodial hours have been added to elementary schools in order to address students’ concerns. This issue should be lessened next school year as a new elementary school will open in August 2019, and the student population at the other sites will be reduced by about 30% to 40%. This concern will continued to be monitored.   Students at all sites have provided staff with worthy recommendations. Elementary school students have requested additional visual arts and performing arts instruction along with an increase in availability of technology. Middle and high school students have requested additional foreign language instruction, other than Spanish, and including sign language. High School students have requested an increase in AP and CTE courses.   All these recommendations have been included in the District's LCAP and are being addressed.|Met||2018
49710350000000|Wright Elementary|6|The California Healthy Kids Survey was administered during the 2017-2018 school year, It is administered to all of the 5th grade students in the district, and an accompanying staff survey on school climate is also administered to all teachers in the district. According to the 2017-18 California Healthy Kids Survey 36% of the 5th grade students reported feeling safe at school all of the time, which is a significant decline from 50% the last time it was administered in 2016, and 35% reported feeling safe most of the time, which is up a bit from 2016. The results of the California Healthy Kids Survey are summarized and shared with staff and the School Site Councils, and a report is presented at a regularly-scheduled district Board meeting. In 2018-2019 the plan will be to implement Positive Behavior Intervention Support programs in the district schools.|Met||2018
56105616055974|Meadows Arts and Technology Elementary|6|In the 2017-18 school year, the fifth grade students were surveyed. When asked if they felt like they belonged, 94% of students agreed. When it comes to safety, 92.5% of the students agreed that they feel safe at school. 98.5% of students felt that they had friends, and 86.6% felt like they knew how to handle conflicts with their peers. 95.4% of the fifth grade students felt that they have the opportunity to express themselves and be heard. MATES takes pride in having happy, successful students. 88% of the students said that they look forward to coming to school each day.|Met||2018
30103060132613|Vista Heritage Global Academy|6|LCAP Student Survey - Quarter 1 1. Teachers have high expectations for me (32% Strongly Agree, 61.1% Agree, 5.3% Disagree, 1.6% Strongly Disagree) 2. Teachers make themselves available outside of class time (19.9% Strongly Agree, 62.6% Agree, 15% Disagree, 2.4% Strongly Disagree) 3. Teachers care that I learn (50.4% Strongly Agree, 44.7% Agree, 4.1% Disagree, 0.8% Strongly Disagree) 4. Teachers show a personal concern for me as an individual (27.4% Strongly Agree, 61.3% Agree, 8.5% Disagree, 2.8% Strongly Disagree) 5. I feel accepted by my teachers in my classes (34.1% Strongly Agree, 54.5% Agree, 7.3% Disagree, 4.1% Strongly Disagree) 6. I feel a sense of community or belonging in my classes (21.5% Strongly Agree, 63.8% Agree, 11.8% Disagree, 2.8% Strongly Disagree) 7. Teachers ask me about my personal goals and plans for life (19% Strongly Agree, 49.2% Agree, 27% Disagree, 4.8% Strongly Disagree) 8. Teachers help me explore career goals (22.1% Strongly Agree, 48.4% Agree, 23.4% Disagree, 6.1% Strongly Disagree) 9. The classroom atmosphere supports my learning (24.7% Strongly Agree, 58.7% Agree, 13.4% Disagree, 3.2% Strongly Disagree) 10. I ask for help when I need it (28.6% Strongly Agree, 51.6% Agree, 15.3% Disagree, 4.4% Strongly Disagree) 11. Teachers encourage me to live a healthy lifestyle (30% Strongly Agree, 55.1% Agree, 13% Disagree, 2% Strongly Disagree) 12. I enjoy my teachers (41.7% Strongly Agree, 48.6% Agree, 7.3% Disagree, 2.4% Strongly Disagree) 13. Teachers help me learn (45.7% Strongly Agree, 48.6% Agree, 3.6% Disagree, 2% Strongly Disagree)|Met||2018
47704820000000|Weed Union Elementary|6|All third through eighth grade students were surveyed in the spring, according to our survey results: 91% of our students feel safe in classes.   87% of our students feel safe outside of class.   95% of our students feel their teachers like and care for them.   96% of students feel the school respects all races and cultures.   89% of our students care about learning and getting a good education.  85% of our students feel they belong and are accepted and liked at school.  93% of our students feel the principal treats students respectfully and 95% of our students feel staff is respectful.  Overall, our students feel safe, they belong, are respected and cared for by staff and care about their learning.|Met||2018
37681140000000|Fallbrook Union Elementary|6|FUESD annually administers the California Healthy Kids Survey to all 5th and 7th grade students. 95% of 5th grade students and 74% of 7th grade students indicated they feel safe at school. 95% of the 5th grade students and 81% of 7th grade students indicated they have moderate to high feelings of connectedness. The California Healthy Kids Survey was commensurate with parent responses from the District Needs Assessment, indicating that 92% felt that their students' school is a safe place.  Based on our parent and staff input, student perception surveys, discipline data, attendance data, and increased referrals for special education assessment, the District allocated funds to hire half-time counselors at each school site, increase assistant principals to full time, and hire a behavior specialist to support both general education and special education students.|Met||2018
52714720000000|Antelope Elementary|6|As reported to our local governing board, the district administered the Healthy Kids Survey to students in grade 6-8. This survey focuses on multiple factors of student well being, including school safety, climate, and connectedness.  The results of the survey administered in 2017 are as follows:  Students reported feeling very safe or safe at school - - 82%  Students reported feeling connected at school - - 83%  Students reported that adults at school care about their well being - - 85%  Students reported that adults at school have high expectations for them - - 87%  Students reported that they do interesting activities at school - - 80%  Students reported that they feel a part of school and are treated fairly by teachers - - 73%   The results of this survey signify a feeling of safety and connectedness among students in regard to school.  Our LEA will continue to develop activities and strategies to maximize and improve perceptions of school safety and connectedness.|Met||2018
30103060000000|Orange County Department of Education|6|ACCESS administers the California Healthy Kids Survey to students in grades in 5, 8, and 9-12.  These results are communicated to school administrators, and this data is used to evaluate the student support services at the school sites as well as to add or modify actions and services in the LCAP. This analysis has resulted in increased clinical services for students in our Community Schools, the recruitment of a Reading Specialist, safety personnel, and a Gang Specialist.  The School Accountability Report Card, as well as the measures in the LCAP document, provide data on student suspension, attendance rate, dropout, and graduation rate.  Over the past 3 years, suspensions have dipped, but have recently increased, due to the implementation of more consistent policies.  During this same time period, the graduation rate has continued to improve.    All of this information, when used in conjunction with other assessment results, such as CAASPP, ELPAC, and pre- and post- assessment data from i-Ready, will assist leadership in planning and developing measureable goals and providing Multi-Tiered Systems of Support (MTSS).|Met||2018
05615800000000|Vallecito Union|6|A change was needed as to how goals and outcomes are measure in relation to school and district climate, and a new visioning tool is now in place. The process was begun by soliciting information and feedback from the community, businesses, school board and school district stakeholders.  Metrics now include parent and community surveys and interface opportunities to gather and reflect student, parent and community sense of involvement, engagement, and attitudes toward school climate. Resources were made more accessible to parents, and information about the district and its needs was dispersed more broadly in the community.  Targeted feedback was provided via parent surveys (which included climate, facilities, school bond measure). This change of reflection tools has facilitated an informed focus on the district's attitude toward facility needs while engaging stakeholders' input about school programs, staff, and climate. Results have provided insight into parents' and others' perception of the schools and the school community, and has informed school leaders of areas of need or focus, including a need to ensure frequent, consistent and accurate information to parents.  As a result of adult English language classes offered at Michelson Elementary this past year, a welcoming community developed between ELL parents and the school community while parents accessed resources and improved their English language proficiency and confidence. Continuous improvement efforts are ongoing as the district seeks stakeholder input on climate, ease of access to helpful resources for families, and frequent, consistent communication, including via AERIES, the newly-adopted student information system.|Met||2018
10625130000000|Washington Colony Elementary|6|During the 2016-17 School Year, Washington Colony administered the California Healthy Kids Survey to 6-8 grade students in order to provide a valid measure of perceptions of school safety and connectedness.  The results of the survey show scale scores that range approximately from 100 to 500 with high scores representing more positive school climates, higher supports and engagement and lower level of violence and substance use at school. Washington Colony School Climate Index Score is at 314.  Therefore, in relation to the State Percentile, Washington Colony is at 63 State Percentile and at 87 percentile in similar schools.  Washington Colony will monitor areas of need based on the CAHKS results and will keep the overall score above 300 in all areas for the next three years. During the 2017-18 School Year, Washington Colony administered the California Healthy Kids Survey to 5th grade students in order to provide a valid measure of perceptions of school safety and connectedness. The results of the 5th grade survey showed that 51% of the students feel safe at school Most and All of the time for a positive school climate environment; a 23% of the students feel School Connectedness All the time and 46% of the students feel academically motivated All of the time. The Positive Behavior Interventions & Supports (PBIS) program has been implemented for the past three years and has received the Bronze, Silver and GOLD Awards.  Washington Colony will increase positive reinforcements and incentives in all grade levels.  A new Suicide Prevention policy and Mental Health supports are in place.  Chronic Absenteeism is targeted and the increase of attendance is also being targeted.  As a result of a positive school climate all students will participate in extracurricular activities, educational & enrichment field trips and academic rewards & educational assemblies.|Met||2018
37682050000000|Lemon Grove|6|The Lemon Grove School District annually administers the California Healthy Kids Survey (CHKS) to students in grades 5 and 7.  The reports generated by these responses provide detailed information as well as summaries of key findings.  These surveys provide a wealth of information to guide school improvement and inform decision-making for the Local Control Accountability Plan (LCAP), specifically in regards to the state priorities of parent and student engagement and the importance of school climate. The Elementary Survey (Grade 5) consists of a Core Survey Module which includes:   Summary of Key Findings Demographics School Performance, Supports, and Engagement Supports for Learning at School Disciplinary Environment, Fairness and Respect School Violence, Victimization, and Safety Home Supports and Involvement in Schooling Alcohol and Other Drug Use Tobacco Use Physical Health The Secondary Survey (Grade 7) also consists of the Core Survey. In addition to the topics listed above, the Secondary Survey includes questions regarding Mental Health and Race/Ethnic Breakdowns.  Based on data from the elementary survey 47% of fifth grade students rated their Perceptions of School Connectedness as “high” and 70% reported Feeling Safe at School All or Most of the Time.  Based on data from the middle school survey 57% of seventh grade students rated their Perceptions of School Connectedness as “high” and 66% reported Feeling Safe or Very Safe at School.  The responses regarding safety reported by “Race/Ethnicity” for grade 7 students are below:  Race/Ethnicity Feeling Safe at School All Students 66% Hispanic/Latino 69% Asian 55% Black or African American 62% White 70% Two or More Races 66% Amer. Indian 69%|Met||2018
12755151230150|Pacific View Charter 2.0|6|Data Narrative:  According to the trends in the student school climate survey conducted in 2018, majority of students feel close to people at the school, are happy, feel like they are part of the school, safe at the school and that teachers treat students fairly. Zero percent of students marked a Disagree or Strongly disagree on the above climate measures. According to the trends in the parent school climate survey conducted in 2018, there was a greater than 90% “Agree” with all climate measures in the survey including: Teacher communication to parents’ expectations, Parents feel welcome to participate, and School Staff takes parent concerns seriously. All measures had the majority in the “Strongly Agree” response. Out of the parents sampled, only one parent marked a “Disagree” that parent feel welcome at this school. According to the trends in the teacher school climate survey conducted in 2018, there was a greater than 90% “Agree” with all climate measures in the survey including: Teachers feel connected to all staff and regularly collaborate with other teachers Teacher’s feel connected to each of their students. Out of the staff surveyed, only one marked strongly disagree that staff feel connected. Meaning:  According to the trends Pacific View Charter 2.0 contains an overall positive climate. The current challenge is to increase “Strongly Agree” marks within the teacher and student survey. The greatest challenge, and area of growth in the survey data is in the student survey portion “I feel close to people at this school” with the majority of students marking “neither agree/disagree”. Use of Survey through Action:  LEA recognizes the need for students to feel close to people at this school. At the MARC, staff has implemented movie and BBQ nights, basketball tournaments with staff, and 1 BBQ lunch day a quarter. The construct of an independent school creates a barrier that hopefully will be lowered by increasing field trips and off-site activities. MARC received professional development at the start of the year with ACE training/ and trauma informed care to assist with building better report with students.|Met||2018
54720580000000|Pleasant View Elementary|6|Those of us in the education community know that school climate plays a critical role in helping students succeed in school. Parents, families, and other caring adults provide the primary educational environment for children early in life and can reinforce classroom learning throughout the school years. Pleasant View Elementary School District has chosen the following as our local measures from our annual school climate student survey as well as our direct services provided to students by the school psychologist. We felt that our measures best represent perceptions that our students have about the atmosphere and expectations staff have created for them. This survey is given to all students 2nd-8th grade annually and reported to the Local Governing School Board. These measures will be looked at annually and included in our local LCAP actions and services or used in the needs assessment of the district when it comes to planning. Parent/Guardian Input Measure: Student School Climate Survey (Combined Results 2nd-8th) Target is 90% or greater. • 93% of students reported having felt close to someone at school. That compares to 89% from last year. • 96% of students reported believing that teachers and other grown-ups at school believe they can do a good job. That compares to 96% from last year. • 93% of students reported that teachers and other grown-ups care about them. That compares to 92% from last year. • 85% of students feel like they are a part of this school. That compares to 89% from last year. • 90% of students report that they are motivated to learn. That compares to 96% from last year. • 89% of students reported feeling safe at school. That compares to 90% a year ago. In addition, Pleasant View has selected the following metric to show direct mental health services provided to our students by the school psychologist. Our school psychologist reported providing direct services to 25% of our students. That compares to 17% last year. Target is greater than 15%. The school also believes Self Efficacy is extremely important to student long term outcomes. The school gave an initial baseline survey of all 4th-8th graders in 2017-2018 (scores 1-4 range). Our students areas of strength were Academic Achievement 3.11 and Social 3.05. Our students two weakest areas were in Self Regulated Learning 2.67 and Enlisting Social Resources 2.82. The district will use this data to focus its work on building communities in the classrooms where students will feel connected and learn how to better access the resources they need to be successful. The implementation of the (LCFF) has placed a renewed emphasis on students and educators working together as partners. The measures have been established in our LCAP in Goal 6 and are present in our actions and services within this goal. Pleasant View recognizes the ongoing need to continually reflect and make changes to how we build relationships and engage our students in taking ownership of their learning.|Met||2018
50755725030317|Connecting Waters Charter|6|Connecting Waters asks students to complete an internal survey developed by the school leadership to ensure relevancy to our students in their special setting.  The survey was sent out to students in every grade. Results are provided and analyzed by the school’s leadership team and Parent LCAP Advisory Committee. Specific data points monitored include: *Student Rating of School Environment *Adult Expectations *Student Expectations *School Connectedness *School Safety *Adults are helpful to students *Adults treat students fairly *Adults treat students respectfully *Adults encourage students to do their best *If students have a problem, they know they can go to a staff member for help.   View analysis of significant findings here:  https://drive.google.com/file/d/11nIRVO8BFImPeIxhJNFp0J8v2IrRFmXY/view?usp=sharing   As a result of data analysis, our Guidance Department increased training regarding high risk students and worked with the Special Education Department to create a post-graduate transition plan for all students. Connecting Waters has also developed a Parent Advisory Council in order to ensure that Connecting Waters receives maximum parent input and to give families an opportunity to connect with other families in its Independent Study setting.  Additionally, because Connecting Waters is a personalized learning independent study charter, student concerns can be addressed individually by each teacher assigned to the student in a 1:1 setting.|Met||2018
50711670138057|Connecting Waters Charter School - Central Valley|6|Connecting Waters Charter School, Central Valley asks students to complete an internal survey developed by the school leadership to ensure relevancy to our students in their special setting.  The survey was sent out to students in every grade. Results are provided and analyzed by the school’s leadership team and Parent LCAP Advisory Committee. Specific data points monitored include: *Student Rating of School Environment *Adult Expectations *Student Expectations *School Connectedness *School Safety *Adults are helpful to students *Adults treat students fairly *Adults treat students respectfully *Adults encourage students to do their best *If students have a problem, they know they can go to a staff member for help.   Students were surveyed in the spring of 2017-18 while enrolled in Connecting Waters Charter School.  100% of the students enrolled in Connecting Waters Charter School, Central Valley transferred from Connecting Waters Charter School for the first year of operation 2018-19.  Survey results will be analyzed for Connecting Waters Charter School, Central Valley to make necessary action plans during its first year of operation.   As a result of the data analysis from spring 2018, our Guidance Department increased training regarding high risk students and worked with the Special Education Department to create a post-graduate transition plan for all students. Connecting Waters Charter School, Central Valley has also developed a Parent Advisory Council in order to ensure that Connecting Waters Charter School, Central Valley receives maximum parent input and to give families an opportunity to connect with other families in our Independent Study setting.  Additionally, because Connecting Waters Charter School, Central Valley is a personalized learning independent study charter, student concerns can be addressed individually by each teacher assigned to the student in a 1:1 setting.|Met||2018
50712660120063|Independence Charter|6|The charter administers the CA Healthy Kids Survey every other year to students in 5th grade.  During the 2017 survey two data points stood out at the district level as areas for growth and monitoring – School Connectedness and Caring Adult Relationships.  5th grade:   53% School connectedness; 50% Caring adult relationships. Each spring the charter surveys all students in grades 3 – 5 using a local survey about LCAP actions including:  School Climate, STEAM Thursday learning opportunities; Lunchtime activities led by additional yard duty staff; and keeping the campus and bathrooms clean.  Surveys were compiled and included in Salida USD data.  Between the spring 2017 and spring 2018 surveys there was an increase in students agreeing to the following School Climate questions:  48% of students reported that students treat each other with respect (3% increase); 82% of students reported that they feel they belong (are accepted and liked) at school (7% increase); 85% of students feel that they can go to one or more adults if they have a problem (8% increase).  The charter has been implementing Action 2.2 - All schools will maintain high levels of safety where students learn social and emotional skills and receive additional supports to increase their engagement in learning.  This action has contributed to the success of increasing School Climate through the addition of the following:  school counselor; elementary music and PE teachers; S.T.E.A.M Thursdays; and the charter is in the early implementation phase of school-wide Positive Behavior and Intervention Supports (PBIS) and social emotional learning programs.  The charter will continue to implement these actions to increase School Climate.|Met|This information was reported to the board at a regularly scheduled Salida USD Governing Board meeting at the May 16, 2017 board meeting.|2018
45701100135889|Stellar Charter|6|Priority 6 School Safety and Connectedness Maintained 0% suspension rate. Maintained 0% pupil expulsion rate. Parent Survey: 98% of parents believe Stellar is a safe place for their child; 95% of parents feel that Stellar welcomes parent contributions  Staff Survey: 89% of Stellar staff felt connected to other staff members. Student Survey:  95% of students feel safe at Stellar.|Met||2018
19646911996438|Environmental Charter High|6|ECHS began implementing the California Healthy Kids Survey, along with its partner surveys, the California School Climate Survey and the California School Parent Survey, in the 15-16 school year, and we administer the survey annually.   We selected the survey because of its customizability, and because its wide use across the state allows us to compare our results to similar schools.   The results of our latest annual student survey (Spring 2018) indicate that 61% of students believe our school is Safe or Very Safe, and 40% report a High level of connectedness to our school.|Met||2018
19101990127498|Environmental Charter Middle - Inglewood|6|ECMS-I began implementing the California Healthy Kids Survey, along with its partner surveys, the California School Climate Survey and the California School Parent Survey, in the 15-16 school year, and we administer the survey annually.   We selected the survey because of its customizability, and because its wide use across the state allows us to compare our results to similar schools.   The results of our latest annual student survey (Spring 2018) indicate that 72% of students believe our school is Safe or Very Safe, and 69% report a High level of connectedness to our school.|Met||2018
30666700106567|Nova Academy|6|NOVA Academy Early College High School serves approximately 435 students in grades 9-12 and is located in downtown Santa Ana, California.  NOVA Academy moved to this permanent location in Fall 2016.  NOVA Academy administers a survey to students and parents annually to measure a variety of factors related to school climate.    Survey findings from 2017-18 indicate 98% of parents report that NOVA Academy prepares students to be college and career ready and 96% report that teachers expect students to learn and achieve at a high level.  Further, 96% report that programs at NOVA meet their child’s unique needs and 96% report that classes are appropriately challenging.  Over 92% of students reported an overall satisfaction with the school.   Additionally, 83% reported they feel safe at school.  The lowest level of student satisfaction in 2017-18 was with the school lunch program, but this level of satisfaction increased from only 33.7% in 2016-17 to 50.6% in 2017-18.  This increase in satisfaction is likely due to a new meal service provider brought in for 2017-18.|Met||2018
45700940000000|Pacheco Union Elementary|6|Key learnings from the surveys indicate that stakeholders feel that they are safe on campus and have opportunities to communicate their concerns as needed.  We have implemented additional counseling services to address students with social-emotional challenges.  We have also implemented the use of social groups to discuss relevant issues to age groups and talk through issues as they arise, but also in a proactive manner.|Met||2018
19101990121772|Environmental Charter Middle|6|ECMS-G began implementing the California Healthy Kids Survey, along with its partner surveys, the California School Climate Survey and the California School Parent Survey, in the 15-16 school year, and we administer the survey annually.   We selected the survey because of its customizability, and because its wide use across the state allows us to compare our results to similar schools.   The results of our latest annual student survey (Spring 2018) indicate that 48% of students believe our school is Safe or Very Safe, and 45% report a High level of connectedness to our school.|Met||2018
51714150129007|California Virtual Academy at Sutter|6|In 2017-18, the LEA created a survey based upon the California Healthy Kids Survey to determine student perceptions of school safety and connectedness in a virtual school setting Students and parents in grades 5, 7, and 9 are surveyed with this tool yearly. Survey results from Spring 2018 indicate the following:  93% of students feel safe at school 95% feel teachers care about student success 84% feel the school promotes academic success 93% believe the school fosters an appreciation of differences and diversity  Respondents indicated a need for more service-oriented projects and outings in the community and opportunities to direct their own learning. In response, the high school implemented a service learning course for interested students.|Met|The LEA will continue to survey 5th, 7th and 9th grade students to determine student perceptions of school safety and connectedness.|2018
49707970107284|California Virtual Academy @ Sonoma|6|In 2017-18, the LEA created a survey based upon the California Healthy Kids Survey to determine student perceptions of school safety and connectedness in a virtual school setting Students and parents in grades 5, 7, and 9 are surveyed with this tool yearly. Survey results from Spring 2018 indicate the following:  93% of students feel safe at school 89% feel teachers care about student success 82% feel the school promotes academic success 82% believe the school fosters an appreciation of differences and diversity  Respondents indicated a need for more service-oriented projects and outings in the community and opportunities to direct their own learning. In response, the high school implemented a service learning course for interested students.|Met|The LEA will continue to survey 5th, 7th and 9th grade students to determine student perceptions of school safety and connectedness.|2018
41689160112284|California Virtual Academy San Mateo|6|In 2017-18, the LEA created a survey based upon the California Healthy Kids Survey to determine student perceptions of school safety and connectedness in a virtual school setting Students and parents in grades 5, 7, and 9 are surveyed with this tool yearly. Survey results from Spring 2018 indicate the following:  86% of students feel safe at school 93% feel teachers care about student success 83% feel the school promotes academic success 83% believe the school fosters an appreciation of differences and diversity  Respondents indicated a need for more service-oriented projects and outings in the community and opportunities to direct their own learning. In response, the high school implemented a service learning course for interested students.|Met|The LEA will continue to survey 5th, 7th and 9th grade students to determine student perceptions of school safety and connectedness.|2018
39686270127191|California Virtual Academy @ San Joaquin|6|:  In 2017-18, the LEA created a survey based upon the California Healthy Kids Survey to determine student perceptions of school safety and connectedness in a virtual school setting Students and parents in grades 5, 7, and 9 are surveyed with this tool yearly. Survey results from Spring 2018 indicate the following:  92% of students feel safe at school 91% feel teachers care about student success 80% feel the school promotes academic success 88% believe the school fosters an appreciation of differences and diversity  Respondents indicated a need for more service-oriented projects and outings in the community and opportunities to direct their own learning. In response, the high school implemented a service learning course for interested students.|Met|The LEA will continue to survey 5th, 7th and 9th grade students to determine student perceptions of school safety and connectedness.|2018
37684036120893|California Virtual Academy @ San Diego|6|In 2017-18, the LEA created a survey based upon the California Healthy Kids Survey to determine student perceptions of school safety and connectedness in a virtual school setting Students and parents in grades 5, 7, and 9 are surveyed with this tool yearly. Survey results from Spring 2018 indicate the following:  90% of students feel safe at school 91% feel teachers care about student success 85% feel the school promotes academic success 85% believe the school fosters an appreciation of differences and diversity  Respondents indicated a need for more service-oriented projects and outings in the community and opportunities to direct their own learning. In response, the high school implemented a service learning course for interested students.|Met|The LEA will continue to survey 5th, 7th and 9th grade students to determine student perceptions of school safety and connectedness.|2018
15636280137687|California Virtual Academy at Maricopa|6|In 2017-18, the LEA created a survey based upon the California Healthy Kids Survey to determine student perceptions of school safety and connectedness in a virtual school setting Students and parents in grades 5, 7, and 9 are surveyed with this tool yearly. Survey results from Spring 2018 indicate the following:  96% of students feel safe at school 81% feel teachers care about student success 87% feel the school promotes academic success 83% believe the school fosters an appreciation of differences and diversity  Respondents indicated a need for more service-oriented projects and outings in the community and opportunities to direct their own learning. In response, the high school implemented a service learning course for interested students.|Met|The LEA will continue to survey 5th, 7th and 9th grade students to determine student perceptions of school safety and connectedness.|2018
16638750112698|California Virtual Academy at Kings|6|In 2017-18, the LEA created a survey based upon the California Healthy Kids Survey to determine student perceptions of school safety and connectedness in a virtual school setting Students and parents in grades 5, 7, and 9 are surveyed with this tool yearly. Survey results from Spring 2018 indicate the following:  100% of students feel safe 100% of respondents feel teachers care about student success at school 91% feel the school promotes academic success 91% believe the school fosters an appreciation of differences and diversity  Respondents indicated a need for more service-oriented projects and outings in the community and opportunities to direct their own learning. In response, the high school implemented a service learning course for interested students.|Met|The LEA will continue to survey 5th, 7th and 9th grade students to determine student perceptions of school safety and connectedness.|2018
19650940112706|California Virtual Academy @ Los Angeles|6|The LEA will continue to administer a local survey to parents/guardians in at least one grade within each grade span (K-5, 6-8, 9-12).  This survey will measure parental participation in decision making, opportunities for parental participation, and the impact of such participation on school-based decisions. - 90% feel teachers care about student success at school - 80% feel the school promotes academic success - 88% believe the school fosters an appreciation of differences and diversity Respondents indicated a need for more service-oriented projects and outings in the community and opportunities to direct their own learning. In response, the high school implemented a service learning course for interested students.|Met|The LEA will continue to survey 5th, 7th and 9th grade students to determine student perceptions of school safety and connectedness.|2018
44697990000000|Pajaro Valley Unified|6|The California Healthy Kids Survey was administered to PVUSD students in grades 5, 7, 9, and 11 during April, 2017. The administration of the survey was supported by Pajaro Valley Prevention and Student Assistance (PVPSA). Students completed the online survey with teachers and PVPSA staff proctoring. The three traditional high schools had a very high participation rate. The middle school participation rate was slightly lower. We intend to replicate procedures used at the high school level to ensure this improves for the next survey administration. Survey results for 5th, 9th and 11th grades show improved perceptions of school connectedness and school safety between the last two administrations. Survey results for 7th grade show a decline in perception in these indicators. To address the areas of concern, the District has initiated Positive Behavior Intervention Supports (PBIS) training and initial implementation of PBIS at each Middle school/Junior High. With the support of PVPSA, we have continued to analyze and focus on improving student perceptions of school connectedness and safety at the middle school level.|Met|This priority was addressed by last year’s survey, this item is indicated as met for this two year period.|2018
43695830000000|Morgan Hill Unified|6|Morgan Hill Unified School District surveys students for their perceptions of school climate using four different tools. A local survey tool with key questions regarding school safety and connectedness (all grades) ; The project Project Cornerstone Asset survey (Secondary) , the California Healthy Kids Survey (Secondary), and MHUSD is piloting a social emotional wellness survey with North West Educational Assessments at grades K-8. Comprehensive results of the surveys can be seen in the  LCAP annual report under goal area 3 page 90 at:  http://mhusd.org/wp-content/uploads/2018/09/County-approved-LCAP-with-technical-updates-MHUSD-2017-20-2018-19-version-August-20-2018.pdf As a result of data found throughout the LCAP, the district is implementing expanded attendance monitoring, PBIS, Restorative Justice, Suicide Prevention, and sexual abuse prevention as part of a comprehensive social emotional wellness initiative using a Multi-Tiered System of Supports structure also described in our LCAP.  Decreasing trends in suspension and expulsion are evident.|Met||2018
04615070129577|STREAM Charter|6|STREAM used the CHKS with grades 3, 5, and 6 as an indicator of school climate. The results suggest that: 98% of students report a high level of connectedness at school; 89% of students report a high level of academic motivation; 100% of students report that they have at least one adult at school who cares about them (office, teacher, principal); 99% of students report that they feel safe at school; 100% of students report that the adults show respect toward students; 96% of students report that they understand school rules; 95% of students report that they think school rules are fair; 94% of students report that the school is kept neat and clean; 51% of students report that they had been or seen others picked on or bullied at school; and 11% of students reported that they have bullied others at school. These results were presented to the STREAM Governing Board on 9/27/2017 as a check to determine if student feel safe and connected while at school.|Met||2018
44697650100388|Tierra Pacifica Charter|6|A school-generated student survey disseminated in spring of 2018 found that the overwhelming majority of TPCS students say  that they trust teachers and staff to support them, the school supports their social and emotional learning, their teachers take the time to discuss their learning and help them when needed, they feel physically safe at school, their teachers are approachable and fair, and school is a place where differences are valued and appreciated. Regardless of the fact that TPCS students feel connected and supported, the staff strives to continually improve student success through professional development, updated curriculum, and intervention programs that will support the whole child.|Met||2018
54721810000000|Sunnyside Union Elementary|6|The California Healthy Kids Survey was  administered to Staff, Grade 5 and Grade 7 students during the middle of the 2017-2018 school year. Unfortunately our Staff and Grade 5 had less than 50% of the total population taking the survey while Grade 7 had the majority of the population taking the survey.    According to all 3 surveys, it seems motivation/meaningful participation is a concern of both staff and students. According to the staff, only 13% of staff strongly agree that students are motivated to learn. According to the students, only 16% of our 5th grade students believe meaningful participation occurs all the time. 18% of our 7th graders believe meaningful participation is very much true the majority of the time. Currently Sunnyside Goals exist to to actively engage our students in meaningful and engaging opportunities.  Creating a highly motivated student population will continue to be a high priority.    An area of concern according to all 3 surveys in is terms of students feeling safe or staff feeling it is a safe place for students. Only 45% of staff strongly agree that Sunnyside is safe place for students.The students had a higher percentage with 88% of 5th graders felt safe at school all of the time and 72% of 7th graders perceive school is very safe or safe.  Sunnyside LCAP budgeted for a Tulare County Sheriff for approximately 1 day per week, unfortunately this hasn't fully been implemented.  A school wide safety and bullying prevention will be researched and hopefully fully implemented in the upcoming school year.   One area that Sunnyside staff has been working very hard on implementing this school year is the social-emotional well being of students. According to the 7th Grade survey, 21% of have experienced chronic sadness/hopelessness. The staff survey strongly agrees that Sunnyside staff emphasizes helping students with social, emotional, behavioral problems 67% of the time. The Sunnyside certificated and classified staff have been trained in trauma informed practices. These practices will continue to be implemented by all staff and used with students. Sunnyside currently has psychological services twice weekly in addition to a social worker intern.  Ensuring social-emotional needs are taken into consideration will continue to be a priority for all staff.|Met|Sunnyside certificated teachers have strong rapport and this greatly helps with a healthy school climate. Staff believes are students are generally well behaved and are safe at school. Junior High students behavior regarding lack of respect is a constant battle due to their age and staff will continue to work diligently with parents and students to improve this behavior.|2018
51105120000000|Sutter County Office of Education|6|Feather River Academy (FRA) administers the Healthy Kids Survey every other year.  The 18-19 school year is a survey administration year.  However, staff asked for student input on school climate during the 17-18 school year and students reported feeling safe and that FRA was a school that cared for them. Additionally, they believed that FRA believed in them and supported them to succeed in school and life.|Met||2018
37681303732732|Helix High|6|Helix Charter High School administers the California Healthy Kids Survey (CHKS) every other year to Helix students, parents and staff. We conduct the following additional modules in the survey: Closing the Achievement Gap, Resilience & Youth Development, and Social Emotional Health.  Based on 2017 survey results, 84 percent of grade 9 students, reported that they feel safe at school most or all of the time. Perceived safety, was reported by 78 percent of grade 10 students, 81 percent at grade 11 and 85 percent at grade 12. The data analyzed by race/ethnicity, indicated that at 9th grade: 84 percent of Hispanic or Latino students, 75 percent of Black or African American students and 88 percent of White students, felt safe or very safe at school.  11th grade reported feeling safe or very safe at school as follows: Hispanic or Latino students at 77 percent, Black or African American students at 77 percent and White students at 91 percent.   Based on these findings, we are working towards incorporating Restorative Practices in our programs. Helix is partnering with the Tariq Khamisa Foundation (TKF) as part of our efforts to address our goal of providing a safe and supportive environment, which allows students and staff to thrive, learn, and grow.  TKF’s mission is to create safer schools and communities by educating and inspiring youth and adults in the restorative principles of accountability, compassion, forgiveness, and peacemaking .|Met||2018
16639740000000|Lemoore Union Elementary|6|1. In January 2018, a student survey was administered to 1603 students in grades 4-8.  Over 67% of 4-6th graders responded that they felt close to people at the school.  70% also responded that they felt like they were a part of the school.  For students in 7th and 8th grade, 58% responded that they felt close to people at school while 57% responded that they were part of the school.   2. Approximately 50% of all students have spoken with their counselor on topics ranging from issues with friends, family or peers to issues with homework, discipline or feelings of grief/sadness.  Although the majority of students feel safe at school, 28% of 4-6th grade students worry about being bullied at school in contrast to 23% of students in 7-8th grade.    3. Overall, schools are providing a safe environment and create opportunities for students to speak with a counselor to provide support to students who need to speak to someone beyond their friends, family and teachers.  Student connectedness can continue to improve through relationship-building between students and between students and staff.  The elementary school sites will begin Positive Behavior Interventions and Support (PBIS) planning and implementation during the 2018/19 school year to continue to reinforce positive behaviors on campus, develop strong relationships among stakeholders and provide appropriate behavior supports to students.  The middle school will continue its PBIS implementation to reach these same goals.|Met||2018
36679590114256|Inland Leaders Charter|6|The school surveys all students in 1st through 8th grades.  Survey results indicate that the greatest issue is a student to student concern with students not being kind or respecting one another. Survey work indicates that 70% at the elementary level and only 43% at the middle school level believe kids are kind to one another. Survey work also indicates that 56% at the elementary level and only 25% at the middle school level believe students are well behaved at ILCS.   ILCS also recognizes that the same students or families are in accountability meetings each year. The school has concluded that students & families need training and support with topics such as student discipline, growth mindset, and high expectations. The school also notes that some of the leadership projects implemented in the K-2 program will be implemented with students in grades 3-8 in order to provide common purpose and bring more unity.  We recognized we were at the beginning stages of using Illuminate data to monitor behavior and as a result, were able to provide the student behavior data to the students in their classrooms for weekly discussions.  Students were able to analyze the data and discuss solutions to schoolwide behavior trends. ILCS recognizes the need to increase student supports in the area of career readiness through increased opportunities.  The leadership team also notes the need for a continued effort in global service learning to bring a greater perspective to students who live in a fairly small town. On average, ILCS students marked on the surveys that they felt safe, cared for and challenged in their classes.  Survey results demonstrate strong connections between staff and students and excellent rapport. In addition, the WASC review team provided high accolades for the school environment including student to student rapport but also positive interactions among staff and parents.  Facility inspections reveal clean and safe environments based on the state of California facility inspection tool.  Inspections occurred during the fall of 2018. Results indicate a need to fix a drinking fountain and replace worn floors at the Bryant Street Campus location.|Met||2018
45701280000000|Shasta Union Elementary|6|4th-8th grade students in Shasta Union Elementary take part in an annual local survey in regard to school safety and connectedness. In 17/18, 78% of 4th-8th grade students reported feeling safe. In regard to connectedness, 68% of 4th-8th grade students feel connected. To support feelings of safety and connectedness teachers utilize strategies from Capturing Kids Hearts (CKH). 100% of classroom teachers report using the strategies from CKH.|Met||2018
13630810000000|Brawley Union High|6|BUHSD administered the Healthy Kids Survey to its 9th and 11th grade students in April.  When students were asked the reason for their absence for the past 30 days, only 2% of 9th and 11th grade students were absent because they didn’t feel safe at school.  7% of 9th graders and 13% of 11th graders were absent due to being bored or uninterested in school.  Over 70% of students as a whole felt as though there were enough supports in place at school and 80% felt as though there are caring adults at school.  Over 80% of students feel as though there are high expectations set by teachers in school and over 55% of students feel as though there is meaningful participation at school.  87% of 9th and 11th graders have a feeling of school connectedness. 60% of 9th and 11th grade students feel safe at school.  This survey is conducted every two years district wide.  The district strives to maintain a safe environment conducive to student learning.|Met||2018
45700290000000|Igo, Ono, Platina Union Elementary|6|4th - 8th grade students in Igo,Ono,Platina Union Elementary (IOP) take part in an annual local survey in regard to school safety and connectedness. In 17/18,  88% of 4th-8th grade students reported feeling safe. In regard to connectedness, 75% of 4th-8th grade students feel connected. To support feelings of safety and connectedness teachers utilize strategies from Capturing Kids Hearts (CKH). 100% of classroom teachers report using the strategies from CKH.|Met||2018
54720410000000|Pixley Union Elementary|6|The California Healthy Kids Survey (CHKS) is given every year to PUSD 5th and 7th grade students. The summary of the results are as follows:  1. The 17/18 SY 5th graders had a decreased in school connectedness and an increase in the amount of negative incidents. This is indicative of the personality of this class. They are a high needs class that tends to act out negatively. This information helped us prepare for their transition to 6th grade at the middle school.  2. The 17/18 SY 7th graders had a decrease in school connectedness and decrease in feeling safe, yet they increased in the amount of caring adult relationships they had. The amount of negative incidents that occurred decreased. The safety issue is a concern, but is also understandable because there was a threat of a school shooting at the middle school which could be a factor of why they felt less safe.  There has been an increase in LCAP expenditures for school climate and safety (goal 4) with more money allocated towards a full time Security Resource Officer (SRO) and a new Intervention Resource Class on sight for Social Emotional Learning (SEL) support.|Met||2018
24658700000000|Winton|6|Winton School District 5th graders and 7th graders were administered the California Healthy Kids Survey in the Spring of 2018.  The 5th grade students were administered the Elementary Core Module while the 7th grade students were administered the Secondary Core Module.    There was a high level to moderate level of school connectedness for both the 5th graders and 7th graders.  98% of the 5th graders who took the survey scored high and moderate on the school connectedness questions.  92% of the 7th graders who took the survey scored high and moderate on the school connectedness questions.   Both the questions/statements asked were if the students were close to people at school, happy to be at school, feel like a part of this school, treated fairly by teachers at school, and feel safe at school.  From the analysis of each of the 4 questions/statements, the 5th graders had the lowest percentage (yes, all of the time and yes, most of the time combined) when asked do you feel close to people at school.  However, the 7th graders scored the highest percentage (strongly agree and agree combined) when asked how strongly they feel close to people at this school.  In addition, of the 5 questions asked, both 5th and 7th graders had the second highest percentage rating of being ‘happy to be at school’.  Overall, the student connectedness questions reveal that the students are happy to be at school and want to be a part of the school.    In terms of students’ perception of safety at school, when the 7th graders were asked, “How safe do you feel when you are at school?”, 59% of the 7th graders who took the survey perceived the school as very safe or safe, 30% felt neither safe nor unsafe, and only 11% felt unsafe and very unsafe.  When the 5th graders were asked, “Do you feel safe at school”, 82% of the 5th graders who took the survey indicated that they feel safe most and all of the time and 2% never feeling safe.   Two areas of concern are raised when looking at this data.  The process of relationship building and the students’ perception of student safety differ between the two grade span. Even though there has been an increase by 4% from the 2015-16 data of 7th graders perceiving the school as very safe or safe and a constant percentage for 5th graders feeling safe most and all of the time, the district intends to engage students’ perception of what safety means to them and what safety looks like.  It is the intent that our school counselors and school resource officer will have classroom discussions/presentations on what school/student safety is.|Met||2018
47104700000000|Siskiyou County Office of Education|6|The School Climate Survey was given to all students in the spring of 2018.   • 100% of students agreed or strongly agreed that they feel safe at school.   • 80% agreed or strongly agreed that they school is usually clean and tidy. • 40% of students strongly agreed that they do interesting activities.  However, 60% neither agreed nor disagreed with that statement.  • 80% of students agreed that they do things that make a difference. • When asked about helping decide school activities, 40% agreed, 40% neither disagreed nor agreed, 20% disagreed. • 100% of students felt they have a teacher or another adult at school that really cares about them, and tells them when they do a good job. • 80% strongly agree that there is a teacher or another adult that notices when they are not there. • 100% strongly agree that there is a teacher or some other adult who listens when they have a concern. Based on survey results, it appears that students feel safe, connected, and supported.  However, they would like more input in deciding which activities are offered.|Met||2018
45701100000000|Redding Elementary|6|5th and 7th grade students in Redding School District take part in an annual local survey in regard to school safety and connectedness. In 17/18 75% of 5th grade students reported feeling safe; 60% of 7th grade students reported feeling safe. In regard to connectedness, 51% of 5th grade students feel connected; whereas 47% of 7th grade students feel connected. To support feelings of safety and connectedness teachers utilize strategies from Capturing Kids Hearts (CKH). 67% of classroom teachers report using the strategies from CKH.|Met||2018
19648570125377|Palmdale Aerospace Academy|6|The California Healthy Kids Survey (CHKS) was administered in January-February 2018 to students in grades 7 & 9 and had a 71% response rate between the two grades. In School Environment Scales, School Connectedness, Academic Motivation, and Parent Involvement, students reported moderate-high %s (>80%) across the board with the exception of Meaningful Participation at School (63% in both grades 7 and 9). Students also reported a higher % of High Expectations over Caring Relationships in both grades surveyed. The same is true for School Connectedness (>60%) and Academic Motivation (>70%) over Meaningful Participation (% <60%). In the gender breakdowns both females and males felt similarly about the school environment while more males reported “strongly agree” to school connectedness and more females reported “strongly agree” to academic motivation. 59% of students in grade 7 and 65% of students in grade 9 agree that the school is clean and tidy. 75% of students in grade 7 and 63% of students in grade 9 reported feeling safe at school. In grade 7, both male (75%) and female (77%) respondents reported feeling safe at school while this percentage dropped among females (57%) and males (67%) in grade 9.  28% of students in grade 7 and 31% of students in grade 9 reported having been harassed at school. Student Alcohol and Other Drug (AOD) Use jumps from 4% reported in 7th grade to 24% in 9th grade. ATOD Use reported grew from 1% of any substance among males and females in 7th grade to 12% among females and males in 9th grade. More than 70% of students in both grades reported never having experienced cyber bullying. 42% of 7th graders reported being home alone after school more than one day a week. 26% of students in grade 7 and 33% of students in grade 9 reported chronic sad or hopeless feelings and 15% of 9th graders reported seriously considering suicide. 30% of females in 7th grade and 42% of females in 9th grade reported chronic sad or hopeless feelings while males reported 22% in 7th grade and 23% in 9th grade.  One of the strengths of The Palmdale Aerospace Academy is the relatively small size of our campus and that the populations sampled in this survey are a fairly accurate cross-section of the population as a whole in terms of race/ethnicity and gender. However, due to the population sizes in some of the race/ethnicities, only 3 of our 6+ populations were represented in the breakdowns. For this reason, we will be making future efforts to acquire more data to gather a more thorough sampling. Disaggregated data also reveals that there are different gender, age, and ethnic needs across the campus. A challenge and area for growth at The Palmdale Aerospace Academy will be to build the capacity in our staff, students, and families to meet every one of our students in an intentional way, every day.|Met|While The Palmdale Aerospace Academy continues to be a safe place of learning for our students overall, reflection upon the CHKS results brings to light several areas for improvement. The first and foremost has been to increase student engagement in the LCAP process. In an effort to mitigate this challenge, TPPA has begun to host student LCAP Luncheons on an annual basis.  Questions gleaned from key factors from the LCAP goals, metrics, and actions/services are generated. Following a summary of the LCAP and an explanation of students’ role in the process, the students form groups and respond to the questions either individually or as a group. From these LCAP Luncheons administered in February and April 2018, facilitators determined that students felt most connected to the school in classes/activities where they felt their input was valued and the staff cared about them. This sentiment was reflected in the CHKS results. As such, an additional area for growth may be to provide additional training to build the capacity in our staff to meet our students where they are. This may include training on classroom management techniques, techniques for connecting with students, and/or training on the needs of the community of students we serve. Additionally, efforts need to be made to reiterate the importance of reporting substance abuse, harassment, and weapon abuse as they are all threats and impediments to student success.|2018
