CDSCode|LEA|PriorityNumber|Summary|Performance|AdditionalInfo|SchoolYear 01612180000000|Mountain House Elementary|6|We are exploring aspects of the California Healthy Kids Middle School Core Survey as all previous surveys have involved parents and their feedback. The survey would be administered in the late spring of 2019 and in the fall of the 2019/2020 school year. Administering the survey twice a school would be beneficial in gauging how our students feel about the staff and programs at Mountain House Elementary School. Students would be given the same private space to complete and deposit the survey. We would administer the survey to 5th thru 8th grades. The students would not be asked to identify their grade or gender in order to keep their anonymity as the student count is low (i.e. 5 to 10 students). The data acquired would provide the district feedback on inclusive environment, the social-emotional needs of students, and student connections between staff-student and student-student.|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 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 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 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 04613820000000|Bangor Union Elementary|6|"Bangor Union Elementary School District administered a few different surveys. The Bangor Student Cafeteria Survey was administered in the spring of 2018. Results serve to measure the district's progress on state Priority Six, School Climate. 23% of surveys were returned representing 15 families out of 55. The results relate to food choices available from school and the average of the results indicate that students think the food looks and tastes slightly above average. Another survey BUESD administers is the Family Survey. It was available at Open House and through the school office from April 18th through May 18th. 20% of families returned this survey. Categories range from feeling welcome at school to the value of assemblies and field trips in 20 questions. All categories have ratings at Agree or Strongly Agree, except for three. One response indicated that they strongly disagree with the statement ""I respect school staff."" One response indicated that they strongly disagreed with the statement ""The staff shows respect to students."" Lastly, two respondents indicated they disagreed and strongly disagreed with the statement ""The students show respect to the staff."" One of the strongest indicators of the positive school climate is in the 11 agree and strongly agree responses for ""My child(ren) is safe at school."" BUESD also has a Student Survey with 30 questions, which was administered on April 12th to 5th through 8th graders. 63% of students in those grades participated. The summary of responses indicates that subjects are taught in such a way that students understand them, the office is a place for help and support, students enjoy computers and students feel safe. The areas for improvement include: needing a better teacher, more assemblies, and having a principal students feel like they can go to for support