01100170000000|Alameda County Office of Education|6|ACOE/SPAS will provide a climate survey to all of our 9-12 grade students at each school site in 2018-2019 for the first time and this survey will be conducted on an annual basis or every other year thereafter. Our sites do not provide services for grade K-5 or 6-8 students which is why these grade levels are not assessed for school climate. As a pilot, we administered a Climate Survey to parents during the Spring of 2018 measuring the following indicators for each of our programs: safe and supportive environments, active and engaged learning, youth voice and leadership, healthy choices and behaviors, diversity, access and equity, healthy choices and behaviors, quality staff, and collaborative partnerships.|Met|"We will provide the ""School Climate Survey"" at any engagements our parents, families, and community partners are present for during the 2018-19 school year. It is our desire to use the data to drive continuous program improvement aligned to our vision, mission, and purpose in both our regular and after school program."|2018
44697994430245|Diamond Technology Institute|6|"According to the 2017 California Healthy Kids Survey the following are the key indicators of School Climate and student well-being:  School Engagement and Supports: School connectedness (high) 63% Academic motivation (high) 29% Truant more than a few times† 4%   Caring adult relationships (high) 33%  High expectations (high) 38 % Meaningful participation (high) 4%   School Safety and Substance  Use School perceived as very safe or safe 79%  Experienced any harassment or bullying† 29 % Had mean rumors or lies spread about you† 33%  Been afraid of being beaten up† 4 % Been in a physical fight† 4 % Seen a weapon on campus† 17% Been drunk or “high” on drugs at school, ever 8%   Mental and Physical Health: Current alcohol or drug use‡ 29% Current binge drinking‡ 13 % Very drunk or “high” 7 or more times 13 % Current cigarette smoking‡ 8 % Current electronic cigarette use‡ 17 % Experienced chronic sadness/hopelessness† 58 % Considered suicide† 33%  †Past 12 months; ‡Past 30 days.  From the key indicators results, Students tend to feel a sense of connectedness and positive relationships from adults on campus. The percentage of students who feel safe on campus is also fairly high. The area of mental and physical health, particularly chronic sadness and thoughts of suicide are high. Also in the area of harassment/bullying or rumors and lies being told is higher than expected. Because of these results, and in conjunction with PVUSD, Diamond Tech is promoting the anti-bullying campaign, ""Be a kinder, more empathetic you."" Our site has also increased the school counselor position to better support students socio-emotional needs."|Met||2018
19647336015986|Beckford Charter for Enriched Studies|6|Beckford Charter administered the 2017 – 2018 School Experience Survey to 3rd – 5th graders during the spring semester.  The participation rate for this survey was 84%.  The following are the questions that pertain to school climate and the percentage of students indicating All of the Time and Most of the Time are noted next to the question.  After analyzing the data, our staff decided that fully implementing Second Step, school wide, will help us reach our goal of 100% percent of the students feeling accepted at our school.  • Are you happy to be at this school? 92% • Do you feel like you are part of this school? 85% • Do you feel accepted at this school? 87% • Do you feel safe at this school?  95% • Do adults at this school treat students with respect? -95%|Met||2018
19647331933746|Granada Hills Charter High|6|"The key learnings from the survey resulted in a refined focus on opportunities for staff, students and parents to connect with the school in more ways.  For staff, to create opportunities to engage in school focused extra-curricular activities that encourage supporting students at games, academic events/presentations, college spirit week, lunch rallies to support the school teams. Parents will be provided with more transparent communication about how to impact school policy and engage in that decision making.  Multiple platforms like the school app, email, announcements at parent meetings and workshops, and phone calls will help to bridge a participation gap.  Students will continue to receive the opportunity to coordinate advocacy days throughout the school year that are student run and organized, thus providing a platform for student voice at the school.  Academic interventions directly focused on differentiation is what was identified through our survey.  Continued focus on the tiered implementation and intervention for identifying and advocating for struggling students will continue for 2018-2020 with additional supports which will be implemented beginning 2018-19. The Writing Center and Math Center and the Academic Mentor Program (AMP) will begin with training over the 2018 summer. The Writing and Mather Center will target the following student populations: Socioeconomically Disadvantaged/Low Income, African American, English Learner, Students with Disabilities and Foster Youth student groups. Students who access the Math and Writing Centers will increase their proficiency in the respective disciplines. The metric for measuring will center around the percentage of student accessing the Math and Writing Centers will demonstrate growth around proficiency on the NWEA during the spring assessment and final semester grades in their current year course. Additionally, the Academic Mentor Program (AMP) will also begin during the 2018 summer with training for fall implementation. The AMP is a dual mentorship/tutoring program focused on increasing the success of academically/socially at-risk freshman by training upperclassmen to provide ""at risk 9th"" grade students with direct and immediate in-class intervention through one-to-one and small group tutoring in collaboration with the classroom teacher. This support will allow for consistency within the middle to high school transition process which is initiated through the Summer Transition Academy. A variety and multitude of documented parent outreach activities and events were offered throughout the entire year. Fall and spring semesters provided opportunities for parents to engage in workshops, provide feedback through our parent ambassador meetings, access services and trainings in order to monitor student success in courses, and offer input through our community surveys."|Met|GHC will work to create more targeted systems for intervention and engagement in the classroom through differentiation and a variety of instructional strategies which focus on student dialogue and application of content.  With this movement, we will impact overall school climate as well as the dashboard on school discipline.  Steps to address these areas of need are aligned with our focused professional development which will continue to address Standards-Based Grading, Differentiation and the personalization of instruction. Refined common discipline specific benchmarks and the conversations with faculty to continually identify, through multiple internal and external data sources, the students with immediate need for our tiered intervention (academic and behavior) will be key to seeing greater gains within one academic year. This process, in combination with our additional supports during the instructional day (Academic Mentor Program and Instructional Aides) as well as the additional supports provided after school (The Writing and Math Center and our Student Support Groups), as well as the clearly defined steps for identification of the students in need will be the core of our intervention for the student groups identified through the LCFF Evaluation Rubrics as well as our local indicators.|2018
05100580000000|Calaveras County Office of Education|6|"Calaveras River Academy is committed to administering the CHKS annually. Forty- two percent of students felt that it was ""very true"" or ""true"" that an adult at school cared about them. Students stated that 64% of them believed that someone notices when they are not in school, 48% felt listened to and 60% think someone at school believes in them. Regarding school safety, 44% of students surveyed reported ""true"" or ""very true"" that they felt safe at school. However, it is concerning that 43% of students selected ""neither agree or disagree"" on that question. Staff will continue to work with students two-fold in ensuring students feel safe at school and understanding the importance of the survey. The student population is very small at Calaveras River Academy, therefore individual student groups breakdowns are not available."|Met||2018
54105460135459|Blue Oak Academy|6|Blue Oak Academy is just in its second year of existence and will be administering the California Healthy Kids Survey to grades within the required grade level spans in the Spring of 2019.|Met||2018
37683460000000|San Dieguito Union High|6|San Dieguito Union High School District (SDUHSD) administers the California Healthy Kids Survey (CHKS) every other year to 7th, 9th, and 11th grade students. The most recent administration was in the spring of 2017. SDUHSD will administer the survey again in the spring of 2019.  The survey captures a valid measure of student perceptions of school safety, school connectedness, and other resiliency factors. The results are reviewed by the Board of Trustees, district leaders, administration, and school site staff as well as published on the district's website.   2017 results show positive ratings in all School Climate Subscales on CHKS.  The following  paragraphs summarize key indicators related to School Climate by grade.     Students reported a “high” response to the following indicators: 7th grade students: School connectedness (72%), School Safety (79%), Academic motivation (48%), Caring adult relationships (50%), High expectations (65%), Meaningful Participation (14%), School Supports (48%).  9th grade students: School connectedness (66%), School Safety (79%), Academic motivation (43%), Caring adult relationships (38%), High expectations (50%), Meaningful participation (14%), School Supports (35%).  11th grade students: School connectedness (69%), School Safety (84%), Academic motivation (38%), Caring adult relationships (49%), High expectations (57%), Meaningful participation (16%), School Supports (48%).  An analysis of the critical indicators of student mental and physical health are as follows:    Lifetime and Current Substance Use: Students report low rates of cigarette smoking (7th=1%, 9th=2%, 11th=5%) and higher rates of electronic cigarette usage, particularly at the high school level (7th=1%, 9th=13%, 11th=23%). Students report higher rates of current drug or alcohol use in 11th grade (38%) than in 7th (4%) or 9th (22%). Current drug or alcohol use is based on students self reporting of substance use within the last 30 days.     Mental Health: Students report lower rates of chronic sadness/hopelessness (7th=15%, 9th=22%, 11th=27%) than statewide averages (7th=24%, 9th=30%, 11th=32%). Additionally, high school students report lower rates of considering suicide (9th=12%, 11th=13%) than statewide averages (9th=16%, 11th=15.5%). One protective factor for students’ mental health is having caring relationships at school. SDUHSD students report much higher rates of caring adult relationships at school (7th=50%, 9th=38%, 11th=49%) than statewide averages (7th=32.1%, 9th=23.3%, 11th=27.7%) .   Overall, the key indicators reported in the California Healthy Kids survey demonstrate a positive school climate for students attending schools in the San Dieguito Union High School District.|Met||2018
15633470000000|Belridge Elementary|6|"Belridge Elementary School District Staff administers a ""Healthy Kids Survey"" and a ""Local Climate Survey"" to Parents and students in Grades TK-8 every school year.  The Superintendent/Principal administers the surveys to the TK/Kindergarten students.  Each question is read and discussed as a group.  After 100% of our Parents and students (TK-8) completed the surveys, we met at our regular monthly meetings and discussed the following key findings. 1)  100% of our families and students felt safe and connected to our school due to daily, weekly, and monthly communication. 2)  All Stakeholders agreed that their voices/opinions/suggestions/questions are heard and addressed. 3)  All Stakeholders agreed that our monthly Drills (Stranger/Danger, Earthquake, and Fire) were effective and made the students       and parents feel safer."|Met|"After discussing the findings from the Surveys with our stakeholder groups, there was a general consensus we will continue working on making sure all stakeholders feel safe/connected to our school in the future.  Therefore, we will continue providing ""Parent/Community Involvement Activities"" to allow ""face to face' meetings and communication regarding concerns/input from all stakeholders.  This will also strengthen the roles of the members of  ""The Belridge Elementary School District T.E.A.M."" (Together Everyone Achieves More)"|2018
10624141030766|Hallmark Charter|6|A district total of 492 5th grade elementary students and 468 6th grade elementary students completed the CHKS for an average response rate of 51%. Key Indicators of School Climate and Student Well-Being were in four areas including School Engagement and Supports, School Safety, and Disciplinary Environment.  In the area of School Engagement and Supports students rated the sub-areas school connectedness, caring adult relationships and academic motivation the highest with a range of 79-90% describing the percentage of students who perceived that teachers cared for them, recognized their performance and created an environment conducive to feelings of connectedness to the adults at school. In the area of School Safety a full 82% of students feel safe at school “most or all of the time”. An average of 9% of 5th and 6th grade students reported mean rumors being spread about them or report having been called bad names. This is a focus area for the district. The Disciplinary Environment is viewed positively with 88% of students reporting being treated with respect. A district total of 1,580 6th, 7th, and 8th, grade students completed the CHKS for an average response rate of 83%. Key Indicators analyzed for the purpose of this report are School Engagement and Supports, School Safety and Substance Use, and Mental and Physical Health. In the area of School Engagement and Supports students believe that teachers have high expectations and 76-87% of students reported they are academically motivated to do well in school. 16% of students reported being harassed for some reason at school, this is a focus area for the district. Less than 4% of all students report being drunk or “high” on drugs at school. Mental and Physical health is an area of concern with an average of 28% of students reporting chronic sadness/hopelessness in the past 12 months.  A district total of 2,097 7th, 9th, and 11th, grade students completed the CHKS for an average response rate of 83%. Key Indicators analyzed for the purpose of this report are School Engagement and Supports, School Safety and Substance Use, and Mental and Physical Health. In the area of School Engagement and Supports 51-71% of students felt connected to school, that teachers have high expectations and care about them. In the area of School Safety and Substance Use, 55-62% students perceive school as very safe or safe. 28-34% of students report harassment of some type. This is a focus area for the district. 3-10% of students reported binge drinking during the past 30 days while only 1-3% report current cigarette use. Mental and Physical Health was under scrutiny in the areas of chronic sadness/hopelessness and suicidal ideation. Students reported experiencing chronic sadness at a rate of 31-39% while 16-19% of student reported having considered suicide. Both are areas of focus, additional funding, and training.|Met||2018
10624146117873|Sanger Academy Charter|6|A district total of 492 5th grade elementary students and 468 6th grade elementary students completed the CHKS for an average response rate of 51%. Key Indicators of School Climate and Student Well-Being were in four areas including School Engagement and Supports, School Safety, and Disciplinary Environment.  In the area of School Engagement and Supports students rated the sub-areas school connectedness, caring adult relationships and academic motivation the highest with a range of 79-90% describing the percentage of students who perceived that teachers cared for them, recognized their performance and created an environment conducive to feelings of connectedness to the adults at school. In the area of School Safety a full 82% of students feel safe at school “most or all of the time”. An average of 9% of 5th and 6th grade students reported mean rumors being spread about them or report having been called bad names. This is a focus area for the district. The Disciplinary Environment is viewed positively with 88% of students reporting being treated with respect. A district total of 1,580 6th, 7th, and 8th, grade students completed the CHKS for an average response rate of 83%. Key Indicators analyzed for the purpose of this report are School Engagement and Supports, School Safety and Substance Use, and Mental and Physical Health. In the area of School Engagement and Supports students believe that teachers have high expectations and 76-87% of students reported they are academically motivated to do well in school. 16% of students reported being harassed for some reason at school, this is a focus area for the district. Less than 4% of all students report being drunk or “high” on drugs at school. Mental and Physical health is an area of concern with an average of 28% of students reporting chronic sadness/hopelessness in the past 12 months.  A district total of 2,097 7th, 9th, and 11th, grade students completed the CHKS for an average response rate of 83%. Key Indicators analyzed for the purpose of this report are School Engagement and Supports, School Safety and Substance Use, and Mental and Physical Health. In the area of School Engagement and Supports 51-71% of students felt connected to school, that teachers have high expectations and care about them. In the area of School Safety and Substance Use, 55-62% students perceive school as very safe or safe. 28-34% of students report harassment of some type. This is a focus area for the district. 3-10% of students reported binge drinking during the past 30 days while only 1-3% report current cigarette use. Mental and Physical Health was under scrutiny in the areas of chronic sadness/hopelessness and suicidal ideation. Students reported experiencing chronic sadness at a rate of 31-39% while 16-19% of student reported having considered suicide. Both are areas of focus, additional funding, and training.|Met||2018
10624146117865|Quail Lake Environmental Charter|6|A district total of 492 5th grade elementary students and 468 6th grade elementary students completed the CHKS for an average response rate of 51%. Key Indicators of School Climate and Student Well-Being were in four areas including School Engagement and Supports, School Safety, and Disciplinary Environment.  In the area of School Engagement and Supports students rated the sub-areas school connectedness, caring adult relationships and academic motivation the highest with a range of 79-90% describing the percentage of students who perceived that teachers cared for them, recognized their performance and created an environment conducive to feelings of connectedness to the adults at school. In the area of School Safety a full 82% of students feel safe at school “most or all of the time”. An average of 9% of 5th and 6th grade students reported mean rumors being spread about them or report having been called bad names. This is a focus area for the district. The Disciplinary Environment is viewed positively with 88% of students reporting being treated with respect. A district total of 1,580 6th, 7th, and 8th, grade students completed the CHKS for an average response rate of 83%. Key Indicators analyzed for the purpose of this report are School Engagement and Supports, School Safety and Substance Use, and Mental and Physical Health. In the area of School Engagement and Supports students believe that teachers have high expectations and 76-87% of students reported they are academically motivated to do well in school. 16% of students reported being harassed for some reason at school, this is a focus area for the district. Less than 4% of all students report being drunk or “high” on drugs at school. Mental and Physical health is an area of concern with an average of 28% of students reporting chronic sadness/hopelessness in the past 12 months.  A district total of 2,097 7th, 9th, and 11th, grade students completed the CHKS for an average response rate of 83%. Key Indicators analyzed for the purpose of this report are School Engagement and Supports, School Safety and Substance Use, and Mental and Physical Health. In the area of School Engagement and Supports 51-71% of students felt connected to school, that teachers have high expectations and care about them. In the area of School Safety and Substance Use, 55-62% students perceive school as very safe or safe. 28-34% of students report harassment of some type. This is a focus area for the district. 3-10% of students reported binge drinking during the past 30 days while only 1-3% report current cigarette use. Mental and Physical Health was under scrutiny in the areas of chronic sadness/hopelessness and suicidal ideation. Students reported experiencing chronic sadness at a rate of 31-39% while 16-19% of student reported having considered suicide. Both are areas of focus, additional funding, and training.|Met||2018
34674390135343|Growth Public|6|"Due to the grade levels currently offered at Growth Public, TK-2nd grade surveys have been administered to the students directly. However, there are questions on the parent survey that address student perception. ?97% of parents agreed or strongly agreed that ""My child is deeply known at his/her school"", and ?94% agreed or strongly that ""My student's teachers meet his/her individual needs""."|Met||2018
10624140000000|Sanger Unified|6|A district total of 492 5th grade elementary students  and 468 6th grade elementary students completed the CHKS for an average response rate of 51%. Key Indicators of School Climate and Student Well-Being were in four areas including School Engagement and Supports, School Safety, and Disciplinary Environment.  In the area of School Engagement and Supports students rated the sub-areas school connectedness, caring adult relationships and academic motivation the highest with a range of 79-90% describing the percentage of students who perceived that teachers cared for them, recognized their performance and created an environment conducive to feelings of connectedness to the adults at school. In the area of School Safety a full 82% of students feel safe at school “most or all of the time”. An average of 9% of 5th and 6th grade students reported mean rumors being spread about them or report having been called bad names. This is a focus area for the district. The Disciplinary Environment is viewed positively with 88% of students reporting being treated with respect. A district total of 1,580 6th, 7th, and 8th, grade students completed the CHKS for an average response rate of 83%. Key Indicators analyzed for the purpose of this report are School Engagement and Supports, School Safety and Substance Use, and Mental and Physical Health. In the area of School Engagement and Supports students believe that teachers have high expectations and 76-87% of students reported they are academically motivated to do well in school. 16% of students reported being harassed for some reason at school, this is a focus area for the district. Less than 4% of all students report being drunk or “high” on drugs at school. Mental and Physical health is an area of concern with an average of 28% of students reporting chronic sadness/hopelessness in the past 12 months.  A district total of 2,097 7th, 9th, and 11th, grade students completed the CHKS for an average response rate of 83%. Key Indicators analyzed for the purpose of this report are School Engagement and Supports, School Safety and Substance Use, and Mental and Physical Health. In the area of School Engagement and Supports 51-71% of students felt connected to school, that teachers have high expectations and care about them. In the area of School Safety and Substance Use, 55-62% students perceive school as very safe or safe. 28-34% of students report harassment of some type. This is a focus area for the district. 3-10% of students reported binge drinking during the past 30 days while only 1-3% report current cigarette use. Mental and Physical Health was under scrutiny in the areas of chronic sadness/hopelessness and suicidal ideation. Students reported experiencing chronic sadness at a rate of 31-39% while 16-19% of student reported having considered suicide. Both are areas of focus, additional funding, and training.|Met||2018
47736840000000|Butte Valley Unified|6|Our school district administered the California Healthy Kids Survey in the Spring of 2018.  To support our students, we use the Positive Prevention curriculum in our 8th grade classroom and our high school health class.    7th grade student sample size was below 10, so no results were reported.  Within our 9th and 11th grade students, 90% have moderate to strong levels of school connectedness, 80% have moderate to strong academic motivation, and 86% have moderate to strong parent involvement in our school.  Students feel that their school is clean and safe.  One of our challenges is cyber bullying.  31% of our 9th graders and 19% of our 11th graders say that they have been victim of cyber bullying.  While most of our cyber bullying happens outside of school hours, it carries over to the school day.  Cyber bullying has become a crime that can be hard to prove.  Technology has become increasing sophisticated and anonymous.  We continue to address this issue and keep our law enforcement in the loop, as needed.  Another challenge is mental health services.  We live in a very rural area where local services are not readily available.  The survey shows that 46% of our 9th graders and 31% of our 11th graders have had chronic sad or hopeless feelings over the past 12 months, and that 23% of our 9th graders and 31% of our 11th graders have seriously considered attempting suicide.  These are alarming statistics.  We are working with our local probation department and county office of education to our support students and staff.  Both administrators have been to some mental health training.  The county office of education has hired a behaviorist, but he is servicing the whole county, so his time is very limited.  We had a mental health counselor at our local clinic across the street, but he has recently moved out of the area, and they have not been able to find someone to replace him.   We continue to pursue any avenues of support we can find for helping our staff and students.|Met||2018
19647336017016|Fenton Avenue Charter|6|The California Healthy Kids Survey is administered to 5th grade every other year. Fenton Avenue Charter School (FACS) has meaningfully engaged stakeholders, including those representing relevant subgroups, in the LCAP and budgeting process throughout the spring via formal meetings, surveys, and data review. As a school that serves a population in grades 3-5 that is 90% free and reduced price lunch (unduplicated FRPL), 90.8% Hispanic/Latino, 4.7% African American, 30.8% English Learners, 12.3% Special Education, all of our efforts are inherently attuned to the needs of student sub-groups and children who are “at-risk.” School-Community Relations Council meetings (open to all parents), parent conferences, Open House and regularly scheduled informational meetings have been held throughout the school year to inform parents and community members about the transition to the Local Control Funding Formula, and the corresponding plan which describes how funding will be expended at the school. The school’s comprehensive website is also a ready and easily accessible source of current information including analysis of the school’s significant API gains (807 API score) in 2013 and specific sub-group performance, the School Accountability Report Card (SARC) and Title III report, detailed information about the Common Core, WASC review, and the school’s curriculum, programs and other resources. Information is also readily available to parents in the school’s Family Center, which is staffed by a full-time Family Center Director. FACS staff members have met regularly within their specific governance and administrative committees and as a whole staff to review and discuss the changes to State funding and the corresponding LCAP plan. Staff have provided input regarding the priorities established by the state and how best to implement improvement, and fund the programs and resources identified by the school community as necessary to realize the goals established by the school’s plan. Finally, the Board of Directors – which includes an elected parent representative from the school – has played an active role in reviewing LCAP drafts and offering input. Input received through these interactions have been incorporated into the LCAP|Met||2018
30665140000000|Fullerton Joint Union High|6|The District used the LCAP student survey and the most recent administration of the Healthy Kids Survey to evaluate school climate, specifically in the areas of safety and connectedness.  Responses were recorded along a five-point Likert scale that ranged in responses listed below:  Strongly agree Agree Neither agree or disagree Disagree Strongly disagree  In relation to school safety:  Most students feel like the school facilities and grounds are neat, clean and kept in good repair (65%) Most students feel that they are regularly trained in safety practices (76%) There is some work to be done in communicating safety procedures to parents (44%)  Most students feel safe at school (69%,  in spite of the fact that 31% of them indicated that at some point in their High School tenure, they have experienced some form of bullying, hazing or had rumors/lies spread about them.  In relation to connectedness:  The majority of students feel that their parents are kept up to date on their progress (67%) That staff promptly responds to them via the telephone or in emails (53%), though this is a growth area. That their parents receive communications in their primary language (68%) That their parents are encouraged to attend informational meetings and events related to post-high school education or careers (57%), Again, there is room for growth . And, that they feel highly connected to their school (53%) The majority of students do not feel the school regularly informs their parents of ways they can be involved in school (compared to parent response to same question - 73%) And only one third of the students feel that the adults at their school are highly caring and supportive (34%)       It is important to note that the question in the Healthy Kids Survey emphasizes “highly caring” in the question.        Students also indicated that over 53% of the adults in their school were “mostly caring and supportive”.        Taken together, over 85% of students feel that the adults in their school are mostly to highly caring and supportive.  The District has taken several steps to improve areas of growth:  Each District school has begun including safety procedures, like emergency drills, lock-down drills, and other related procedures in their school site council and parent/teacher meetings The District is continually training counselors, psychologists, nurses, and administrators in the early identification and support of students experiencing bullying or hazing.  Students are taught how to protect themselves from cyber bullying and how to appropriately deal with bullies at school.  They also receive, as needed, social and emotional support. Staff members are encouraged to respond to parent and student emails within 24 hours Each District school encourages students to become involved in one or more CTE pathways, extra-curricular activities, co-curricular activities, and sports, with the goal that every student (100%) will be better connected to the school community.|Met||2018
19647336019079|Santa Monica Boulevard Community Charter|6|The California Healthy Kids Survey is administered to 5th grade every other year and administers a local climate survey each year. Santa Monica Boulevard Community Charter School (SMBCCS) meaningfully engages stakeholders, including those representing relevant subgroups, in the LCAP and budgeting process throughout the spring via formal meetings, surveys, and data review. As a school that serves a population that is 98% free and reduced price lunch (FRPL), 92% Hispanic/Latino, 2% African American, 60% English Learners, 14% Special Education, all of our efforts are inherently attuned to the needs of student sub-groups and children who are “at-risk.”  Key learnings from surveys conducted reflect that the school's various mediums for teacher, student and parent engagement paired with our comprehensive and well-balanced governance model provide all stakeholders with a sense of belonging within our community and a shared desire for continued growth and success.  Potential areas of growth continue to be the need for educator and family professional development given the many changes happening within the state.  The school’s comprehensive website serves as a great resource, ready and easily accessible to all stakeholders that includes an analysis of academic progress and specific sub-group performance, the School Accountability Report Card (SARC) and Title III report, detailed information about Common Core, WASC review, and the school’s curriculum, programs and other resources. Information is also readily available to parents in the school’s Parent Center, which is staffed by a full-time Parent Center Director.  SMBCCS is also engaged in a Self-Study and Site Visit as part of the WASC accreditation process. Information and feedback gathered through WASC have been incorporated into all academic and budgetary plans.  Input received through our surveys interactions are incorporated into school plans, such as the LCAP, to establish priorities which best reflect and meet the needs of the school community.|Met||2018
12630240000000|Scotia Union Elementary|6|"The Scotia Union School District surveys our students with the California Healthy Kids Survey every other year, and surveys our staff and parents yearly. In order to be consistent in our report, the following are the 2017-2018 school year responses to the survey questions for each group, reflective of our school climate: Students in grade 5 and 7: 1. I feel close to people at this school: 40% replied ""Agree"" or “Strongly Agree.” 2. I am happy to be at this school: 84% replied ""Agree"" or “Strongly Agree.” 3. I feel like I am part of this school 75% replied ""Agree"" or “Strongly Agree.” 4. The teachers at this school treat students fairly 81% replied ""Agree"" or “Strongly Agree.” 5. I feel safe in my school 68% replied ""Agree"" or “Strongly Agree.” Staff: 1. Teachers feel connected to all staff and regularly collaborate with other teachers: 86% replied ""Agree"" or “Strongly Agree.” 2. Teachers feel connected to each of their students: 96% replied ""Agree"" or “Strongly Agree.” Parents: 1. Parents feel welcome to participate at this school: 80% responded with ""Agree"" or “Strongly Agree.” 2. Teachers at this school communicate with parents about what students are expected to learn in class: 78% responded ""Agree"" or “Strongly Agree. 3. School staff takes parent concerns seriously: 74% responded ""Agree"" or “Strongly Agree. Summary: Based on the surveys conducted in 2017-2018, Students, Staff and Parents appear to feel safe and welcomed at our school site. While students' agreement with the statement ""I feel close to people at this school"" was lower than in the previous survey, agreement with the other statements has increase from the previous survey.  Because of this, students appear to generally feel comfortable in their interactions with both adults and other students, and confident in the availability of adult support."|Met||2018
37683380121681|SD Global Vision Academy|6|Findings reported: PARTICIPATION RATE: SD Global Vision Academy administered an internal student survey in order to measure student perceptions of school safety and connectedness.  A total of 86 students in grades 3, 5, & 7 participated and completed the student survey, a 71% student participation rate.   SURVEY FINDINGS: GRADES  The following are the findings form the student survey: • 95% feel safe coming to school often/sometimes. • 90% agreed students are kind to one another often/sometimes. • 98% are happy while at school often/sometimes. • 94% stated the school is kept clean often/sometimes. • 100% stated teachers and other adults at the school care about students all/most of the time.  The School’s Director will research a valid evidence-based student survey for the Spring 2019 student survey administration such as the CA Healthy Kids Survey (CHKS) to ensure accurate survey reporting and adhering to the CDE requirements outlined in the LCAP and Priority 6 School Climate.|Met||2018
18641880000000|Shaffer Union Elementary|6|The survey data revealed that on average only 43% of Shaffer students felt a high level of connectedness to the school.  The data within this survey revealed the need for our district to take additional measures to increase student connectedness at Shaffer Elementary.  Students expressed the desire to play a greater role in setting school rules and expectations.  One action of staff is to increase opportunities for students to provide input through the student council leadership and school wide participation in PRIDE assembly activities that invite student input into school rules and expectations. The survey data also revealed that an average of 85% of our students felt very safe at Shaffer Elementary School.  We also saw an increase in student attendance with a  95.31% student attendance rate.  The district will continue to address student safety by setting clear expectations and accountability across our campus.  We will continue to implement PBIS measures for recognizing positive behaviors of students as we continue to see positive results from these efforts.|Met||2018
29102980000000|Nevada County Office of Education|6|100% reported feeling safe at school. 92% reported an overall positive school connection. 83% reported a positive connectedness to staff. 92% of students reported they are treated respectfully by their teachers and staff.|Met||2018
43696330000000|Orchard Elementary|6|Orchard School District administered a local climate survey to students in grades 3 - 8 during the spring of 2018. 65% of students surveyed reported that they feel welcomed and physically safe in school, meanwhile 75% of students surveyed felt pride in attending Orchard School.   The survey was used to evaluate the student schooling experience. As a result, an additional Local Control and Accountability Plan (LCAP) goal was created to address student social-emotional needs. Among the action items in this goal included counselor/psychologist support, a recess program implementation, and the use of a social emotional learning (SEL) curriculum.|Met||2018
12629500000000|McKinleyville Union Elementary|6|In the Spring of 2018, our 5th and 7th graders took the California Healthy Kids Survey (CHKS).  The participation rate for 7th graders was 74% while the participation rate for 5th graders was 64%.  According to the standards of CHKS, a 70% participation rate is required for the results to be considered representative.    53% of 7th graders said they feel safe at school and 62% of 5th graders said they feel safe at school at least most of the time. 66% of 7th graders said they feel close to people at the school and 49% of 5th graders said they feel close to people at school at least most of the time. 44% of 7th graders said they were happy to be at school and 59% of 5th graders said they were happy to be at school at least most of the time. 48% of 7th graders said teachers treat the students fairly and 51% of the 5th graders said teachers treat students fairly at least most of the time.  Each school will analyze the complete survey results to identify the areas where improvement is needed and prioritize those areas.|Met|During the 2015-16 school year, Positive Behavioral Interventions and Supports (PBIS) was adopted and introduced in the district. During the 2016-17 all schools worked toward fully implementing PBIS with fidelity and continue to do so today.  Each school has a PBIS Leadership Team that meets regularly to analyze data and make decisions about needed supports.  In the fall of 2018, a District Wide MTSS Team was formed to implement all three sides of the MTSS pyramid including behavioral (PBIS), social-emotional and Academic (RTI).  The goal is to fully implement MTSS across the district in an articulated fashion.|2018
19647330115048|Fenton Primary Center|6|Part of Fenton Primary Center’s mission is to work collaboratively with students and parents to model the highest standards for academic achievement. The Charter School believes children learn best when the significant adults in their lives; parents, teachers, family, and community members, work together to encourage and support their success. FPC created a survey to gather information from parents regarding home-school communications and other related topics. Electronic surveys, as well as hard copies, were made available for parents. The survey consisted of 12 multiple choice questions and a comment section for parents to provide additional feedback. The survey went home in English and Spanish to ensure that all parents could access and respond to the questions. Approximately 800 surveys were sent home and 75% of the parents responded to this survey. Below are the Survey Topics and results as percent agree:  School promotes academic success - 77.5% Books and materials child uses help support his/her learning - 97% Encourages child and promotes Respect - 77% Homework helps develop child’s academic skills - 97.5% Receive information regularly - 95% Meet with teacher to discuss child’s progress - 73%  In summary, the survey provided some extremely valuable information about parent participation, home-school communication and overall feelings about the Charter School. In the area of parent participation, the percentage of parents who are attending school functions and/or involved in school activities is increasing. Encouraging parents to volunteer on campus, in the classrooms and at school events, such as the book fair, Open House, workshops, assemblies and school performances, continues to be a challenge.|Met|Fenton Primary Center is a transitional kindergarten through 2nd grade school. The majority of students are between the ages of 4 and 8 years of age. The school makes sure the focus remains on foundational skills in academic areas as well as social emotional development. Students learn best in a positive environment full of supports and that is what is provided at Fenton Primary Center.|2018
04615070000000|Oroville City Elementary|6|The California Healthy Kids Survey results for OCESD indicated middle school students' response rates improved over the previous survey two years ago. One middle school realized a 16% increase, and the other had a 7% increase in response rates.  The students' perception of safety at school also increased 15% and 27% respectively at the middle school level. None of the category results decreased, but one area did show the lowest increase, and that was in “Caring Adult Relationships.” This information was shared with the principals, district office, and the School Board. The middle schools will work with staff on this area.  This was the first year our elementary schools used the CHKS. Our results indicated most students feel safe at school. Three schools were in the 80% range and one was at 57%.   A possible area of concern was “meaningful participation.” This information was shared with the principals, and they will work with staff to increase meaningful participation and engagement.  Our response rates for our four elementary schools varied widely. Our focus will be to address areas of concern and increase our response rates at all schools.|Met||2018
45699710000000|Enterprise Elementary|6|Parents, students,  and staff were surveyed to provide feedback on school climate. In addition, school sites evaluated student discipline data, club, and sports participation data, in order to determine how our school community was feeling about school climate. We use this data to set goals and to continue to improve school climate. As a result of the data, we added more school clubs and sports, increased family nights by adding game night, math nights, reading nights and parenting classes.|Met||2018
09619450000000|Pioneer Union Elementary|6|Student surveys were conducted using California Healthy Kids Survey.  Fifth, Sixth, seventh and eighth grade students participated in the survey in November, 2018.  Results of the survey were reviewed during LCAP study sessions, at School Site Council and STEER Pioneer Meetings and during Board meetings.  The results were also posted on our District website. Student Priorities are: 1. Increase school connectedness and caring adult relationships at MCM 2. Engage students in meaningful participation at MCM 3. Address harassment or bullying 4. More games, activities and fun|Met||2018
37679830000000|Borrego Springs Unified|6|The school district administered a local survey to all students regarding perceptions of school safety and connectedness. The survey indicated a general satisfaction with the school district, with no distinctions based on specific subgroups. The following themes emerged as areas of improvement for our schools: Students generally feel safe and engaged at school.  Desire additional electives: Home ec, art, band, more sports, etc.  Address emotional needs of students and safety. Improve cafeteria options.|Met||2018
47104700117168|Golden Eagle Charter|6|Included in the GECS annual parent survey are questions about how parents and students feel about school safety if/when they attend one of the GECS Learning Centers. Parents had an opportunity in this survey to voice their concerns about any safety issues they perceive at GECS. Also in the survey is a question that asks parents if they believe their student(s) feel connected to the school community.|Met||2018
07617470000000|Moraga Elementary|6|"The CA Healthy Kids 5th grade ""safety"" goal of 91% was met. The CA Healthy Kids 5th grade ""connectedness"" goal of 76% was met.  The CA Healthy Kids 7th grade ""safety"" goal of 84% was met. The CA Healthy Kids 5th grade ""connectedness"" goal of 81% was met.  The JMIS local climate (spring 2018) survey question on safety showed 97% (goal was 97.5%) of students feel ""safe"" at school. The same survey showed 84% (goal was 85%) of students felt ""connected"" to school. The elementary school local climate (fall 2017) survey question on safety showed 84% (goals was 82%) of students feel ""safe"" at school. The same survey showed 88% (goals was 85%) of students felt ""connected"" to school.   The District hired an elementary counselor and per the LCAP, is in process of selecting a Social Emotional Learning Curriculum to improve, among other school climate attributes, student safety and connectedness.   All sites continue to evaluate programs for the purpose of assessing the impact on student safety and connectedness.   While the 6th-8th grade school climate surveys will continue, 6th-8th grade leadership students will visit classrooms to ask students directly what JMIS can do to increase safety and connectedness.  JMIS is also planning to expand the successful Where Everyone Belongs program.  The number of clubs (Bring Change to Mind (BC2M), Respect All Difference, Creative Writing, Dance Club) has increased this year."|Met||2018
58727280000000|Camptonville Elementary|6|The LEA administered the California Healthy Kids Survey in the Spring of 2017 to students in grades 3-8. While it is not possible to disaggregate the data with such a small population of students (less than 10 students at most grade levels) in a one school district, it is possible to get a snapshot of what the students are experiencing at each grade level. The feedback from 3rd grade students is drastically different than the feedback from those in the 7th grade. Overall, the majority of third through fifth graders felt connected to school, motivated by their teachers, and felt that the staff cared about and had high expectations of them. School was perceived as safe and low percentages of elementary students felt that they were being harassed or bullied. The summary of key indicators for grade seven indicated a diminished feeling of connectedness, motivation, and relationships for 70 to 80% of students. Fifty percent of those students reported feeling safe or very safe at school, while 80 to 90% of them reported that they experienced some harrassment, bullying, or had mean rumors or lies spread about them. This data made it clear that school climate in the middle school grades had declined and that students were no longer feeling like meaningful members of the school community. While the disaggregated results from the CHKS are not applicable due to being a single school district with less than ten respondents within each group, the district makes an effort to collect data through other methods that are more personal such as focus groups, connecting one to one with students, and having meaningful discussions with all stakeholders regarding root causes.  The district has committed to implementing actions and services that align to the Multi-Tiered Systems of Support/SUMS Initiative framework in order to support all students on multiple levels.  We applied for and received a SUMS Initiative Grant from the Orange County Department of Education. In collaboration with our County Office of Education and other districts in Yuba County, we are providing professional development for staff in UDL, Trauma Informed Care, Social-Emotional Learning, and Restorative Justice. In addition, we are conducting self assessments such as the Fidelity Integrity Assessment and the LEA Self-Assessment to identify and measure our strengths and needs.|Met||2018
42691460000000|Carpinteria Unified|6|The CHKS was administered to students in grades 5, 7, 9 and 11. The findings show that 96% of 5th graders, 92% of 7th graders, 94% of 9th graders, 91 % of 11th graders feel a high level of school connectedness. 95% of 5th graders, 91% of 7th graders, 95% of 9th graders, 98 % of 11th graders feel safe at school.|Met||2018
09619600000000|Pollock Pines Elementary|6|"During the Spring of 2017 the District administered the California Healthy Kids Survey (CHKS) in grade 5-8. Below are the percentages of students that rated the question ""high"" in the areas of school connectedness and school safety: School connectedness: 5th grade - 55% 6th grade - 50% 7th grade - 40% 8th grade - 60% Academic Motivation: 5th grade - 40% 6th grade - 48% 7th grade - 29% 8th grade - 33% Caring adult relationships: 5th grade - 46% 6th grade - 44% 7th grade - 33% 8th grade - 43% High Expectations: 5th grade - 56% 6th grade - 44% 7th grade - 47% 8th grade - 53% Meaningful Participation: 5th grade - 11% 6th grade - 11% 7th grade - 18% 8th grade - 21% School perceived as very safe or safe: 5th grade - 80% 6th grade - 67% 7th grade - 68% 8th grade - 61% Experienced harassment or bullying: 7th grade - 40% 8th grade - 395 Had mean rumors or lies spread about you: 5th grade - 49% 6th grade - 81% 7th grade - 42% 8th grade - 56%.  The District will be administering the California Healthy Kids Survey (CHKS) in the Spring of 2019."|Met||2018
35675610000000|Tres Pinos Union Elementary|6|At the beginning of the 2017/2018 school year, Tres Pinos School sent out a Student Climate Survey.  The results were very encouraging with strongly agree or agree as the selected options.  A few concerns indicated were students were not friendly at this school and they do not treat each other with respect.  Since this survey, the Kindness Club has been assembled by two teachers from grades K-8th.  Assemblies about respect and bully prevention have been included throughout the year.  The results of this climate survey were shared with staff members, members of the district advisory committee and the board of trustees.|Met||2018
24657220000000|Le Grand Union Elementary|6|"4th through 8th-grade students at Le Grand Elementary took a self-developed school climate survey using Bright Bytes software as a platform.  The survey revealed that 87% of students agreed that they were happy to be at Le Grand Elementary, and 86% feel like they are a vital part of the school.  Additionally, 88% feel safe at school, and 90% agree that their teachers care about them.  In analyzing the data, we found that students feel good about the adult relationships on campus, but not so much with the peer relationships.  Data revealed that only 62% of students agree that students at this school get along with each other, and 42% agree that students at this school are often bullied.  Through the consistent use of PBIS and ""The Viking Way"", along with Anti-bullying prevention strategies, our district hopes to improve the relationships among students.  During the first two months, we have been consistently implementing PBIS, we have seen improvement with how students are treating each other."|Met||2018
50711346113286|Keyes to Learning Charter|6|Keyes to Learning Charter School (KTL) conducts climate surveys every other year with students in grades 4, 7 and 10.  Our last climate survey was conducted in 2016-17.  At that time KTL conducted the California Healthy Kids Survey (CHKS) at grade 7, but found these results to not be beneficial.  The findings of this survey were not provided by individual schools but instead were reported by district, folding all the results into elementary level and secondary level schools.  Being an independent study charter school, we recognize that our student needs are different than those of the school district.  However, we did create our own climate surveys for grade 4 and 10.  The results for grade 4 indicated:  85% feel safe at school, 96% have not been bullied, 96% agree that our facilities are clean and 100% believe that KTL teachers care about them as a person and a student.  Results for grade 10 indicated: 94% feel safe at school, 94% have not been bullied, 93% agree that our facilities are clean and 100% believe KTL teachers make them feel like they belong.  Though we were please with the results of the survey, we were concerned with those represented by the small percentage that do not feel safe, have been bullied and do not believe our facilities are clean.  For our 4th grade students, we found one safety concern had to do with crossing the road in front of our school.  In response to this, KTL extended the hours of a paraprofessional allowing time to be crossing guard before and after school.  We also added more portable signage warning vehicles of students being present. In analyzing students who claimed to have been bullied we found that many students misunderstood the survey question.  The question should have been more specific about KTL, instead the students answers included being bullied at previously attended schools.  KTL rents the facilities that house KTL’s 10th grade, though it is an older facility it is as clean as it can possibly be.  This concern will be remedied in 2019 when KTL will be moving in to a new school facility.  The facilities that house grade 4 are annually inspected using the California Department of Education’s Facility Inspection Tool (FIT).  In 2016-17 that campus scored a good rating and in 2017-18 scored an exemplary rating.  This 2018-19 school year KTL will be conducting climate surveys at grades 4, 7, and 10 adapted from U.S. Department of Education National Center for Education Statistics.|Met|Keyes to Learning Charter School's LCAP was approved by its Local Governing Board on June 12, 2018.|2018
15633540000000|Blake Elementary|6|The survey results were overall positive in school connectedness and feelings of safety. Both students and parents feel confident in their teacher's and staff's ability to create a suitable learning environment for the students. The students mostly asked for a larger selection of books in the school library, while parental and community concerns were for the state of the school playground. Plans for repair and/or replacement of the old basketball court have been set and also plans for a new border around the sand where the playground equipment sits. New library books will also be added intermittently over the school year.|Met|School safety and connectedness questions are both included in the annual survey conducted by Blake School. Groups surveyed include: students in all grade levels, staff, parents, and any interested community members. The results are reported to the Board of Trustees and the superintendent. The superintendent discusses the findings with parents and community volunteers after the survey is completed at the annual LCAP meeting.|2018
09618380111724|California Montessori Project-Shingle Springs Campus|6|CMP continuously explores and develops surveys for the learning community to provide feedback to the school administration. CMP administers annual surveys to all members of its learning community (staff, parents, students) to receive feedback to ensure that CMP administration knows the impact of changes made to the program. The surveys are administered anonymously and respondents are not asked self-identifying questions.  Surveys administered at the end of the 2017-2018 school year included: 1. Climate and Safety Survey - Administered to Students. 2. Stakeholder Satisfaction Survey - Administered to Parents. 3. Annual Calendar Survey - Administered to all stakeholders.|Met||2018
50710430000000|Ceres Unified|6|In addition to the California Healthy Kids Survey that is given every 2 years to students in grades 7-12, the district provides the Safe and Civil Schools Survey to students in grades 2-12 each year. Results are provided and analyzed at the grade, school, and district levels.  Data related to each of these metrics is reported in the Local Control Accountability Plan.|Met|This information was reported to the board at a regularly scheduled Ceres Unified Governing Board meeting at the October 25, 2018 board meeting.|2018
44698230000000|Santa Cruz City High|6|Each year we administer the Social Emotional Health Survey designed by UC Santa Barbara to 4th-10th graders. The data we receive from this survey helps schools meet individual student social emotional needs as well as get a pulse on the strengths and weaknesses of their school climate and culture.   In addition, every other year our students in 5th, 7th, 9th and 11th grade take the California Healthy Kids Survey (CHKS), which gives us data regarding student perceptions of school safety and connectedness. We last administered the CHKS school climate survey during the 2016-17 school year, and we will again be administering the CHKS in the winter of this school year. Because we do not yet have new CHKS data, the data below is the same as last year's local indicator Priority 6 data.  Our data from the CHKS for the 2016-17 school year is below:  School Connectedness (I feel close to people at the school)      5th 7th 9th 11th   All of the time   60% 27% 27% 25%   Most of the time  28% 49% 45% 39%  Some of the time  12% 18% 20% 23%   No Never   0%          5%          8%         13%   Caring Adult Relationships (There is a teacher or other adult who really cares about me)      5th 7th 9th 11th   All the time   60%  28% 20% 24%  Most of the time  28% 40% 38% 40%  Some of the time  12% 23% 31% 28%  No Never              0% 9%         11% 8%   I feel safe at school          5th         7th         9th         11th    Yes. All the time         48%         26% 21% 20%  Yes. Most of the time  35% 49% 53% 52%  Yes. Some of the time  14% 18% 21% 23%   No Never                     3% 7%          6%          5%   School administrators and faculties are working to increase students’ sense of connectedness and safety at school. At the elementary and middle school level there is a focus on implementing Trauma Informed Services as well as PBIS. There are club fairs at the middle and high school aimed at getting students involved and connected with students and adults. Our high schools are also engaging in gaining “student voice” through student publications, feedback forums, interviews, and surveys. At the elementaries we have Recess Coaches that help engage and connect students with their peers in positive play.|Met||2018
45699890000000|Fall River Joint Unified|6|According to the FRJUSD 2017-2018 Healthy Kids Survery Main Report, School Engagement and Supports results revealed 89% of students in grades 7,9, and 11 agree there is an adult that cares about them, 83% feel that adults notice when they're not there, and 84% listen when they have something to say.  Looking at the same survey, student's perceived safety at school reveals that 89% of students feel safe at school.  These are areas of strength in the district.  The district has made school climate an overall priority and has had several trainings to address these subjects.  The LEA has implemented an ALICE training to further insure school safety.|Met||2018
33671160109843|Santa Rosa Academy|6|A survey was administered to all students in all high school grades. Students in grade 5 and 8 were surveyed in the previous year. Responses were collected from students of all tracks: Red (Independent Study Students), White (Partial Site Based), and Blue (Fully Site Based). Students were asked if they agreed with the following statement: Teachers and staff are respectful to students and 81% of high schoolers agreed or completely agreed. Students were asked if they agreed with the following statement: Students are respectful to each other and 66% of high schoolers agreed or completely agreed. Students were asked if they agreed with the following statement: I feel connected to my teachers and other students and 74% of high schoolers agreed or completely agreed. Students were asked if they agreed with the following statement: I feel safe when I am at school 84% of high schoolers agreed or completely agreed. Responses from the climate survey were used to create metrics for LCAP Goal 2: Address personalized learner needs to develop skills necessary to become college and career ready. With the actions planned for Goal 2, we hope to increase the level of student excitement, increase satisfaction with course offerings, and maintain satisfaction with college/career preparedness.|Met|Results presented to the School Board October 18, 2018 - Agenda Item 10.1|2018
04614570000000|Golden Feather Union Elementary|6|From a sample of 12 students,  75% of students who took the CHKS perceived the school as very safe or safe.  Only 8% of students had been in a physical fight. 0% of students surveyed currently use alcohol or drugs.  An area for growth would be to increase the  student perception that the adults on campus are caring and have high expectations for them.  Golden Feather Union Elementary School district puts student safety as a very high priority.  This is reflected as 75% of students feel safe or very safe at school.|Met||2018
40104050000000|San Luis Obispo County Office of Education|6|As the LEA reflected on the data from the California Healthy Kids Survey (CHKS), we learned that the staff needed to do a better job at establishing, maintaining and restoring relationships with students. It was also reported by students that their meaningful participation in school needed improvement.  The drug and alcohol use issues were reported to be in the high range.  This data confirmed the results discovered in our 2018 WASC Self-Study. CHKS results also substantiated that students feel safe on campus.  We used this information to drive the actions and services in our LCAP, which also mirrors our WASC action plan. The revisions, decisions and actions that the LEA has implemented are based upon the 2018 WASC Self-Study which resulted in the development of the WASC action plan that outlines seven critical areas for focus: use of disaggregated data to improve student instructional practices; comprehensive professional development plan; outreach strategies for parents/guardians; classroom management and student engagement; student morale; academic rigor; and implementation of common core state standards. The CHKS results confirmed the need for focus on these critical areas. Actions were implemented starting in August 2018 and the LEA is currently gathering data to measure the impact of the actions.|Met||2018
19647330131466|Fenton STEM Academy: Elementary Center for Science Technology Engineering and Mathematics|6|Fenton STEM Academy consistently measures perceptions of school safety and connectedness through various methods. Recent measurements include administration of the California Healthy Kids Survey, schoolwide audits from the Charter Schools Development Center (CSDC) and Western Association of Schools and Colleges (WASC), and a comprehensive climate survey as required for recent charter renewal.   Results of the California Healthy Kids Survey (administered in 2015-2016), indicate students feel a high level of school connectedness, academic motivation, and high expectations present at Fenton STEM Academy. Results also indicate a low level of substance abuse present in the home environment.  As a requirement of the Public Charter Schools Grant Program (PCSGP) awarded to the LEA to help fund the opening and help sustain the school, the Fenton STEM Academy was audited by the Charter Schools Development Center (CSDC) to review the school's program at the end of the 2015-2016 school year. This audit included interviews with key stakeholders, classroom observations, as well as focus group interviews with staff, parents, and students. Focus groups indicated students appeared to be making strong academic progress at the school. A majority of students in the focus group noted the learning program as one of their favorite parts of the school, and students felt strongly that they were learning more than at schools they had previously attended. Students, parents, and teachers described a high degree of engagement, where students are supported to master challenging curricula.  Fenton STEM Academy received WASC Accreditation during the 2016-2017 school year. The WASC Visiting Committee met with school and parent community members, in addition to conducting classroom observations. The visiting committee was impressed with the level of involvement by the various committees and the commitment by the leadership to involve all stakeholders. In speaking with the Board member the involvement and expertise was evident. The school was deemed creative in the use of startup funds to provide a quality environment for students. The processes were considered solid with careful ongoing planning that provides for the future of the school.   As required by recent charter renewal, Fenton STEM Academy conducted a comprehensive parent survey in June 2018. Overall school satisfaction was reported to be 96% by parents. Parents rated the school on it's overall effectiveness along the areas of organization, curriculum, instruction, assessment, and school culture.   Fenton STEM Academy will continue to measure and analyze perceptions of school safety and school culture as a means of constant refinement and improvement for all learners.|Met||2018
19647330131722|Fenton Charter Leadership Academy|6|Fenton Charter Leadership Academy consistently measures perceptions of school safety and connectedness through various methods. Recent measurements include administration of the California Healthy Kids Survey, schoolwide audits from the Charter Schools Development Center (CSDC) and Western Association of Schools and Colleges (WASC), and a comprehensive climate survey as required for recent charter renewal.   Results of the California Healthy Kids Survey (administered in 2015-2016), indicate students feel a high level of school connectedness, academic motivation, and high expectations present at Fenton Charter Leadership Academy. Results also indicate a low level of substance abuse present in the home environment.  As a requirement of the Public Charter Schools Grant Program (PCSGP) awarded to the LEA to help fund the opening and help sustain the school, the Fenton Charter Leadership Academy was audited by the Charter Schools Development Center (CSDC) to review the school's program at the end of the 2015-2016 school year. This audit included interviews with key stakeholders, classroom observations, as well as focus group interviews with staff, parents, and students. Focus groups indicated students appeared to be making strong academic progress at the school. A majority of students in the focus group noted the learning program as one of their favorite parts of the school, and students felt strongly that they were learning more than at schools they had previously attended. Students, parents, and teachers described a high degree of engagement, where students are supported to master challenging curricula.  Fenton Charter Leadership Academy received WASC Accreditation during the 2016-2017 school year. The WASC Visiting Committee met with school and parent community members, in addition to conducting classroom observations. The visiting committee was impressed with the level of involvement by the various committees and the commitment by the leadership to involve all stakeholders. In speaking with the Board member the involvement and expertise was evident. The school was deemed creative in the use of startup funds to provide a quality environment for students. The processes were considered solid with careful ongoing planning that provides for the future of the school.   As required by recent charter renewal, Fenton Charter Leadership Academy conducted a comprehensive parent survey in June 2018. Overall school satisfaction was reported to be 96% by parents. Parents rated the school on it's overall effectiveness along the areas of organization, curriculum, instruction, assessment, and school culture.   Fenton Charter Leadership Academy will continue to measure and analyze perceptions of school safety and school culture as a means of constant refinement and improvement for all learners.|Met||2018
23656072330272|Eel River Charter|6|ERCS is a small, multi-grade classroom school that frequently has fewer than 10 students per grade, therefore ERCS created a 20 question survey that was administered to 21 4-6th grade students. The class was made up of 8 4th graders, 5 5th graders, and 8 6th grade students. 71% are male and 29% are female. 5 are new to the school this year and 3 students have moved between schools in our district in the recent past.  ERCS was pleased to note that 71% reported their parents tell them to do their best at school all of the time(AT) and another 19% most of the time(MT) and 62% reported they try hard to learn at school AT and 14% MT. 48% selected AT and 38% chose MT when asked if school work is hard for them do teachers and adults help them. 43% selected AT and 20% chose MT when asked if teachers encouraged them to think about the community outside of school.  When asked if they feel safe at the school 52% said AT, 5 % MT, 29% some of the time (ST), and most troubling was 14% said never(N). 38% were happy to be at ERCS AT, 33% MT, 24% ST, and 1 student (5%) reported N.  When asked if students treat them nicely 33% said AT, 33% said MT, and 33% said ST.  When asked if students were mean to others 67% said only ST and we were pleased to find fewer responses to MT (14%) or AT (19%).  Of course 29% reported they were nice to others AT, 33% MT, 33% ST, and 1 student said N. That student was an EL student who may or may not have understood the question.  When asked about doing interesting activities at school the students responded: 14% AT, 29% MT, and 52% ST, with 1 N response.  57% of the students selected that the adults treated them respectfully AT 19% MT, 19% ST, and 1 “I don’t know”.  When asked if a teacher will do something to resolve an issue of bullying or mistreatment 66% said AT, 14% said MT, 10% ST, and 10% N. 38% said the school will help resolve conflicts with each other AT, 29% chose MT, 29% ST, and 1 N response. When asked about good attendance 33% responded AT, 39% MT, 29% ST. Those are very troubling numbers. At least 72% reported that they know and follow the school rules MT, and 24% ST. 62% of the respondents said they try hard to learn at school AT, 14% MT, and 24% ST. 52% selected AT when asked if the teachers and adults at school tell them when they are doing a good job, 33% MT, 10% ST, and 1 said N.  Surprisingly, the students reported only 29% of their parents helping out at the school AT, 29% MT, 29% ST, and 14% N. School personnel keep attendance at school functions that does not match up with what the students reported in this case. 60 to 90% of the parents are involved in or attend monthly functions at the school. Perhaps the students were thinking only about seeing their parents on campus during the school day, and not taking into consideration other school activities that their parents supported.|Met||2018
47704250000000|Mt. Shasta Union Elementary|6|According to the results from the most recent California Healthy Kids Survey, an average of 36% of 5th and 7th graders have a sense of school connectedness.  An average of 85% of 5th and 7th graders feel safe at school. The site council student survey shows us that in the lower grades, overwhelmingly, students feel that their teachers think they will be successful, care about them, notice when they do good work, and get to know them. 62% of students at Sisson feel welcome at school.  66% of all district students feel that for the most part, other students are kind to them.  This is a marked increase from last year's number of 55%.  This school year, we have made social-emotional learning and fostering school connectedness pillars of our staff development efforts this year.  TAs and teachers are learning how to apply trauma-informed practices in the classroom and on the playground.  We continue to apply peaceful playground practices at the lower grades and restorative justice practices at Sisson.|Met||2018
44698074430179|SLVUSD Charter|6|In our parent survey, 85%  feel connected to the school with 9% not feeling one way or the other.  91% believe that students are strongly supported in their social-emotional learning.  60% believe that our Mental Health counselor has strongly supported with 34% not feeling one way or the other. We will receive results from the Gallop Poll at the end of 2019 and will also participate in the Healthy Kids survey in the Spring.|Met||2018
56724705630363|Golden Valley Charter|6|As GVCS students are comfortably and safely educated in their own homes and in the greater community through various vendors selected by parent for their own students, GVCS does not administer a survey on school climate other than through the annual Parent Satisfaction Survey which covers the school climate of a non classroom-based charter school. With a high percentage of satisfaction reported in all areas, including comments received on the survey indicating satisfaction with our school office and office staff, student/parent/teacher library, and our testing sites, we feel confident in indicating that the School Climate Standard has been met.|Met||2018
51713570000000|Brittan Elementary|6|Each year we administer a parent and student survey, the results from these surveys guide us to make changes if needed.  Through this process we have continued the art program and the music programs in grade JS-4 and provided a new playground equipment on the primary playground and passed a bond for the gym.  We will also be continuing our programs for student recognition. Another areas that is addressed in the survey is School Safe. The results were that an overwhelming amount of students, parents and staff feel that our school is very safe and that safety protocols are practiced regularly. We will continue to give the parent, staff and student surveys yearly in order to make positive changes in our school and facilities.|Met||2018
39686350000000|Oak View Union Elementary|6|Every April, all parents are asked to fill out the Parent/Student School Survey in conjunction with their child. The School Site Council creates the survey based on the District's LCAP goals. (All reported percentages are based on combining scores 4 and 5 on a scale of 1 to 5 with 5 being the highest) In the area of school connectedness, the results of the annual parent/students survey show that overall 91% of respondents feel that the school is helping students relate positively with other students regardless of race, ethnicity or ability and 93% feel that their child is receiving a quality education at school. More specifically, 89% of parents said that their child enjoys being at school and 94% said they feel welcome when they come to the school. In the area of schools safety, 95% of respondents feel the school is a safe and orderly place for students to learn and 96% also feel the school is neat, clean and well-maintained. When problems at school arise, 89% said the problems are handled promptly and effectively. Every other year 7th grade students are asked to take the California Healthy Kids Survey. In the survey students are asked a series of questions about school connectedness and school safety. The results of the 2016-2017 survey report that 87% of students agree or strongly agree that they feel like they are part of their school and 93% agree or strongly agree that they feel safe in their school. More specifically, 87% said they feel a high sense of school connectedness and 100% perceive their school as safe. The results from the Annual Parent/Student Survey and California Healthy Kids Survey will continue to be used to assist in creating and maintaining actions and services related to school safety and connectedness in the LCAP to ensure that students feel safe at school and have multiple opportunities to participate in activities that make them feel more connected to their peers and staff members.|Met||2018
19649070000000|Pomona Unified|6|Pomona Unified School District has chosen to focus on the results of the California Health Kids Survey (CHKS) as valid, reliable and consistent data. Fifth graders participated in CHKS in 2017-18, creating baseline data for the elementary level. Although fifth graders are participating in CHKS, a School Climate Report Card – which is based on CHKS data - is not generated for the elementary level. In 2017-18, 69% of fifth graders reported high levels of feeling safe at school and 42% reported high levels of school connectedness. According to the district’s School Climate Report Card based on CHKS, the middle school level had a decrease over two years while the high school score increased significantly. The middle school report card shows a decrease in both “Overall Supports and Engagement” and “Overall Low Violence and Substance Use” subscales. The high school state percentile for school climate has increased over two years with particular growth in “High Expectations and Caring Relationships,” “School Connectedness,” and “Overall Low Violence and Substance Use.” With the decrease in scores at the middle school level, the 2017-18 school year proved to be a tough year based on political climate, community violence, and home-life situations. According to the district referrals to School Mental Health Services, the nature of the cases was more intense than previous years. Students were facing deportations, loss of family members, violence in the community and in the home, and severe depression. While over 300 crisis calls were made district-wide, there was an increase in the number of students being hospitalized for two to seven days for suicidal ideation. In addition, the number of homeless students throughout the district has increased significantly.  Summary Results show that we made our district goal of two out of three school types making targets: Elementary = School Safety  69% and 42% School Connectedness (2017-18 Baseline data= Met); SCI score over 2 years (2016-18): MS = Not Met, Decreased by 20; HS = Met, Increased by 8|Met||2018
10623310137661|California Virtual Academy at Fresno|6|In 2017-18, the LEA created a survey based upon the California Healthy Kids Survey to determine student perceptions of school safety and connectedness in a virtual school setting Students and parents in grades 5, 7, and 9 are surveyed with this tool yearly. Survey results from Spring 2018 indicate the following:  Students feel safe 95% Teachers care about student success at school 85% School promotes academic success 75% School fosters an appreciation of differences and diversity 90%  Respondents indicated a need for more service-oriented projects and outings in the community and opportunities to direct their own learning. In response, the high school implemented a service learning course for interested students. The LEA will continue to survey 5th, 7th and 9th grade students to determine student perceptions of school safety and connectedness.|Met||2018
19101990132605|Valiente College Preparatory Charter|6|Valiente administered a survey similar to the California Healthy Kids Survey to grades 4-7 during the 2017-18 school year.  This allowed the school's leaders to determine that most students were extremely satisfied with the school's safety, responsiveness, behavior management, social opportunities, and civic engagement.  Many students reported that Valiente has significantly less issues with bullying and if anything does occur, Valiente staff are quick and appropriate at addressing it and eliminating problems.   The only area that students felt could improve was the offerings of food choices during lunch!  This will be a point of discussion and action during the 2018-19 school year.  The school will implement taste testing services to allow students to try different types of foods and potential vendors.  This will assist in determining whether the school needs to make a move towards a new food vendor in the upcoming years.|Met||2018
52105200000000|Tehama County Department of Education|6|DATA: Students and parents at Lincoln Street School and TeLA were given surveys. The results of the survey indicate strong satisfaction with:      ~  instructional program,     ~  school safety,     ~  school facilities,     ~  staff quality and responsiveness,     ~  connections to support services to students and/or families Student focus groups at JCC indicated:      ~ a need for a broad course of study      ~ a need for access to career preparation and planning     ~ general satisfaction with staff and instructional program  MEANING:  Lincoln Street School and TeLA both meet a need for alternative education options for the community outside of a general comprehensive school. Both schools provide well-trained and dedicated staff to meet the needs of families seeking alternative education options. Facilities at both sites are good to excellent. Challenges include providing a broad course of study in a small-school site.   JJC strengths included a dedicated staff, a safe facility,  an increase in communication between probation staff and instructional staff and growing number of options for students. Barriers include limitations due to student mobility, access to parents and restrictions related to safety.   USE:  Staff at all three schools are focusing on learning opportunities to better support the changing demographics of the school population. Additionally, staff are using data to increase options for a broad course of study to include career preparation based on student aptitude and interest.|Met||2018
15636690000000|Midway Elementary|6|"90% of returned surveys either ""agreed"" or ""strongly agreed"" that they felt school was safe and school climate was positive. Parents felt they were welcomed and respected. We learned that our parent volunteer group needed to improve on developing a system to broaden communication to more parents.  Parents have also increased to level of help with events and classroom by 30%.  The (SPBIS) Schoolwide Positive Behavior Intervention & Behavior program ""T.I.G.E.R"" is successful with promoting and celebrating student academic and behavior.  The program has built in incentives (field trips, quarterly recognitions) to promote a positive school climate. Parents and staff are also recognized for their efforts in the program."|Met||2018
10622650000000|Kings Canyon Joint Unified|6|"The local climate survey is administered to all students in grades 3-12 in KCUSD.  This survey provides data on overall school climate and culture as it pertains to student safety, expectations for both behavior and academic achievement as well as expectations beyond graduation.  Through an analysis of the survey results, it is evident that KCUSD has been successful in rolling out Positive Behavior and Intervention Supports (PBIS) through the consistency in results between grades 3-8 and 9-12.  For example, students from both grade ranges report that “There are clear expectations for behavior at my school” (93% for grades 3-8, and 91.9% for grades 9-12).  Additionally, students are very clear on “There are clear consequences for breaking the rules at my school” (91.8% for grades 3-8 and 88.6% for grades 9-12).  In the areas of student perception of the quality of education, over 90% of both 3-8 students (93.8%) and 9-12 students (90.4%) responded that they agree or strongly agree that “My school provides a good education for students.”  Additionally, in the area of expectations for student attendance, both groups of students reported that expectations are very clear (94.7% for 3-8 and 94% for 9-12 rating that they agree or strongly agree that “My principal, teachers think it’s important that I attend school every day.”).   Student perception of safety and connectedness is consistent, but does show there is room for growth.  Students responded positively to the question “I feel welcome at my school” (85.5% for grades 3-8 and 80.3% for grades 9-12).  In grades 3-8, 86.6% rated that “agree or strongly agree” for the “I am safe in the hallways, bathrooms, and on the yard at my school.” For grades 9-12, the percentage is 77.8%.  These data points will be examined through cycles of continuous improvement.   Students reported a strong sense of feeling safe on campus, and connectedness with school and at least one adult on campus.  Comments did indicate that other students who disrupt the learning are obstacles to the learning environment.  Several approaches have been implemented to respond to student input and survey results, including: 1) Refining systems of checks and balances (CAL-PADS, PowerSchool, and school site data) in order to accurately monitor actual suspensions by students. 2) Conducting a 5 year review of suspension data, which indicated that a majority of offenders were one time offenders. 3) Continuing highly successful strategies: After School Program expansion, suicide prevention training, ""Start with Hello"" program, El Joven Noble, Xinachtli, Restorative Justice, 3 School Resource Officers. New actions include: DECISIONS program (alternative to suspension) at middle/high schools, Time To Teach (6-8s), proactive monitoring of IEP students with prior suspensions, Probation Officer on largest campus, added LMFT time at elementary sites, a school connections counselor, expansion of psychological services and behavior support team."|Met||2018
07616300000000|Acalanes Union High|6|AUHSD administers the California Healthy Kids Survey (CHKS) every other year, to all students in grades 9 and 11. The district has administered the following CHKS modules to the students: Core, Alcohol and Other Drugs, and Resilience & Youth Development. Results of the CHKS are reported in meetings to the Governing Board, parent organizations at the district and school level, students and staff. This review of the data in this Dashboard is based on the 2017-2018 administration of the CHKS.  School Safety High numbers of AUHSD students feel safe at their schools. 76% of 9th graders and 81% of 11th graders perceive their school as a very safe or safe environment. Differences are noted when the data is examined by subgroup. Among 9th graders it is noted that students identifying as Asian (76%), Native Hawaiian or Pacific Islanders (83%), White (77%)  and two or more races (74%) feel safer at schools while students identifying as Hispanic or Latino (72%) or Black or African American (61%) feel safe at school at the lower percentages. Similar trend is seen among AUHSD 11th graders with the exception of Native Hawaiian or Pacific Islanders where we note percent of students feeling safe drop to 64%. While the overall percent of students feeling safe is high and well above the state average, AUHSD staff has noted a three year downward trend. This, in addition to the gap in safety perception noted by subgroup is our area of focus. For those students feeling unsafe, experiencing harassment or bullying, especially cyber bullying was identified as the main reason.   Connectedness  High numbers of AUHSD students feel connected to their school. Based on the 2017-2018 CHKS, 63% of 9th graders and 58% 11th graders felt high levels of school connectedness. 2017-2018 CHKS connectedness data was not available broken down by subgroup. AUHSD staff noted a three year downward trend relating to students feeling connected on AUHSD campuses. This is a focus of all schools and is represented in the Single Site Plans for School Achievement goals.   AUHSD has placed specific focus on the issue of connectedness as well as social and emotional health of our students. This is also reflected in the LCAP goals. This goal was in part due to the CHKS data that 24% of 9th graders and 36% of 11th graders experience chronic sadness and hopelessness and 16% of 9th and 20% 11th graders report suicide ideation in the past 12 months. LCAP goals have resulted in various wellness initiatives including opening Wellness Centers staffed with mental health specialists at each campus.|Met||2018
53716620000000|Burnt Ranch Elementary|6|The results of the mini-version of the California Healthy Kids Survey showed that the majority of students surveyed felt safe at school, that their concerns were heard, and that there were adults on campus who cared about them.|Met|We administer the full version of the California Healthy Kids Survey every other year.|2018
49709380000000|Sebastopol Union Elementary|6|School Climate & Safety Related Problems. Both teachers and parents reported that school climate is overall positive. Of three safety-related issues listed (i.e., bullying, drugs and/or alcohol, and physical fights between students), only bullying was rated by both parents and teachers as a problem. Both provided average ratings that characterize bullying somewhere between a ‘small’ and ‘moderate’ problem. Given the strong emphasis SUSD schools place on social and emotional health (facilitated by the use of the Toolbox social-emotional learning curriculum), it would be beneficial to conduct more focused research involving both parents and students to determine the ways in which bullying is happening on campus. With enhanced student engagement, a stronger culture against bullying can be created at the source, and a plan that they help develop and implement, in partnership with parents and teachers can help further address the problem. Overall, parents gave strongly positive ratings for teacher support of students, consistency of discipline across students, and student respectful behavior toward teachers. However, while parents on average agreed that homework given to students was the right amount, there was wide variation in their responses, with almost 18% of parents disagreeing with the amount of homework. Asking parents for more information about their concerns over homework would be helpful as this was not an item parents chose to comment on. Welcome, Participation, and Parent Involvement. Both parents and teachers gave the schools similarly high ratings for welcoming parents and families and encouraging parent participation and involvement in the schools. This information is important to share with currently enrolled families, but also with families who might be considering a move to SUSD schools. Communication-  Parents and teachers overall rated school and district communication with families as positive. Parents gave school-generated communications higher ratings than district-generated communication, with communications about school district changes getting the lowest ratings at just below the “agree” mark. This might be a reflection on the recent lack of any major changes to report or discuss. Or, equally likely, it may be reflective of the reconfiguration of the schools two years ago, over which there was strong reactions among some families. Regardless of the root concern, district communication as well as school communication is something that always needs constant attention. Creating the right mix of message, frequency, and mode of communication is a challenge. Survey results indicate that the largest share of families (90%) prefer email communications to stay informed. Keeping close track of email addresses and communication preferences can help keep this element of school life trending in a positive direction.|Met||2018
01611920119248|Golden Oak Montessori of Hayward|6|Each year students at Golden Oak complete a Campus Climate survey focused on their experience as a student. The survey, closely modelling the California Healthy Kids Survey, assesses the student’s academic experience, school experience, and overall “connectedness” and feeling of safety in the school environment.    A focus group is used for students in grades 1-3. Students in grades 4-6 and 7-8 complete an online survey. Results indicate the vast majority of students feel positively indicating they were happy to be at Golden Oak and feeling a part of the school community. Both of these results are strong indicators of student connectedness. Nearly every student surveyed indicated they feel safe at school and the majority of students agreed that teachers and other adults at school care about them. Almost all respondents indicated their teachers listen when they have something to say, want them to do their best, and believe they can do a good job.    The survey also isolated areas for focus including ensuring there are student behavior supports including clear school rules and consequences, ensuring discipline is handled fairly, and continued work to prevent harassment and bullying. To address this area, Golden Oak utilizes the Teaching Tolerance Curriculum and Second Steps curriculum, designed to give students the skills and know-how to be kind, caring, and responsible members of society; and works closely with KidPower, a non-profit organization that has visited Golden Oak numerous times hosting workshops for parents and students on setting boundaries, projecting confidence, and speaking up for safety. In 2018, Golden Oak launched Positive Behaviors Interventions and Supports (PBIS) as another tool to ensure clear rules and consistent application of consequences. Golden Oak Montessori is in the second year of membership with the Mosaic Project, a program bringing together children from diverse backgrounds, providing them with essential community building skills, and empowering them to become peacemakers. In 2018, a part-time School Psychologist was hired to provide on-campus and sustained mental health support for our students.|Met||2018
37684030000000|Spencer Valley Elementary|6|A short school generated safety and well-being questionnaire created by teachers for the upper grade students was used to record students’ anonymous responses because parents did not wish their children to participate in the California Healthy Kids Survey. The District also compiled parent perceptions about their child’s safety taken from the parent survey. The district is currently looking for alternative measures that may be more widely used in California. Below are the key findings: School is perceived as a place where students feel safe and can usually solve their problems or are comfortable accessing an adult to help them solve a problem. Parents feel that their children are generally safe from insults and verbal abuse from other students. The school had no suspensions or expulsions in 2017-2018 and 2016-2017.  2017-2018 Student and Parent results: 82% of parents responded to the Parent Survey; 82% of parents who responded felt that their child was generally free from insults and verbal abuse at school; 100% of students responded 90% of students said that in general they felt safe at school; 84% of students felt they could solve their own problems at school; 77% of students felt they could ask an adult for help if they had not been able to solve a problem. Restorative Practices training for staff in 2016-2017 and 2017-2018 took place and Building Positive Behavior Support in Schools took place in spring 17-18 for all staff, and training in these programs will continue in 18-19 for new staff.|Met||2018
26102640000000|Mono County Office of Education|6|Mono COE administers the California Healthy Kids Survey every other year, as required.  We administer to all of our high school students due to our low student numbers.  The results from 2017-18 indicated the following:  Key Indicators of School Climate and Student Well-Being: School Connectedness (High) 60% (Moderate) 40% (Low) 0%; Academic Motivation (High) 20% (Moderate) 70% (Low) 10%; Truant once a month or more 10%; Caring adult relationships (High) 10% (Moderate) 80% (Low) 10%; High Expectations (High) 10% (Moderate) 80% (Low) 10%; Meaningful Participation (High) 0% (Moderate) 70% (Low) 30%; School perceived as very safe or safe 70%; Experienced any harassment or bullying 30%; Had mean rumors or lies spread about you 10%; Been afraid of being beaten up 0%; Been in a physical fight 0%; Seen a weapon on campus 0%.  We also administer a local survey yearly to all staff, parents, students and other community members.  On this survey, there are 3 questions which relate to School Climate.  Our 2018 Spring student surveys indicated the following average results on a scale of 1 to 4 for attainment of the measure.  (5 being the highest score) Clean, well maintained, safe facilities: 4.4; Safe school and classroom environment: 4.7; Developing and maintaining a positive school climate: 4.4 These results are reviewed annually and continually considered for areas of needed growth and improvement.|Met||2018
36678760117192|SOAR Charter Academy|6|DATA: California Healthy Kids Survey 2017/18 results show 70% of 5th graders feel safe and 62% of 7th graders feel safe.  96% of parents agree we have a safe place to learn and 100% of staff agree SOAR is a safe place to work. 97% of parents agree we provide a supportive learning environment.  94% of 5th graders feel connected at school and 91% of 7th graders feel connected at school.  88%  of parents and 90% of staff agree we have clean and well-maintained facilities. Local Stakeholder Survey 2017/18 results show 95% of parents agree SOAR is a safe place. 92% of parents agree SOAR meets the academic and emotional needs of their student and 94% believe SOAR teaches character education and leadership that impacts children. 82% believe SOAR is kept neat and orderly.  MEANING: According to these survey results, our parents, students and staff are happy overall with our school climate and culture. Our culture is a strength of ours. The areas of focus over the last couple of years have been campus cleanliness and safety. We also have been trying to get more parents to attend meetings to get feedback from them.  USE: We look at the survey data each year to see what we need to address. This information helps guide our actions in our LCAP. All grades send home progress reports about students' progress every 6-8 weeks and have 1-2 scheduled conferences. We are transitioning to student led conferences to get more engagement from our students and hopefully this will get even more parents to attend. To address campus cleanliness, our school has implemented a House system and we do all school clean ups every other week along with a new point system in which students and staff earn House points for showing leadership on our campus. We became a Leader in Me school in 2016. The Leader in Me program has given our whole school a framework for our character education and leadership focus. We have seen a change in our students over the last 2 years and our school climate seems to be impacted in a positive way. We will continue working on instilling the 7 habits in our students K-8 and building leadership in all students and staff. The impact has also been seen in our staff. They are stepping up more than ever to support our students and school. Their leadership is evident on our campus in all areas.|Met|We are in our 3rd year of being a Leader in Me school. We are choosing to go for Lighthouse status at the end of this school year. This is a recognition for being a model student led Leader in Me school in which all three areas; Academics, Leadership, and Culture; are effective and powerful. The focus being on developing leadership in all staff and students.|2018
15635290000000|Kern High|6|In 2017-2018, 77% of grade 9 and 73% of grade 11 students in the Kern High School District (KHSD) took the voluntary California Healthy Kids Survey and most students in grades 9-12 took a local school climate survey. A family survey conducted on behalf of KHSD by a third-party, Panorama Education, was completed by 2,382 parents. These surveys help provide insight to allow KHSD staff make decisions about how to provide better support for all students, progress monitor programs, and inform stakeholders and the community.   Student response to school safety revealed that 48% of students in grade 9 responded favorably to “How safe do you feel when you are at school?”; 40% neither agreed nor disagreed. 45% of students in grade 11 responded favorably; 43% neither agreed nor disagreed. These responses are consistent with other student groups with the exception of grade 11 African-American students with 33% responding favorably. 85% of parent respondents agreed with the statement, “My student feels safe at school.” The percentage of students who report alcohol or drug use and binge drinking within the last 30 days decreased amongst grade 9 and grade 11 students; however, the percentage of students who have considered suicide or experienced chronic sadness/hopelessness increased in both groups with a considerably higher percentage of females reporting chronic sadness/hopelessness than males. Additionally, reports of harassment/bullying have decreased amongst grade 9 and grade 11 students. Over the past 4 years, KHSD has allocated additional support staff to work with students, including those who are in need of additional mental health and/or substance abuse support. KHSD promotes suicide awareness, education, and prevention with staff, students, and families in an effort to educate them about suicide and understand what help is available. KHSD conducts student focus groups for follow-up regarding differences in student group responses to address concerns. External coaches consult with school leaders and assist them in delving deeper into the student/family/staff perceptions and school systems in place, including school safety, mental health, and substance abuse support.   Regarding school connectedness, 42% of grade 9 students ranked high in terms of connectedness and 46% ranked moderate. For students in grade 11, 38% ranked high in terms of connectedness and 47% ranked moderate. The percentage of Hispanic and African-American students who selected the highest rating of school connectedness is 2-5% lower than the average for the same rating for grades 9 and 11. 62% of parent respondents agree that there is “quite a bit of respect” to  “a tremendous amount of respect” between students and teachers. Schools within KHSD continue to strengthen school climate and student/staff connectedness through the continued implementation of the Positive Behavior Intervention and Supports Framework along with Multi-Tiered Systems of Support and Social-Emotional Learning.|Met||2018
18641050000000|Janesville Union Elementary|6|Based on the data obtained from both the Healthy Kids Survey and a local student survey, the majority of students feel that the school is safe, clean and in good condition and they have the materials and supplies they need to learn. 33% of students in Grades 6-8 reported they felt a sense of school connectedness and 30% reported that they have experienced chronic sadness or hopelessness Most notable was that nearly 50% of students reported that they feel they have been bullied or harassed at school.  Reflection of these results makes it clear that students generally feel safe at school and feel the school is in good condition. The percentage of students that report chronic sadness, hopelessness and feel that they have been bullied is a challenge.   Based on the data, the LEA has implemented the following priorities: 2.4 - Provide a part-time behavioral counselor, 2.9 - Provide curriculum and instruction using Girl's Circle and Boy's Council to assist students in self-empowerment and other life skills.|Met||2018
44104470000000|Santa Cruz County Office of Education|6|The Santa Cruz County Office of Education, Alternative Education Program administers the California Healthy Kids Survey (CHKS) every other year. This survey measures student perceptions of school safety and connectedness. Most recently this survey was administered in 2017.   The results from the latest California Healthy Kids Survey administered with students enrolled in the Santa Cruz County Office of Education Court and Community Schools revealed a number of meaningful data points. 98% of students were reported to have a high to moderate level of school connectedness based on the applied CHKS formula. Additionally,  87% of students agree that they feel safe at school, with only 2% disagreeing.   It should be noted, however, that 24% of students reported having been bullied during the year or having had a rumor spread about them. Additionally, 17% reported having seen a weapon on campus and 42% reported having been high or drunk at school at some point during the school year.  Even so, 76% of students agree that they experience strong caring relationships with adults at school, and 98% reported that they know they are missed if they are not at school. 87% of students reported feeling like their voice was heard at school, and that adult expectations were high.   It should be noted, however, that perceptions by students about their participation in school were lower. 61% reported believing that the school work that they do was interesting. 46% reported feeling like they were agents in deciding on class activities and rules and 49% reported feeling like the work they were doing made some sort of difference.  While 92% of students reported feeling like a member of the school and 95% reported being happy at this school, it is clear that there is room for improvement in all areas, especially within the realm of school engagement.  As a result, planned and in-progress actions include:  1. Hiring and deploying additional social-emotional and academic counselors 2. Contracting with Children's Behavioral Health for acute-case therapy.  3. Implementation of Restorative Practices across all school sites. 4. Professional development in Mathematics that is culturally relevant, focused on a growth-mindset, and that seeks to lower students affective filter.|Met||2018
10623720000000|Pine Ridge Elementary|6|"1. All students in Grades 4-8 were surveyed regarding School Climate. The overall key ""learnings"" show improvement over last year in ALL question areas. While we are pleased with the improved results of our School Climate, we still wish to improve some areas regarding student perception of the effectiveness of going to staff for help.  There were only 21 Grade 4-5 students and 17 Grade 6-8 students surveyed. The only dis-aggregation of data that could be achieved was by Grade-level group (Grades 4-5 and Grades 6-8).   2. The LEA was VERY pleased with the number of students who ""feel welcomed"" at Pine Ridge. 90.4% of Grade 4-5 and 88% of Grade 6-8 reported feeling welcomed. The rest of those surveyed answered ""no opinion."" Zero percent indicated they DID NOT feel welcomed.   In addition, the number of students who ""feel safe at school all of the time"" increased over last year. Only 9.5% of Grade 4-5 students reported NOT feeling safe at school all of the time. Zero percent of Grade 6-8 students reported NOT feeling safe at school all of the time.  We did see an increase in the number who indicated on the survey that they had ""no opinion"" to some of the questions. For example, 23.5% of Grade 6-8 students indicated they had no opinion about: ""School Staff responds quickly when I ask for help."" We believe this signifies that these students had no need to ask for staff support and, therefore, didn't have an opinion, or that the topic had not yet resonated with them as a point of important consideration.  We are concerned about the 23.8% of Grade 4-5 students who indicated that School Staff does NOT respond quickly when they ask for help. For Grades 6-8, this number is only 5.8% (equivalent to one student).  3. Pine Ridge will continue its vigilance in providing its students a safe and welcoming campus. Last year we installed a fence and gate to close the campus. All visitors must funnel through the main entrance which is supervised. In addition, we instituted an Intruder Drill and empowered students and staff to protect themselves in such a situation. This year, we have added a Volunteer Application process to more carefully review the adults volunteering in our classrooms, field trips, clubs and sports. We also continued our Student Council this year with the election of officers who deliver announcements each morning at the school-wide flag salute. These students are role models and supportive older classmates who help students feel welcomed, heard, and supported. We believe feeling safe and welcomed are critical to supporting learning for all students.   In addition, the teaching staff will meet to discuss ways we are already responding to student requests for help and discuss in what ways we can increase our awareness to student problems, increase our approach-ability, and increase our response time when student problems are brought to us. We will look at this in terms of academic help requests versus social/emotional/behavioral ones."|Met||2018
49708056051858|San Miguel Elementary|6|The Climate Survey, aligned with the BEST program and the Parent Survey, developed by the School Site Councils, indicate that students increased access to needed support.  Individual and group intervention counseling sessions has led to positive school climates. Positive school-wide behavior support systems emphasizing counseling services will continue to be implemented to promote a safe school environment with emphasis on specific student groups.  District schools continue to provide additional student support programs supported by a full time counselor and at least 1 intern at each school site. The BEST, Second Step and Tool Box programs were implemented at 100% of the district schools. As documented by Counselor caseloads and service notes, the Counseling program will continue to provide intervention support for individual and group counseling sessions, as well as parental consultations.|Met||2018
49708056111066|John B. Riebli Elementary|6|The Climate Survey, aligned with the BEST program and the Parent Survey, developed by the School Site Councils, indicate that students increased access to needed support.  Individual and group intervention counseling sessions has led to positive school climates. Positive school-wide behavior support systems emphasizing counseling services will continue to be implemented to promote a safe school environment with emphasis on specific student groups.  District schools continue to provide additional student support programs supported by a full time counselor and at least 1 intern at each school site. The BEST, Second Step and Tool Box programs were implemented at 100% of the district schools. As documented by Counselor caseloads and service notes, the Counseling program will continue to provide intervention support for individual and group counseling sessions, as well as parental consultations.|Met||2018
49708050105890|Mark West Charter|6|The Climate Survey, aligned with the BEST program and the Parent Survey, developed by the School Site Councils, indicate that students increased access to needed support.  Individual and group intervention counseling sessions has led to positive school climates. Positive school-wide behavior support systems emphasizing counseling services will continue to be implemented to promote a safe school environment with emphasis on specific student groups.  District schools continue to provide additional student support programs supported by a full time counselor and at least 1 intern at each school site. The BEST, Second Step and Tool Box programs were implemented at 100% of the district schools. As documented by Counselor caseloads and service notes, the Counseling program will continue to provide intervention support for individual and group counseling sessions, as well as parental consultations.|Met||2018
23752180000000|Leggett Valley Unified|6|In the fall of 2017 the Leggett Valley Unified School District administered a short 5 question survey that was developed by the C.D.E. Over 80% of our students took the survey. Over 95% of our student feel safe and welcomed at school. The same numbers can be said for student happiness at school along with students belief that teachers treat students fairly.  The results were presented at the October 2017 Board meeting.  They will be reviewed at the November 2018 Board meeting.  The Leggett Valley Unified School District has entered into an MOU with WestEd to have their students take part in the Healthy Kids Survey this winter.  This survey should give us a more rounded snapshot at student perception of the environment at school.  The results will be shared with the Board at a subsequent meeting after the results have been dissaggregated and analyzed.|Met||2018
36739570000000|Snowline Joint Unified|6|"Based on the 2018 Hanover Research Local Control and Accountability Plan (LCAP) Survey data, perceptions regarding student safety and connectedness offer a great deal of opportunity to improve. According to the social climate portion of the report, respondents believe that students have friends. Eighty-six percent of all respondents believe that students have friends at school and another 81 percent believe that students from different cultural backgrounds can become friends. Only a little more than half of the respondents believe that students are treated fairly (parents –64%, staff –75%, students –45%) and that students respect the teachers and staff (parents –81%, staff –63%, students –44%). Respondents across the three stakeholder groups report that bullying is a problem at their school. Specifically, while 81 percent of staff and 75 percent of parents believe that students feel safe at school, only 55 percent of students feel this way. Less than half of students believe that students get along with each other and respect their differences while over 60 percent of staff (64%) and parents (62%) feel the same way. Only approximately one-third of parents (34%) and staff (33%) believe that bullying is not a problem, and an even smaller percentage of students believe this (27%). Perceptions also vary significantly when it comes to the statement, ""Students are comfortable talking to school staff,"" in which parents –75%, staff –81%, and students –55% responded in the affirmative. The aforementioned data validates one of our two primary focus areas for the 2018-19 school year and beyond, which is to enhance the climate within all district schools and departments. There are a number of efforts that are currently happening to promote the latter. The Superintendent puts out a weekly message entitled Snowline Weekly Forecast for School & District Climate, which includes celebrations, quotes, and challenges aligned to our climate mission. Approximately one hundred certificated and classified staff members, who exemplify customer service, have been recruited to be part of a climate task force that will help drive this work moving forward. In conjunction with our other district goal, which is to increase student attendance, each employee in the district has been challenged to greet at least one student on a daily basis and thank them for being at school. Additionally, the Superintendent along with other leaders meet with student focus groups throughout the year in efforts to solicit their feedback and recommendations regarding their school experiences. Over 2,000 students participated in these types of settings during the 2017-18 school year. This all supports LCAP Goal 2: A prosocial learning environment that meets students’ needs - social, emotional, and academic - will exist on every school site and in every classroom."|Met|The 2017-18 school year marked the first time that Snowline utilized the Hanover Research LCAP Survey. Moving forward, it is the goal to administer it on an annual basis, which will allow us to quantify our improvement from year to year. This will serve as one of a number of data collection tools used to gauge the perception of students across the district regarding safety and connectedness. One of Hanover’s recommendations is to Increase efforts to reduce bullying in schools through various bullying education programs to help improve students’ peer-to-peer relationships. We continue to see improvement in this area as a result of sustained efforts with our Positive Behavior Interventions and Supports (PBIS) system as well as ensuring fidelity when it comes to using social emotional programs such as Second Step at the elementary level, and searching for comparable research-based programs for our secondary schools. By keeping the idea of positive staff-student relationships at the forefront, we are confident that we will experience upward trends when it comes to the perception of all stakeholders, as well as reap desired byproducts, such as improved academic performance and increased attendance.|2018
07100740731380|Clayton Valley Charter High|6|"In 2016-17, CVCHS administered a School Climate Survey to all students that measures student perceptions of school safety and connectedness. 88% of students reported that ""Most of my teachers care about me"" and 85% of students reported ""CVCHS is a safe school."" As articulated in our shared vision, school climate is a significant focus of Clayton Valley Charter High School. School climate at CVCHS is measured in numerous ways. First, our yearly waitlist of over 500 students who wish to attend Clayton Valley Charter is a testament to the strong programming and incredible community that exists at our school. Further, our 98% graduation rate and college-acceptance rate illustrates a positive, college-going culture. Additionally, our comprehensive intervention services ensure that every student is given multiple opportunities to be successful in all of their academic courses. Finally, we have a strong character-education program that is delivered to all students across grade levels to promote positive behavior and good choices. We have an active athletic and extracurricular program that includes an array of different ways for students to become involved on campus."|Met||2018
54105460125542|Sycamore Valley Academy|6|SVA administers two surveys, which are summarized and reported to the Board annually: the Annual Parent Satisfaction survey, which includes a subset of questions related to safety and connectedness, and the Student Interviews. For the latter, the process includes interviewing a student from every grade level kindergarten through 8th grade and at least one student who is an English learner, is on an IEP or 504 plan, is identified as gifted, qualifies for free or reduced lunch, one student above 5th grade who is new to SVA, and a student who has been with SVA for more than three years. Student interviews consisted of questions about how students feel at SVA, what they liked and disliked about the school, how the school could be better, why this school of choice was chosen, and the connectedness of the family to the school and the honor code. Our survey indicates that we have a barrier in the number of students that we are able to serve. Several students surveyed indicated that they felt we should have more seats available for students in the community. Other students mentioned that they thought it was good that we had things like Spanish and Art at SVA, as they did not have these courses at other schools attended. An area of growth would be that students would like to see more extracurricular activities, like sports or music offered after school, as well as more availability of counselling services on campus. SVA increased the availability of a School Psychologist on campus from one day every two weeks to two days each week and this is reflected in our LCAP goals for this year. Beginning in Spring of 2019, Sycamore Valley will utilize the California Healthy Kids Survey as the tool to measure on a broader scale, student's sense of school safety and connectedness.|Met||2018
45104540000000|Shasta County Office of Education|6|Though no formal survey was administered, Juvenile Rehabilitation Facility students are consistently monitored for signs of anxiety, suicidal or violent thoughts, depression and physical illness. They also receive counseling and social supports.|Met|The Healthy Kids Survey will be administered in 2018-19.|2018
33670586031959|George Washington Charter|6|Washington Charter school administered a local climate survey. An example is the California Healthy Kids Survey(CHKS) which is administered to 5th grade students every other year. As noted earlier student feedback in grades 3-5 was provided through Panorama education survey. In our LCAP the results of both are included. Students feel safe at Washington Charter School. They feel connected and have someone at the school they could talk with if the need were to arise. As with anything there is always room for improvement. This is why the Governing Board approved the hiring of a full time counselor for the 2018-19 school year.|Met||2018
12629680000000|Orick Elementary|6|1. A climate survey was administered to parents and students in May of 2018. Below is a summary of results related to school safety and connectedness: Results of student survey (grades 5-8): 90% of students were surveyed, 70% of students responded yes to the following statements: + I feel safe at school. + I am involved in my classroom activities and school events  100% of the staff responded yes to the following statements: + I feel connected to all staff and regularly collaborate and contribute at meetings and professional learning opportunities. + I feel connected to all of my students. + I feel safe at school  80% of all parents responded yes to the following statements: + Does your child feel safe at school and connected to other students, teachers, and other school personnel? + Do you feel welcomed to participate in school meetings and events?  2. Orick is a single-school district; there are no other schools to compare data. There are also no student groups as our student population is below the 30.  3. School safety and climate are included in the LCAP. Data from the 2018 surveys will be incorporated into the 2019-20 LCAP outcomes and metrics and will be reported in the Annual Update for 2018-19.|Met|Orick School does not administer the Calif Healthy Kids Survey due to concerns for confidentiality given our small student population.|2018
41689570000000|Las Lomitas Elementary|6|In the 2017-2018 school year, LLESD 5th grade and 7th grade students, with parental consent, participated in the California Healthy Kids Survey (CHKS).  The CHKS is conducted every 2 years and provides anonymous, voluntary information on youth behaviors such as physical activity, school safety, and other factors that promote school success.  The results assist climate committees and staff in targeting resources effectively and developing programs.  In 5th grade, 120 students were surveyed (69% participation rate).  Regarding questions about school safety: 88% of respondents reported feeling safe at school “most of the time” and “all of the time” combined.  39% of respondents reported having been called bad names or having mean jokes made about them.  Regarding questions about school engagement and supports: 61% of students reported high levels of school connectedness, with 49% reporting a high level of caring adult relationships.  However, only 8% of respondents reported high levels of meaningful participation, with 66% of students reporting moderate levels of meaningful participation in school.  0% of students reported ever smoking a cigarette.  In 7th grade, 135 students were surveyed (87% participation rate).  Regarding questions about school safety: 84% of students reported feeling safe or very safe.  39% of respondents reported having mean rumors or lies spread about them.  25% of respondents reported experiencing harassment or bullying.  Regarding questions about school engagement and supports:  78% of students reported high levels of school connectedness, and 51% reporting a high level of caring adult relationships.  16% of students reported high levels of meaningful participation, with 56% reporting moderate levels of meaningful participation.  Also, in the category of mental & physical health, 18% of respondents reported that they experienced chronic sadness/hopelessness in the past 12 months.  4% reported current alcohol or drug use in the past 30 days, with only 1% reporting current cigarette smoking.  The survey results indicate a need for attention in the area of school engagement, especially regarding meaningful participation and caring adult relationships.  Also, it indicates a possible need to improve address mental health services in our district for those students who may be struggling with reported chronic sadness/hopelessness.   The survey indicates that protective factors such as school connectedness and school safety continue to improve/remain strong.  Also, alcohol/tobacco/drug use remain low for both grade levels.|Met||2018
04100410134213|Come Back Butte Charter|6|Come Back Butte Charter School administered the PBIS Climate Survey for the 2017-18 school year to provide a more valid measure of perception of school safety and connectedness.    Averaged results for students are as follows: I like school. 3.5 I feel successful at school. 3 I feel my school has high standards for achievement. 3.4 My school sets clear rules for behavior. 3.7 Teachers treat me with respect. 3.9 The behaviors in my class allow the teachers to teach. 3.7 Students are frequently recognized for good behavior. 3.7 School is a place at which I feel safe. 3.8 I know an adult at school that I can talk with if I need help. 3.7  Overall average 3.5 on a 4 point scale.  The data indicates that students that completed the survey are very satisfied with their school.  Staff will administer regular formative progress checks to determine if steps taken to improve student perception of school (liking and doing well in school) changes as new supports are put in place and will ensure process are in place in 2018-2019 to capture results that are clearly representative of the entire school population.|Met||2018
42692600000000|Orcutt Union Elementary|6|Orcutt Union School District strives to provide a nurturing school environment where students feel safe, welcome, and connected to their school community. In order to measure our progress towards this goal, we have chosen to use the California Healthy Kids Survey (CHKS), which is administered statewide every other year.  Students in grades 5 and 7 are given the CHKS and answer survey questions about school connectedness, safety, harassment, substance use, and mental health. The California Healthy Kids Survey generates a School Report Card for secondary schools, which provides summary data on eight domains of school climate and an overall school climate index. The School Climate Index (SCI) provides a state normed, school-level description of several factors that are known to influence learning success in schools. Scores on the SCI are based on student CHKS data. An analysis of the Middle School Data revealed a positive change. The average District School Climate Index (SCI) increased 24 points for the Middle Schools in Orcutt, as compared to the State Percentile for Average Schools which increased 6 points. The result was an SCI of 390 (out of a possible 500) which places it at the 90th percentile statewide, 83rd percentile for similar schools. Results exceeded state and county averages in all areas for all student groups.  One of the highest scoring areas within CHKS is school safety, 83% of elementary students and 78% of middle school students perceive schools as very safe or safe.  Opportunities for meaningful participation was an area that was consistently low across all student groups. This was the lowest score within the SCI as well (337) and while it increased 5 points from 2015 to 2017, it did not show the same rate of increase as other areas of the SCI. Similar data was reported by staff regarding providing opportunities for students to make decisions and participate in the decision making process. Students continue to participate in the LCAP development process throughout the school year.  As a result of the data, staff is looking for avenues to increase students in the decision making process by providing opportunities through class discussions and integrating critical thinking opportunities. The Positive Behavior Intervention System (PBIS) is in the process of implementation at all school sites and students play an integral role in establishing a positive school climate. In addition, in the fall of 2018, the Students Leading Education (SLED) program will be implemented at all middle school sites.|Met||2018
04100410000000|Butte County Office of Education|6|BCOE Schools reviewed research based student surveys and piloted the PBIS Survey in 2017-2018.  The pilot data is based on a four point rubric and results are as follows:  TMS:  Number of Respondents: 18 Average Overall: 3.43 I like school: 2.89 I feel successful at school: 3.22 I feel my school has high standards for achievement: 3.39 My school sets clear rules for behavior: 3.78 Teachers treat me with respect: 3.72 The behaviors in my class allow the teachers to teach: 3.28 Students are frequently recognized for good behavior: 3.39 School is a place at which I feel safe: 3.33 I know an adult at school that I can talk with if I need help: 3.83  LEAD:  Number of Respondents: 10 Average Overall: 2.91 I like school: 3.1 I feel successful at school: 2.8 I feel my school has high standards for achievement: 3.1 My school sets clear rules for behavior: 3.3 Teachers treat me with respect: 3.4 The behaviors in my class allow the teachers to teach: 1.8 Students are frequently recognized for good behavior: 2.2 School is a place at which I feel safe: 3.0 I know an adult at school that I can talk with if I need help: 3.5  SPED Elementary: Number of Respondents: 3 Average Overall: 3.09 I like school: 3.0 I feel like I do well in school: 3.33 My school wants me to do well: 3.33 My school has clear rules for behavior: 3.33 Teachers treat me with respect: 3.67 Good behavior is noticed at my school: 2.33 I get along with other students: 3.33 I feel safe at school: 2.33 Students treat each other well: 2.67 There is an adult at my school who will help me if I need it: 4 Students in my class behave so that teachers can teach: 2.67  SPED Middle/High: Number of Respondents: 19 Average Overall: 3.1 I like school: 2.74 I feel successful at school: 2.95 I feel my school has high standards for achievement: 2.84 My school sets clear rules for behavior: 3.26 Teachers treat me with respect: 3.42 The behaviors in my class allow the teachers to teach: 2.79 Students are frequently recognized for good behavior: 3.32 School is a place at which I feel safe: 3.05 I know an adult at school that I can talk with if I need help: 3.53  While participation rates are low, the pilot data indicates students are largely satisfied with their school, feel safe and have a trusted adult in which they can confide. In some cases, students indicate that behavior impedes instruction.  This is being addressed through the implementation of MTSS/PBIS practices.  Staff will administer regular formative progress checks to determine if steps taken to improve student perception of school changes as new supports are put in place.|Met||2018
19647330101683|Renaissance Arts Academy|6|Developing healthy habits in all areas of life is a vital part of a well-rounded education. Consistent with RenArts Board Resolution 620, in coordination with RenArts’ Health and Safety plan, and as an integral part of RenArts’ educational design for supporting academic, artistic and personal success for all students, RenArts’ faculty actively promotes health and wellness for all members of the RenArts community, including in the following areas: Nutrition, Physical Education, Physical Health, Emotional Health, Behavioral Health, Environmental Health. Wellness practices are integrated into RenArts’ education program, fully coordinated with RenArts’ Mission and Goals, and implemented by the entire faculty team as a feature of RenArts’ ensemble-based school culture. Renaissance Arts Academy’s coordinated approach to wellness provides students with planned learning experiences designed to develop both concepts and skills that affect physical health and fitness, movement concepts, artistic concepts, motor skill development, and safety in physical activity settings that are maintained in a safe and healthy learning environment. Students at RenArts report feeling both connected and safe. By survey, RenArts students indicate the open-classroom model, whole school culture, and school-wide performances as a major part of feeling connected. All students participate in bi-annual shows and experience positive interactions across grade levels. There is an observably coherent school-wide culture and behavior standards with no bullying. Survey also reports that all students feel safe on campus and feel comfortable communicating concerns to faculty.|Met||2018
49708050000000|Mark West Union Elementary|6|The Climate Survey, aligned with the BEST program and the Parent Survey, developed by the School Site Councils, indicate that students increased access to needed support.  Individual and group intervention counseling sessions has led to positive school climates. Positive school-wide behavior support systems emphasizing counseling services will continue to be implemented to promote a safe school environment with emphasis on specific student groups.  District schools continue to provide additional student support programs supported by a full time counselor and at least 1  intern at each school site. The BEST, Second Step and Tool Box programs were implemented at 100% of the district schools. As documented by Counselor caseloads and service notes, the Counseling program will continue to provide intervention support for individual and group counseling sessions, as well as parental consultations.|Met||2018
37680230119594|Leonardo da Vinci Health Sciences Charter|6|"School climate results from the 2016-2017 school year indicated that 61% of students at Leonardo da Vinci Health Sciences Charter School responded to the question: ""Do you feel respected by classmates at LdV?"" affirmatively. In the 2017-2018 school year, the same question, ""Do you feel respected by classmates at LdV?"" was asked and students responded affirmatively in 78% of the submissions cast. That is a 17% increase in the number of students who feel respected by peers on campus. In this time, suspensions have decreased significantly, a minimization of 13% in the 2016-2017 school year. We also feel less time out of class with discipline issues has a direct correlation to our 22% increase in the number of students meeting or exceeding the standard in English language arts and a 17% increase in mathematics according to recent CAASPP data."|Met|Charter School staff enforces disciplinary rules and procedures fairly and consistently amongst all students. We use Positive Discipline strategies to create meaningful relationships with the students so when tough situations do arise, there is a connection between student and teacher that allows for a teachable moment and understanding from the person who has been harmed as well as the harmer. We also incorporate restorative discipline practices in all classroom including, but not limited to, community circles, mediated conferences between parents, teachers, and students, and instruction around the habits of mind and a growth mindset.|2018
05615560000000|Bret Harte Union High|6|The District conducts the California Healthy Kids Survey.  In the area of School Engagement and Support, there has been a decline in School Connectedness.  Other areas surveyed remain relatively flat. We learned that District students need added support to feel connected to school  To address these concerns, an additional school counselor was hired as well as a school resource officer, and expanded/enhanced support for incoming new students mostly focused on freshman transitioning to high school.|Met||2018
11101160000000|Glenn County Office of Education|6|School climate surveys are used at each school site where the Tier III (ED) programs are held. Data from these surveys is not available to the countywide program. Concerns from school climate surveys are discussed at SELPA meetings as appropriate.|Met||2018
12101240137364|Northern United - Humboldt Charter|6|Northern United- Humboldt Charter School administered a survey to students in grades K through 12 addressing school climate. There were 49 students who responded. When asked if they were happy to be at this school, 100% of K-5th grade students responded with strongly agree, 89.3% of 6th - 8th graders strongly agree and 86.4% of 9th - 12th grades responded. When asked if they feel safe in their school, 91.3% of K-5th grade students, 92.9% of 6th-8th grade students and 95.5% of 9th-12th grade students responded that they strongly agree. This same survey was also given to parents with 31 responding. Parents were asked if teachers communicate with parents about students expectations and 93.5% responded that they strongly agree. Also, 97.8% of parents responded that they believe staff takes parent concerns seriously. Teachers also responded to the survey. Of the 10 teachers who responded, 97.4% strongly agreed that teachers feel connected to their students. Overall, students, parents and teachers feel a sense of safety and school being connected.|Met||2018
34674390111757|California Montessori Project - Capitol Campus|6|CMP continuously explores and develops surveys for the learning community to provide feedback to the school administration. CMP administers annual surveys to all members of its learning community (staff, parents, students) to receive feedback to ensure that CMP administration knows the impact of changes made to the program. The surveys are administered anonymously and respondents are not asked self-identifying questions.  Surveys administered at the end of the 2017-2018 school year included: 1. Climate and Safety Survey - Administered to Students. 2. Stakeholder Satisfaction Survey - Administered to Parents. 3. Annual Calendar Survey - Administered to all stakeholders.|Met||2018
34673140111732|California Montessori Project - Elk Grove Campus|6|CMP continuously explores and develops surveys for the learning community to provide feedback to the school administration. CMP administers annual surveys to all members of its learning community (staff, parents, students) to receive feedback to ensure that CMP administration knows the impact of changes made to the program. The surveys are administered anonymously and respondents are not asked self-identifying questions.  Surveys administered at the end of the 2017-2018 school year included: 1. Climate and Safety Survey - Administered to Students. 2. Stakeholder Satisfaction Survey - Administered to Parents. 3. Annual Calendar Survey - Administered to all stakeholders.|Met||2018
57726780000000|Davis Joint Unified|6|"Davis Joint Unified School District administers the California Healthy Kids Survey every other year and the Youth Truth Survey yearly.  In the 2018-2019 school year the Youth Truth survey will also be sent to parents.  This year students will have the opportunity to identify their sexual orientation.  Youth Truth data and information is disaggregated by sub groups, sites, and widely shared with site leadership.  Each site uses data points to inform Climate Committee work, focus on relationships, address needs presented in these surveys, and to drive professional growth offerings.  Analysis of data is also done with site staff and parent groups (PTA, Booster Club, Climate Committee).  DJUSD noteS a disparate experience for students who are Hispanic, Black, two or more races, and that students report significant levels of stress, anxiety, and depression.  Students at Davis Joint Unified School District high schools were surveyed in October 2017 about their perceptions of their school in terms of Student Engagement, Academic Rigor, Relationships with Teachers, Relationships with Peers, School Culture, College & Career Readiness, and Academic Support Services. In addition, students provided feedback about Project-Based Learning, Emotional and Mental Health, Drugs and Alcohol, and Student Motivation. These results are detailed within the report to include comments made by students.  On an absolute basis, students at the typical Davis Joint Unified School District high school provided the highest ratings on Relationships with Teachers and Academic Rigor, while the lowest rated topics were College & Career Readiness and Relationships with Peers.  In order to put student feedback into context, this report compares Davis Joint Unified School District students' ratings to the ratings from students at 422 other high schools across the country. The median, or “typical,” high school in your district will serve as the primary point of comparison to other participating schools. The ""typical"" school will always be the median-rated school for that specific measure. You can view results for specific high schools as well as for subgroups based on grade-level, race/ethnicity, and gender in charts throughout the report.  On a relative basis, Davis Joint Unified School District students gave more favorable feedback on:  Relationships with Teachers Relationships with Peers School Culture Davis Joint Unified School District students gave typical feedback on: Student Engagement Academic Rigor Davis Joint Unified School District students gave less favorable feedback on: College & Career Readiness The response rate for this round of surveying at Davis Joint Unified School District was 87%.   As a result of these data points, among others, DJUSD had used supplemental funding to fund additional counseling on every site, additional nursing, and hired a .40 VP at our Senior High School to guide targeted counseling and college/career guidance for unduplicated students."|Met||2018
34674470112169|California Montessori Project-San Juan Campus|6|CMP continuously explores and develops surveys for the learning community to provide feedback to the school administration. CMP administers annual surveys to all members of its learning community (staff, parents, students) to receive feedback to ensure that CMP administration knows the impact of changes made to the program. The surveys are administered anonymously and respondents are not asked self-identifying questions.  Surveys administered at the end of the 2017-2018 school year included: 1. Climate and Safety Survey - Administered to Students. 2. Stakeholder Satisfaction Survey - Administered to Parents. 3. Annual Calendar Survey - Administered to all stakeholders.|Met||2018
57726780119578|Da Vinci Charter Academy|6|Da Vinci Charter Academy utilizes several culture and climate tools to assess perceptions of student connectedness and school safety.  These tools include: a Fall and Spring administration of the New Tech Network’s Student Culture Survey for grades 7-12; a New Tech Network Senior Exit Survey in the Spring for grade 12; an annual administration of the Youth Truth Survey for grades 7-12; and, the California Healthy Kids Survey for grades 7,9 and 11 every other year.  Da Vinci staff engages in an annual review of culture and climate surveys through its staff professional development time, with particular attention to the Youth Truth Survey Results which is the most comprehensive of the surveys administered. The Da Vinci administration shares the results of culture and climate surveys with its staff and students upon initial release, typically in December of each year. Then, Da Vinci administration shares the results with its Advisory Board at the start of each Spring Semester.  Areas of growth are determined through analysis of this data. Recent survey results have demonstrated that Da Vinci students perceive the academic rigor of Da Vinci as comparable to other schools. Da Vinci students rate relationships with peers and teachers, as well as overall school culture, more favorable than comparable schools.  Da Vinci students rank students engagement and college and career readiness as less favorable to comparable to other schools.  With attention on the less favorable ratings, Da Vinci engaged in several actions to promote improved student engagement and college and career readiness, particularly in grades 10 and 11. The Da Vinci staff engaged in several charter-wide staff professional development activities focused on increasing student engagement through Project-based Learning. Additionally, the Da Vinci counseling department has taken a multi-tiered approach to improve college and career readiness, including ongoing individual meetings with seniors students to plan college applications, a summertime College Boot Campus, increased opportunities for college visitations, a monthly College and Career Bulletin for parents/guardians, and a partnership with the Harbor Freight Fellowship Program to place students in paid vocational career work opportunities.|Met||2018
47701930000000|Bogus Elementary|6|The survey was given to all students in the school targeting school safety and connectedness. 100% of students agreed or strongly agreed that they felt safe at school. 88% of students had a strong sense of school connectedness. As result of the data we are implementing school wide morning meetings as well as    positive behavior reinforcement system that students helped create.|Met||2018
16639250000000|Hanford Joint Union High|6|Findings:  48% of students feel they can talk to a staff member if they have a personal problem. 63% of students feel that they are a part of the school. 88% of students feel that most of their teachers want them to be successful. 85% of students are generally treated fairly at school. 84% of students feel they are receiving a good education at school. 79% of students feel safe on the school grounds during school time. 93% of students have not seen a weapon at school this year.  53% of students agree that Physical fighting or conflicts DO NOT happen regularly at school.|Met||2018
42693360000000|Solvang Elementary|6|"The Solvang School District uses the state’s Healthy Kids Survey (HKS) to assess the California School Dashboard’s two required areas concerning School Climate: Safety and Connectedness.  The district also used a school-developed survey to assess students.  Following the most current HKS data below, please see the school-based data.  Per state guidelines, the HKS is administered every other year to 5th and 7th graders. Current HKS data follows; however, please note that this year, the district will again administer the HKS to 5th and 7th graders.  5th GRADE PERCEIVED SAFETY At or Outside of School Responses: 36 of 74 students Do you feel safe at school? Yes, all of the time: 49% Yes, most of the time: 34% Yes some of the time: 17% Do you feel safe on your way to and from school? Yes, all of the time: 53% Yes, most of the time: 36% Yes, some of the time:  8% (3 students) No, never: 3% (1) School Safety by Gender: Feels safe at school most/all of the time: 87% (female), 73% (male) SCHOOL CONNECTEDNESS Responses: 36 of 74 students I feel close to people at school. Yes, all of the time: 31% Yes, most of the time: 36% Yes, some of the time: 28% No, never: 6% I am happy to be at this school. Yes, all of the time: 56% Yes, most of the time: 22% Yes, some of the time: 19% No, never: 3% I feel like I am a part of this school. Yes, all of the time: 42% Yes, most of the time: 42% Yes, some of the time: 14% No, never: 3% Connectedness by Gender 78% (female), 50% (male) 7th GRADE PERCEIVED SAFETY at School Responses: 66 of 81 students How safe do you feel when you are at school? Very Safe: 26% Safe: 52% Neither safe nor unsafe: 20% Unsafe: 3% (2 students) Perceived Safety by Race/Ethnicity 81% Hispanic or Latino, 76% White, 82% Mixed (two or more) races School Safety by Gender Feels safe or very safe at school: 74% Female, 81% Male SCHOOL CONNECTEDNESS Responses: 66 of 81 students I feel close to people at this school. Strongly Agree: 34% Agree: 45% Neither disagree nor agree: 18% Strongly disagree: 3% (2 students) I am happy to be at this school. Strongly Agree: 38% Agree: 41% Neither disagree nor agree: 14% Disagree: 3% Strongly disagree: 5% I feel like I am part of this school. Strongly Agree: 38% Agree: 36% Neither disagree nor agree: 15% Disagree: 11% (7 students) School Connectedness by Race/Ethnicity 81% Hispanic or Latino, 76% White, 71% Mixed (two or more) races School Connectedness by Gender 65% Female, 84% Male  95% of the 6-8th graders on the school-based survey indicated that they strongly agree with or are neutral about being ""happy"" at school; 95.4% feel ""a part"" of the school.  97% of the 3rd-5th graders indicated that they strongly agree with or are neutral about believing they ""belong"" at school; 97% indicated that the ""like this school."""|Met||2018
23656230125658|Willits Elementary Charter|6|"Annual survey given to parents and students, alternating between a Likert scale survey and open-ended questions, which include questions regarding school safety and connectedness. Results are included in Director’s annual report that is shared with Willits Unified School District and the Charter School Association of Willits and survey feedback is considered during on-going LCAP development. In the most recent Likert scale survey, parents reported: ""My child feels safe at WECS:"" 3% neither agreed nor disagreed, 18 % agreed, and 78% strongly agreed. ""I feel welcome and wanted on campus."" 3% neither agreed nor disagreed, 9 % agreed, and 88% strongly agreed."|Met||2018
12626870000000|Northern Humboldt Union High|6|Our three stakeholder groups that were surveyed for school climate (Goal 2 of our LCAP) were students, parents, and staff. The 2017-18 California Health Kids Survey was used for the students. Staff was surveyed in the 2017-18 LCAP Faculty/Staff Survey.   The parents were surveyed in the 2017-18 LCAP Parent Survey of the district. 91.78% of the 565 students surveyed feel highly connected to the school or moderately connected. 62.27% of the students surveyed feel safe or very safe at school. 74.4% of the 45 staff that were surveyed feel the school maintains a positive school climate as evidenced by the student who feels safe and connected. 75.5% of the staff feel the school facilities are in good repair. 69.7% of the 119 parents surveyed agree or strongly agree that they feel welcome to participate in the schools. 83.2% of the parents agree or strongly agree that their student is safe on school grounds.|Met||2018
24753170000000|Dos Palos Oro Loma Joint Unified|6|SCHOOL CLIMATE (Priority 6)   1. Healthy Kids Survey - 5th – Rating: Yes, all of the time & Most of the Time School Safety: 76% of the students felt safe at school & 84% felt safe on their way home from school. In regards to bullying, 87% reported that teachers are not ok with bullying, 74% reported that teachers help when bullying is reported & 54% stated that students try to stop bullying. School Connectedness: 44% of the students reporting that they felt connected to the school. Students reported the following at school: 36% felt close to people; 69% felt happy; 69% felt like they were part of the school; & 71% of the students felt that the teachers treated them fairly. 51% of the females & 40% of the males felt connected to the school.  2. Healthy Kids Survey - 7th  - Rating: Safety-Very safe & Safe; School Connectedness-Strongly Agree & Agree School Safety: 67% of the students felt safe at school. Responses by race/ethnicity resulted in 56% Hispanics, 71% White & 52% Mixed (2 or more races) felt safe at school. 61% of males & 57% of females felt safe at school. With regards to bullying, 33% responded that they have been bullied at school & 77% reported that they have never been cyber bullied with 10% stating that they had been cyber bullied once.   School Connectedness: 67% of the students reporting that they felt connected to the school. Students reported the following at school: 70% felt close to the people; 68% felt happy; 69% felt like they were part of the school; & 63% felt that the teachers treated them fairly. 22% of females & 26% of males felt connected to the school.  3. Healthy Kids Survey - 11th (DPHS/GC) - Rating: Safety-Very safe or Safe; School Connectedness-Strongly Agree & Agree School Safety: 51% of the students felt safe at school. Responses by race/ethnicity resulted in 50% Hispanics, 51% White, & 50% Mixed (2 or more races) felt safe at school. 38% of the males & 39% of the females (DPHS only) felt safe at school. With regards to bullying, 26% responded that they have been bullied at school & 72% reported that they have never been cyber bullied with 8% stating that they had been cyber bullied once.  School Connectedness: 45% of the students reporting that they felt connected to the school. Students reported the following at school: 44% felt close to the people; 44% felt happy; 40% felt like they were part of the school; & 54% felt that the teachers treated them fairly. 6% of females & 12% of males felt connected to the school.  Analysis: The survey indicated that the district needs to continue to provide a safe school environment where students feel connected. The district continues to add cameras, security gates, counseling services & implemented a Positive Intervention and Supports (PBIS) program at each site. Academic support is offered before, during, after school & summer school. The middle school is adding more elective courses & the HS is adding CTE pathways to engage & connect students to real life experiences.|Met||2018
15633880000000|Caliente Union Elementary|6|Parental input in making decisions for district increased this year from 60% involvement to 75% in attendance of events. 100% from Parental Surveys indicated that they felt they were sought after for making important decisions for the district and school site. 90% of SED students' parents attended Parent Teacher conferences either in person or via phone conference 100% of parents attended IEPs and 504s either in person or via phone conference. Fall 2017 - Dashboard - Suspension indicator - Red 9.8%, however, only one student in the Fall was suspended for the entire year 2017-2018 out of 46 students - 0.02% (Reported as of May 1st). No expulsions. Surveys of feeling safe and connectedness to school: Parents; 100% Students: 95% Staff: 100% School Site Council - met 4 times this year. They approved Parental Involvement policy, reviewed LCAP surveys and suggested that surveys be handed out at school events.|Met||2018
04615310000000|Paradise Unified|6|"DATA: Key learning from the data includes: District suspension rates decreased by 2.3% (Red to Yellow on the dashboard). Absenteeism decreased from 22% to 18.6%. The suspension rate of EL Students, Foster Youth, and Homeless Students is two performance levels below the ""all student"" performance. We learned that overall our students of poverty struggle with success at school. We also learned that many of our staff suffer from secondary trauma. http://bit.ly/2vI4vIJ and HKS results. MEANING: This data reveals strengths in reducing suspension rate and increasing attendance. Our largest challenges is a community with very high ACES scores. Low levels of parent education and income. High poverty level (CEP district). Need for Mindfulness training for both students and staff.  USE: To address our areas of need and gaps, PUSD LCAP revised and/or included the following actions and services: A. Implement Positive Behavior Interventions and Supports Program (PBIS) and ACE's support at all campuses for all stakeholders. B. Provide in-school suspension staffing and curriculum to ensure all student access to educational instructions and systems of supports. C. Provide a behavior technician at each K-8 site to provide support for challenging behaviors through the implementation of behavioral interventions. D. Provide Mindfulness training for students and staff.  E. Provide athletic programs for students in grades 6-12 to improve student engagement, achievement, and overall success. (Uniforms, supplies, transportation, entrance fees for games/tournaments, etc). F. Provide assistant athletic coaches at both 9-12 and 6-8 schools. (Help students feel connected to school). G. Provide safety monitors and both high school and intermediate school."|Met|Butte County has the highest ACES (Adverse Childhood Experiences) in the State. Paradise, including Magalia and Stirling City, has the highest ACES scores in Butte County. We work every day with students, parents, and staff in educating all stakeholders as to this phenomenon and how we can utilize best practices and research to help our students and families achieve at a high level.   Implementing PBIS and ACE's training has decreased the need for in-school suspension to the degree that we have reduced one teacher and will continue the program with fewer staff members and less cost.  Providing SARB services (including home visits) have resulted in increased attendance.   Providing SARB services (including home visits) have resulted in increased attendance.  Providing athletics and CIF sports opportunities have resulted in higher GPA's and increased attendance for our athletes.  Providing behavior technicians at each school has decreased the number of student referrals as indicated by SWISS data  Safety monitors were added to PHS provided increased safety and awareness of possible unsafe situations.  Behavior technicians were very successful in helping students re-direct and stay in classes.  A three-year district-wide communication plan helped each site with the steps needed each year to increase communication with all stakeholder groups. (Facebook, Twitter, Instagram all increase followers over 100%).|2018
10623560000000|Pacific Union Elementary|6|Pacific Union administers an annual student survey to students in grades Tk-8.  Students in grades Tk-2 complete the survey as a class, submitting one survey of responses per classroom.  173 surveys were completed during the 2017-18 school year.  Results indicate that 69% of students look forward to coming to school; 82% of students feel safe at school; and 59.6% of students feel comfortable speaking to teachers and/or administration.  31.7% of students who completed the survey indicated that the bathrooms are always clean and in working order.  64.1% indicated the bathrooms are sometimes clean and in working order.  The results of the survey were used to direct ongoing upgrades and improvements including increased security cameras, and campus and bathroom upgrades.  We will also be working in conjunction with our local county office, local law enforcement, and local JPA in order to increase safety and decrease chronic absenteeism.  The number of students who completed the annual survey was significantly less in 2017-18 which may have contributed to the decrease in number of students who look forward to coming to school.  We will take steps to ensure that most, if not all, students complete the 2018-19 student survey.  In order to increase students' school connectedness, Pacific Union has increased psychological services and implemented Social and Emotional Learning school-wide.  The objective is to strengthen students' social and emotional skills, increase positive behavior, and promote an environment of acceptance.|Met||2018
04614400000000|Feather Falls Union Elementary|6|The District involves parents by holding school meetings at least three times a year.  At these meeting the Superintendent discusses concerns the parents have about the school climate and course of study.  The percentage of parents attending these meeting varies between 80% and 90%.  The District determined that meetings in conjunction with student presentations had the best results in getting parents involved.  The District also holds meetings to involve parents in the LCAP process.|Met||2018
39103970127134|River Islands Technology Academy II|6|Students in grades 3-8 completed a Google survey asking a variety of questions about how students feel about school.  Students were asked if they liked attending school at RiTechA, if they feel safe at school, and whether or not they are comfortable sharing concerns with teachers.  81% of students who participated in the survey stated they feel welcome at school.  86% of students who participated in the survey stated they feel safe at school.  74% of students who participated in the survey stated they are comfortable sharing concerns with Teachers.  30% of students who participated in the survey stated they had experienced some sort of Bullying; while 80% of students who participated in the survey stated the school addresses bullying to some extent.  These results show that while our students feel safe and comfortable attending school here at RiTechA, we need to continue to work on character and addressing bullying as it occurs.  We have begun a new school wide character program to better equip students to deal with conflict, and prepare them to discuss it, when it occurs, more successfully with a common language.  We will include questions about this program in our student survey next spring to measure its impact on student behavior and perception.|Met||2018
15633390000000|Beardsley Elementary|6|-Beardsley School District administered the California Healthy Kids Survey during the 2017-18 school year. -Sites administer a school climate and culture survey to parents and students, in the spring, that measures their opinions of school climate, safety, and community.  -The district looks at the results of the survey and works together to make improvements using the suggestions from the survey and shares results with stakeholder groups including SSC, ELAC, District Advisory, DELAC, and School Board Meetings. -Sites implement activities that create a positive school climate through interaction with students of all ages, parents, and staff (ex: DJ Dance Party, Fancy Lunch, cookies with the principal, and Family Picnic). -Site specific media stations are used to connect to students daily, where positive messages and assignments are given to assist in students positive involvement on campus. -Admin meets with teachers and students to survey the climate of the site throughout the year to evaluate if more resources need to be used to maintain the positive climate of the school. -Admin and teachers work together using student data to find extra resources and interventions for those individuals who need them to provide help for those struggling students so that they continue to feel comfortable coming to school and negate the negative behaviors that come from feeling lost in the classroom.|Met||2018
19647330117614|New Los Angeles Charter|6|PARTICIPATION RATE: New Los Angeles Charter School administered the CA Healthy Kids Survey (CHKS) to grades 6-8 students.  A total of 241 students (80% participation rate) in grades 6-8 participated and completed the Secondary version of CHKS. Students surveyed also included socio-economically disadvantaged, English Learners and homeless youth.   SURVEY FINDINGS: The following are the student survey findings:  In the area of caring relationships: • 84% of grade 6, 73% grade 7, and 57% grade 8 students stated that there is teacher/other adult who notices when they (student) is not there.  • 81% of grade 6, 77% grade 7, and 70% grade 8 students stated that there is a teacher/other adult “who listens to me when I have something to say.”  In the area of Meaningful Participation at school: • 25% of grade 6, 30% grade 7, and 26% grade 8 students stated, “I help decide school activities or rules.”  In the area of school connectedness: • 71% of grade 6, 79% grade 7, and 71% grade 8 students agree/strongly agree they feel close to people at the school.  • 78% of grade 6, 77% grade 7, and 63% grade 8 students agree/strongly agree they are happy to be at New LA Charter School.  • 78% of grade 6, 84% grade 7, and 61% grade 8 students agree/strongly agree they feel they are part of the school.  • 85% of grade 6, 83% grade 7, and 78% grade 8 students agree/strongly agree they feel safe at school.   In the area of qualify of school physical environment: • 69% of grade 6, 68% grade 7, and 60% grade 8 students agree/strongly agree that the school is usually clean and tidy.   In the area of cyber-bullying, over the past 12 months: • For grade 6: 75% of respondents stated they’ve never been cyber-bullied; 19% were cyber bullied once, and 6% were cyber-bullied 2 or more times.    • For grade 7: 70% of respondents stated they’ve never been cyber-bullied; 17% were cyber bullied once, and 13% were cyber-bullied 2 or more times.    • For grade 8: 71% of respondents stated they’ve never been cyber-bullied; 12% were cyber bullied once, and 17% were cyber-bullied 2 or more times.     Our school will utilize the results of the CHKS to improve schoolwide support services, school climate, and increase student participation rates for the CHKS.|Met||2018
37684113731304|MAAC Community Charter|6|PARTICIPATION RATE: MAAC Community Charter School administered the CA Healthy Kids Secondary School Student Survey. A total of 43 students in grades 9-12 participated and completed the survey, a 17% overall participation rate.  However since fewer than 10 students participated for each of the following grades 9-11, CHKS analyzed the responses of grade 12 students, of which 35 students participated.  Respondents included Hispanic, White, 2+ Races, and students identified as Socio-economically Disadvantaged, Homeless, Foster youth, Migrant, and English Language Learners.    SURVEY FINDINGS:   The following are the 12th grade student survey results.  In the area of Caring Relationships: • 64% stated that at MAAC there is a teacher/adult “who notices when I’m not there.” • 67% stated that at MAAC there is a teacher/adult “who listens to me when I have something to say.   In the area of school connectedness: • 48% agree/strongly agree they are happy at MAAC.  • 37% agree/strongly agree - “I feel like I am part of this school.” • 49% agree/strongly agree that they feel safe at MAAC.   In the area of Meaningful Participation: • 50% stated, “I help decide things like class activities or rules.  • 47% stated, “I help decide school activities or rules.  • 55% stated, “I have a say in how things work.   In the area of verbal harassment at school in the past 12 months: • 90% stated that they have never been made fun of, insulted, or called names.   In the area of Quality of School Physical Environment: • 45% agree/strongly agree that their school is usually clean and tidy.   For the 2018-19 school year, the principal and school staff will utilize the results of the CHKS to improve: schoolwide support services, communication, develop positive school climate, and strengthen delivery and accountability of its character development/core values.  In addition, the administrative team will work diligently to increase student participation rates for the CHKS that will be administered in Spring 2019.|Met||2018
33671990000000|Perris Elementary|6|The Perris Elementary chose to administer the LCAP Student Surveys as it measured goals established in the Local Control Accountability Plan. Student survey reflects that 34% of students felt safe at school and 47.7% of students felt their teachers and other adults care about them.|Met|Our LCAP student survey, a local indicator, indicated a drop in students feeling safe at school (40.6% in 2017 to 34% in 2018). We believe some of this decrease may be attributed to the survey being administered shortly after the shooting in Florida and the extensive media coverage and student walkouts which ensued. Additionally, the percentage of students that felt that teachers and other adults cared about them increased from 45.8% in 2017 to 47.7% in 2018 but was short of the goal of 55%.   The district will continue to develop a Multi-Tiered System of Support (MTSS) and utilize counselors to better meet the social-emotional needs of students and address areas for improvement in culture and climate. Saturday Academies and STEAM Camp have been implemented to foster more positive student connections with schools.|2018
19647330100677|High Tech LA|6|Findings reported: PARTICIPATION RATE: HTLA High School administered a student survey to measure student perceptions of school safety and connectedness.  A total of 316 students in grades 9-12 participated and completed the survey, an 82% participation rate.   SURVEY FINDINGS: GRADES  The following are the student survey results: • 78% agree/strongly agree they enjoy attending HTLA.  • 66% agree/strongly agree they have a voice at HTLA.  • 79% agree/strongly agree that there is at least 1 adult at the school who knows them (the student) well.  • 92% agree/strongly agree that their teachers are willing to help them when they (the student) has questions.  • 75% agree/strongly agree “I feel like I am part of a community at HTLA.”  • 84% agree/strongly agree that there is at least one adult on campus “who I can talk to if I have a problem.”  Survey findings were shared with stakeholders (students, staff, teachers and board).  The Principal and school staff will continue to work diligently to improve school climate and student connectedness schoolwide.   For the end of year (Spring 2019) student survey, our school research various types of evidence-based comprehensive student survey to administer in order to gather student input on school connectedness, school climate and safety that will inform all stakeholders, in the school’s program and support the ongoing schoolwide improvement cycle.|Met||2018
15637760000000|Southern Kern Unified|6|During the 2017-2018 school year, Southern Kern USD administered the California Healthy Kids Survey (CHKS) to students in grades 7, 9 and 11. The California Healthy Kids Survey (CHKS) is developed by WestEd, a research, development, and service agency, in collaboration with Duerr Evaluation Resources, under contract from the California Department of Education Coordinated School Health and Safety Office. The assessment has been deemed to be a valid measure of perceptions of school safety and connectedness. The sample size was: 7th grade 234 respondents; 9th grade 179 respondents; 11th grade 146 respondents.  Perceived Safety at School. Feel safe or very safe at school. Grade 7: 59.5% Grade 9: 50% Grade 11: 46%  Feeling Safe or Very Safe at School by Race/Ethnicity Hispanic: Grade 7: 65% Grade 9: 52% Grade 11: 50% African American, Grade 7: 64% Grade 9: 36% Grade 11: 14% White, Grade 7: 52% Grade 9: 52% Grade 11: 56%  Only about half of our middle and upper school students feel very safe or safe at school. This is an area that needs improvement. Furthermore, only 11% of our African American students in grade 11 feel very safe or safe at school.   At my school, there is a teacher or some other adult who really cares about me. Percentage of students responding Very much true or pretty much true. Grade 7: 51% Grade 9: 50% Grade 11: 61%  I am happy to be at this school. Percentage of students responding Very much true or pretty much true. Grade 7: 52% Grade 9: 52% Grade 11: 40%  As a result of our most recent CHKS data, SKUSD has implemented the Capturing Kids Hearts program district-wide for the 2018-2019 school year. Teachers and administrators learned strategies to build more meaningful engagement with students, including a series of activities to launch the school year. This research-based program is helping us to improve our school climate and help students to feel safer and more connected to their schools.|Met||2018
37103710000000|San Diego County Office of Education|6|"Narrative summary Based on the California Healthy Kids Survey (CHKS) results the Division of JCCS has included in the 2018-2019 LCAP action plans several initiatives to address school climate (Priority 6). JCCS has implemented a multi-tiered system of supports (MTSS) for all students. MTSS provides graduated supports, (universal, supplemental and intensified supports) to improve academic achievement but also enhance positive school culture. Trainings have been provided for JCCS staff on Restorative Practices (RP), Trauma Sensitive Schools and Practices, and restorative student conferences. A MTSS leadership team has been formed to provide ongoing leadership and progress monitoring. A revised school schedule was created to provide a modified one day per week (Thursdays) for Professional Learning (PL) The modified PL schedule was created to allow school sites the pupil free time to develop their MTSS and enhance student connectedness. We are collaborating with community based organizations and stakeholder groups to improve school climate, srengthen culturally and linguistically responsive supports and services to students.    School Environment: - 40% of JCCS students report having or feeling a high level of connectedness at school an increase of 6% from the prior year -26% of JCCS students report a high level of academic motivation an increase of 5% from the prior year - 30% of JCCS students report feeling they have adults at school that care about them a decrease of 3% from prior year - 35% of JCCS students report there is a culture of high expectations at school a 5% decrease from the prior year -16% of JCCS students report feeling they have opportunities for meaningful participation at school an increase of 2% School Safety - 62% of JCCS students perceive the school as safe or very safe a decrease of 1% from prior year.   * Results taken from the district's 2017-2018 CHKS Main Report as reported in A. Core Module Results 2. ""Summary of Key indicators"" pages 3 and 13-16. CHKS survey's were given to students in grades 7, 9 and 11 as directed."|Met||2018
39685930126094|be.tech|6|Be.tech administered the healthy kids survey during the 2017-2018 school year.  The Healthy Kids Survey shows that Be.tech is meeting its goal of ensuring that kids are safe and connected.   75% of surveyed students indicate they agree or strongly agree that they feel safe at school.  0% indicated they feel unsafe.  88% of students surveyed indicate that they feel close to people at this school.  75% of students indicate that they feel like they are a part of the school.  67% of students feel highly connected to Be.tech and 33% feel moderately connected.  0% of students report not feeling not connected. Be.tech students do not report that they are meaningfully participating in decision making.  25% of students report that it is pretty much true or very much true that they have a say in how things work.  Be.tech staff and student leadership will start a student advisory group to ensure students voices are heard.|Met||2018
18641130000000|Johnstonville Elementary|6|"Elk Hills School administers the California Healthy Kids Survey annually.  During the 2017/2018 school year, the school did also have the parents complete a separate ""School Climate"" survey.  The survey was completed by approximately 60 percent of parents.  Both surveys did indicate parents were very please with school staff and felt their students were safe.  Parents did indicated their children sincerely believed there were a number of adults on campus that cared about them and would listen to them when needed.  Parents did also suggest they would like to be more involved with different specialty committees.  Parents would like to participate in School wide Discipline Committee and Budget Advisory Committee."|Met||2018
35675040000000|North County Joint Union Elementary|6|Spring Grove School administered the California Healthy Kids' Survey in May of 2018 to its 5th and 7th grade students. The results were shared with the Board of Trustees and certificated staff in the fall of 2018. The result show that students feel safe and supported at school.  Students felt that there was staff who cared about them and listened to their concerns.  Students felt that staff wanted them to be academically successful. In 7th grade there were up to 12 students who have had more than one alcoholic drink.  There were 4 students who have experimented with marijuana and cigarettes.These were both in 7th grade. The District will need to provide more education on alcohol and drugs in the curriculum.  Students also did not feel they had input into what or how they learned.  This will need to be addressed as well. Overall, students feel safe, supported, and encourage,|Met||2018
10621660121533|Morris E. Dailey Charter Elementary|6|87% of students feel a part of the school 84% of students feel safe at school  Areas of strength included safety at 82% compared to neighboring district at 66%. Areas of growth include school connectedness and feeling close to people at school. Challenges and barriers included students not understand the context of the question and bringing outside events into their perception of the school.   Several key revisions include: -Kick off rally -Spirit Fridays -Clarified student expectations -Scheduled quarterly expectation assemblies -Revised school chant -Posted student created expectations -Lunchtime activities -Professional development on building student relationships and student voice|Met||2018
31668450000000|Loomis Union Elementary|6|"LUSD continues to be proud of the educational environment provided to ensure an optimal learning experience for students. We are guided by the motto of “WE ARE LUSD- We Accept All, Respect All, Educate All” and are continually reviewing our facilities and programs to ensure that we are meeting the needs of all learners. LUSD takes pride in maintaining our school facilities and completing maintenance projects throughout the year to ensure that our schools are in top shape to support our students in their learning. In addition, LUSD implements a variety of programs designed to increase student engagement with, and connection to, their school community. LUSD has four schools implementing Positive Behavior Interventions and Supports (PBIS); all of which have been recognized by the California PBIS Coalition for exemplary implementation at either silver, gold, or platinum levels.  Additionally, LUSD incorporates a music program (including Band and Choir) at all school sites, and extra-curricular activities such as the Loomis Basin Athletic League, to support engagement in athletic contests within the school community. Our efforts to improve the learning environment are evident across the school campuses. Based on a survey of our 5th-8th grade students in 2017, 87.2% of the students responded that they either ""always"" or ""often"" feel safe at and connected to their school. One area that we will continue to focus on to improve the learning environment for students is in providing social-emotional instruction.  By providing direct instruction in this area, we hope to increase our students’ abilities to navigate social and emotional challenges at school with the ultimate goal of increasing student resiliency. As indicated in the California School Dashboard, we continue to maintain a low suspension rate. Implementation of PBIS and other social emotional support programs are designed to assist students in learning appropriate school behaviors with the ultimate goal of an overall reduction in school behaviors leading to suspension."|Met|In addition to PBIS, LUSD has a number of programs and initiatives that support a positive school climate. Two LUSD schools participate in the International Baccalaureate program and one school implements a CARE values program to support the character development of students.  Furthermore, our student support staff, including school psychologists and counselors, provide instruction and support to increase prosocial behaviors at school.|2018
21654250000000|Reed Union Elementary|6|The California Healthy Kids survey is administered to students every other year. RUSD 5th and 7th grade students last took the survey in 2017-18. When reviewing results of feeling safe at school, 96% of 5th graders and 90% of 7th graders responded agree or strongly agree.  Asked whether students feel close to people at school, 65% of 5th graders and 84% of 7th graders responded with most or some of the time.   87% of 5th graders and 82% of 7th graders believe teachers or other adults at school care about them  most or all of the time.  85% of 5th graders and 87% of 7th graders agree/strongly agree they are happy to be at the school.  72% of 5th grade students claim they have never been called names or jokes made about them, and 72% report they have never expressed these behaviors towards others.  7th graders had a similar response with 74% of students reporting that they have not been made fun of, insulted or called names.   All district schools implement programs and curriculum to further social emotional learning, such as Kimochis, Second Steps, Mosaic, and Challenge Day, TEA club, and common sense media to name a few. Students learn how to resolve conflicts, as well as skills to prevent and stand up to bullying behaviors when they occur. Our students are supported by a school psychologist at each site that provides support and counseling services.|Met||2018
09619520000000|Placerville Union Elementary|6|Healthy Kids Survey is administered to all 5th thru 8th grade students and results are reported annually to the School Board, HEAC committee and School Leadership Teams.  The development and expansion of Social Emotional Learning plans as well as Student Wellness plans have come through this process.|Met|HKS results are available on the School Website.|2018
09618790000000|Gold Oak Union Elementary|6|The Gold Oak Union School District administers the California Healthy Kids Survey to all students in grades 5-8.  The results of the student survey are shared with the Gold Oak Union School District Board of Trustees and the LCAP Parent Advisory Team each year as well as sharing the results with staff. The elementary survey covers the students in grades 5 and 6.  On this survey 95% of the students responded positively that they were “happy to be at this school.”  94% of the students feel the teachers treat the students fairly. 88% of the students feel safe at the school.  97% are motivated to learn.  69% responded that at least one time they have “been called a bad name or had mean jokes made about them.”  When asked if students try to stop bullying when they see it happening, 22% of the 5th and 6th graders said “no, never.”  The 7th and 8th graders take the secondary survey. 77% of 7th grade students responded “strongly agree, agree or neutral” that they are happy to be at this school and 42% of 8th graders responded in that manner.  82% of 7th graders and 75% of 8th graders “feel part of this school.”89% of 7th graders and 70% of 8th graders “feel safe in school.”  The number of students responding that they feel “sad or hopeless almost every day for two or more weeks” is 37% of the 7th graders and 40% of the 8th graders. GOUSD takes survey data to identify areas of need and it helps to drive the priorities in our LCAP.  For example, due to the survey data on students feeling sad and hopeless, the district made the hiring of a part-time counselor a priority and a counselor was hired for the 2018-2019 school year. To address survey results of students feeling bullied and not connected, the middle school brought in a group to teach lessons on empathy and being kind.  The full report of our student survey results as reported to the Gold Oak Union School District Board of Trustees and LCAP Advisory Team in April 2018 is available on www.gousd.org.|Met||2018
33671736032411|Cielo Vista Charter|6|The most recent school climate survey was given Fall of 2018 that has results separated by both elementary and secondary students within the school. There is an overall difference in perspectives regarding the school climate in the different grade levels. Elementary is consistently highly satisfied in most areas being in the 80-99 percentile nationwide. Our secondary students show a lower level of satisfaction in school climate with the majority of results in the 40-59 percentile nationwide. Areas of strength overall for the school include: supporting student learning, development of grit, and overall development of self-management skills in students. Areas that need to be targeted and addressed in the future school wide include: school connectedness and development of growth mindset. Additional areas that will be targeted for secondary students specifically are student perception of safety and self-efficacy.  Over the course of the past year since analyzing the survey data we have implemented a variety of student led decision making activities providing a voice to the students.  We have developed and revised programs that the students have requested in order to promote a sense of belonging and overall responsibility to the school culture.  Student feedback through student council leadership teams, class meetings and class circle times have been positive about these changes.  We are looking forward to receiving the updated results following the changes we have made this past year when the survey is given again Fall of 2018.|Met|We surveyed school climate in 2015-16 through the Healthy Kids survey, however our results were only shared through the district lens and not at the school level. Two years ago we have used a local measure of the 40 developmental assets that was given to all 3-8 grade students. The results from this assessment showed a clear alignment with our most recent Panorama Survey given at the beginning of the 2017-18 school year. Last year we only gave the Panorama Survey based on this alignment, however we have since determined that we need multiple measures to meet student needs.  We will be using the 40 developmental assets as well to supplement the information we received and guide decision making in the future.|2018
12753740000000|Ferndale Unified|6|According to the Healthy Kids Survey results,  95% of the parents surveyed strongly agreed or agreed the schools are safe = Met goal.  93% of the staff surveyed strongly agreed or agreed the schools are safe = Met goal.  67% of the students surveyed felt very safe or safe at school = Did not meet goal.   These results suggest that the PBIS and School climate measures in place are helping to maintain and increase the feeling of safety and belonging at out sites. Many world events (school shootings, increasing suicide rates, etc.) are affecting the safety climate in schools. Our commitment to providing counseling onsite for students and working with outside agencies when needed for additional support for students and families has been somewhat successful. Outreach programs coupled with ant-bullying  and kindness campaigns and guest presenters are the tools we are using in response to the student survey results. We have also increased staff training on Positive Behavior Support and Intervention (PBIS) and Restorative Practices in place of punitive discipline measures as well as awareness and intervention strategies for treating depression and increasing awareness related to suicide prevention/intervention.|Met||2018
09619110000000|Latrobe|6|Results from the 2018 Student Spring Survey:  I am happy to be at this school; 80%, this is a decrease from 95% in 2017 and 97% in 2016  I feel safe at school: 86%, this is an increase from 84% in 2017 but a decrease from 98% in 2016 The small sample sizes make comparisons difficult but on average, the majority of our students are happy to be at school and feel safe while they are here.  This year district staff members have begun a two year training program that includes Multi Tiered Systems of Support and Positive Behavior Instructional Strategies.  The goal of the training is to support students and staff members both academic and social emotional learning.  This supports our LCAP Goal #2; Latrobe School District will provide a safe, orderly and purposeful environment that will allow individuals to thrive and to be college and career ready upon completion of the eighth grade.|Met|Student suspensions are relatively rare in the Latrobe School District.  Efforts are made by all staff members to work with both the student and the family of the student to repair and restore relationships that may have been affected by a suspension.  The small size of our district demands that we address issues that arise but that we also focus on the importance of positive relationships among students, staff and families.|2018
12629350000000|Maple Creek Elementary|6|The local survey includes K-8th grade students and indicates that students feel connected to their peers and teachers at Maple Creek. Fifty percent of students indicate that they feel safe and fifty percent indicate they feel safe some of the time. Students surveyed indicated that they are most fearful of gunshots. Staff believes that this is due to tragic events that have occured at other schools and have been in the media.|Met||2018
01613090000000|San Lorenzo Unified|6|During the Fall of the 2017-18 school-year, SLzUSD administered the California Healthy Kids Survey (CHKS) to students in grades 5, 7, 9 and 11.  A total of 2643 students took the CHKS, comprising 81% of all students in grade 5, 7, 9 and 11.  After analysis by our Data and Assessment Department, our Educational Leadership Team and the Superintendent’s Cabinet, key findings were presented to the Board of Education and public in February 2018. Some of our key findings are as follows: The percentage of students who perceive that their school sites have caring adults varies, with 78% of grade 5 students indicating this statement is very much or pretty much true, but just 47% of grade 9 students stating such.  58% of grade 7 students and 60% of grade 11 students report that there are caring adults in their schools. Student perception of school connectedness also varies by grade level, with 72% of grade 5 students strongly agreeing or agreeing, while just 57% of grade 7 students, 51% of grade 9 students and 49% of grade 11 students reporting feelings of school connectedness. There are also varying student perceptions for social and emotional learning supports at their schools, with 77% of grade 5 students strongly agreeing or agreeing, as opposed to 44% of grade 7 students, 34% of grade 9 students and 33% of grade 11 students. Based upon this data, multiple inquiry/planning sessions were held with site Principals, APs and Counselors.  In addition, inquiry/planning sessions were also conducted with our TSA for Restorative Practices and our Middle School Task Force.  These district and site leaders presented findings to staff and parent/community groups (i.e. SSC, DELAC), in addition to our Culture and Climate committees.  The data analysis was then incorporated into action steps/goals within school site plans, the LCAP and administrators’ inquiry projects. We have further strengthened Restorative Practices as a district-wide approach.  We have employed teachers at each site to lead professional development and implementation of Restorative Practices.  We continue to see a steady drop in our suspension/expulsion rates over the past 9 years, yet there is still disproportionality for African-American students. All elementary schools engage in a social-emotional curriculum, such as Responsive Classroom, Toolbox and Soul Shoppe.  Our Middle School Task Force has secured a Board of Education investment in a pilot of a social-emotional curriculum for all middle schools. We continue to convene monthly professional development sessions with administrators and staff using our Anti-Bias Framework that includes action steps for creating positive school and classroom culture and climate. The CHKS will also be re-administered to students in grades 5, 7, 9 and 11 in December of 2018 and we plan to analyze these results and compare them to the 2017-18 results to ascertain the effectiveness of the programs we have implemented as stated above.|Met||2018
15633130000000|Arvin Union|6|In addition to the annual administration of the 5th and 7th grade California Healthy Kids Survey, the district has administered a biennial locally created student survey to students in grades 3-8 with questions related to school climate and learning.  Specific questions have been selected for focused review including those related to high feelings of connectedness, academic motivation, feeling adults at school care, feeling meaningful participation, perception of school safety, experienced bullying at school/mean rumors spread about you, and current alcohol or drug use.  Items from 2016-2017 serve as a baseline and have been compared to the 2017-2018 data for the purpose of this report.  This information will be compared yearly for improvement following implementation of action plans to address responses.    District data reveals Grade 5 scores showed improvement on 7 of the 7 specific questions mentioned above.  In addition to this information, the Grade 5 California Healthy Kids School Climate Report Cards include 12 index indicators.  All three elementary schools improved or maintained in all areas   Results at the Elementary School level reveal implementation of proactive initiatives such as PBIS, Safe School Ambassadors, and a focus on respectful relationships which have facilitated significant growth in school climate and student well-being.  A focus area for the upcoming year is the category of feeling meaningful participation.  Middle school scores at the 7th grade level showed improvement or maintained their level in 4 of the 7 locally selected questions including meaningful participation, perceiving the school as safe, decreased self-reported alcohol or drug use, and experiencing bullying.  Of concern are scores related to feelings of connectedness, academic motivation, and feeling adults cared about students.  Overall index indicators declined indicating a critical need to cultivate the school climate and student well-being at the middle school.     Action steps at the middle school include two new administrators in place for the 2018-2019 school year - one of these is the renewed position of Dean of Student Success to facilitate a positive school culture along with the Student Success Facilitator.  A teacher team has taken over the PBIS leadership role with engaging activities and incentives and the after school program is expanding.    PBIS teams, use of SWIS data, expanded training of Safe School Ambassadors, continued training on Restorative Justice, use of Campus Supervisors, on-site Social Workers, a Dean of Student Success at the middle school, and a continued district-wide focus on trauma informed care provide a foundation for meeting expectations of growth in areas indicated.|Met|Our district's focus is to ensure students feel safe, connected, and academically challenged at school. The district has been addressing, and will continue to address, areas where scores fluctuate or have decreased.  There continues to be a focus on student engagement and collaborative learning.  The district continues to expand its Safe School Ambassador Program to teach student leadership and the PBIS program to focus on self-monitoring of behavior.  All sites have begun recording information in SWIS (Schoolwide Information System) to seek patterns of behavior for intervention.  In addition, the Alternative Learning Academy is in its second year of implementation is focusing on restorative practices.  District-wide professional development this year focused on trauma informed care and the district continues to work on implementing restorative practices.|2018
12626790111708|Union Street Charter|6|Over 97% of respondents on the parent survey agreed or strongly agreed that the school fosters a positive school climate.   A survey is given to students in grades three through five. 93% of students agree that the school has a positive climate, they feel part of the school family and it is a safe place to be.|Met||2018
28662580000000|Howell Mountain Elementary|6|93% of   HME students report that they like school. 100% of HME students report that they have friends. 83.4% of HME students report that students who attend HME are kind. 92.5% of HME students report that their teachers respect them. 100% of HME  students report that they respect their teachers. 100% of HME  students report that their principal respects them. 100% of HME students report that they respect their principal. 90%   of HME students report that they feel safe at school. 36%   of HME students report that they see bullying at school. 86.2% of HME students report that they like the food that is served in the cafeteria. 80%    of HME students report that there are many things to do at recess. 82.8%  of HME students report that they feel challenged academically. 89.6% of HME students report that they get the extra help they need at school. 82.8% of HME students report that people care for them at school. 93.4% of HME students report that the rules are fair at this school. 79%    of HME students report that this school is sensitive toward people of different ethnic and racial origins.   Student perception of belonging and safety are of the utmost priority in the HME school district. The survey results reveal a need to increase the sense of safety.|Met||2018
34674210000000|Robla Elementary|6|The LEA administers the California Healthy Kids survey each Spring to all 5th and 6th grade students, and to all parents and staff to measure perceptions of school safety and connectedness. The results of Spring 2018 are as follows: 96% of 5th grade and 6th grade students rated School Connectedness 'moderate' to 'high' on the Healthy Kids Survey. The survey also reported students perception of feeling safe at school; 76.5% of 5th and 6th grade students felt safe 'most' or 'all the time' at school. The results are reported to the local governing board and stakeholders and are utilized in determining actions and services in Goal 2 of the Robla School District LCAP.|Met|The Robla School District is currently in Year 3 of the implementation of Positive Behavior Interventions & Supports (PBIS) district wide. Positive Behavior Interventions and Supports (PBIS) is a proactive approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional and academic success.|2018
10739990000000|Kerman Unified|6|KUSD uses information from District Surveys and the CA Healthy Kids Survey.  Surveys were completed in the 5th, 7th, 9th & 11th grades during the 2017-18 school year as well as Staff Surveys & Parent Surveys which are completed annually.  Strengths shared from Students, Staff, and Parents were that generally they are safe at school and connect to the school through co-curricular and extra-curricular activities on campus. Parents believe they have input in school and district decision making and are well informed of opportunities to participate in school activities.  Challenges include facility needs and improvements due to student growth.  The District will continue to build new classrooms and replace portable classrooms as well as other facility improvements throughout the District.|Met||2018
18750360121657|Mt. Lassen Charter|6|One of Mt. Lassen Charter School’s areas of focus is to ensure students feel safe and connected at school. We used a locally created survey in order to receive input on school climate. Students in grades 4-12 took the survey in March, 2018. Following are results of the survey; ~ 91.6% of the student strongly agree or agree that Mt. Lassen Charter provides a positive Learning and Working Environment ~ 89.43% of the students strongly agree or agree Mt. Lassen Charter is a safe place for students and provides a comprehensive course of study ~ 81.6% of the students strongly agree or agree that Mt. Lassen Charter School maintains a fair, respectful and orderly environment ~ 83.3% of the students strongly agree or agree that Mt. Lassen Charter School encourages students to feel responsible for how they act and to care about how others feel. The results of the survey were shared with school stakeholders, staff, parents and the board. After discussions with all stakeholders Actions/Services were added to the 2018/2019 LCAP to address areas that stakeholders wished to modify for the coming year.|Met||2018
51713990000000|Live Oak Unified|6|Students at all schools responded to a locally created school climate survey and the results are as follows:  The classrooms at my school are clean and well maintained. Luther 99%   LOMS 91%  Encinal 91%  LOHS  93%  VOHS 95%   I feel safe at my school. Luther 94%  LOMS 84%  Encinal 97%  LOHS  89%  VOHS 93%   Incidences of bullying are noticed and dealt with in my school. Luther 91%   LOMS 70%   Encinal 74%  LOHS  66%   VOHS 75%    I look forward to coming to school. Luther 94%   LOMS 76%   Encinal 88%   LOHS  73%   VOHS 75%   I try hard in school. Luther 99%  LOMS 92%  Encinal 100%  LOHS  93%  VOHS 90%   Adults at my school care about me. Luther 94%  LOMS 81%  Encinal 91%  LOHS  85%  VOHS 90%   I feel that the rules are communicated to me. Luther 99% LOMS 94% Encinal 93% LOHS  86% VOHS 90%  Discipline for breaking rules is consistent. Luther 95% LOMS 77% Encinal 76% LOHS  85% VOHS 88%  I feel that I am respected by teachers and staff. Luther 99% LOMS 84% Encinal 81% LOHS  85% VOHS 90%  A counselor is available to help me with my problems Luther 100% LOMS 90% Encinal 92% LOHS  87% VOHS 95%  School climate survey results show that students feel safe, cared about, and engaged.  An area where schools will continue to look to improve is dealing immediately with instances of bullying.  Live Oak High School will have an additional counselor to help address student social emotional needs.|Met||2018
15637680000000|Semitropic Elementary|6|Students in grades 3rd-8th were surveyed on school climate. 82.6% of students answered that they (strongly agree/agree) feel safe at Semitropic. While 17.4% strongly disagree/disagree feeling safe at Semitropic. 74.5% of students responded strongly agree/agree to teachers treating students fairly at Semitropic. When responding to the question, if there is a teacher or other adult who care about them at school, 92% of the students responded with strongly agree/agree and 6% of the students responded with disagree. Overall, the students in 3rd-8th grade responded in a way the corresponds to a positive school climate The results of the survey were shared with the board and public at a public board meeting in November.|Met||2018
09618870000000|Gold Trail Union Elementary|6|We administered the CHKS.  In 6 – 8 grades, we examined the School Engagement and Supports Category, focusing specifically on School Connectedness and Meaningful Participation.   We found lower than desired numbers in both areas with especially low numbers in Meaningful Participation. 6th – 19%, 7th – 17%, and 8th- 18%) keeping in mind these are the numbers responding with “Very much true”.  If we include “Pretty much true”, the numbers significantly rise.  Regardless, this is still an area of concern.  The lowest scores in this area was when students answered the specific question, “I help decide school activities or rules”.  In order to increase a level of meaningful participation we will utilize responses and input from students for clarification on their understanding of meaningful participation.  From those responses we will develop a plan for actions to move forward towards higher levels of meaningful participation.  We plan to meet with student leadership teams, as well as soliciting input from other stakeholders and community members who can impact these feelings.   Our survey results show that fifth grade students show levels of school connectedness (37%) and meaningful participation (15%) when considering the percentage of students who report “Yes, all of the time”.  When considering answers that include “all of the time” in addition to “most of the time”, the numbers rise significantly.   We are purposefully building a stronger connection with the fourth through sixth to increase a feeling of inclusion and participation with the school.  Activities include more school spirit events, guest speakers, and soliciting input from the students themselves to strengthen student engagement.   When looking at the results broken down by gender and race/ethnicity, we see slight fluctuations in the data.  Trends are not immediately apparent. One area of concern is that mixed race students report a higher level of harassment or bullying than their peers.  We seek to address this concern through our stakeholder input as well as increase educational opportunities for the school community. We will continue to monitor the results from year to year while working within each year’s student population to build systems and supports to increase connectedness and participation.|Met||2018
30666700101626|Edward B. Cole Academy|6|PARTICIPATION RATE: Edward B. Cole Academy administered an internal student survey to grades 2-5.  A total of 216 students participated and completed the survey, an 86% student participation rate.   SURVEY FINDINGS:  The following are the student survey result findings: • 56% stated most/all of the time, they were happy to be at EBCA.   • 61% stated that most/all of the time they feel a sense of belonging at the school. • 30% stated most/all of the time students are given a chance to help decide school activities or rules.  • 62% stated that most/all of the time teachers and other adults at the school listen when the student has something to say. • 56% stated that most/all of the time teachers and other adults at the school make an effort to get to know them.  • 25% stated that most/all of the time teachers and other adults at the school treat students with respect. • 36% stated that most/all of the time student are treated fairly when they violate school rules.  • 58% stated that most/all of the time students know the rules.  • 53% stated that most/all of the time, EBCA teachers student to understand how other students think and feel.  • 66% stated that most/all of the time, EBCA teaches students to care about each other and treat each other with respect.  • 72% stated that most/all of the time, EBCA teachers and other adults make it clear to students that bullying is not allowed.  • 63% stated that most/all of the time, when they report to a teacher that they (the student) has been bullied, the teacher will do something to help.  • 47% stated that most/all of the time students at EBCA try to stop bullying when they see it happening. • 56% stated that most/all of the time they feel safe at school.  • 70% stated that most/all of the time they feel safe on their way to and from school.   The newly appointed school Principal and school staff will use the findings from the student survey to improve school climate/culture, student connectedness, and to improve school safety in order to provide all students with a positive learning environment. In addition, the Principal and school staff will collaborate to strengthen and inform students of schoolwide policies and procedures, including the school’s core values and implement with fidelity the school’s character development program to improve school climate.    Additionally, the Principal will research a valid evidence-based student survey for the Spring 2019 student survey administration such as the CA Healthy Kids Survey (CHKS) to ensure accurate survey reporting and adhering to the CDE requirements outlined in the LCAP and Priority 6 School Climate.|Met||2018
49707300000000|Harmony Union Elementary|6|The California Healthy Kids Survey and a Local School Climate Survey were administered and student participation rates were to low to report results.|Met||2018
56725120000000|Ocean View|6|The Ocean View School District administers the California Healthy Kids Survey (CHKS) on an annual basis to all fifth and seventh grade students.  Parent permission is required for a student to complete the CHKS survey.  The survey is anonymous, and the results are used to determine school climate and student well-being.  Data is analyzed by site administrators and counselors for trends and then report to the larger school stakeholders.  This data is used to develop plans to support and improve school climate. The Ocean View School District has seen very positive trends in the data over the past three years.  Specifically, students have reported stronger school connectedness, increased relationships with adults at school, and improved safety at school.  There has also been a slight increase in drug/alcohol reported use.  This aligns with other internal data such as increased discipline referrals for issues related to vaping.  While this is a small number of students, the noted increase has prompted a rapid response by the district including the introduction of an anti-vaping curriculum program to be administered by the school counselors.   Another area of concern which has been identified via this data analysis is the feeling of hopelessness and sadness by students on a consistent basis.  School counselors have been addressing this issue via small group and individual counseling.  The district is also exploring social emotional learning opportunities and programs for all students in the district.|Met||2018
19734520120600|iQ Academy California-Los Angeles|6|17-18 survey results indicate the following:  • 97% of respondents feel safe at school • 97% of respondents state that teachers care about their students’ success in school • 95% of respondents feel the school communicates with them in a timely manner.  Areas of strength include our sense of community, pride in the school and school safety.  Areas of growth include ensuring regular opportunities for socialization.  The school will ensure monthly opportunities for socialization are available to all grade levels, both in-person and virtually.  The school will review types of events, geography and dates to ensure accessibility.    The LEA adopted a communication tool to improve the ability for communication between school staff and parents.  The LEA developed and implemented a program to recognize student achievement, character and effort through certificates, hand-written cards and awards ceremonies.  Over 200 cards were sent to students during the school year.|Met|LEA will continue to survey 5th, 7th and 9th grade students to determine student perceptions of school safety and connectedness.  Given our virtual setting, LEA will utilize a survey that will appropriately assess students in our unique setting.  Opportunities for socialization will be reviewed monthly and attendance to school events will be monitored to identify areas of opportunity for building community and connectedness.|2018
11625960000000|Lake Elementary|6|"A comparison of the Summary of Key Indicators between the 2015-16 and 2017-18 California Healthy Kids Survey revealed a decrease in school connectedness over the last few years. School connectedness (81% to 53%) and high expectations (82% to 68%) decreased across the years. Caring adult relationships remained steady between the surveys (49% to 50%). Yet, more students perceived the school as a very safe or safe place from 76% in 2015-16 to 87% in 2017-18. The 2018 Student Survey, completed by students in grades 6-8, indicated 81.8%  ""Strongly Agree"" or ""Agree"" that ""I feel safe at school"", down 8.2% percentage points from 90% in 2017. Results were nearly unchanged from 2017 to 2018 as 77.5% responded in 2017 that they ""Strongly Agree"" or ""Agree"" that, ""When I walk onto campus, I feel it is inviting and that this is a place where I belong"" as compared to 78.2% in 2018.   Our district's focus is to continue to ensure that students feel safe and connected at school. Concerning, however, that the data indicates over the past few years that students have felt less connected to the school. When looking closely at the data by grade level, in most instances, the connectedness decreases as students near or reach 8th grade. As a very small school, many of our students attend Lake Elementary for nine years, since enrolling as kindergartners. Along with the data, anecdotal conversations with students, particularly 8th grade students, indicate they are ready to move on and sometimes feel constricted by the K-8 environment. With this understanding, the district has identified and implemented various programs intended for the 8th grade class. Some include: attending a ropes course, early dismissal for lunch, outside eating area during lunch time, 8th grade buddies with kindergarten students, and new in 2018-19, playground supervision for grades K-2.   The district intends to capture the success of the implementation of these programs in the 2019 Student Survey as well as the 8th Grade Graduate Survey given to Lake Alumni after their first semester of high school."|Met|Healthy Kids Survey presented at December 12, 2017, School Board meeting.|2018
55723480000000|Columbia Union|6|We administered the California Healthy Kids Survey to our 7th grade students in 2017-18. We also administer a yearly school climate survey. The highlights of the latter are listed below.  72% feel safe at school. 31% feel that students treat each other well at school. 67% feel that they have learned something about their behavior or emotions this year.. 77% feel that the school has clear rules. 92% feel that adults at school want them to do well.  These data indicate that our school needs to continue to seek improvements in school climate. We have established a baseline with students on this survey. We will continue to implement social/emotional learning to ensure that all students are making progress in this area. We are implementing additional counseling supports as well as a Tier 2 intervention system for students with challenging behaviors.|Met||2018
19647336016240|Calabash Charter Academy|6|Calabash Charter Academy utilizes the Los Angeles Unified School District's School Report Card as our School Climate Survey to measure student perceptions in 3rd, 4th and 5th grades of school safety and connectedness.  92% of the students thought school grounds are safe. 92% of students thought that adults at this school treat all students with respect. Expectations of Behavior - 94% of the students know what the rules are. Opportunities for Participation and Leadership- 92% of students thought that there are  lots of chances for students at this school to get involved in sports, clubs, or other activities outside of class.|Met||2018
10623310000000|Orange Center|6|When comparing suspension data from 2014-15 school year to 2015-16 school year, Orange Center decreased overall suspension rates for all students by .1%. When comparing expulsion data from 2014-15 school year to 2015-16 school year, Orange Center maintained overall expulsion rates of .29% for all students. When comparing suspension data from 2016-17, all students declined significantly by 2.0% or greater.  When comparing attendance data from 2014-15 school year to 2015-16 school year, Orange Center attendance rates for all students decreased .53%. When comparing chronic absenteeism rates from 2014-15 school year to 2015-16 school year, Orange Center's chronic absenteeism rates increased by 6%. Positive responses on the Parent/Student School Climate Survey increased by 1.8% from 72.5% in 2014-15 to 74.3% in 2016-17. Increased course access such as:  Dual Immersion Language Acquisition Program, STEAM Electives, increased opportunities for students to explore college and career readiness pathways. Increased access to technology through computer check out system for 6-8th grade students. Services to improve facilities and parent communication include the purchase and installation of a digital marquee and furniture that will foster collaborative learning environments.  School safety and campus climate actions include the implementation of  a digital sign in and out process which includes the feature of checking visitor backgrounds and alerts administration to any individuals who may put students at risk and who wish to enter campus. An additional day of school psychologist services was added to the plan in the 2017-2018 school year in order to extend services in the area of social skills groups and behavior modification for students who need assistance with learning appropriate conduct.  In the area of student achievement, the district will continue a comprehensive math, writing and reading intensive intervention program. Special Education Program Improvement Team will meet regularly to discuss program needs in order to decrease the achievement gap between all students and students who are in the SPED subgroup.|Met||2018
09618460123125|Camino Polytechnic|6|Camino Polytechnic CHKS survey summary findings: *Substance Use is Minimal, but still a concern. We historically have very few suspensions for substance issues. *These are EXCELLENT results for School feeling Safe. We should be proud of this! *Students and Parents seem to think students are Academically Motivated...Teachers not as much. *Very Strong School Connectedness results...this is very positive. *Good numbers for Meaningful Participation, but would like to see student numbers higher. *Obviously our HIGH Expectations are clear to all. *Nice to see everyone believes there are Caring Adults throughout the school. *Interesting that Students feel they are well supported, but Teachers and Parents are wanting more.|Met|Camino Polytechnic participates in the Camino Union School District annual California Healthy Kids Survey (CHKS). The results are part of the Districts results. The data has been reported to all of the LCAP Stakeholder groups for the District. The Camino Polytechnic Charter school is doing a great job developing strong school climate.|2018
09618460000000|Camino Union Elementary|6|Notes from 17/18 CHKS presentation: *Substance Use is Minimal, but still a concern. We historically have very few suspensions for substance issues. *These are EXCELLENT results for School feeling Safe. We should be proud of this! *Students and Parents seem to think students are Academically Motivated...Teachers a little less. *Very Strong School Connectedness results...this is very positive. *Good numbers for Meaningful Participation, but would like to see student numbers higher. *Obviously our HIGH Expectations are clear to all. *NIce to see everyone believes there are Caring Adults throughout the school. *Interesting that Students feel they are well supported, but Teachers and Parents are wanting more.|Met|The LEA administers the CHKS in an annual survey, as specified, and reports the results to its local governing board and through the local data selection option in the Dashboard.|2018
07617130000000|Lafayette Elementary|6|"The data from the most recent Healthy Kids Survey is currently being analyzed. Results of the previous Healthy Kids Survey, though overwhelmingly positive, indicated we have a few target areas that we have identified for further support and action. These areas include school connectedness and caring adult relationships. Our schools have worked to implement action plans to target these areas. At Stanley Middle School, the focus this year is on “Everybody Belongs."" This focus has many components, but primarily targets each and every individual at the site and the staff owning their part to making Stanley Middle School a place where students are connected all year long. The middle school staff kicked off the year grounded in why they teach middle school. This focus on all the adults in the building being an important part of a caring community has established a platform for them to grow with their relationships with students. At the elementary schools, the focus has been with professional learning communities taking on the role of developing actions at each site for climate and character building. The emphasis is on establishing a positive school climate and instilling critical academic, social and emotional skills, as well as core character traits. We also surveyed parents about a personal connection to their child’s school community and 65% agreed that they were connected. We will monitor this baseline number and work to improve over time."|Met||2018
19645841996305|Gorman Learning Center|6|DATA: Our reflection on the key learnings from the survey results and what the LEA learned.  Findings: 87% agree that “PLTs, Facilitators, and Staff demonstrate respect for all cultures and backgrounds, and 2% disagree 83% agree that “GLC delivers an effective learning environment at GLC facilities and at GLC events, and 4% disagree 81% agree that “GLC communicates school rules and discipline policies,” and 7% disagree 75% agree that “GLC supports parents in maintaining an effective home learning environment,” and 5% disagree 73% agree that “Administrative/office staff communicate with parents when they call or visit the business office,” and 8% disagree 73% agree that “Resource Center staff communicate with parents when they call or visit a resource center,” and 7% disagree Only 65% agree that “GLC ensures the safety and security of all students at resource centers and at GLC events,” and 20% disagree Only 63% agree that “GLC engenders genuine concern and empathy between fellow students,” and 10% disagree Only 52% agree that “GLC appropriately disciplines students,” and 23% disagree Only 60% agree that “GLC addresses bullying at all levels,” and 17% disagree  MEANING: What the disaggregated results of the survey and other data collection methods reveal about schools in the LEA, such as areas of strength or growth, challenges, and barriers  The data indicate that the strengths of the school are: 1. GLC has a climate of respect and an effective learning environment 2. GLC communicates rules and policies  The data indicate that the areas of growth for the school are: 1. GLC needs to address bullying at all levels 2. GLC needs to appropriately discipline students 3. GLC needs to ensure the safety and security of all students at resource centers and at GLC events  USE: The revisions, decisions, or actions the LEA has implemented in response to the results for continuous improvement purposes  GLCN has implemented the following actions in response to the results for continuous improvement: 1. An improved safety plan for both GLC and GLC SB/SC, with the school Safety Committee playing a more integrated role with facilities staff, including providing training and support to all staff working with students in any learning environment 2. Changes to the decision-making process related to student discipline and bullying, including clear and consistent reporting procedures for all staff working with students|Met||2018
49706230000000|Bennett Valley Union Elementary|6|"Process:  In addition to the California Healthy Kids Survey that is done in the fifth grade every other year for students whose parents opt-in, we do a student survey every year for all students grades 2-6 and include key California Healthy Kids Survey questions regarding school climate, school connectedness, and student well-being.  All Second-Sixth grade students were surveyed: Response Rate:  641 Surveys completed: 236 Yulupa; 405 Strawberry  Second Grade: 107 Third Grade: 129 Fourth Grade: 135 Fifth Grade: 142 Sixth Grade: 128  Data:  The Five Best Things at School (Number of students who put the items in their top 5 things about school)  Field Trips: 430 Recess: 283 Lunch: 279 My Teacher Strawberry: 256; Yulupa: 195 PE: With Cheney: 207; With my teacher: 165 The Principal: Strawberry 194; Yulupa: 100 Library: Strawberry: 168; Yulupa: 150 Computer Lab: Strawberry: 139; Yulupa: 139 Art: Yulupa: 95; Strawberry: 69 Dance: Strawberry:76; Yulupa:75 After School Basketball: 70 Chorus: 67 Band: 32 Noon League: 31 Counseling: 25 Page 49 of 124 Yard Duty Supervisors: 12 Students were invited list other things about their school and Science, Friends, Spirit days, and Gate Classes were each listed more than once and among their favorite things about school.  Key Results: • The majority (82.42%) of the students reported that they feel proud to be part of their school all or most of the time. This is similar to 2017 (84%). • The majority (73.9%) reported that they were given a chance to help decide things in school such as class rules, student council activities, etc. This is up from 54% in 2017. • The majority (95.7%) reported that teachers and other grown-ups at school treat students with respect all, some, or most of the time. This is up from 74% in 2017 • The majority (85%) reported that they can always or usually have an adult they can talk with when they have a problem. This is similar to 2017 (88%) Students could list anything else they would like to say about their school--many reported loving school. A couple reported that the restrooms need more attention, they would like a sports club, and they would like less homework.  Meaning:  The overwhelming majority of students feel proud to be at their schools and have a trusted adult to talk with.  This is up from last year.    Use:  We have been using these results in our multi-year implementation of our new Social Emotional Learning Program, RULER.  This year, all classes developed their own ""charter"" and began using the Mood Meter.  In addition, we wrote a grant to increase our counseling options to kids by implementing a Primary Intervention type program for fire survivors."|Met|The 2017-18 school year was impacted by the wildfires that demolished the homes of 30 students and 7 staff members.  We put additional counseling programs in place, collected and distributed needed donations, began our training of our new SEL program, RULER.|2018
42693280000000|Santa Ynez Valley Union High|6|"In Fall 2016 Santa Ynez Valley Union High School District students participated in the California Healthy Kids Survey (CHKS).The results can be summarized as follows. Student's perception of being harassed and bullied exceeded the county average by 14% at 42% of the 9th grade students surveyed for ""mean rumors or lies spread,"" 10% higher than the county average for ""being pushed, shoved or hit"" and 6% above the county average for ""being in a physical fight."" Race/ethnicity was noted as the leading cause. These indicators are an increase over the previous survey year. The school will be administering the survey again mid-November through December 2018."|Met||2018
49709040000000|Roseland|6|Roseland District administers a yearly local survey to students in grades 3-6 that focuses on student perceptions of school safety and connectedness, as well as student social-emotional wellbeing. The 2018 survey was administered to 956 students. Districtwide survey results were as follows:  82% of students responded that they feel safe at school all or most of the time, 76% of students responded that they plan to go to college or some other type of school after high school graduation, 81% of students responded being happy at school all or most of the time, 79% of students reported feeling respected by their peers and having friends that care about them, 89% of students responded that they feel respected, liked and cared about by teachers/staff, and 17% of students reported that feeling unhappy or worried is a concern.  There were not any significant differences in the results between the three district school sites.  An overall strength demonstrated through the survey was high levels of student connectedness to school.  The district attributes this to the strong relationships that exist between students and staff, as well as a concentrated effort at the school sites to promote school pride.  An ongoing focus area or challenge for the district is to meet the needs of students who have experienced trauma, as well as students who report feelings of unhappiness and stress.  To meet this need, the district will implement Social Emotional Learning lessons in the classroom, as well as offer more intensive supports, including school counseling and assistance with accessing community resources, for identified students.  Providing a positive school climate for students is a large priority for the district, and is included in Goal 3 of the district’s LCAP.|Met||2018
25735850000000|Modoc Joint Unified|6|The District chose the California Healthy Kids Survey to gather this data. It was selected as it has been used in the District for many years. The students are used to this instrument and are comfortable with its delivery and use. It has been determined that at the elementary and middle school levels, students are concerned for their safety to and from school. At the high school level there are populations of students that do not feel close to people at the school, do not feel like they are treated fairly, and do not like the school. There is also concern at the high school level about mental health of students. There are a significant amount of students that state they are chronically sad and have considered suicide.|Met||2018
37683386061964|The O'Farrell Charter|6|Data 1. Elementary School:      1. School connectedness: 73% (State = 72%)      2. School safety: 80% (State = 81%)      3. Physical safety: 57% (State = 56%)      4. Emotional safety: 54% (State = 52%)  2. Middle School:      1. Overall supports and engagement: 270 (+12)      2. School safety: 263 (+7)      3. Low physical/emotional abuse: 241 (+68)      4. School connectedness: 264 (+14)  3. High School:      1. Overall supports and engagement: 334 (-46)      2. School safety: 330 (-31)      3. Low physical/emotional abuse: 257 (+55)      4. School connectedness: 339 (-31)  Meaning 1. Data in the elementary and middle school indicates that overall, students have a high sense of school connectedness and a high sense of school safety.  Data in the high school indicates a drop in these percentages.  Use 1. This data will be used to strategically place student supports to increase a sense of community and support among students.  Since data indicates that students in the high school are most in need of thee supports, the LEA will focus its attention on this area.  Overall, school-wide, the LEA experienced positive student perceptions of school safety and connectedness.|Met||2018
30103060126037|Samueli Academy|6|PARTICIPATION RATE: Samueli Academy administered the New Tech Network Student Culture Survey to students in grades 9-12.  A total of 510 students in grades 9-12 (97% of enrolled students) participated in the survey.   SURVEY FINDINGS:   The following are the survey results.  • 90% of students agree/strongly agree that Samueli Academy encourages them to a strong learner at school.  • 82% of students stated that they always/most of the time learn the skills needed to successfully complete projects.  • 72% of students stated that they present always/most of the time to an audience other than students and teachers.  • 95% of students agree/strongly agree that they have learned how to collaborate with other students at Samueli Academy.  • 43% of students agree/strongly agree that school staff and students collaborate in establishing rules.  • 63% of students agree/strongly agree that rules are enforced fairly for all students at Samueli Academy.  • 71% of students agree/strongly agree that students who break the rules speak with school staff to understand what they did wrong.  • 90% of students agree/strongly agree that they feel safe at school.  • 85% of students agree/strongly agree they feel accepted for who they are at school.  • 90% of students agree/strongly agree that adults at Samueli Academy are available to talk about problems they (students) have with schoolwork.  • 83% of students agree/strongly agree that adults at Samueli Academy are available to talk about problems students have with other students at school.  • 85% of students agree/strongly agree that adults at Samueli Academy listen to what they (student) has to say.  • 92% of students agree/strongly agree that the school talks to students about options after high school.  • 83% of students agree/strongly agree that Samueli Academy helps students with the college application process.   • 86% of students agree/strongly agree that Samueli Academy provides information to students about what is required to be accepted at the college of their choice.   For the end of year (Spring 2019) student survey, our school will assess whether to continue to use the New Tech Network School Culture Survey or another evidence-based comprehensive survey to gather student input on school connectedness, school climate and safety that will inform all stakeholders, in the school’s program and support the ongoing schoolwide improvement cycle.|Met||2018
42692450000000|Los Olivos Elementary|6|Los Olivos School administers the California Healthy Kids Survey (CHKS) every two years in both fifth and seventh grades. The survey will again be administered this November-December 2018. Our last survey results in 2016-2017 indicated that 100% of our fifth grade students felt safe at school, 93% felt that adults cared about them, and 86% felt connected to school. The seventh grade results from 2016-2017 indicated the 100% of students felt safe at school, 79% felt that an adult cared about them, and 93% felt connected to school. In addition to administering the CHKS the school administers a local school survey annually to the students in second through eighth grades. The survey results from spring of 2018 indicated that 100% of students in second through fifth grades felt safe or extremely safe at school and 100% felt that an adult cared about them at school. The results also indicated that 100% of students in sixth through eighth grades felt safe or extremely safe at school and 98% felt that an adult cared about them at school.|Met|The Los Olivos School District has met this priority by creating a safe, nurturing, and positive school environment for all students.|2018
01100170136101|Connecting Waters Charter - East Bay|6|Connecting Waters Charter School, East Bay asks students to complete an internal survey developed by the school leadership to ensure relevancy to our students in their special setting.  The survey was sent out to students in every grade. Results are provided and analyzed by the school’s leadership team and Parent LCAP Advisory Committee, but to protect the identity of students due to a small reporting group, data summary will not be reported out publically. Specific data points monitored include: *Student Rating of School Environment *Adult Expectations *Student Expectations *School Connectedness *School Safety *Adults are helpful to students *Adults treat students fairly *Adults treat students respectfully *Adults encourage students to do their best *If students have a problem, they know they can go to a staff member for help.  Due to small data sizes, to protect the identity of our students, data analysis is not posted publically.  As a result of data analysis, our Guidance Department increased training regarding high risk students and worked with the Special Education Department to create a post-graduate transition plan for all students. Connecting Waters Charter School, East Bay has also developed a Parent Advisory Council in order to ensure that Connecting Waters Charter School, East Bay receives maximum parent input and to give families an opportunity to connect with other families in our Independent Study setting.  Additionally, because Connecting Waters Charter School, East Bay is a personalized learning independent study charter, student concerns can be addressed individually by each teacher assigned to the student in a 1:1 setting.|Met||2018
29663320000000|Grass Valley Elementary|6|"The District administers two school climate surveys on an annual basis. The Annual LCAP Parent, Student, and Staff Surveys are administered in February. The District also administers the California Healthy Kids Survey to each 7th grader on an annual basis. The results from both the LCAP Surveys and the California Healthy Kids Survey are reviewed with the Governing Board each year. Key findings of the surveys are also utilized in the development of the annual Local Control Accountability Plan. The percentage of responses to the following questions on the LCAP Student Survey regarding school culture: ""I always feel safe at school"", Bell Hill Academy: 50% yes, 43% sometimes, Scotten School: 71% yes, 24% sometimes, and Gilmore Middle School: Grades 5 & 6 indicated 55% yes, 35% sometimes and Grades 7 & 8 indicated 41% yes, 44% sometimes.  The percentage of responses to the following questions on the LCAP Student Survey regarding school culture: ""I have been bullied this year at school"", Bell Hill Academy: 27% yes, 67% no, Scotten School: 21% yes, 74% no, and Gilmore Middle School: Grades 5 & 6 indicated 32% yes, 55% no and Grades 7 & 8 indicated 24% yes, 58% no."|Met||2018
19650290000000|South Pasadena Unified|6|California Healthy Kids Survey (CHKS) was administered in the Winter and Spring of 2018 to students in grades 5, 7, 9 and 11. Below are the major findings from the surveys, which include areas of strength as well as areas of growth for each grade level. Grade 5 School Climate and Student Well-Being indicates that the majority of 5th graders: are proud to belong to their school, feel students are well behaved and are treated fairly and respectfully, feel safe at school and know bullying is not allowed.  5th grade areas of growth include: school connectedness, academic motivation, caring adult relationships and high teacher expectations. Grade 7 School Climate and Student Well-Being indicates the majority of 7th graders: feel safe at school, have never had mean rumors or lies spread about them, feel connected to school, have never experienced chronic sadness, and are always trying to do better at school.  7th Grade areas of growth include: high teacher expectations, caring adult relationships and meaningful participation. Grades 9 & 11 School Climate and Student Well-Being indicates the majority of 9th and 11th graders: feel close to people at school, are happy to be at school, have a high level of academic motivation have never had mean rumors or lies spread about them and have not had current alcohol or drug use.  9th and 11th Grades areas of growth include: increase school connectedness, increase teacher expectations, increase caring adult relationships, decrease chronic sadness, and decrease the consideration of suicide among 11th graders. Specific CHKS student group reporting results were presented at a board meeting with a trend analysis report. SPUSD's focus is to ensure students feel safe and connected at school. Based on specific areas of growth, school sites are revisiting and revising existing programs and practices to make site specific improvements, including a focus on Positive Behavior Intervention and Support (PBIS), crisis intervention services, alternatives to suspension, digital citizenship, and Character Education and/or Mindfulness.|Met||2018
45104540132944|Redding STEM Academy|6|Parents and students (grades 3-8) took a 44 question climate survey in 2017 and again in 2018. A report was provided to the governing board during a meeting in May 2018. The results of the surveys were also shared with a parent group during an LCAP meeting in spring 2018. Results of the survey indicated growth in nearly every area from the spring 2017 survey to the spring 2018 survey. Students also took a survey and these results also demonstrated progress in every area of school connectedness. One strength was related to the school's pubic image. The survey indicated that the school's image in the community has improved and that it is becoming better known throughout the region. Another area of strength was shown in a question which related to the school's academic performance. There was a considerable improvement in parent perception on how the school was doing academically, which reflected an actual improvement in Smarter Balanced data.  R-STEM was the highest performing school in Gateway USD in its third year.|Met||2018
56725200000000|Ojai Unified|6|The district administers the California Healthy Kids Survey (CHKS) every other year to grades 7, 9 and 11. A locally developed elementary survey is administered every year to 5th grade. Results from the '17-'18 CHKS indicated that Nordhoff High School and Matilija Junior High had a school climate index (SCI) over 300 which is above the state average. Site leadership identified a focus area for improvement in the '18-'19 school year: high expectations and caring relationships.|Met||2018
19647336018774|Pomelo Community Charter|6|Are you happy you be at this school? 91% Do you feel like you are a part of this school? 82% Do you feel accepted for who you are at this school? 82% Do adults at this school treat students with respect? 92% Do you feel safe at this school? 90%|Met|LAUSD and Pomelo will continue to refine practices related to students feeling safe and connected at school by cultivating strong bonds with teachers, students and families through instructional and social activities.|2018
50755640000000|Oakdale Joint Unified|6|The Oakdale Joint Unified School District administers the California Healthy Kids Survey every other year to students in grades 5,7, 9 and 11.  Results were presented to the local board and are used by the District's Action Team to inform ongoing implementation of OJUSD prevention programs.  62.5% of all 5th graders indicated a high level of connectedness to their school - 74% of all 7th graders indicated a high level of connectedness to their school - 81% of all 5th graders indicated feeling safe or very safe at their school - 78% o f all 7th graders indicated feeling safe or very safe at their school - 61% of all 9th graders indicated feeling safe or very safe at their school - 60% o f all 11th graders indicated feeling safe or very safe at their school.  The survey will be administered again in December 2018.  District prevention programs are intended to produce an increase  in connectedness to school and student perception of safety.|Met||2018
56105610122713|River Oaks Academy|6|Our annual survey shows that families consider our School Climate as one of the key reasons they are joining our program. ROA provides a safe place for each student. There are no discipline issues, as we have not had any expulsions or suspensions. Our teachers form close relationships with each one of their assigned students and beyond. Our academic rigor is balanced with incredible support through one-on-one tutoring; group tutoring; daily study hall and academic labs; workshops and classes and more. We offer all kinds of developmental and emotional support, including a life hacks class, our college and career seminar, leadership groups and one-on-one support. We are also building an annual wellness event, where we will introduce our families and students to mental and emotional wellness for the whole child. Our school culture is all inclusive, since many of our students chose to join ROA due to the non-inclusive culture at their previous school. We continuously work on offering more support in all areas and getting our culture and support to move from very good to great.  We give our students regular forums for input and thoughts, offer an open door policy and encourage their input and participation in decision making at all levels.|Met|Our surveys show that our families and students are beyond satisfied about school climate and school culture. We encourage for regular input, including surveys, open door policies, parent boot camps, email and social media communications and just one-on-one talks and questions for thoughts and input. We have parents on our board of directors, on our various committees and conduct open board meetings and other events for additional input.|2018
45701360106013|University Preparatory|6|During the 2017-2018 school year, a climate survey was administered.  Data was analyzed from 6th and 10th grade students.  Key learnings from the 6th survey are as follows:  97% of the students feel welcome at U-Prep.  78% of the students indicated that they felt safe in all areas on campus.  Of the areas noted as areas where 6th grade students didn’t feel safe, 12% noted that the lower lot was an area of concern.  96% feel that there are clear consequences for breaking rules at school.  75% reported that there are ‘two or more adults’ at school they could talk to if they needed help with a problem.  6th grade students also reported that Tutorial time, Friday Office Hours, and meetings with their teachers were the most useful supports to their success.  91% report that they enjoy learning at U-Prep.  Key learnings from the 10th survey are as follows:  94% of the students feel welcome at U-Prep.  80% reported feeling safe in all areas on campus.  14% noted the lower lot as an area of concern.  89% reported that there are clear consequences for breaking rules at school.  55% reported that there are ‘2 or more’ adults they could talk to if they needed help with a problem; 28% reported there was 1 adult they could talk to.  11th grade students reported that Tutorial time and meetings with teachers followed by Friday Office Hours are the most important academic supports to their success.  77% reported that they enjoy learning at U-Prep.    Areas of strength include the high percentage of students feeling welcome and safe in most all areas on campus.  The lower lot is a common concern with some students.  Junior high and high school students identified same academic supports as being most useful to their success.  A high percentage of junior high and high school students indicating that there was at least one adult they could go to for help, if needed.  A high percentage of 6th and 10th graders report that they enjoy learning.  Following the survey administration, grade-level results were shared with Advisory grade-level teams.  Teachers discussed results with students and explored areas of the survey where there was a need to gain specifics on areas of concern (e.g. lower parking lot).  To address concerns/feedback, the following actions were taken, 2018-2019: administrative supervision schedule was adjusted to increase visibility and improve traffic flow before/after school, including the lower lot.  Additionally, for evening athletic competitions and student activity events, security personnel are assigned more frequently to the lower lot. During the 2017-2018 school year, all students were administered the Stanford Survey of Adolescent School Experiences.  This data was analyzed with the staff during a Staff Development Day; one of the outcomes, among others, included ongoing professional learning and the addition of Junior High Study Hall and BRIDGE 8 Intervention for 18-19; both courses were well received.|Met|During the 2017-2018 school year, all students were administered the Stanford Survey of Adolescent School Experiences.  This data was analyzed with the staff during a Staff Development Day; one of the outcomes included ongoing professional learning and the addition of Junior High Study Hall and BRIDGE 8 Intervention for 18-19; both courses were well received.  Although this data didn't come directly from the School Climate survey, it does represent student voice.  This feedback was also represented in the Parent Survey.|2018
41104130135269|Oxford Day Academy|6|We have a positive school climate, as measured through both quantitative and qualitative measures. Quantitatively, we had over 95% attendance in the 2017-18 school year, and had 0 formal behavioral incidents (ie, physical altercations, and/or activities resulting in suspension or expulsion). 94% of our freshmen returned to our school in the 2018-19 school year, which is far higher than most charter startups serving at-risk student populations.  Qualitatively, students have reported during panels, surveys, and 1:1 conversations with our team that they feel physically and psychologically safe at our school. They also report that they enjoy learning in our school.|Met||2018
49706560000000|Cloverdale Unified|6|Jefferson Elementary surveyed 101 fourth grade students, 68 of which were boys and 33 were girls. Washington Middle school surveyed 79 eighth grade students, 36 of which were boys and 43 were girls. Cloverdale High School surveyed 59 eleventh grade students, 28 of which were boys and 27 were girls, with four preferring to not identify their gender. With regards to the school climate questions, students could mark one of the following: Totally True, Mostly True, Somewhat, Mostly Untrue, and Totally Untrue. When compiling data, Totally and Mostly True were combined. 88% of students at Jefferson indicated that they felt safe at school. For both physical and emotional safety in the classroom, 89% of Washington students reported that they felt safe. Outside of class, 85% of students reported feeling physically safe while 78% reported feeling emotionally safe. 85% of Cloverdale High students reported that they felt physically safe in the classroom, while 61% felt emotionally safe. Outside of class, 83% of students reported feeling physically safe while 76% reported feeling emotionally safe. Jefferson reported 75% had a sense of belonging at school, while Washington reported 77% of students felt this way, and Cloverdale High had 64%. Jefferson shared that 56% of students felt that other students treated them with respect. 28% of Jefferson students marked “Somewhat” when reporting on students treating them with respect. 16% identified other students as not treating them with respect. Washington had 80% of its students report that other students treated them with respect. The high school reported that 41% felt that other students treated them with respect, 36% of high school students marked “Somewhat” when reporting on students treating them with respect. 22% identified other students as not treating them with respect.|Met||2018
49709040101923|Roseland Charter|6|Roseland Charter administers a yearly local survey to students in grades 3 -12 that focuses on student perceptions of school safety and connectedness, as well as student social-emotional well-being.  There were 960 charter students who completed the 2018 student survey.  Survey results were as follows: 85% of students responded that they feel safe at school all or most of the time, 82% of students responded that they plan to go to college or some other type of school after high school graduation, 70% of students responded being happy at school all or most of the time, 82% of students reported feeling respected by their peers and having friends that care about them all or most of the time, 84% of students responded feeling respected, liked and cared about by teachers/staff, 75% of students reported that they are worried about their grades, and 51% of students reported being concerned about college readiness.      Results showed that Roseland Charter’s strengths are that the vast majority of our students feel safe at school, have developed strong relationships between school staff and their peers, feel happy to be at school, and exhibit high academic motivation, with future plans to attain a postsecondary education. Identified challenges and next steps for this priority area are: addressing issues related to students’ overall social-emotional wellbeing, helping students develop strategies to manage anxiety and stress, and supporting academically struggling students.  To meet this need, the charter will continue to implement Social Emotional Learning in the classrooms, as well as include school counseling and assistance with accessing community resources, for identified students.  In addition, the charter will provide school site intervention/tutoring to support struggling students.  Providing a positive school climate for students is a large priority for the charter, and is included in Goal 3 of the charter’s LCAP.|Met||2018
19647336061477|George Ellery Hale Charter Academy|6|Hale Charter Academy uses the LAUSD provided School Experience Survey to measure our stakeholders’ perceptions of school safety and connectedness. Our LCAP goals were to lower our suspension rates, maintain a 0 expulsion rate, and to increase our percentage of stake holders that feel our campus is safe. Our suspension rates dropped to .4% in the 2017-18 school year and we maintained a 0% Expulsion rate.   The following are the results of the survey that pertain to school climate.  • The school’s student participation rate was increased by 12% to 90%. The percentage of students that feel that Hale Charter Academy is safe increased by 2% to 90%. • Although the survey has some differences in questions and format, in measuring student connectedness, students went from a 69% to a 67%. The question used was, “I feel a part of my school.” • The percentage rates of students reporting being happy at school, were 79%.   To address our students being happy and feeling a part of the school, we will continue to expand our students’ voice and participation in decisions through leadership. In addition, we initiated a new peer mentoring program called Where Everyone Belongs (WEB). The purpose of this program is to ensure that the transition of our six grade students is happy and comfortable.|Met||2018
13631230118455|Ballington Academy for the Arts and Sciences|6|PARTICIPATION RATE: BAAS – El Centro administered the CA Healthy Kids Survey (CHKS) to grades 4-6.  A total of 74 students participated and completed the survey, an overall 69% student participation rate.   SURVEY FINDINGS: The following are the student survey findings:  In the area of school connectedness: • 100% of grade 4, 78% grade 5, and 81% grade 6 students stated they are happy to be at BAAS – El Centro.  • 100% of grade 4, 82% of grade 5, and 83% grade 6 students stated they feel safe at the school most/all of the time.  • 86% of grade 4, 75% of grade 5, and 81% grade 6 students stated they feel they are part of the school most/all of the time.   In the area of positive staff-student relationships: • 79% of grade 4, 60% grade 5, and 67% grade 6 students stated that teachers and other adults at the school make an effort to get to know them, most/all of the time.   In the area of Supports for Learning: • 72% of grade 4, 60% grade 5, and 68% grade 6 students stated that teachers and other adults at the school give students a chance to solve school problems.   In the area of social and emotional learning: • 93% of grade 4, 68% grade 5, and 87% grade 6 students agreed that “the school helps students resolve conflicts with one another,” most/all of the times.  • 93% of grade 4, 82% grade 5, and 93% grade 6 students agreed that “the school teaches students to care about each other and treat each other with respect,” most/all of the time.  • 92% of grade 4, 90% grade 5, and 93% grade 6 students agreed that “the school teaches students to feel responsible for how they act,” most/all of the time.   In the area of Clarify of Rules and Fairness: • 100% of grade 4, 85% grade 5, and 86% grade 6 students agreed that students know what the rules are most/all of the time.   In the area of school responses to bullying: • 100% of grade 4, 93% grade 5, and 100% grade 6 students agreed that “teachers and other adults make it clear that bullying is not allowed,” most/all of the time.  • 100% grade 4, 82% grade 5, and 100% grade 6 students agreed that “if you tell a teacher you’ve been bullied, the teacher will do something to help,” most/all of the time.  • 65% of grade 4, 75% grade 5, and 87% grade 6 students agreed that “students at the school try to stop bullying when they see it happening,” most/all of the time.   The school Principal and school staff will use student survey findings to improve staff and student relationships, further teach problem-solving techniques, and continue to improve student-to-school connectedness, to provide all students with a positive learning environment. In addition, the Principal and school staff will collaborate to strengthen and inform students of schoolwide policies and procedures, including the school’s core values in order to improve school climate.    Additionally, the Principal and school staff will work diligently to increase student participation rate on the CHKS for Spring 2019.|Met||2018
20764146110076|Mountain Home Charter (Alternative)|6|The following information contains the results of our Student Survey for the 2017-18 school year.  The feedback from this survey contributed to our LCAP goals and actions for the 2018-19 school year. 65 students responded to this survey.  Q1) I receive encouragement from teachers and other school staff.  61.54% Excellent  24.62% Above Average  12.31% Satisfactory  1.54% Poor  Q2)  The school works with my parent/guardian to help me do my best in school. 47.69% Excellent 33.85% Above Average 18.46% Satisfactory 0% Poor  Q3) My school is safe, clean, and in good condition. 72.31% Excellent 21.54% Above Average 6.15% Satisfactory 0% Poor  Q4) My school provides textbooks and learning materials to meet my educational needs. 60% Excellent  27.69% Above Average 12.31% Satisfactory 0% Poor   Q5) I feel my Advising Teacher (and other school teachers) take the time to discuss my grades, academic successes, or areas for improvement with me and my parent.  50.77% Excellent  33.85% Above Average 12.31% Satisfactory 3.08% Poor  Q6) Did you participate in on-site classes? 78.13% YES  21.88% NO  Q7) Did you feel the on-site classes were engaging and educational? 98.04% YES 1.96% NO  Q8) Did you use an online curriculum? 49.23% YES 50.77% NO   Q9) Did your Advising Teacher provide you with enough guidance and support to successfully complete your online course(s)? 74.19% YES  25.81%  Somewhat  0% NO|Met||2018
27662330000000|Washington Union Elementary|6|Every year, Washington Union administers a student survey that was created by the administrative team. Overall, students reported high levels of satisfaction with the district. 100% of students in grades 3-8 participated in the survey. All areas of the survey received greater than 90% satisfaction rates except for the following questions:  1. I am challenged by the work my teacher asks me to do– 86% satisfaction 2. Students at my school treat me with respect – 80% satisfaction 3.     Students are treated fairly by teachers - 88% 4.     Students are treated fairly by playground supervisors - 89% 5.     Students at school are friendly - 90% These are the areas that we will focus on in the upcoming school year. We will address these by looking at academic rigor, especially through targeted professional develop in the area of mathematics, and implementing Character Counts, Sanford Harmony, and Common Sense Media lessons. This year, we will also increase our number of parent education seminars that we hold.|Met||2018
04615150000000|Oroville Union High|6|OUHSD administered the California Health Kids Survey(CHKS) to 9th graders and 11th graders in December 2017.  Oroville High had a School Climate Index (SCI) of 258 (an increase of 27 points from 2016). Las Plumas High had a School Climate Index (SCI) of 257 (an increase of 47 points from 2016).  Using CHKS data, all schools in OUHSD need to continue to improve overall supports and engagement, overall low violence and substance use, as well as improve the overall School Climate Index.  OUHSD has done a good job according to the CHKS results of having high expectations and caring relationships, opportunities for meaningful participation., perceived school safety, school connectedness, low substance use at school and low harassment and bullying.  During the 16-17 school year, OUHSD contracted with OPD and BCSO to provide law enforcement services to schools in the district.  During 17-18, OPD could not continue providing law enforcement services to the district, so BCSO provided a deputy to cover all schools in the district.  For the 18-19 school year, the district is contracting with both OPD and BCSO for law enforcement services at all schools.  According to stakeholders the increased presence of uniformed officers at district schools provides staff, students and parents an increased perception of improved safety during school hours.|Met|OUHSD administration and staff have worked to offer positive educational opportunities for all students.  District staff analyzed discipline data to explore ways we can keep students safe, keep students in school, as well provide all students an environment where learning can take place on a daily basis.|2018
27660840000000|Mission Union Elementary|6|Mission Union parent and students report that they are very satisfied with the climate of the school. With 131 students ranging from kinder to 8th grade there is a climate of trust and collaboration that is very easy to detect. The principal holds regular assemblies to talk about expectations and to discourage bullying and to promote a culture of support and help to each other. 100% of the students and the parents report that they feel that their children are very safe at school and that any issue is addressed right away by the teachers and the administration. The aides who supervise the campus during lunch and recess report no issues or problems on campus. The superintendent hired a company to assess the safety of the campus and the company provided some recommendations that the school district is acting upon very promptly. The students report their opinions about the safety of the school through their letters and writing as well as different activities at the school. The parents meet on a regular basis with the principal and chat about issues. The administration keeps the board involved with all the issues. The board members are local as this is a small neighborhood and are very close to the parents who report their concerns with no holding back. The concerns if there are any are addressed right away by the principal. An area of growth is considering surrounding the school with a fence which is something that the board is brainstorming and working towards.|Met||2018
31668940000000|Placer Union High|6|The Placer Union High School District administered the California Healthy Kids Survey (CHKS) to all 9th & 10th grade students in the Fall of 2017.  The survey was administered via email and the district received 1,682 responses.  The survey measured student perceptions of school performance, supports and engagements, along with perceptions of safety, alcohol and drug use, and mental and emotional health.  Each site analyzed their respective results noting both areas of strength and concern.  Each of the individual sites presented their findings to the governing board along with their initial plans for addressing some of the issues.    Although each site had different results, the key findings were very similar.  The strengths included that each site had a significant majority of students who feel safe at school, believe adults in the school care about them, and feel connected to the school.  The areas of concern included increasing amounts of chronic sadness,  suicidal thoughts and depression, and issues of bullying.  Moreover, there was increase in the use of drugs, alcohol, and vaping.  After the presentation of findings to the board, the district instructed each site to create a SMART goal centered around social and emotional health.  Also included in this process was a development of a plan to help reach these goals.  The individual sites have created Coordination of Services Team (CoST) to discuss individual students needs and providing supports.  They have created different programs that promote student involvement and connectedness.  All of the sites had community outreach nights discussing many of these issues. As a district, restorative practices are being implemented and staffs are being trained.|Met||2018
40754650000000|Coast Unified|6|Coast Unified School District administers the California Healthy Kids Survey every two years to students in grades seven, nine and eleven. Survey results are shared with members of the School Board and are included in the district LCAP. Below is a summary of the survey results: California Healthy Kids Survey Results:  *School connectedness  2013/14 7th grade: 60%, 9th grade: 55%  2015/16 7th grade: 64%, 9th grade: 43%, 11th grade 36%  2017/18 7th grade: 53%, 9th grade: 49%, 11th grade 33% *School perceived as safe or very safe  2013/14 7th grade: 73%, 9th grade: 75%  2015/16 7th grade: 80%, 9th grade: 55%, 11th grade 57%  2017/18 7th grade: 56%, 9th grade: 58%, 11th grade 48% *Current alcohol or drug use  2013/14 7th grade: 15%, 9th grade: 28%  2015/16 7th grade: 14%, 9th grade: 33%, 11th grade 42% 2017/18 7th grade: 0%, 9th grade: 8%, 11th grade 27% In examining the results of the survey, efforts to focus on school connectedness, school safety and substance use/abuse will continue. Coast did see an increase in safety concerns, however, we believe that publicized national events related to school safety may have had an impact on the perceived safety of our campuses.|Met||2018
30664640123729|Community Roots Academy|6|PARTICIPATION RATE: Community Roots Academy administered the CA Healthy Kids Survey (CHKS) to grades 4-8 students.  A total of 37 students in grades 4-5 participated and completed the Elementary version of CHKS, a 25% participation rate; and 30 students in grades 6-8, who were administered the secondary school version, a 20% participation rate.  However, since fewer than 10 students in grade 8 participated, their results were not reported in the survey.   SURVEY FINDINGS: GRADES 4-5 In the area of school connectedness: • 91% of grade 4, and 93% of grade 5 students stated they felt safe at the school most/all of the time.  • 83% of grade 4, and 72% of grade 5 students stated they feel they are part of the school most/all of the time.   In the area of positive staff-student relationships: • 65% of grade 4, and 50% of grade 5 students stated that teachers and other adults at the school make an effort to get to know them, most/all of the time.   In the area of social and emotional learning: • 92% of grade 4, and 79% of grade 5 students stated that CRA teaches students to care about each other and treat each other with respect most/all of the time.  • 65% of grade 4, and 64% of grade 5 students stated that CRA teaches students to feel responsible for how they act most/all of the time.   In the area of school responses to bullying: • 87% of grade 4, and 92% of grade 5 students stated that teachers and other adults make it clear that bullying is not allowed most/all of the time.  • 47% of grade 4, and 42% of grade 5 students stated that other students at CRA try to stop bullying when they see it happening most/all of the time.    SURVEY FINDINGS: GRADES 6-7  In the area of school connectedness: • 72% of grade 6, and 72% of grade 7 students agreed/strongly agreed they felt they were part of the school.  • 81% of grade 6, and 91% of grade 7 students agreed/strongly agreed they felt safe at the school.   In the area of caring relationships: • 63% grade 6, and 73% of grade 7 students stated that at CRA there is a teacher/other adult who noticed when they (student) is not there.  • 82% grade 6, and 73% of grade 7 students stated that at CRA there is a teacher/other adult who “listens to me when I have something to say.”  In the area of cyber-bullying, over the past 12 months: • For grade 6: 27% of student respondents stated they’ve been cyber-bullied once; and 18% have been cyber-bullied 2-3 times • For grade 7: 36% of student respondents stated they’ve been cyber-bullied once; and 9% have been cyber-bullied 2-3 times  For the 2018-19 school year, the principal and school staff will utilize the results of the CHKS to improve: schoolwide support services, communication, develop positive school climate, and strengthen delivery and accountability of its character development/core values.  In addition, the administrative team will work diligently to increase student participation rates for the CHKS that will be administered in Spring 2019.|Met||2018
13631800000000|McCabe Union Elementary|6|The McCabe Union Elementary School District administered a local climate student survey to 3rd, 6th, 7th and 8th graders and received 680 responses. 74.6% of the students responded they have someone at school that can speak to. 79% feel a connection to their school and classmates because they are involved in school activities. 78.2% of students indicated they feel safe at school. 58% stated they look forward to coming to school each day. 93.7% responded their school provides a good education for students. MUESD has taken numerous measures to promote a safe learning environment. A cornerstone for our district is the PeaceBuilder program for grades K-8. This character building program is in its 10th year and promotes good citizenship by practicing different character traits throughout the year. The district also collaborates with local law enforcement to present information to students on student safety. MUESD is committed to support student supervision and safety through an increased presence of staff on campus. MUESD has purchased more handheld radios for communication throughout the campus, and has put in a new phone system that allows for better communication to ensure student safety and will be installing new speakers around campus for better communication. MUESD has purchased new cameras for the buses to ensure student safety for students when riding to school and back home. MUESD has also implemented a new Visitor Management System, Raptor, which scans visitor's ID and checks them through a registry data base. This school year MUESD is also implementing Catapult, a web based communication tool to be used in case of an emergency to account for staff and students.|Met||2018
17769760000000|Upper Lake Unified|6|The Upper Lake Elementary, Middle and High Schools all administered the California Healthy Kids Survey (CHKS) in Spring of 2018.  The results reflect a positive school culture at each site where the majority of all students feel safe and supported by caring staff.   At Upper Lake Elementary School, 81% of students reported that they feel safe at school while 85% of students reported that teachers and other grown-ups care about the students and 87% reported that the staff believes the students can do a good job. At Upper Lake Middle School, 66% of students reported they feel safe at school and 51% of the students reported that the teachers and other adults care about them and 79% of students believe that the staff believes that they will be a success. At Upper Lake High School, 60% of 9th grade students reported they feel safe at school while 62% of 11th grade students feel safe at school. The 9th grade students reported that there is a teacher or some other adult at school who really cares about me- 65% and 80% of students reported the staff believes they will be a success.  The 11th grade students reported that 54% of students believe there is a teacher or some other adult who cares about them and 67% reported the staff believes they will be a success. Safety and relationships between students and students with staff are important to ULUSD.  The CHKS will be administered again Spring 2019 and all three sites will continue to work on a positive relationship focus and school safety through our SRO, PBIS and relationship building activities all year long.|Met||2018
19646830000000|Las Virgenes Unified|6|LVUSD administered the California Healthy Kids Survey (CHKS) for students in Grades 4-12 in the 2017-2018 school year. Additionally, all staff and parents had the opportunity to complete the Staff/Parent surveys for CHKS. In reviewing these surveys, the following items were noteworthy:  A. Student Survey: LVUSD performed well above the state average for students Agreeing/Strongly Agreeing to the following statements:  -At this school, there is an adult who cares about me -The teachers treat the students fairly  B. Parent Survey: The following questions from the parent survey showed 90% or more of parents Agreeing/Strongly Agreeing to the following statements:  -School promotes academic success of all students  -Learning environment is inviting -School provides high-quality instruction -School motivates students to learn      -School has a supportive learning environment  -School has adults that really care about students  The LVUSD Board of Education is committed to the continual evaluation of school climate and culture and will again be administering the California Healthy Kids Survey in 2018 to monitor growth in alignment with LCAP goals.|Met||2018
37683380111906|King-Chavez Preparatory Academy|6|KC Prep administered the 2017-2018 California Healthy Kids Survey to students in grades 6-8.  Highlights include: 1) ~64% of indicate of students indicate they feel safe at school; and 2) 75% of students reported high levels of school connectedness.    School connectedness and personal relationships are related to our school’s mission of Love.  We track this metric as part of State Priority 5 (Student Engagement) and 6 (School Climate), as well as LCAP Goal 2 (Staff are caring, collaborative, and qualified).  ~28% of students report high levels of caring relationships from a teacher or other adult at their school, with over 90% stating that a teachers or other grown ups at the school really cares about them.  These findings are confirmed by the parents, 93% of whom agree the school has adults that really care about students.    There were few significant differences in student groups.  The largest gap was in response to whether students had felt sad or hopeless over the last 12 months: girls were 3-4 times as likely to report these feelings.  In response to the data, we provided for on-site counseling services, parent workshops, and referral services that include YMCA TIDES on-site counseling.    Another gap was in academic motivation, where girls were more likely to feel highly motivated.   We hired an Academic coach to help teachers create engaging and motivating lessons for all students.  KC Prep also has a Multi-Tiered System of Support (MTSS) to offer students support and addition time to complete assigned work during the day.  Increased learning opportunities include after school tutoring, Saturday School, Intersession and Summer School.|Met||2018
37683380118851|King-Chavez Community High|6|KCCHS administered a local climate survey to students in grades 9, 11, and 12.  Highlights include: 1) 44% of students perceive school as safe or very safe; and 2) 37% of students reported high levels of school connectedness.    The data around school safety showed a significant drop from the previous year.  In response, we have consolidated our students into a single building.  This will lessen the need to walk through crowded public spaces, and also allow us to consolidate staff resources and promote school connectedness.  Personal relationships are related to our school’s mission of Love.  We track this metric as part of State Priority 5 (Student Engagement) and 6 (School Climate), as well as LCAP Goal 2 (Staff are caring, collaborative, and qualified).  73% of students report high levels of caring relationships from a teacher or other adult at their school.  These findings are confirmed by the parents, 94% of whom agree the school has adults that really care about students.    In 2018-2019, we will provide ongoing professional development to foster connectedness and feelings of safety while providing the next level of social/emotional support to students and to the community as a whole. Programming includes culturally responsive teaching, stereotype threats, and Trauma Informed Care.  Teachers will also  include culturally relevant material in all course units.|Met||2018
44698070000000|San Lorenzo Valley Unified|6|"Question 6: In the fall of 2016, students in grades 5, 7, 9 and 11 in San Lorenzo Valley Unified School District took the California Healthy Kids Survey. This survey measures student engagement and supports, school safety and substance abuse, mental and physical health. For student connection to and engagement with school, the following data was reported (% who marked “all of the time” or “most of the time”): --""I am happy to be at this school."" Grade 5: 80%: Grade 7: 84%: Grade 9: 65%: Grade 11: 69% --""I feel safe at my school."" Grade 5: 85%: Grade 7: 85%: Grade 9: 77%: Grade 11: 83% --""At school, there is an adult who really cares about me."" Grade 5: 86%: Grade 7: 68%: Grade 9: 57%: Grade 11: 61% For student safety at school, the follow data was reported (% who marked “all of the time” or “most of the time”): --“How safe do you feel when you are at school?” Grade 5: 85%: Grade 7: 81%: Grade 9:74%: Grade 11: 74%. SLVUSD will be administering this survey again in the 2018-2019 school year.  The students also took the Gallup Poll in the fall of 2017 in grades 5-12. Each result gives the percentage of students who reported a positive response  School Site BCE 17 BCE 18 SLVE 17 SLVE 18 SLVMS 17 SLVMS 18 SLVHS 17 SLVHS 18 Engagement 69          63         66         59         57                 48                 38                 39 Hope         57      53     67     48     53              50                 38                 50 Entrepreneurial 59         47     61     40            48              37              40                 31 Aspiration Career           70         60      78         67      68             62                 70                 70 and Financial Literacy   Engagement: The involvement in and enthusiasm for school.  Hope: The ideas and energy students have for the future.  Entrepreneurial Aspiration: The talent and energy for building businesses that survive, thrive and employ others.  Career/Financial Literacy: The information, attitudes and behaviors that students need to practice for healthy participation in the economy.   While we were pleased overall with our student results, there were some areas of concern and focus. Thoughts of suicide was a big concern for students in grade 11, along with feelings of chronic hopelessness and sadness. Drug and alcohol use increased with age. Our district focus for this school year is to continue to focus on Social and Emotional Learning, through more counseling support and professional development for teachers. We have also added more mental health counseling at our school sites."|Met||2018
50711340000000|Keyes Union|6|The district based on the surveys administered to parents, students, staff and community stakeholders is engaging in the following to address the School Climate Priority: Pique Parent Classes, Healthy Start, Additional Counselor, Pre-School, Trauma Training, Bully prevention.  The implementation of the Parent Institute for Quality Education (PIQUE) program has created a partnership between parents, students, and educators to further students' academic achievement and parental involvement.  Throughout this nine-week workshop, PIQE’s signature program fulfills its goal of educating, empowering, and inspiring parents of K–12 school age children to take an active role in encouraging and enabling their children to: Stay in school; Improve their academic performance; Develop healthy and constructive relationships with their parents, teachers, and counselors; and, focus/prepare themselves for a post-secondary education.  Our State Pre-School and our Healthy Start Keyes program goal is to support and strengthen families by improving and integrating systems of care to enhance the well-being of children aged 0-5. Healthy Start families learn current health and wellness information and utilize the information to improve their family’s health.  Children 0-5 benefit from increased knowledge of community resources available to families.  Children 0-5 have caregivers who are better prepared to support their growth and development.  Keyes Union School District has also hired a second counselor to support the mental health needs of all students in Tk-12.  The counselors work on one on one counseling as well as group and career guidance. We are committed to educating the whole child. This allows our students for better opportunities to seek help and support.  The goal of this is to provide teachers, students and school staff with tools to identify, recognize, refer and support students with mental health needs in a respectful and culturally responsive manner.  Most importantly, they will learn to support these students by forming strong and positive student – staff relationships  Our trauma training was implemented to raise awareness and build participants’ skills for developing effective crisis response or disaster preparedness plans that meet Federal and State requirements. Strategies for improving schools’ readiness for emergencies were shared and  presented within the four phases of emergency management.  Additional training on dealing with student trauma also taught our staff the common risk factors and warning signs of specific types of illnesses, like anxiety, depression, substance use, bipolar disorder and Schizophrenia.  Anti-Bullying staff development will provides a thorough overview of bullying including working definitions and legal mandates, prevention and intervention strategies, and a variety of resources to help address the issue in our schools. It also focused on how to connect with and support students exposed to traumatic events or home life.|Met|The Keyes Union School District continues to be committed to providing the best possible learning and working environment possible for our students and staff.  The safety and well being of our students and staff are paramount.  Continued safety training and preventative maintenance is consistently implemented and conducted.  Board Approved November 13, 2018|2018
37683386040190|King-Chavez Primary Academy|6|KC Primary administered a local climate survey to students from grades K-2.   This survey included items adapted from the California Healthy Kids Survey developed by Wested for the California Department of Education.  We chose to use a modified version of the instrument because of the age of our student body.     The school is seen as safe.  93% of indicate of students indicate they feel safe/taken care of at school.  This number is in line with both parent (97%) and staff (97%) perceptions of safety.  School connectedness is related to our school’s mission of Love, and we track this metric as part of both State Priority Area 5 (Student Engagement) and LCAP Goal 2 (Staff are caring, collaborative, and qualified).  79% of students reported high levels of school connectedness (highest rating on “I feel that I am part of my school family”).  97% of students stated that a teacher or other adult at the school cares about them.  The data shows that overall our programs promoting school safety and connectedness are working.  We will continue to implement, expand, and/or refine our programming.  Highlights include: 1) Student-centered academic strategies (e.g. Number Talks, Collaborative Conversations, RTI Math groups); 2) Flexible seating in the classroom; and 3) community events focused on safety and school connectedness.|Met||2018
56724540000000|Fillmore Unified|6|The California Healthy Kids Survey (CHKS) is the locally identified indicator for students’ sense of feeling safe, cared for and welcomed at school. Fillmore Unified School District's analysis of CHKS longitudinal results informed the District that a concerted and systemic approach was necessary for students’ social-emotional and academic success. Fillmore USD adopts the “whole child” philosophy and recognizes that before teaching and learning begin, social-emotional conditions must and will be addressed. “Affective” conditions and support provide optimal “effective” opportunities for successful instructional outcomes. The District continues to commit to and prioritize the full implementation of Positive Behavior Intervention and Supports (PBIS) in order to provide condictions for greater academic gains and an overall, all-inclusive educational experience by partnering with Safe & Civil Schools. Elements of Safe & Civil Schools include Foundations (throughout common areas and shared spaces on campus), classroom approaches, such as CHAMPS (Conversation, Help, Activity, Movement, Participation, Success), and DSC (Discipline in the Secondary Classroom). Protocols are developed by site-based teams. A continuous cycle of inquiry is employed which includes data analysis for refinement of improved student daily and on-time attendance, engagement, motivation, problem-solving, ownership of learning and decision making, and a holistic connectedness.|Met||2018
37683386119598|King-Chavez Academy of Excellence|6|KCAE administered the 2017-2018 California Healthy Kids Survey to students in grades 4- 8.  4th-6th graders took the Elementary version of the survey, while 7th-8th graders completed the Secondary version.  Highlights include: 1) ~80% of students indicate they feel safe at school all of the time; and 2) ~60% of students reported high levels of school connectedness.    Connectedness is related to our school’s mission of Love.  We track this metric as part of State Priority 5 (Student Engagement) and 6 (School Climate), as well as LCAP Goal 2 (Staff are caring, collaborative, and qualified).  Over 60% of elementary students report high levels of caring relationships from a teacher or other adult at their school.  At the middle school level, that number drops closer to 40%.  An area to monitor across all grades was students’ perception of opportunities for meaningful participation: “high” ratings ranged from 6 to 25%.  In response to the data, KCAE has implemented, expanded, and/or refined programs for 2018-2019.  These include: 1) making sure all staff is trained on restorative practices in a continued effort to build community and connect with students; 2) providing students with additional opportunities for participation both in the classroom (more choice when it comes to academic tasks and middle school electives) as well as after school (clubs and ASB); and 3) addressing school safety by installing a buzzer system, improving traffic signs, and streamlining procedures to help with drop off and pick up.  We also plan to solicit feedback from students over the course of the school year in order to monitor the effectiveness of our programs.|Met||2018
36750440000000|Hesperia Unified|6|Through the use of site surveys administered to students in grades four through twelve, sites measured all aspects of social and emotional supports, to measure the school climate. Findings indicate that 84% of students report a positive school culture with 82% feeling connected to school and reporting a caring school climate. 80-85% report feeling safe at school. 82% of high school students reported a positive school culture, as compared to 84% of elementary and middle school students. The percentage of high school students increased from the previous year but work is still needed in all levels. Sites are beginning social-emotional learning programs to help staff understand causes of certain behaviors and learn techniques to deal with the behaviors. The sites are focused on building positive relationships with all students thus strengthening the positive culture feeling at sites.|Met||2018
31668290000000|Eureka Union|6|Eureka Union School District administered the California Healthy Kids Survey to all Grades 5 and 7 students. Results indicate high levels of school connectedness among students (70% of fifth graders and 76% of seventh graders). Students also indicated feeling safe (89% of fifth graders and 85% of seventh graders) and having access to caring adults at school (84% of fifth graders and 74% of seventh graders). The findings from the survey were shared with stakeholders, including the governing board in March 2018.|Met||2018
14632480000000|Big Pine Unified|6|Big Pine Unified School District administered the California Healthy Kids Survey to students in grades 5-12, to parents of elementary and secondary students and to staff. As we are a small District, scores were not reported for subgroups, and in the case of grade 5 and 6 we had no reports as the need for a positive permission meant that our numbers were too small to report. Our key findings on the following statements are the percent agreeing or strongly agreeing as follows: Parents: 90%: School is a safe place for my child 100%: Students are motivated to learn 91%: School promotes academic success for all students  Staff: 100%: School is a safe place 50%: High School students are motivated to learn 88%: School promotes academic success for all students  Students: In contrast to the above, high schools students reported: 50%: I feel safe in my school. 75%: I try hard to make sure that I am good at my schoolwork.  We will survey again in 18-19, however we are also doing focus group with work with students to follow up on their answers, which do not match the perceptions of parents and staff.|Met||2018
12768020000000|Fortuna Elementary|6|The CA Healthy Kids Survey was administered to students in grades 5 and 7 in the spring of 2018.  Results from this survey were shared with the Fortuna Elementary Board at their regularly scheduled meeting in October 2018.  Due to changes made in the reporting of results on the CHKS by WestEd, comparisons to prior administrations was not provided. NOTE - The reporting scale provided by the CHKS for elementary and middle students varies, which prevents direct comparisons between grade spans.  Elementary percents reported are a combination of “All the time” and “Most of the time.” Middle school results are given for “Strongly agree.” A summary of key findings from 2018 related to school safety and connectedness follows:  1. Close to 3/4 of the Elementary school students feel the school is a safe place for students all or most of the time, the same percent of Middle School students “strongly agreed” it is a safe place for students.  Close to 50% of 5th graders feel connected to the school and felt there were caring adults at school.  A quarter of 7th graders strongly agreed they felt connected to school and there were caring adults at school.  Survey items varied for the grade spans on bullying.  More than 50% of elementary students had experienced some form of bullying (which could have included name-calling or jokes). A third of middle school student reported a moderate or severe problem with bullying.  2. School staff analyzed responses by student group and have noted small differences in perceptions of safety and connectedness in the Hispanic student group. Strategies to address this will be researched, developed, implemented and included in 2019-20 LCAP. 3. The 2018 CKHS data will be used as baseline data for a new outcome in the 2019-20 LCAP, goal 3 to develop school climate. FESD has not been identified for comprehensive improvement.|Met||2018
10752750000000|Sierra Unified|6|Sierra Unified School District administered the California Healthy Kids Survey (CHKS) to students in grades 5, 7, 9 and 11, in the spring of 2018.  The results of the survey were reported to the school board in June of 2018, within the LCAP public hearing and more fully in August of 2018. The results were also sent to parents and staff and are published on the District website. At the elementary level, positive parent permission is required and was received for nearly 100% of the fifth grade students. On the construct of School Connectedness the overall school rating was 3.14 on a scale of 1-4, up from 2.73 in 2017. The construct included items related to whether or not the respondent felt close to people at school, was happy to be at the school, feeling like a part of the school, fair treatment by teachers, and feeling safe at school. Sixty-six percent of the respondents reported feeling safe at school all or most of the time. These results, while improved over 2017, indicate a need to improve school climate. The school and the District are working toward improving school climate through the implementation of Positive Discipline strategies. Analysis of CHKS junior high survey revealed a Climate Index of 331. The School Climate index is comprised of two subscale results, including; Overall Supports and Engagement and Overall Low Violence and Substance Use. The score of 372 places Sierra Junior High at the 92th percentile of all schools in California. On the subscale for school supports, Perceived School Connectedness received the highest value at 374, while Opportunities for meaningful participation showed the lowest score at 334. On the subscale of violence and substance use, Low Substance Use at School received the highest score at 373 while Low physical/emotional Violence showed the lowed value at 351. Most SUSD junior high students have a strong overall perception of their school climate. Staff at the school are working on the implementation of Positive Discipline and using restorative practices in school discipline. The High School survey results show a School Climate index of 293. This score places the perception of Sierra High School participants at the 50th percentile of all California high school participants. High school results show the highest value in the High Expectations and Caring Relationships subscale at 286 and the lowest measure was 2271 for School Connectedness. On the Violence and Substance Use subscale Low Physical Violence perpetration received the highest score at 316 and Low Harassment and Bullying  received the lowest value at 272. As with the junior high school, staff at the high school are working to implement Positive Discipline and find ways to more meaningfully connect with students.|Met||2018
20764142030237|Glacier High School Charter|6|The following information contains the results of our Student Survey for the 2017-18 school year.  The feedback from this survey contributed to our LCAP goals and actions for the 2018-19 school year. 48 students responded to this survey.  Q1) I receive encouragement from teachers and other school staff.  50% Excellent  29.17% Above Average  20.83% Satisfactory  0% Poor  Q2)  The school works with my parent/guardian to help me do my best in school. 43.75% Excellent 35.42% Above Average 20.83% Satisfactory 0% Poor  Q3) My school is safe, clean, and in good condition. 75% Excellent 18.75% Above Average 6.25% Satisfactory 0% Poor  Q4) My school provides textbooks and learning materials to meet my educational needs. 63.04% Excellent  23.91% Above Average 10.87% Satisfactory 2.17% Poor   Q5) I feel my Advising Teacher (and other school teachers) take the time to discuss my grades, academic successes, or areas for improvement with me and my parent.  56.25% Excellent  33.33% Above Average 8.33% Satisfactory 2.08% Poor  Q6) Did you participate in on-site classes? 89.58% YES 10.42% NO  Q7) Did you feel the on-site classes were engaging and educational? 97.67% YES 2.33% NO  Q8) Did you use an online curriculum? 62.50% YES 37.50% NO   Q9) Did your Advising Teacher provide you with enough guidance and support to successfully complete your online course(s)? 76.67% YES  23.33%  Somewhat  0% NO   Q10) It is Glacier's purpose that all students graduate completing the full A-G (college prep) course requirements.  Are you on track to complete the full A-G course requirements for graduation?  83.33% YES  14.58% I don't know  2.08% NO|Met||2018
54753250000000|Farmersville Unified|6|During the 2017-2018 school year, the district administered the California Healthy Kids Survey (CHKS) to district students in grades 5,8,9. The CHKS data provides a summary table of overall raw scores and percent scores reported by students. These results included : 1) In the area of school safety - 98% of students in grade 5 reported feeling safe at school, in grade 8 & 9, 80% reported feeling safe at school; 2) In the area of school connectedness - students reported caring adult relationship in schools was 95% in grade 5, and 80% of students in grade 8 & 9 reported caring adults in school. The CHKS data for safety and school connectedness were utilized to develop the LCAP document goals (specifically LCAP Goal 2). School safety and connectedness goals and Expected Annual Measurable Outcomes baselines were established from CHKS data results in the LCAP. A school safety and connectedness goal of 78% for all students to report caring adult relationship in school was established for all grades in the LCAP document under Goal 2: Provide a clean, healthy, orderly, physically, and emotionally safe environment in which to engage students in their learning and reach their full potential. The district has achieved this goal.    As a result of the CHKS data results, the district has targeted the area of providing increased social emotional support for students. These actions include implementing Positive Behavioral Intervention Support training for staff, Second Step K-8 / School Connect 9-12 social emotional counseling curriculum district wide, and providing Turning Point counseling services for the 2018-2019 school year.  Priority 6 Local Indicators (CHKS survey results) evidence and progress were reviewed  by the Board of Education on September 25,2018.|Met||2018
10621090000000|Clay Joint Elementary|6|1. (Data) Grades 5 and 7 take the CA Healthy Kids Survey (CHKS) every other year.  In 2017-18, 59% of the 5th grade students felt School Connectedness which did not meet our goal of 67% set and 50% of the 7th grade students did not meet the 90% goal of feeling School Connectedness.  In grade 5, 100% of students and in grade 7, 72% of student participants felt safe at school.  This exceeds the 5th grade goal of 90% and does not meet the 7th grade goal of 90%.    2. (Meaning): The results are difficult to analyze with only 17 of 30 (57%) fifth grade students granted permission to participate and 18 of 30 (60%) seventh grade students granted permission to participate by their parents. When nearly half of the student population is not allowed to participate the school can not accurately report the real 'climate' of its student body based on the survey results alone.   3. (Use) The data was reported to our parent advisory groups (SSC/PAC) and to the faculty to collaboratively work on increasing student participation rate.  Parents communicate they do not agree with questions about substance use and student health largely due the topics themselves with the idea of being protective of students and less due to the risk of exposure due to our small class sizes.  Faculty is working to increase student involvement in the students' Clay experience with more leadership in Student Council, greater voice in class and behavioral/emotional support from all and specifically from our Learning Center model.|Met||2018
10101086085112|Edison-Bethune Charter Academy|6|We administered the California Healthy Kids Survey and the summary of key indicators are as follows: School Engagement and Support – School Connectedness (5th – 53% and 6th – 47%), Academic Motivation (5th – 67% and 6th – 52%), Caring Adult Relationships (5th – 56% and 6th – 57%), High Expectations (5th – 56% and 6th – 63%), and Meaningful Participation (5th – 24% and 6th – 18%). School Safety – Feel Safe at School (5th – 74% and 6th – 70%), Been hit or pushed (5th – 61% and 6th – 40%), Mean rumors spread about you (5th – 65% and 6th – 36%), Been called bad names or mean jokes made about you (5th – 77% and 6th – 47%), and Saw a weapon at school (5th – 18% and 6th – 15%). Disciplinary Environment – Students well-behaved (5th – 59% and 6th – 57%), Students treated fairly when break school rules (5th – 36% and 6th – 66%), and Students treated with respect (5th – 89% and 6th – 91%). Lifetime substance use – Alcohol or drug use (5th – 11% and 6th – 13%), Cigarette Smoking (5th –0% and 6th – 0%), and E-cigarette (5th – 0% and 6th – 0%). We feel this is a good reflection of our student population, and an opportunity to provide support to our students in areas they need the most.|Met||2018
16639176010391|Jefferson Charter Academy|6|HESD administered the California Healthy Kids Survey in 2015-2016. Results are summarized as follows: Key Indicators of School Climate and Student Well-Being School Connectedness--High--66% Academic Motivation--High--51% High Expectations--High--67% Feel Safe at School--78% Students Treated with Respect--86%|Met||2018
28662900000000|Saint Helena Unified|6|"Every year, St. Helena Unified administers the California Healthy Kids Survey (CHKS) in October to students in grades 4-8, 9 and 11th.   Results from the CHKS create a School Climate Report Card for our sites which is provided by WestEd.  In May 2018, the School Climate Report Cards showed the following, our high school had a similar school percentile of 90% and 91% for the State percentile ranking on school climate.  The middle school had a 99% similar school percentile with a 96% State percentile on school climate.  Successes include the following: school engagement is going up in 7th grade, students have an increased feeling of being safe in grades 7th and 9th, 70% of all students feel that there is a caring adult on campus in grades 7th and 11th, alcohol and marijuana use is trending down in 7th and 9th grades, and spreading mean rumors and saying bad names is going down at the elementary school level.    However, as a district that has such a high ranking on school climate we still face challenges. Some areas of challenge that exist are the apparent gaps that still exists between Hispanic and White students in feeling connected to school in grades 9th and 11th.  White male students tend to connect more to school than our Hispanic males.  Also alcohol and marijuana use is increasing in 11th grade, there is a sharp increase in 30-day e-cigarette use from 7% in 2016 11th graders to 23% in 2017 11th graders and lastly 1 to 2 students out of 10 students in high school seriously consider suicide. What actions that have come out of the CHKS for 2018-19 are: to continue to strengthen our Positive Behavior Intervention Programs (PBIS), increase mindfulness/wellness activities at all sites, increase the frequency of gathering the student voice at the middle school and high school levels, provide additional staff development around equity and culturally responsive teaching, work towards having student councils have the same representation makeup as the student population, continue the practice  of ""noticing"" at the high school, make sure that our health curriculum in the middle and high school levels include gender equity, LBGTQ and transgender education and support, and start the STOPIt app at the middle school level, as we have at the high school level, to allow students to report anomalously any health or safety issue of concern to site administrators."|Met|Overall:  Based on the county wide data, the county coalitions, comprised of representatives from all districts, should continue to focus on alcohol and marijuana prevention and intervention in our schools. Special attention should be given to DUI prevention. Include e-cigarette prevention and education use given ongoing trends.|2018
54722310000000|Tulare City|6|"TCSD students in grades 3rd - 8th were administered the Panorama Climate survey (PCS) in the spring of 2018. Under the category of safety 5,214/6146 (84.8%) responses concluded the following: 79% answered favorably when asked, ""Do you feel safe at school?"" In Spring 2018, 5th and 7th graders completed the CA. Healthy Kids survey (CHKS), 79% of 5th graders expressed feeling safe at school, 67 % of 7th graders perceived school as being very safe or safe. Upon further investigation, 3rd-5th grade students on the PCS, indicated their greatest concern at 29.2% was fear of being beaten up at school. In 6th - 8th grades, according to the PCS, 27.7% greatest concern is being teased about what their body looks like or how they talk. On the CHKS the greatest concern for 5th graders at 43% is being called bad names or having jokes made about them and 7th graders greatest concern is 43% had mean rumors or lies spread about them and 36% experienced harassment or bullying.  Through our synthesis of findings in the area of Climate, Culture and Environment our district will implement Positive Behavior Intervention Supports (PBIS) with an emphasis on schoolwide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. The following supports will be added:  2 additional Middle School Counselors to help all students in the areas of academic achievement, career and social/emotional development; 1 additional Social Worker to assist with mental health concerns, behavioral concerns, positive behavioral support, academic and classroom support, consult with teachers, parents and administrators as well as provide individual and group counseling/therapy; 1 additional BEST Coach to provide behavior management services to students with challenging behaviors; 1 additional School Psychologist to provide access to more services for students in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally; 1 Safety Supervisor responsible for developing, organizing, and managing  school safety, security and emergency management operations; and 5 campus Life Mentors to provide services to students to promote connectedness."|Met||2018
15634380000000|Edison Elementary|6|The 2017-2018 California Healthy Kids Survey Data showed that 82% of testers felt very connected to the school and 52% of testers said they felt very safe at school. The district also conducted a digital LCAP Survey with all students in grades 3-8 in the 2017-2018 school year. The data from this survey showed that 66.1% of students look forward to coming to school each day and 81.3% of students feel safe while they are at school. This local survey will be given annually, and results will be shared with the board and all stakeholders. The California Healthy Kids Survey will be conducted every other year with fifth and seventh graders and results will be shared with all stakeholders.|Met||2018
53738330000000|Southern Trinity Joint Unified|6|The Healthy Kids mini survey was administered last spring.  Grades 7,9 and 11 responded to this survey.  Due to our small numbers the results are reported county wide which could cause some difference in response accuracy.  Relying on Healthy Kids survey results indicate that approximately 52% of reporting 7th grade students feel the schools allow input and welcomes parents' contributions. Previously, 100% of parent respondents report that the school promptly responds to phone calls, messages, or e-mails. However, 67% Disagree or Strongly disagree that the school actively seeks the input of parents before making important decisions. Extra efforts have been made to encourage the public to attend meetings where important decisions are being discussed and decided on. Notices are regularly sent home with students, and meetings are posted on our marquee.  We are working toward posting more notices on our social media page in hopes of improving parent attendance.|Met|The word trauma is very much in the conversations of staff and the education world in general.  As staff we recognize that many students are dealing with trauma issues, which only leads one to believe that students' families are also faced with trauma-type situations.  This in itself could be a large reason for our low parent involvement as families are focused on meeting basic needs in their personal lives.|2018
18640890000000|Big Valley Joint Unified|6|BVJUSD administered the California Healthy Kids Survey during the fall of 2017 to students in the grades of 7th, 9th, 11th. The students in the 3rd, 4th, and 5th grades completed a modified California Healthy Kids Survey in December of 2017. On January 17, 2018, the administration shared the results of both surveys to the local governing board. 66% of the Jr/Sr High School students reported a high sense of school connectedness and 71% of the Jr/Sr High School school perceived the school as a very safe or safe place. High School students reported 0 times that they were a victim of Cyberbullying. 73.92% of the Elementary students reported feeling safe at least some of the time at school.|Met||2018
01751190000000|Sunol Glen Unified|6|Sunol Glen school district places a high priority on our students perceptions and feelings toward school.  Beginning in 2018, as an annual expectation, the LEA surveys students to elicit their response toward a variety of questions to thus be able to ascertain the students overall experience at Sunol Glen.  In the most recent survey, 97% of the students responded that school is a safe place and that they have never felt threatened while at school. Additionally, 80% of respondents felt that they had at least 'one caring adult' on campus that they could turn to for support and guidance.  Another indicator of our students experiences, is that 88% felt that they have NOT been bullied within the past 12 months. The survey also asked specifically if students felt that they were picked on or made fun of due to their background, race, religion or sexual preference and 95.9% responded 'Never'.  Overall, the survey indicates that the Sunol Glen students feel very safe while attending our school.|Met||2018
19649640000000|San Marino Unified|6|"The San Marino Unified School District (SMUSD) administered the CA Healthy Kids Survey (CHKS) through WestEd for the 2017-18 school year. In total, 796 students in grades 5, 7, 9, and 11 responded to the core module survey (G5=131, G7=218, G9=237, G11=210). Through a careful review of the summary of key indicators, overall 96% of students who responded indicated they “Strongly Agreed” or “Agreed” to having a high degree of “School Connectedness” (G5=98%, G7=97%, G9=96%, G11=95%). This shows an 34% decrease from the 2016-17 school year’s CHKS report. Additionally, 96% of students who responded indicated “School perceived as very safe or safe"" (G5=95%, G7=97%, G9=97%, G11=96%). This shows that programs and activities intended to increase student connectedness and sense of safety outlined in the San marino Unified School District’s Local Area Accountability Plan (LCAP) are producing the intended and expected outcomes. The San Marino Unified School District remains focused to ensure students feel safe and connected at school and to improve this feeling. As such, we have developed a wellness initiative in an effort to align our practices of student support. Additionally, we have opened a high school wellness center to meet the needs of our students who are dealing with increasing levels of stress and anxiety. We will continue to refine practices, and increase supports where we are able in order to reverse the trend of student perceptions regarding school safety and connectedness."|Met||2018
19647330107755|Port of Los Angeles High|6|Target: 11th grade  DATA:  School Engagement and Support School Connectedness- 92% felt moderate to highly connected Academic Motivation - 72% felt moderate to highly motivated Caring Adult Relationships- 50%  School Safety and Substance School perceived as very safe or safe- 77% Experienced any harassment or bullying- 30% Been drunk or “high” on drugs at school, ever- 8%  Mental and Physical Health Experienced chronic sadness/hopelessness- 44% Considered suicide- 20%  MEANING: Port of Los Angeles High School students have a belief that adults and peers in the school care about their learning, as well as them as individuals. A large percentage of them feel motivated to learn, but only half report that they have a strong connection with a staff member. Students are expected to become more motivated as more opportunities are provided for them during and after school. With the adoption of more extracurricular activities, tutoring, and activities which promote school spirit, POLAHS strives to increase the number of students who feel connected to the school, academics and staff. POLAHS plans to implement a PBIS and MTMDSS program in hopes of increasing student morale, feelings of safety, and modifications in behaviors and choices which have a negative impact on their successes in both school and post secondary progress.  POLAHS continues to strive to close the gap between academic and emotional issues, which were being handled by administration, by redirecting them to the counseling department alone, and adding a SEC. The SEC’s job is to continually create prevention programs. Instead of social/emotional issues being handled at an intervention level, they would now be handled at a preventative level. These numbers show us that continuing to strive toward preventative counseling should decrease the number of students who have a feeling of hopelessness or suicide. Barriers may include staff members following policy and students knowing how to utilize the services.  USE:  From August 2017 - May 2018, POLAHS recorded a significant decrease of discipline incidences involving the Dean or Assistant Principal measured against a similar time period from August 2016 - May 2017.  This significant decrease in discipline related issues is attributed to the positive impact the SEC, school psychologist, and Dean have had on creating a safe learning environment for all students.   From August 2017 - May 2018 8 risk assessments were completed by the crisis team.   From August 2017- April 2018, the SEC provided individual, drop-in counseling to 260 students and screened 60 students referred by POLAHS teachers and staff and parents.   From August 2017 - May 2018 the SEC ran 3 ongoing group counseling sessions with 17 participating students.  The above actions proved to be effective in establishing a well-rounded program and facility that ensures a successful learning environment for students.|Met||2018
56724620000000|Hueneme Elementary|6|The Hueneme Elementary School District administers a local climate survey each year that provides a valid measure of student perceptions of school safety and connectedness. We utilize the California Healthy Kids Survey as the measurement tool to gauge our schools' climates by surveying our fifth and seventh grade students.   The CalSCHLS team at WestED has re-calibrated current and past School Climate Index (SCI) scores based on a new 2015 - 2017 statewide norming sample. This year’s School Climate Report Card (SCRC) will utilize these re-calibrated scores and will also contain up to five years of re-calibrated SCI trend data, allowing the direct comparison of re-calibrated scores across these years. Prior SCI scores were computed using a 2008 - 2010 norming sample that represented the average of statewide scores.   This change has several consequences:  * The revised percentile scores now accurately reflect how a school or district compares to the current state average.  * The revised percentile scores on this year’s SCRC will be numerically lower than in the past because the state norms are higher.  * This means the revised SCI scores are not comparable to the SCI scores shown on prior year SCRCs.   Since our district used 2015/16 SCI data as a baseline measure in our LCAP, the older baseline score will not be comparable to the new 2017/18 SCI scores.    Based on an analysis of key indicators on our 2017/18 SCRC, 84% of our fifth graders reported feeling safe at school and 52% reported a high level of school connectedness. Fifty-five  percent of our seventh graders reported feeling safe at school and 59% reported a high level of school connectedness.   2017/18 Average Response Rate: Junior High: 91% Elementary: 78%  2017/18 School Climate Report Card Index: School Index Score: 285 (Range 100-500) School Climate Index State Percentile Comparison: 41 School Climate Index Similar Schools Percentile Comparison: 48|Met||2018
55723060000000|Belleview Elementary|6|In addition to our own local surveys, Belleview administered the Healthy Kids Survey in 2017-2018.  The school's local climate survey results were shared with the Board on 3/1/18 and the input provided at the LCAP Community Forum was shared with the Board on 4/12/18.  The Healthy Kids Survey results were shared at our Board meeting on October 11, 2018.  As a result of our data analysis, the following areas were addressed as goals: 1. Belleview Elementary will maintain a school & classroom environment that provides high quality, equitable conditions of learning for each student by offering small class sizes and a well-maintained facility.   2. All students will meet the State's common core standards in literacy and math. Students will be assured early literacy and math skills that promote physical, social-emotional, cognitive, academic achievement throughout the K- 8 experience.  3. Equity is at Belleview's core with support for the whole child that includes a positive school environment and a learning climate that incorporates instructional practices that support the academic, social, emotional and physical needs of its students.  4. Students will have the opportunity to participate in art, music, technology and other enrichment programs including field trips and activities for the gifted.  Additional funding was provided to hire aides to support students with academic and behavioral needs.  While the music program remains an action, and a music teacher was hired for this year, funding in this area was reduced.|Met||2018
42691610000000|Cold Spring Elementary|6|The Cold Spring School created a fifth and sixth grade school climate survey in October 2017 that was used to measure student perceptions of school safety and connectedness. The survey results indicated that 100% of the students feel safe at school.  These results can be attributed towards staff conducting monthly emergency drills to ensure all staff and students feel prepared for an emergency situation.  In September 2017, it took students and staff five minutes to evacuate the building and account for all persons when a fire drill was conducted.          The survey results also indicated that 100% of the students feel like teachers and staff care about their success in school. A priority goal for the teachers and staff at Cold Spring School is to ensure all students feel connected to their teacher and staff.  The survey results reflect the importance and priority teachers and staff place on ensuring students feel valued in the classroom and school.  The survey results indicate that the majority of students place high value on Art, Music, PE, STEAM and Technology.             Cold Spring School maintains a zero expulsion and suspension rate which can be attributed to students feeling connected and safe at school. To support the social/emotional needs of students the Cold Spring School Psychologist facilitates Mindfulness mini-lessons in every classroom throughout the year around the following mindfulness fundamentals: •        Mindful Listening •        Mindful Breathing •        Body Awareness •        Generosity •        Mindful Test Taking Mindfulness professional development for teachers occurs once in the Fall and Spring. A Parent Education night was conducted in the fall.|Met||2018
55723710000000|Sonora Elementary|6|"The following are the Key indicators from the survey regarding School Climate and Student Well-Being,  which were marked  ""Strongly Agree"" by the 5th grade students who took the survey: School Engagement and Supports School connectedness 44% Academic motivation 64% Caring adult relationships 59% High expectations 50%  Meaningful participation 14% School Safety Feel safe at school 82% Been hit or pushed 34% Mean rumors spread about you 62% Been called bad names or mean jokes made about you 47% Saw a weapon at school 5% Disciplinary Environment Students well-behaved 42% Students treated fairly when break school rules 74% Students treated with respect 92% Lifetime Substance Use Alcohol or drug use 13% Cigarette smoking 0 % E-cigarette 0%  The following are the Key indicators from the survey regarding School Climate and Student Well-Being,  which were marked  ""Strongly Agree"" by the 7th grade students who took the survey: School Engagement and Supports School connectedness 26% Academic motivation 47% Caring adult relationships 36% High expectations 40% Facilities upkeep 12% School Safety and Substance Use School perceived as very safe or safe 71% Experienced any harassment or bullying 44% Had mean rumors or lies spread about you 60% Been afraid of being beaten up 22% Been in a physical fight 12% Seen a weapon on campus 16% Mental and Physical Health Current alcohol or drug use 6% Current binge drinking 0 % Very drunk or “high” 7 or more times 0% Current cigarette smoking 0% Current electronic cigarette use 1% Experienced chronic sadness/hopelessness 25% Considered suicide 0%  This data will be used to research and implement researched-based programs that will increase student connectedness to school and decrease the use of drugs and alcohol."|Met||2018
24657710000000|Merced City Elementary|6|"Approximately 4,730 students participated in a culture, climate and safety survey in the fall of 2017 (1,021 more then in prior year).  The survey was offered in English, Spanish and Hmong.  On average, 76% of students reported feeling safe at school, which is the same prior year.  70% of student reported feeling a ""part of the school,"" 5% more than 2016-2017.  6% more of students reported feeling success was promoted for all students.  The District attributes increases in connectedness to the on-going growth of PBIS and social emotional support programs LCAP has made possible.  In 2018-2019 a continued focus on the social emotional needs of students will expand to include the services of Social Workers, and programs such as Trauma Informed Practices, the Parent Project, Conscious Discipline, as well as  Loving Solutions. Student survey results also identified areas of need for the District.  73% of students indicate they are working hard to learn in school, 10% less than prior year.  75% of students report their classes are challenging, which is the same as 2016-2017.  This data has created a need to attend to the rigor of instruction in classrooms, as well as the availability of academic supports for students.  The District's RtI2 Committee will continue its work to fortify both areas using the student survey results.  Specifically in the area of building relationships with students, and holding high expectations. When comparing surveys submitted by English speaking students to those of their Spanish speaking peers, results in perception of student motivation, promotion of success for all, teacher fairness and being future ready vary slightly, with Spanish speaking survey submissions reflecting a less significant connection to the school."|Met||2018
45700780000000|North Cow Creek Elementary|6|Students feel strongly that staff care about them and help them experience excitement through the delivered curriculum. Students feel welcome at the school but expressed a need to insure students are treating each other respectfully. Students feel they have become stronger academically in the ELA and Math programs.|Met||2018
50712660000000|Salida Union Elementary|6|The district administers the CA Healthy Kids Survey every other year to students in 5th and 7th grades.  During the 2017 survey two data points stood out as areas for growth and monitoring for the district –School Connectedness and Caring Adult Relationships.  5th grade:   53% School connectedness; 50% Caring adult relationships and 7th grade:  50% School connectedness; 26% Caring adult relationships.  Each spring the district surveys all students in grades 3 – 8 using a local survey about LCAP actions including: School Climate, STEAM Thursday learning opportunities; Lunchtime activities led by additional yard duty staff; Keeping the campus and bathrooms clean; Middle School Electives, Clubs and After-school sports.  Between the spring 2017 and spring 2018 surveys the district saw an increase in agreeing to the following School Climate questions:  48% of students reported that students treat each other with respect (3% increase); 82% of students reported that they feel they belong (are accepted and liked) at school (7% increase); 85% of students feel that they can go to one or more adults if they have a problem (8% increase).  The district has been implementing Action 2.2 All schools will maintain high levels of safety where students learn social and emotional skills and receive additional supports to increase their engagement in learning.  This action has contributed to the success of increasing School Climate through the addition of the following:  school counselors at each school; elementary music and PE teachers; S.T.E.A.M Thursdays at elementary schools; increased Elective opportunities at middle school; and schools are in the early implementation phase of school-wide Positive Behavior and Intervention Supports (PBIS) and social emotional learning programs.  The district will continue to implement more fully these actions to continue to increase School Climate.|Met|This information was reported to the board at a regularly scheduled Salida USD Governing Board meeting at the May 16, 2017 board meeting.|2018
19647336018923|Riverside Drive Charter|6|Are you happy to be at this school? 76% Do you feel like you are a part of this school? 71% Do you feel accepted for who you are at this school? 80% Do you feel safe at this school? 86% Do adults at this school treat students with respect? 88%|Met||2018
20651930000000|Chowchilla Elementary|6|The California Healthy Kids Survey was the basis for the survey provided to every 5th and 6th grade student within the district.  In an effort to align the survey with the Chowchilla Elementary School District targets, the survey was shortened to 31 questions.  The data revealed: 1.     More than 80% of the students feel their schools are safe and clean.  Danger perceived initiated outside of the school fence in the surrounding community is nearly 8% while under 5% on campus. ( A school Resource Officer now rotates between or campuses, site access by public has been made more restrictive during school hours.) 2.     Students feel treated fairly and cared for by staff ( continuing to foster relationships with students and parents) 3.     Over 95% see college in their future. (College Thursday - all staff wear college gear and discuss college as a viable option,          as well as, paying to have classified attend Child Development college classes at UC Merced) 4a.   More than 90% feel safe with their peers regarding cyber bullying, physical threats or rumors 4b.   Roughly 3% report being bullied in some form.  (Action steps were put in place to target students reported to have named as          aggressors in a bullying event since Kinder.  The school psychologist now meets with each student listed and discusses the          inappropriateness of those actions in addition to better actions to take when found in similar situations. 5.     4% of our students struggle with where to go for help with a problem. (School Assemblies target knowing self worth and         getting help when needed, will re-survey at the end of this year to see if there is a change) 6.     87% of the students report that they have best friends who make poor choices (School Assemblies target knowing self worth          and getting help when needed - suspension rates are reducing as are chronic absences) 7.     Nearly 70% of our students prefer to work in groups.  (Cooperative structures put in place as an instructional strategy district-          wide.  Improved communication of concepts noted through observations) 8.     95% of the students report understanding math concepts better and building their perseverance in solving problems.          (improved knowledge base of incoming students seen by upper grade teachers at start of year) 9.     55% of students surveyed report reading 15 minutes or more outside of the school day with 20% of those reading more than          30 minutes daily.  (increase in students prepared for next days assignment) 10.   Nearly 75% expressed confidence in their writing abilities while 96% expressed confidence in their reading skills.(Improved          student writing samples across the district) 11.   Site administration were provided with suggestions from students at their sites to make improvements on topics not surveyed.|Met||2018
55724050000000|Summerville Elementary|6|"The following are the Key indicators from the survey regarding School Climate and Student Well-Being,  which were marked  ""Strongly Agree"" by the 7th grade students who took the survey: School Engagement and Supports School connectedness 21% Academic motivation 37% Caring adult relationships 21% High expectations 44% Facilities upkeep 34% School Safety and Substance Use School perceived as very safe or safe 76% Experienced any harassment or bullying 45% Had mean rumors or lies spread about you 53% Been afraid of being beaten up 26% Been in a physical fight 34% Seen a weapon on campus 24% Mental and Physical Health Current alcohol or drug use 16% Current binge drinking 0 % Very drunk or “high” 7 or more times 3% Current cigarette smoking 0 % Current electronic cigarette use 5% Experienced chronic sadness/hopelessness 37% Considered suicide 0%  This data will be used to research and implement researched-based programs that will increase student connectedness to school and decrease the use of drugs and alcohol."|Met||2018
54719850000000|Liberty Elementary|6|*Combined results from 2016 CHKS Grades 5 and 7 show that: • 61% of our students report having or feeling a high level of connectedness at school  • 39% report a high level of academic motivation • 51% report feeling they have adults at school that care about them • 66% report there is a culture of high expectations at school • 17% report feeling they have opportunities for meaningful participation at school (doing things that make a difference, participating in interesting activities, or decide class activities or rules) • 75% perceive the school as safe or very safe • 47%  of our students responded that they had experienced harassment or bullying in the past year *Results taken from the district’s “CHKS Main Report” as reported in A. Contents 2. Summary of Key Indicators page 3. Student Group reporting-Student group graphs were presented to the board. Our district’s focus is to ensure students feel safe and connected at school.  We will compare these results to future results and revisit our programs and continue surveying staff and students for ideas as to how to continue to increase their engagement with school and finding ways to increase students’ feelings of safety.|Met||2018
10620260000000|Big Creek Elementary|6|The LEA administered a school connectiveness and safety survey to all students in grades 2-8.  Students in grades 2-5 have a sense of connectiveness with 90% of respondents stating there is an adult on campus that is caring and wants the child to do well.  The same group of students, 86% in grades 2-3 feel safe at school, while 80% of students in grades 4-5 feel safe at school.  In the middle school grade span, 78% of students feel safe at school while 78% of students feel connected to school.  The drop in school connectiveness in the middle school years is a concern.  The school will focus on engagement activities to foster a deeper sense of connectiveness to the school for the middle school years.|Met||2018
04614246113773|Chico Country Day|6|Chico Country Day School, a public charter school,  administers surveys each year to students. This allows our school to understand the student experience and hear the student voice. As a result, the school can shift programs, create changes, and respond to the student's perceptions. Our local surveys are adapted each year to include questions about the academic program, school climate, student social emotional well being and learning, and school safety. If LCAP goals can be made relevant to that age group, those are included. Surveys are tailored to the grade level while feedback about classroom instruction and school climate is gathered. During the 2017/2018 school year, every teacher surveyed their students instead of sending a school wide survey.          Survey results were analyzed by staff and administration and shifts made to address students needs. These shifts look different in each classroom but some include providing more or less time for project work, amplifying teacher voices if the students cannot hear clearly, adjusting schedules so students can ask questions and get individualized help, providing social emotional skill lessons, and self-critiquing progress in a subject area.  Initiated in 2017/2018, A Student Risk Screening Scale (SRSS) Survey was sent three times during the school year. The SRSS assessment is a universal screening tool that helps identify students who are at risk for behavioral problems. Responding to these students with additional support may prevent their behavior problems from escalating over time. In addition to screening for individual students, schools use the SRSS to look at school-wide data for program evaluation.Students identified at risk dropped by 1%. This survey will be implemented during the upcoming school year as longitudinal data is gathered.|Met||2018
37681220000000|Fallbrook Union High|6|The District administers the Healthy Kids Survey every other year to provide a valid measure of perceptions of school safety and connectness.  This year is an administration year.  The CHKS results are metrics embedded into our LCAP.  We present the disaggregated results to our LCAP Committee comprised of administrators, teachers, classified staff, parents, and students.  When appropriate, we will modify actions/services based on the CHKS results.  We created our LCAP Goal 1 (Improve Student and Family Engagement) as a direct result of CHKS results.  Additionally, we implemented our small learning community approach as a result of the CHSK results.  However, we began using the CHSK results as LCAP metrics two years ago and as such we have not received this year’s results to compare and take action.|Met||2018
52714980000000|Corning Union Elementary|6|We administered the CA Healthy Kids Survey in 2017-18 to students in Grades 5 and 7, but results are not yet available. We administered the CA Healthy Kids Survey in 2015-16 to students in Grade 7, and results can be found below. 64% of 7th graders completed the survey. School perceived as safe or very safe: 76% Experienced any harassment or bullying: 39% School connectedness high: 59% Academic motivation high: 41% Caring adult relationships high: 41% High expectations from the adults at school:51% Meaningful participation at school high: 26% Current alcohol or drug use: 21% Parents feel welcome to participate at this school: 54% School staff takes parent concerns seriously: 55%  In general, white students scored higher in all of the following perceived areas: total school supports, caring adult relationships, highs expectations from adults, meaningful participation at school, school connectedness, and academic motivation. Females scored higher than males in all of the above except school connectedness.  We also administered the CUESD School Climate Survey in Spring 2018 to all students Grades 6 through 8. 99.72% of students responded. Agree or Strongly Agree that school is a safe place for students: 74.53% Agree or Strongly Agree that student is safe when traveling to and from school: 87.33%|Met||2018
45701106117931|Monarch Learning Center|6|Surveys were handed out to all students, parents, and staff.  Generally the response was positive.  Students and Parents were happy that the number of off campus events were increased.  People were also pleased with the improvements made to the campus.  Parents wanted more supervision on the playground and more science.  These are two areas that we are currently trying to improve.  New garden plots have been added to the campus, teachers have been sent to learn new ways to teach science, and we are currently looking for a new standards based science curriculum.   Teachers are happy with smaller class sizes.  New curriculum for ELA and s\Social Studies has been purchased|Met|Being a small charter school gives us the ability to create a program that fits students who do not fit into the larger public school system.  We know all of our students by name.  Our school is a family environment.|2018
51714645130125|Yuba City Charter|6|Parents and students are surveyed each year to solicit information on both LCAP concerns and school climate.  Over 25% of parents were surveyed.  The results indicated that Over 90% of parents and students were satisfied with the Spanish Language program, AP classes, Schoolwide formative and summative assessments, English Language Development classes, Special Education,and the addition of a school counselor.  Fewer than 10% were unsatisfied.  Over 95% of parents and students surveyed were satisfied with teacher professional development, implemented curricula, music and performing arts program, individualized attention to students, the student success program, and school data collection efforts. Fewer than 5% were unsatisfied.  95% of parents and students were satisfied with communication between YCCS and parents, the Parent Advisory Committee and efforts to recruit, student discipline, student happiness at school, the 5 year WASC accreditation, the level of care teachers demonstrate toward students, and the school's encouragement for students to either attend college or pursue career goals.  55% of parents indicated that they intended to attend PAC meetings, and fewer than 10% indicated willingness to become a school board member.|Met||2018
04100410114991|CORE Butte Charter|6|CORE surveys our students, parents & staff over the course of the year. At regular intervals an additional survey is sent to all students who have withdrawn including graduates. Survey data is regularly reviewed & analyzed by staff. The data is essential to the success of our programs and ensure we are addressing the needs of our students and community. Our surveys include data collection surrounding school safety, communication, expectations, health, climate, culture, teacher effectiveness, and the culture at CORE. Many of our questions mirror those found in the “Healthy Kids” survey. Of the 100 students that took the survey in the Spring of 2018, 99% stated that they either  like their school/are neutral. 100% of the students stated that their center class teachers treat students with respect while on campus and 94% stated feeling safe when they are on campus. Of our Tk5 students who completed the survey, 100% stated that they felt safe at school most of the time.  80% of our TK5 students stated that grown-ups listen to them at school and tell them they are doing a good job regularly, while the additional 20% stated that sometimes this happens. 100% of our TK-5 students stated that they were happy at school most of the time/frequently. Of our 6-8 students. 95% stated that people at school are friendly, adults care about them, they feel safe at school, they feel safe at home, they work hard to complete school work, adults at school help them and respect their opinions, and that they feel comfortable talking to their teachers most of the time/frequently. On the section of the survey that asks questions about bullying, harassment, rumors at school, feelings of sadness and hopelessness, and drugs, an average of 95% of our 6-8 students reported that they have never experienced any of these things. The 9-12th survey showed varying results. 20% of respondents state that they missed school due to feelings of hopelessness/being angry/sad. 18% missed school due feeling angry/stressed. A majority of students responded that they have only missed school due to being ill. In regards to the feelings of safety and school relationships, of those who responded in 9-12th, 100% of them stated that people were friendly and helpful some to most of the time.  90% stated that adults care about them at school most of the time/frequently, 85% report feeling safe at school most of the time/frequently, while another 8% feel safe some of the time.  97% of the students reported that adults at the school want to help them. 88% of the students who took the survey reported that their opinions are respected at school most to some of the time, and 99%  of respondents stated that students are treated fairly at school most/some of the time. The survey analysis it is clear that CORE needs to offer additional supports to our 9-12 students in regards to mental health and developing a sense of belonging and respect at the center. This directly aligns with our LCAP goals.|Met||2018
20651850000000|Bass Lake Joint Union Elementary|6|The LEA administers the California Healthy Kids Survey to 5th and 7th grade students in the district annually. Areas of strength, according to survey results, include students feeling connected to their schools. Students also report that they feel supported by the adults in their schools. Relationships in general were reported to be meaningful, engaging, and supportive. One area in which students wanted additional support or offerings was in extended learning day opportunities. Students are interested in new or additional after-school program offerings and/or elective courses from which to choose. Improving school safety measures was another area that was reported to be a strength, but at the same time students would like to see continued developments to make their schools even more safe and secure. These sentiments were echoed by many responses to the LEA's parent survey. Based on survey data, the district will continue to modify actions and services contained within the LCAP to meet the diverse needs of students. Survey data and findings are reported to the governing board during regular public meetings.|Met||2018
19647336019954|Wilbur Charter For Enriched Academics|6|LAUSD administered the 2017-18 School Experience Survey during the spring semester. The following are the results that pertain to school climate: Over 80% of the students at Wilbur Charter are happy to be at this school, they feel accepted and feel safe. Over half of the students at Wilbur Charter feel as the kids at this school are kind to one another. In order to encourage more kindness and acceptance at our school, we will continue to implement Character Counts school-wide and monthly discipline assemblies.|Met||2018
19645760000000|Glendora Unified|6|As Glendora Unified reviews the 2017-18 CHKS survey, in the School Engagement and Supports summary student connectedness declined (39%-31%) as students matriculated through the grade spans, in addition to declining since the last administration of CHKS.  There is a decline in reported chronic truancy and an increase in caring adult relationships at the high school level.  In the section, School Safety and Substance Use, the school perceived as very safe or safe was flat 76%-73%, this is a 3% drop from previous CHKS.  Students feeling bullied were slightly higher in middle school with a 13% drop at high school.  In the final summary section, Mental and Physical Health, students reported relatively flat change in binge drinking, cigarette smoking and being drunk or high 7 times or more.  The most significant increase was in experiencing chronic sadness/hopelessness with an increase at the 7th grade level at 27% as well as an in considering suicide from 25%-31%.   The survey aligns with what’s been reported in students groups.  Groups reported significant concerns for “friends” struggling with mental health issues, stress, and a lack of supports in this area.  Students report “friends” are looking for ways to cope, whether it is with substance abuse or other unhealthy means. Students’ state they are feeling heard and have seen changes in supports from kindness clubs, connection and kindness focus weeks, mental health, and additional counselors.  Some barriers and challenges reported are fear of being in trouble, not being able to meet the high expectations, the stigma of needing help or knowing where to go to access the counselors.  Additional barriers are the lack of financial resources. Glendora has increased counselor support and hired an additional mental health provider to help the increasing numbers of students needing support.  The District contracts with a variety of agencies.  CareSolace will provide parents and educators 24/7 access to resources for students in crisis.  Early intervention is a focus.  Buddy and Kindness clubs, mindfulness activities, and social groups are implemented at the elem. level.  An increase in clubs, activities, and WEB Wednesdays at the middle school build positive inclusive relationships between 6th grade -8th grade students.  At the high school, Link Crew creates relationship with upper class and helps 9th grade learn how to navigate a comprehensive campus.  Improved signage clearly shows students where to find the additional resources.  As we include students in the process of reviewing the programs, it becomes more comprehensive as they can provide a unique perspective and insight on current issues.  There has been constant reflection, building of capacity, refinement and PD to improve the work being done.  In working to build a strong cohesive preK-12 program, we recognize it will take time to see the benefits.|Met||2018
50713240000000|Valley Home Joint Elementary|6|The climate survey is issued annually in the spring. Results indicate a high approval rating (80% or higher) in all areas surveyed. Survey results are analyzed by the school staff, school site council and the advisory councils. Data is used to influence the annual update to the LCAP. The California Healthy Kids Survey was not given in 2018. It will be given in 2019.|Met||2018
53717380000000|Junction City Elementary|6|Our district administered the California Healthy Kids Survey in February 2018 to all students in grades 6-8.  The results indicate that 94% of our students agree or strongly agree with the statement, “I feel like I am part of this school.”  100% of our students agree or strongly agree with the statement, “I feel safe at my school.”  We also administered a local School Survey in the spring of 2018 to all students and their families in grades TK-8, to determine how students feel about school.  The results of our School Survey indicate that 98% of our students agree or strongly agree that they feel a sense of belonging and connectedness at the school, and 100% of our students agree or strongly agree that they feel safe at school.  The School Survey also indicated that 98% of the parents agree or strongly agree that they feel welcome at the school.   These results were presented to the School Site Council/LCAP Advisory Committee, and to the Governing Board in the spring of 2018. The data will be used to determine progress toward meeting LCAP Goal 3, “Ensure a safe, welcoming and inclusive climate for all students and their families, so that all students are in their classes and ready to learn.” The results of the surveys indicate that we are making positive progress toward our LCAP goal 3, and we feel confident that our students feel that they are welcome, connected, and safe at school.|Met||2018
39103973930476|Venture Academy|6|Venture Academy administered the California Healthy Kids Survey in the 2017-18 school year. Results of the survey will be available in November 2018.|Met||2018
47703590000000|Hornbrook Elementary|6|"School Climate Student Survey Results – March 2018 Combined results from Grades 1-8 show that: • 97.5% of our students report that their principal & teachers want every student to learn • 97.5% report that they are learning new things that will help them • 70% perceive that students treat adults with respect • 80% report they are treated fairly • 100% report that their teacher(s) wants them to do their best • 95% of our students report that their teacher helps them learn things they will need in the future • 97.5% report that their teacher uses different activities to help them learn • 85% perceive the school as safe and clean • 90% of students report that the school recognizes and rewards students for positive choices and behaviors • 87.5% report they feel safe at school *results taken from Survey Monkey “Student Climate Survey” March 2018. * Student group reporting: Student group graphs were presented to the board on April 12, 2018 * Our district’s focus is to ensure students feel safe and connected at school. We have started PBIS Tier 1 this school year in hopes to increases: student engagement with the school; students’ respect towards adults; and students’ feeling of safety. * This survey was given just a week after the Florida school shooting in March 2018. Our scores on school safety decreased from the prior year due to the ""feeling"" of safety in schools issue that was on media.  * This year we surveyed students from 1st-8th grades and we added "" the school recognizes and rewards students for positive choices and behaviors"" to assist in gaining feedback on student perception of feeling connected.   * Implementing PBIS has helped to increase the percent of student perception of connectedness."|Met||2018
01612910000000|San Leandro Unified|6|During the spring of 2018, San Leandro USD conducted a survey to all our Elementary, Middle and High School students. The main purpose of the survey is to collect opinions, perspective, attitudes and perceptions of our students regarding their schools and their learning.  Elementary Survey Questions:  % Agree Do you think your teacher cares about you?  81.00% Does your teacher treat you with respect? 81.00% Do adults in your school respect people from different backgrounds? 80.00% Do you like the way your teacher treats you when you need help? 78.00% Do you learn a lot in your class? 74.00% Is your teacher fair to you? 72.00% When you make mistake, does your teacher help you correct it? 64.00% Does your teacher give you extra help if you need it? 63.00% Do you learn interesting things in class? 62.00% Does your teacher let you explain your ideas? 60.00%  Middle Scholl and High School Survey Questions  % Agree 1. My teachers believe that I can get good grades if I try.     MS: 72.00%     HS: 72.00% 2. I take pride in my school work.     MS: 59.00%     HS: 57.00% 3. I can usually be myself around other students in school.     MS: 56.00%     HS: 63.00% 4. Most students at my school are friendly to me.     MS: 55.00%     HS: 60.00% 5. Most adults in school treat students with respect.     MS: 49.00%     HS: 56.00% 6. My teachers are willing to give extra help on school work if I need it.     MS: 44.00%     HS: 53.00% 7. During this school year, have other students bullied or harassed you?     MS44.00%     HS: 25.00% 8. I enjoy coming to school most of the time.     MS: 43.00%     HS: 40.00% 9. My teachers try to be fair.     MS: 42.00%     HS: 52.00% 10.I feel like I am part of the school community.      MS: 38.00%      HS: 33.00%  School Safety, Health, and Wellness were given priority in the previous LCAP in order to consider educating the whole child, beyond just academics. There was an emphasis placed at school sites to increase student engagement that would lead to increased attendance and graduation rates. Positive behavior Intervention Support was a district wide initiative intended to build a strong behavioral tier 1 intervention foundation for all students. All schools have established either a PBIS leadership team or a school climate committee focused on discussing behavioral trends and school wide approaches to interventions. SLUSD also opened the Barbara Lee Health Center which increased health and wellness services for students and the community at the community large. Through the student based health clinic, the district has facilitated over 200 visits by students for primary care, health education, dental or behavioral health services this last year. Additionally, the district adopted a wellness policy that emphasizes healthy living, and established wellness coordinators for each site that promote wellness-oriented activities to promote positive, healthy living at schools for staff, students, and families.|Met||2018
34674473430758|San Juan Choices Charter|6|Rationale:  A school-developed district survey is administered annually to all staff and parents and to students in grades 7-12.  This survey includes items in a variety of domains with some parallel items appearing on two or all of the surveys.  Parent surveys are available both paper and online with translations for both.  One section addresses parent engagement and has been used for several years, allowing for the identification of trends over time.  The use of this tool allows Choices to collect perception data in a variety of LCAP-related areas with a single tool, thus increasing the response rate for those involved.  In 2016-17, the survey response rate was approximately 94%.|Met|Key Findings - School Safety: 99% of responding students indicated they felt safe at Choices.  Key Findings – School Climate/Culture: 97% of responding students indicated they had a positive experience at Choices. Key Findings – Learning Environment: 99% of responding students state that their education has become more personalized at Choices Charter School. Key Findings - Student Connectedness through Caring Relationships: 98% of students responding indicated the Choices staff is caring and responsive to student needs.|2018
15101570000000|Kern County Office of Education|6|Kern County Superintendent of Schools’ Alternative Education program annually administers the LCAP survey in order to capture students’ sense of safety and connectedness.  Results from the 2018 LCAP survey: • 73.9% of students feel safe at school, with an additional 10.8% undecided (The 2017 LCAP survey reported these percentages as 71.35% and 11.17%, respectively.) • 73.4% of students indicated they feel respected and valued by school staff, with an additional 13.6% undecided (The 2017 LCAP survey reported these percentages as 70% and 12%, respectively.) • 55.1% of students agree they look forward to attending school each day, with an additional 13.6% undecided (The 2017 LCAP survey reported these percentages as 51% and 17%, respectively.)  When compared to the 2017 LCAP survey, the 2018 LCAP survey results indicate that students are feeling safer at school, feel more respected and valued by school staff, and are more likely to look forward to attending school each day.  In order to address safety and connectedness issues, the Alternative Education program will continue to implement Positive Behavioral Interventions and Supports (PBIS).  This program creates structures to allow relationships with students to be fostered through respect and engagement.  This will require additional professional development for staff and an expansion of the PBIS program to include multiple tiers of support at all school sites.  In addition, the Alternative Education program plans to provide professional development related to Trauma Informed Care in order to provide staff the supports needed to best work with students who have been impacted by trauma in their lives.|Met||2018
40688096043194|Bellevue-Santa Fe Charter|6|"The School Climate Survey asks students to reflect on their perception of their ""safety"" at school.  The majority of BSFCS students report feeling cared for (63.6% Strongly Agree, 30.3% Agree, 4.5% Neutral), feeling safe on our school site (68.2% Strongly Agree, 22% Agree, 7.6% Neutral, 1.5% Disagree, .8% Strongly Disagree), doing interesting activities (57.6%% Strongly Agree, 29.5% Agree, 8.3% Neutral, 3% Disagree, 1.5% Strongly Disagree), being supported by adults (56.1% Strongly Agree, 23.5% Agree, 14.4% Neutral, 3% Disagree, 1.5% Strongly Disagree), having quality instruction (85.6% Strongly Agree, 9.1% Agree, 5.3% Neutral), and growing in their learning (65.2% Strongly Agree, 29.5% Agree, 3.8% Neutral, 1.5% Strongly Disagree).  The majority of students also report disagreement in having too much homework (28% Strongly Disagree, 14.4% Disagree, 22% Neutral, 16.7% Agree, 18.9% Strongly Agree)."|Met||2018
33103300134320|Riverside County Education Academy - Indio|6|RCEA used Key Data Systems to administer an LCAP survey to stakeholders, including students.  The survey addresses multilple state priorities and the results are sorted by stakeholder group. In the 2017-18 survey, the majority of students are satisfied to some degree with the school behavior/climate program, wich is part of LCAP goal 2. Additionally, over half of students agree that teachers expect them to work hard, continue their education after high school, and are willing to provide extra help.|Met||2018
53750280000000|Mountain Valley Unified|6|Results from the Healthy Kids Survey have some predictable trends: percentages of students with high school engagement and supports is higher among the younger students and less so by the time students are in 11th grade.  That said, the difference is only 5 percentage points. For school safety the younger children report that 81% feel safe at school v only 59% at the high school. Shockingly 20% of elementary children report alcohol or drug use v 33% at the high school. The most disturbing statistic is that 21% of high school students have considered suicide.  We are addressing these challenges through implementation of Multi-Tiered Systems of Support,  an increase in counseling for students at all levels from district counseling technicians to a counselor with a PPS to Behavioral Health counseling in the schools. These are all written into our LCAP and we are looking forward to seeing if a change for the good is reflected in the next time we administer the Healthy Kids Survey.|Met||2018
04100410430090|Hearthstone School|6|Hearthstone Charter School administered the PBIS Climate Survey for the 2017-18 school year to provide a more valid measure of perception of school safety and connectedness.  Averaged results for students in grades 3-12 are as follows:  I like school. 3 I feel successful at school. 2.9 I feel my school has high standards for achievement. 3.5 My school sets clear rules for behavior. 3.4 Teachers treat me with respect. 3.6 The behaviors in my class allow the teachers to teach. 2.9 Students are frequently recognized for good behavior. 3 School is a place at which I feel safe. 3.3  I know an adult at school that I can talk with if I need help. 3.6  Overall average 3.2 on a 4 point scale.  The data indicates students are largely satisfied with their school.  Staff will administer regular formative progress checks to determine if steps taken to improve student perception of school (liking and doing well in school) changes as new supports are put in place.  Hearthstone has implemented new initiatives such as student leadership and increased student behavior and academic recognition to address the data. Hearthstone collects monthly data to determine the success.|Met||2018
37683040000000|Ramona City Unified|6|The Local Indicator, The RUSD LCAP Survey,  was shared with the RUSD Governing Board on February 15, 2018.  The RUSD School Board, Cabinet members, LCAP Stakeholder Committee and advisory teams work to encourage all RUSD Stakeholders to partake in the local measure that is administered on a yearly basis. The LCAP Community Survey is open to all RUSD students, staff, parents, and community members. The findings throughout the RUSD LCAP Survey help RUSD monitor progress in the fours goals and also help drive any revisions to the goals, actions and services. In the 17-18 RUSD LCAP Survey, 79% (a decrease of 1% over the previous year) of elementary students, 56% (unchanged) of secondary students, 78% (decrease of 7%) of staff, and 77% (unchanged) of parents agree or strongly agree their school is safe. 78% (a decrease of 5% over the previous year) of elementary students, 56% (increase of 2% over the previous year) of secondary students, 90% (decrease of 1%) of staff, and 80% (increase of 3% over the previous year) of parents agree or strongly agree their school is safe.|Met|RUSD will begin implementing the CA Healthy Kids survey for 5th, 7th, 9th grade students and parents in the Fall of 2018.|2018
10622570000000|Kingsburg Joint Union High|6|KJUHSD conducted a survey in the spring to all students in the district which garnered a total of 863 responses. Students were asked 17 questions to gather information about views on school climate, including safety, academic rigor, opportunities for extracurricular participation, teaching strategies, student connectedness and technology. In the area of school safety, 73.3% of the students feel safe on campus. In comparing grade levels, ninth graders felt the least safe at 69%.  A total of 86.4% of the students feel the school works hard to provide a safe environment for all students.  In comparing grade levels, only 83% of juniors felt the school worked hard.  A total of 49.3% of students feel the classrooms, bathrooms, and office spaces are clean and orderly compared to 81.3% of students who feel the grounds, parking lots, and athletic fields are clean and orderly.  In comparing grade levels, the percentage of students who feel the classrooms were clean decreased at every grade level with only 33% of seniors feeling the classrooms were clean.  A total of 75% of the juniors felt the grounds were clean and orderly.  Student connectedness showed that 91.4% of students feel they can approach teachers, counselors and administrators regarding academic support.  In comparing grade levels, the sophomore class rates the district the lowest at 81%.  A total of 69.9% of the students feel comfortable reaching out to members to discuss suggestions and/or complaints while 66% of ninth graders felt comfortable to make a complaint to staff.  Overall, 87.4% of students feel the school cares about them and works hard to provide a quality education. In comparing grade levels, 9th and 10th graders (87% and 91%) had the highest percentage while fewer 11th and 12th graders (84% and 86%) feel the school cares for them. Student input on areas of improvement can be reflected in over 10 different actions in the LCAP.|Met||2018
37735690000000|Oceanside Unified|6|According to the California Healthy Kids Survey administered in 2016-2017 the key findings in school safety and connectedness were: School perceived as very safe or safe: 5th:76%, 7th:60%, 9th:60%, and 11th:64%. School Connectedness: 5th:55%, 7th:47%, 9th:43%, and 11th:40%. While students generally feel safe at school there is a need to improve school connectedness. OUSD has included actions in the LCAP to address connectedness, including developing a district wide system of support to address students' social and emotional needs.|Met||2018
33103300125237|Riverside County Education Academy|6|RCEA used Key Data Systems to administer an LCAP survey to stakeholders, including students.  The survey addresses multiple state priorities and the results are sorted by stakeholder group. In the 2017-18 survey, the majority of students are satisfied to some degree with school behavior/climate program, which is part of LCAP goal 2.  Additionally, almost half of students agree there are extracurricular activities available to them, and that teachers expect them to work hard.|Met||2018
19648570000000|Palmdale Elementary|6|Priority 6 is the local climate survey, measuring students’ perception in 5th & 7th grade in the areas of school safety and connectedness.   From 16-17 to 17-18, the Healthy Kids Survey showed a decrease of students in feeling safe at school (5th- from 49% to 41.4% and 7th – from 30.3% to 27%).   The survey also showed a decrease in student positive engagement and school connectedness (5th – from 44% to 39.6% and 7th – from 34.5% to 18.5%).   In the area of student socio-emotional learning and strength of body, mind and character there was also a decrease – (5th – from 72.3% to 67.8% and 7th – from 53.8 to 47%).   PSD is in the process of training and implementation of the practices and strategies of Capturing Kids Hearts and Safe and Civil Schools in order to support and improve school safety and connectedness.|Met|Reported to Board of Trustees 8/14/18|2018
18101810000000|Lassen County Office of Education|6|Based on the survey the key learning were that although our students are housed in a juvenile correctional facility the overall school climate data showed that students felt safe, respected, supported and engaged in the school. Based on this information we will continue to increase levels of support and engagement, including the social emotional health of our students.|Met||2018
43695260000000|Los Gatos Union Elementary|6|Based on the results from the Project Cornerstone Survey given in 2016, the District developed a local survey to explore specific areas of focus: • Caring School Climate • School Engagement  OVERALL CLIMATE Students like their schools: • Elementary—96.79% • Middle School—86.1%  Students are proud to be at their schools: • Elementary—96.17% • Middle School—78.82%  OVERALL SCHOOL ENGAGEMENT Teachers encourage students to share ideas: • Elementary—96.46% • Middle School—84.48%  Teachers use many ways to make learning fun and interesting: • Elementary—94.78% • Middle School—73%  Students have choices in their learning activities: • Elementary—86.84% • Middle School—60.02%  DATA USE • Information disaggregated and shared with school principals to be evaluated for specific responses and strategies on each campus. • Principals and school staff use data to identify individual strategies and focus areas. • Principals and staff held student focus groups to explore the data with the students.|Met||2018
10621660114355|Sierra Charter|6|The surveys indicate that the students and parents feel very safe at SCS because it is a small campus with 1:2 student/staff ratio.  It is a quiet campus with no crowding, violence or yelling. The key learning from the survey is that all students and parents are very satisfied with the SCS campus and the environment.|Met|Using the responses from the 2017-18 surveys of all students and parents, this priority has been met.|2018
39686270129916|Valley View Charter Prep|6|Annually, Valley View School Surveys all stakeholders, including its K-12 students. A majority of the questions in the surveys are directly aligned to the 8 Basic State Priorities including school climate. Data from the survey and stakeholders meetings are reviewed and discussed. High priority status pertaining to student performance, attendance, school facilities, and school climate and course offerings are taken regarding the school’s needs and areas for growth. This information is compiled and the district LCAP is written based from these identified needs. The final plan is provided to the Board of Directors for approval at a regularly scheduled Board meeting in June.|Met||2018
51714310000000|Pleasant Grove Joint Union|6|A local climate survey was given to students in grades third through eighth that provided a valid measure of school safety and connectedness. The results of this survey were shared at the February 26, 2018 staff meeting, February 13, March 13, & April 10, 2018 Pleasant Grove JUSD School Board meetings, and also the April 2018 Site Council meeting.  Findings from this survey indicated that 96% of students felt safe at Pleasant Grove School. In addition, 60% of students feel that bullying is not a problem at the school while 22.2% feel it is a problem. These results indicated that the school’s discipline program and Nurtured Heart have created a safe environment, however more education and structure needs to be implemented regarding bullying. Structures to be implemented during the 2018/19 school year are more professional development in Nurtured Heart and the review and adoption of an updated anti-bullying program. On the topic of connectedness to the school site, the California Healthy Kids Survey administered to 5th and 7th graders in the spring of 2015 indicated 75% of 5th graders and 91% of 7th graders felt connected to their school site. These results indicated a greater need to involve students in after-school programs, Student Council, and events held at the school.  We will review results of the 2018 CHKS when they become available and adjust our plans as needed.|Met||2018
36676450000000|Central Elementary|6|Each year 5th and 7th grade students complete an online survey addressing the local climate that provides a valid measure of perceptions of school safety and connectedness. The survey is administered within the school day and responses range from strongly agree to strongly disagree. There were 485 5th grade student responses representing 94% of the students and 521 7th grade student responses representing 95% of the students were recorded. Survey responses indicate students feel safe at school with teachers that treat them with respect while holding them to high standards. They also show that opportunities are available that increase a feeling of connectedness and a sense of pride in their own school. Key survey results include: • 88% of 5th grade students and 90% of 7th grade students strongly agree/agree that, “I feel safe at school.” • 86% of 5th grade students and 83% of 7th grade students strongly agree/agree that, “There are programs or assemblies that help keep our school bully free.” • 90% of 5th grade students and 93% of 7th grade students strongly agree/agree that, “My school offers me a chance to be involved in art, music or performances.” • 93% of 5th grade students and 96% of 7th grade students strongly agree/agree that, “My teachers expect me to continue my education after high school and go to college or vocational school.” • 90% of 5th grade students and 80% of 7th grade students strongly agree/agree that, “I would recommend this school to my friends.” In addition, responses from 7th grade students indicate the majority do not use, or perceive the use of, illegal substances as indicated below: • 84% of 7th grade students strongly agree/agree that, “Students at my school do not smoke cigarettes.” • 85% of 7th grade students strongly agree/agree that, “Students at my school do not use illegal drugs.” • 82% of 7th grade students strongly agree/agree that, “Students at my school do not drink alcohol.” Results of the parent surveys are shared with the School Board, the LCAP Advisory Committee and the District Advisory Committee and site results are shared with School Site Councils and site parent groups.  Central School District will continue to provide bully prevention programs, healthy lifestyle curriculum and character education that encourages a cooperative and collaborative school climate.|Met||2018
37684030125401|Insight @ San Diego|6|The school offers students different ways to be connected to the school.  This is done through clubs, outings, newsletter participation, assemblies, and other sessions.  Clubs and activities are held based on survey feedback from the students. Students being in a virtual environment are safe from the traditional concerns in the Brick and Mortar environment.  Extra precaution is in place to ensure that while students are online and in a live session they are safe and also feel safe to share their responses and interactive with other students.|Met|The LEA will continue to offer surveys to decipher student perceptions regarding school safety and connectedness.|2018
15636280127209|Insight School of California|6|The school offers students different ways to be connected to the school.  This is done through clubs, outings, newsletter participation, assemblies, and other sessions.  Clubs and activities are held based on survey feedback from the students. Students being in a virtual environment are safe from the traditional concerns in the Brick and Mortar environment.  Extra precaution is in place to ensure that while students are online and in a live session they are safe and also feel safe to share their responses and interactive with other students.|Met|The LEA will continue to offer surveys to decipher student perceptions regarding school safety and connectedness.|2018
39686270133116|Insight @ San Joaquin|6|The school offers students different ways to be connected to the school.  This is done through clubs, outings, newsletter participation, assemblies, and other sessions.  Clubs and activities are held based on survey feedback from the students. Students being in a virtual environment are safe from the traditional concerns in the Brick and Mortar environment.  Extra precaution is in place to ensure that while students are online and in a live session they are safe and also feel safe to share their responses and interactive with other students.|Met|The LEA will continue to offer surveys to decipher student perceptions regarding school safety and connectedness.|2018
23656152330454|Accelerated Achievement Academy|6|According to the 2017-2018 student survey, 82% of students feel they are at least as successful as in previous years, 86% feel they learned more this year than in the past, 70% feel that they can talk to staff about their needs, and 71% prefer Accelerated to their previous schools. On all questions, an average of 9% of students had no opinion. When asked what words best express their feelings about the school students responded with fun, nice teachers, happy, safe, awesome, cool, best school ever, okay, happy, joyful, challenging, hard, unique, outstanding, amazing, not disappointing, positive, boring, easy, generous, helpful, hilarious, great, interesting, weird, alright, better, friendly, neutral, wonderful, excited, supportive, committed, well organized, easy going, hardworking, mellow, annoying, phenomenal, perfect for me, surprised, caring, the best, strict, strange, focused, motivating, encouraging, cheerful, and love. This survey is an important metric for Accelerated Achievement Academy's LCAP goal to foster a positive school environment.|Met||2018
17640480000000|Lucerne Elementary|6|The California Healthy Kids Survey was administered to students in the 6th -8th grade.  It is a survey that gauges resilience, risky behaviors, protective factors, and sense of safety.  This survey is a reliable tool for understanding students’ perspective on the school culture and climate.   School Connectedness:  6th-grade results 24% feel highly connected 59% feel moderately connected 18% feel a low level of connectedness  7th-grade results 40% feel highly connected 35% feel moderately connected 25% feel a low level of connectedness  8th-grade results 64% feel highly connected 27% feel moderately connected 9% feel a low level of connectedness  Summary: The breakdown of these results indicates that most of the students in the 6th -8th feel that they are connected to our school. They feel like they have created meaningful and respectful relationships with their peers and the staff at our school. Academic Motivation:  6th-grade results 45% feel highly motivated academically 41% feel moderately motivated academically 14% feel low about academic motivation  7th-grade results 35% feel highly motivated academically 27% feel moderately motivated academically 36% feel low about academic motivation  8th-grade results 36% feel highly motivated academically 36% feel moderately motivated academically 27% feel low about academic motivation  Summary: The analysis of these results suggests that most students are academically motivated to meet the classroom learning objectives. It is concerning the percentage of students that are not academically motivated.  The district has programs in place that will help support students academically and personally.  PBIS supports positive behavior while  AVID uses “Best Practices” to develop academic routines in students. School Safety:   6th-grade results 59% feel very safe at school  7th-grade results 64% feel very safe at school  8th-grade results 63% feel very safe at school  Summary: These results indicate that most students feel very safe in our school.  It is the district’s goal to have all of our students feel safe at school.    According to the survey, one of the factors that cause students to feel unsafe at school is their peers have spread mean rumors or lies about them.   The district will work to address this trend by offering assemblies and lessons on character development.|Met||2018
42692110000000|Hope Elementary|6|During the 2016-17 year, Hope School District administered the CHKS to Grade 5 students. For the 2017-18 year, 6th grade students took the survey as well. By expanding the survey to 5th and 6th grade, we not only had more data, we were able to use cohort data to track any significant changes. Some of the notable concerning findings are: - A drop from 5th grade (83%) to 6th grade (59%) in school connectedness - A drop from 5th grade (78%) to 6th grade (63%) in caring adult relationships - A drop from 5th grade (79%) to 6th grade (63%) in high expectations - An increase in student reporting alcohol or drug use (from 16% to 25%) Some of the positive findings are: - An increase from 5th (56%) to 6th (69%) in academic motivation - Both years reporting high (95% and 94%) ratings of feeling safe at school  - Both years reporting that students are well behaved at school (81% and 80%) - A decrease in the number of students reporting being called bad names and seeing a weapon at school - And an increase in students reporting fair treatment of students when they break the school rules (from 70% to 76%) This information will be used in the school climate/Socio-emotional learning committee work. This group is part of the MTSS program and will be using data such as this to make decisions for programs (such as restorative approaches and PBIS), priorities, and future training.  These results, along with data from an exit survey administered to all 6th graders in the spring of 2018, were considered when planning staff training for the 2018-19 year. Trauma Informed Practices was one topic of training for the first staff development day. An additional session will be held in November. These practices help teachers and staff address student (and their own) emotional needs first, so the academic needs can be met as well.|Met|School climate is a primary of the MTSS program Hope School District is implementing this year.|2018
12629190000000|Kneeland Elementary|6|The school climate survey indicated that 26.7 % parents feel welcome at the school.   Parents have requested an opportunity for elective classes for the upper grade students; staff has implemented an electives course opportunity twice a year which has offered the students a broader subject area in which to learn. Parent participation in at least one activity at the school is 100%.|Met||2018
16639170000000|Hanford Elementary|6|[LEA Submission] HESD administered the California Healthy Kids Survey in 2016-2017. Results are summarized as follows: Key Indicators of School Climate and Student Well-Being School Connectedness--High--66% Academic Motivation--High--51% High Expectations--High--67% Feel Safe at School--78% Students Treated with Respect--86%|Met||2018
10621660114553|University High|6|UHS has used a school climate survey for the last six years.  The survey is administered every year and asks questions specific to our school and the school climate.   The survey is given to our students in the spring of each year and the School Board reviews the results either in its June or August meeting.  The school has two goals it uses to measure the climate standard.  The school's goal is the following:  • The percent of students suspended will be less than 5% and expulsion rate less than .5%.   For last year, this goal was achieved as our rates were _______ for suspension rate (4 students) and 0% for expulsion rate.  • The Attendance rate for the school year will be greater than 97%.  For last year, the goal was achieved as our rates were 98%. The attendance rate for seniors dipped lower, as we allowed seniors to take the spring elective session off if they had met all of their credits, but that did affect our attendance rates.|Met||2018
54720170000000|Oak Valley Union Elementary|6|The California Healthy Kids survey was administered as well as a locally developed survey to measure perception of school safety. Results of the surveys were present to the Board of Trustees. The results indicated a high sens of school connectedness, academic motivation caring adult relationships, high expectations, and meaningful participation. In addition, school safety perception by student was very positive with 84% of the student responding that the school is very safe. These positive perceptions o f the school were consistent across all students and student groups. Our local survey asked students for the input on what kind of activities they would like to see on campus to improve school climate. Most made reference to snacks/food to be sold on campus as the new nutritional guidelines did away with unhealthy items being sold on campus. However, we were able to find some snack items that met the nutritional guidelines and students have been happy that their input provided this opportunity.|Met||2018
06616140000000|Pierce Joint Unified|6|Students in grades 5, 7 & 11 took the Healthy Kids Survey in the Fall of 2017. This survey is given to students every other year. The results in the areas of school safety and connectedness are as follows: 78% 5th graders on the HKS  feel they are part of the school all or most of the time 75% 7th graders on the HKS agree or strongly agree that they feel they are part of the school 9th graders on the HKS agree or strongly agree that they feel they are part of the school - data unavailable 45% 11th graders on the HKS agree or strongly agree that they feel they are part of the school 79% 5th graders on the HKS feel safe at school all or most of the time 70% 7th graders on the HKS agree or strongly agree that they feel safe at school 9th graders on the HKS agree or strongly agree that they feel safe at school- data unavailable 71% 11th graders on the HKS agree or strongly agree that they feel safe at school In terms of connectedness, students' sense of connectedness decreases as they move up to higher grades. As far as feeling safe at school, throughout the district the percentage is in the range of 70-79%. A focus of the district this year is for staff to be trained to understand Social-Emotional Learning, including understanding how trauma affects students' lives. All certificated and classified staff had a district training prior to the start of school. School sites will each be working on strategies to improve climate. Increases in security have been made at district schools as well to work toward students feeling safer at school. Some of these safety measures include: additional security cameras, additional fencing, implementing a visitor check-in system, deploying an electronic notification system to staff in the event of an emergency and the implementation of an online education system that focuses on character education at the elementary school level and alternatives to suspensions at the middle and high school levels.|Met||2018
10621170000000|Clovis Unified|6|The Clovis Unified School District (CUSD) Student Survey was given to students in grades 4 through 11 and was designed to help CUSD understand student experiences and perceptions of the school environment.  Two of the questions on the survey were designed to specifically understand student connectedness through participation in co-curricular activities and asked the students to indicate how strongly they agree with the statement of “My school is a safe place for learning.” When looking at being connected to the school through participating in at least one district provided co-curricular activity: 82% of students in grades 4-6 indicated they participate.  Percentages of co-curricular participation by student groups are: 87% white, 82% American Indian or Alaska Native, 75% Asian, 84% African American, 86% Hispanic, 86% Two or more races, 72% EL, and 81% of SED.  72% of students in grades 7-8 indicated they participate.  Percentages of co-curricular participation by student groups are: 79% white, 71% American Indian or Alaska Native, 70% Asian, 76% African American, 65% Hispanic, 73% Two or more races, 58% EL, and 61% of SED.  76% of students in grades 9-11 indicated they participate. Percentages of co-curricular participation by student groups are: 81% white, 68% American Indian or Alaska Native, 78% Asian, 81% African American, 72% Hispanic, 76% Two or more races, 63% EL, and 71% of SED.  When indicating how strongly they agree with the statement “My school is a safe place for learning”: 94% of students in grades 4-6 agree or strongly agree.  Percentages by student groups are: 96% white, 92% American Indian or Alaska Native, 93% Asian, 89% African American, 94% Hispanic, 94% Native Hawaiian or Other Pacific Islander, 94% Two or more races, 90% EL, and 92% of SED. 83% of students in grades 7-8 agree or strongly agree.  Percentages by student groups are: 86% white, 79% American Indian or Alaska Native, 84% Asian, 77% African American, 85% Hispanic, 80% Native Hawaiian or Other Pacific Islander, 81% Two or more races, 80% EL, and 81% of SED. 74% of students in grades 9-11 agree or strongly agree.  Percentages by student groups are: 77% white, 81% American Indian or Alaska Native, 74% Asian, 62% African American, 77% Hispanic, 63% Native Hawaiian or Other Pacific Islander, 70% Two or more races, 72% EL, and 72% of SED. A key learning from this student reported data is that there is a discrepancy of student groups and feeling safe at school.  This is true for most subgroups buts most notably African American High School.   Clovis Unified has been actively reaching out to our community and revising our self-monitoring program as well as the supports it monitors to ensure all students feel connected and safe at school.|Met||2018
33752420000000|Val Verde Unified|6|Val Verde Unified administers the California Healthy Kids Survey every other year.  The survey is given to students at grades 5, 7, 9, and 11.  Data reported below represents favorable responses from the 2013-2014 and 2015-2016 school years.  Two of the key indicators report on the student’s positive attitudes towards school connectedness and school safety. In looking at our specific student group responses to school connectedness, there has been a significant increase in African American and Hispanic reporting that they feel connected to their school. In 2013-2014 33% of African American 11th grade students reported high levels of connectedness and in 2015-2016 their response increased to 46%. In 2013-2014 39% of Hispanic 9th grade students reported high levels of connectedness and in 2015-2016 their response increased to 53%. While, the 9th grade African American students did not significantly decrease in their response to this measure, a gap of 7 points has developed versus all students. Overall data reported in response to School Connectedness 2013-2014 school year for 5th grade 63%, 7th grade 46%, 9th grade 40%, and 11th grade 39%. School year 2015-16 5th grade 64%, 7th grade 58%, 9th grade 51%, and 11th grade 40%.  Overall data reported in response to School Safety 2013-2014 school year for 5th grade 56%, 7th grade 58%, 9th grade 56%, and 11th grade 57%. School year 2015-16 5th grade 81%, 7th grade 66%, 9th grade 65%, and 11th grade 58%.                 The use of an additional data collection tool, our annual survey, allowed us to identify that students feel more connected to the schools initially (grades 3, 6 and 9), but that sense of connectedness declines as they progress through the school.  Additionally, we have identified the student groups with the least sense of connectedness are American Indian, African-American, Pacific Islander, Foster Youth and Special Education at the elementary level and American Indian, African-American, and Pacific Islander at the secondary level.  Student groups with the least sense of safety are American Indian, African-American, Foster Youth, and Special Education at the elementary level and African-American, White and Special Education at the secondary level.  No significant difference in sense of connectedness or safety were seen for income level or gender student groups at the elementary level nor income level, gender, or foster status student groups at the secondary level.  Furthermore, all data analysis and findings are brought to the Discipline Committee meetings and the findings are discussed and plans of action are determined to meet the students, parents, and staffs needs|Met|In response to the student data, we have continued to build capacity around Social Emotional Learning (SEL) and Positive Behavioral Intervention and Supports (PBIS) with the addition of 14 Counseling Therapists and a Teacher on Special Assignment.  Our annual survey was modified to monitor the areas of School Connectedness and Sense of School Safety in 2016-2017 to help inform progress along with an SEL survey administered multiple times during the school year to proactively identify students in need of additional support.   To learn more about our school conditions and climate survey results, disaggregated by student groups, for each school site, please visit our website at www.valverde.edu. Results from the latest California Healthy Kids Survey can be found at:    http://surveydata.wested.org/resources/Val_Verde_Unified_1516_CSCS.pdf  http://surveydata.wested.org/resources/Val_Verde_Unified_1516_Elem_CHKS.pdf http://surveydata.wested.org/resources/Val_Verde_Unified_1516_Sec_CHKS.pdf|2018
53105380000000|Trinity County Office of Education|6|Trinity County Office of Education did not have any students enrolled as our school was closed at the end of 2016 - 2017 school year.|Met|Trinity County Office of Education did not have any students enrolled as our school was closed at the end of 2016 - 2017 school year.|2018
19647330111211|New Heights Charter|6|New Heights uses the Caring School Community survey for students in grades 3-8 (the same questions are asked of parents and staff) because it mirrors the major focus of the school on the interrelatedness of social, emotional, and academic learning and highlights the importance of having students feel a sense of belonging and connectedness with the school. The school administers the survey each year and reports the findings to the Board of Directors at the June Board meeting each year. School Community Survey for Students in grades 3-8 was administered in early June.  Summary of Results: • 73% of students feel like other students and teachers care about them. • 86% of students feel like teachers get along well with parents. • 73% of students believe the school gives parents ideas to help kids learn. • 86% of students believe teachers do a good job of talking with parents. • 80% of students believe that teachers really care about how they feel. • 91% of students believe that their teacher has helped them learn this year. • 78% of students believe that New Heights supports support health, creativity, and their ideas. • 75% of students believe that New Heights has helped them become a better person. As a result of this data, New Heights staff will continue to implement Responsive Classroom approaches, along with conflict resolution, social skills groups, and restorative justice approaches. New Heights staff will continue to explore trauma-informed support for students to increase the percentage of students feeling a sense of autonomy, belonging and competence.|Met||2018
09619290000000|Mother Lode Union Elementary|6|Indian Creek 2018 Student Survey Results  One hundred and ninety-one third and fourth grade students participated in our student survey this year.  Our survey results indicated strengths (a three-year high percentage) in several areas including: • Teachers treat students fairly. • A teacher or another adult wants me to do my best. • A teacher or other adult believes I will be a success. • My teacher or another adult encourages me to work hard.  We also had a three-year low percentage regarding an adult has upset me at school in the last week or month. These results indicate that our students know how much we care about them and believe in them. The following questions also indicated a three-year high in our percentage of students who agree or strongly agree that: • They do interesting activities at school. • They do things that make a difference. • At school they do music, art, and dance.  Herbert C. Green 2018 California Health Kids Survey (CHKS) Data:  5th Grade CHKS are based on active permission- this means parents have to sign a permission slip allowing students to take the survey. Only 44 students returned the permission slip this year which compared to the past two years is very low. In 7th Grade, CHKS permission is passive which means students take the survey unless a parent says they do not give permission for their child to do so. The total of 7th graders taking the survey this year is comparable to last year (71% of student took it both years).  Our greatest areas of concern are when we look at the cohort differences: “At my school, teachers and other grown-ups care about me all or most of the time”, in 2016, 73% of 5th grade reported strongly agree or agree and in 2018, only 53% reported the same. Interestingly, there was a steady yearly increase for students perceiving “Caring Adult Relationships” overall as high and “Students are treated with respect”- very much and pretty much stayed at 89% from 5th to 7th grade.   While there was a great decrease across the cohort of students feeling safe at school- agree/ strongly agree from 90% in 2016 to 63% in 2018, there was a yearly increase from 58% to 63%.  A concern in the area of mental health for our students is in 7th grade, the percentage of students reported having chronic sad or hopeless feeling in the past 12 months increased from 26% to 36%.  This information will be shared at our next staff meeting and will be a great help in building our Multi-Tiered System of Support (MTSS).|Met||2018
54768360000000|Exeter Unified|6|Exeter Unified School District administers our own local Climate Survey administered to all students annually in grades 4-12. 1,717 students participated in 2018.  79% of students agree students and staff are safe at school.  75% of students agree the school engages students in positive activities that lead to academic success. 59% of students agree the district keeps school facilities well maintained.  The following actions are outlined in the district's Local Control Accountability Plan in response to the data. Improve and maintain school facilities that support increased student and staff safety and utilization. Utilize technology support staff to ensure the implementation of the three year digital learning plan. Maintain extended year services including summer school to provide remedial and enrichment opportunities for students. Utilize licensed marriage family therapist (LMFT) to provide counseling to students with mental health needs. Contribute to a positive school culture through support of student safety, attendance, dropout, graduation, and suspension with the following positions and services: School Resource Officer, athletic drug testing, instructional aides/yard duty, counselors, and library technicians. Create a Community Day School (CDS) for elementary and middle school students to provide a differentiated environment for students with intense behavioral and emotional needs|Met||2018
27662250000000|Spreckels Union Elementary|6|"In the spring of the 2017-18 school year, versions of the California Healthy Kids Survey were given to all 5th and 7th graders in the District.  Overall, the results were positive:  78% of 5th graders ""enjoy school;"" 86% feel they ""do well in school;"" 88% believe the ""school wants them to do well;"" 78% feel their school has ""clear rules for behavior;"" 92% feel their teachers ""treat them with respect;"" 76%  said that ""good behavior is noticed at my school;"" 92% said ""they get along well with other students;"" and 83% felt safe.  In 7th grade, 59% of students ""like school;"" 71% felt ""successful at school;"" 82% felt their school ""had high standards for achievement;"" 90% said their school ""sets clear rules for behavior;"" 84% said their teachers ""treated them with respect;"" 78% felt they were ""safe at school;"" but only 45% felt they ""were recognized for good behavior.""  This last statistic was discussed with staff to provide more student recognition events in the future.  Overall, the District feels the students feel well supported, challenged, and safe at school.   The District attributed the slight differences in the results between the 5th and 7th graders to ""middle school angst"" that is well-documented in the literature."|Met||2018
27102722730232|Monterey County Home Charter|6|"In 2017-18, MCHCS administered a local school survey to students in all grades (administered online via Survey Monkey).  This survey suggests that the vast majority of MCHCS students feel safe, supported, and respected while on campus.    Please see below for specific data provided by the local school survey that relate to school safety and connectedness:  Item 6:  ""I believe adults in my school help me achieve my goals."" Responses (77 students responded to this item):  Strongly Agree: 47% Agree: 51% Disagree: 1% Strongly Disagree: 1%  Item 8: ""How safe do you feel at school?"" Responses (76 students responded to this item): Very Safe: 53%  Safe: 41% Somewhat Safe: 6% Not Safe: 0%  Item 9: ""I believe adults in my school care about and support me."" Responses (77 students responded to this item):  Strongly Agree: 56% Agree: 44% Disagree: 0% Strongly Disagree: 0%  We will continue to elicit feedback from students to see how we can continue improving our school climate--from student safety to being supported by MCHCS team members."|Met||2018
27661750000000|San Ardo Union Elementary|6|The San Ardo Union Elementary School District administers the California Healthy Kids Survey annually in March to students in grades 3-8.  The District has learned from this survey that students feel that they are treated with respect by the adults in the school.  The students are aware what the rules are, however a small percentage feel that they are not always followed by other students in the school.  Students also feel that it is clear that bullying is not allowed by the adults in the school (which has not been the perception in the past).  The other key finding was 98.04% of students reported to be happy at this school.  This was an increase of 24.7% from the previous year.  We believe the results indicate the Positive Behavioral Interventions and Supports implemented over the past three years has been a strength resulting in a positive culture where students want to thrive.  We will continue the implementation of PBIS and strengthen the culture.|Met||2018
29768770000000|Penn Valley Union Elementary|6|Our response rate increased from 81% to 94%.  Throughout the survey we found that 81% of students feel adults on campus believe in their success and encourage them daily, 85% of students stated they feel adults encourage them and want them to  do their best each day, 81% feel they are treated fairly by staff and 88% of students feel their school is safe.    Our challenges were found in a couple areas where 83% of students feel they do not have a say in school activities or rules,  and only 35% feel their school is clean and tidy.  There was also a high rate of marijuana exposure reported by students.    We plan to continue to implement restorative justice practices with students across all grade levels.  This will help in continuing  to lower suspension rates and office referrals that remove students from their classroom environment.  In addition, we are  working on a long-term facilities master plan in order to update facilities that are in need of improvements.  The marijuana  issue is a larger concern throughout the County as this is one of the largest grow areas in California.  We will continue to  educate students on the affects of drugs and alcohol.|Met||2018
15635600000000|Lamont Elementary|6|A survey was administered to all students in grades 7-8 to capture student perceptions of school safety and connectedness. Three hundred students responded to the survey. The following is brief summary of our findings.  About 82% of our students felt that the district and school provided an appropriate education with plenty of support to meet their academic and emotional needs. Students also felt safe and connected to the school.  This was due to the efforts made by staff to build positive learning relationships with all students.|Met||2018
21654746118491|Willow Creek Academy|6|Willow Creek Academy administers a Middle School Climate Survey to students in grades 6-8 annually.  Survey results indicate students feel the campus is a positive, inclusive climate for learning.  Key 2018 Middle School Climate Survey are as follows: When I am at school, I feel I am safe. (80% All the time or Most of the time) When I am at school, I feel like I belong. (68% All the time or Most of the time) Other students are friendly.  (78% All the time or Most of the time) Ongoing challenges include fostering a sense of community among diverse student groups and addressing misconduct effectively to promote a positive learning environment.  Climate Survey Data provides direction for our LCAP review process and has directly influenced our decision to allocate significant resources toward our restorative practices and Responsive Classroom programs.  While we are encouraged by the results of actions implemented, we recognize the importance of continuously monitoring multiple sources of data, including our disaggregated suspension data and survey data, to ensure we are meeting benchmarks toward our school climate goals.|Met||2018
49708390120584|Pivot Online Charter - North Bay|6|A local climate survey of Pivot Charter School students was conducted. Results were generally positive, with 69.3% of students indicating that their teachers were positive role models who were sensitive to their needs and 68.9% of students indicating that they feel Pivot is preparing them well for the future.  Parent surveys addressed curriculum and communication. Most parents, 87.5% were satisfied with the curriculum that their student was using, and 93.8% of parents indicated that they were satisfied with the level of communication they received.  Pivot Online Charter – North Bay does not operate a resource center so data regarding school safety was not collected.|Met||2018
50755645030176|Oakdale Charter|6|The Oakdale Joint Unified School District administers the California Healthy Kids Survey every other year to students in grades 5, 7, and 9. The last administration was in December 2016. Results were presented to the local board and are used by the District's Action Team to inform ongoing implementation of OJUSD prevention programs. - 62% of all 5th graders indicated a high level of connectedness to their school - 74% of all 7th graders indicated a high level of connectedness to their school - 52% of all 9th graders indicated a high level of connectedness to their school - 47% of all 11th graders indicated a high level of connectedness to their school - 81% of all 5th graders indicated feeling safe or very safe at their school - 78% of all 7th graders indicated feeling safe or very safe at their school - 61% of all 9th graders indicated feeling safe or very safe at their school - 60% of all 11th graders indicated feeling safe or very safe at their school|Met|The California Healthy Kids Survey is administered every two years. The next administration will be approximately December 2018.|2018
37683380109041|King-Chavez Athletics Academy|6|KCAA administered the 2017-2018 California Healthy Kids Survey to students in grade 5.   Last year, we implemented restorative justice practices and increased the effectiveness of our counseling services.  The data shows that our programs promoting school safety and connectedness are generating positive results. Highlights include: 1) 85% of indicate of students indicate they feel safe at school most or all of the time; and 2) 75% of students reported high levels of school connectedness.    School connectedness is related to our school’s mission of Love.  We track this metric as part of State Priority 5 (Student Engagement) and 6 (School Climate), as well as LCAP Goal 2 (Staff are caring, collaborative, and qualified).  73% of students report high levels of caring relationships from a teacher or other adult at their school, with 91/92% stating that teachers and other grown ups care about them most or all of the time.  These findings are confirmed by the parents, 92% of whom agree the school has adults that really care about students.    There were few significant differences between Male and Female subgroups.  The largest gap was in response to whether students had ever been hit or pushed (33% of females vs. 68% of males).  Another gap was in academic motivation, where girls were 11% more likely to feel motivated all of the time (65% vs. 54%).  In response to the data around physical contact, we provided for additional recess monitoring staff as well as another restorative justice position.  We also hired an Academic coach to help teachers create engaging and motivating lessons for all students.|Met||2018
37683380109033|King-Chavez Arts Academy|6|KCAA administered the 2017-2018 California Healthy Kids Survey to students in grade 5.   Last year, we implemented restorative justice practices and increased the effectiveness of our counseling services.  The data shows that our programs promoting school safety and connectedness are generating positive results. Highlights include: 1) 73% of indicate of students indicate they feel safe at school most or all of the time; and 2) 57% of students reported high levels of school connectedness.    School connectedness is related to our school’s mission of Love.  We track this metric as part of State Priority 5 (Student Engagement) and 6 (School Climate), as well as LCAP Goal 2 (Staff are caring, collaborative, and qualified).  69% of students report high levels of caring relationships from a teacher or other adult at their school, with 91% stating that teachers and other grown ups care about them most or all of the time.  These findings are confirmed by the parents, 96% of whom agree the school has adults that really care about students.    There were few significant differences between Male and Female subgroups.  The largest gap was in response to whether students had ever been hit or pushed (18% of females vs. 44% of males).  Another gap was in academic motivation, where girls were 17% more likely to feel motivated all of the time (66% vs. 59/%).  In response to the data around physical contact, we provided for additional recess monitoring staff as well as another restorative justice position.  We also hired an Academic coach to help teachers create engaging and motivating lessons for all students.|Met||2018
23656152330413|Redwood Academy of Ukiah|6|"A survey is administered to students each spring. Quantitative questions parallel those on the parent survey. The survey fulfills the purpose of determining which school activities were seen by the students as needing improvement as well as determining how safe and comfortable students feel at school. Last year, student responses to survey questions varied. In response to the question about whether or not students felt safe at school, 91 percent of students responded that, yes, they felt safe and 9 percent answered with no.  Additionally, 74 percent of student felt they could talk to staff about their needs, while 26 percent did not feel comfortable talking to staff about their needs.  Within that 26 percent, many students noted that they did not feel comfortable opening up about their personal lives to teachers in general. Last year, in order to help get some baseline data for the school's LCAP goal regarding students viewing integrity, compassion, and effort as important measures of success, students answered yes or no to a question about whether or not they thought kindness and honesty were encouraged at school.  82 percent of students answered that, yes, they felt kindness and honesty were encouraged, while 18 percent answered no. The majority of students showed a positive attitude toward the school. Anecdotal information was also elicited to identify information about the student’s relationship to staff and peers.  As in years past, many of the students indicated that they thought the school was beneficial to them academically but that it would benefit from more fun activities.  Some words students used to describe the school on their surveys included “safe haven,” “stressful,” “beneficial,” “okay,” “confusing,” “superior,” “weird,” “authoritarian,”  “neat,” “boring,” “amazing,” “hard working,”  ""awesome,"" “great,” “mild frustration,” “supportive,” and “challenging.” There was one report of bullying on the student surveys.  This survey is an important metric for Redwood Academy's LCAP goal to creating a school climate that recognizes integrity, compassion, and effort in addition to providing direct observations about school safety and climate."|Met||2018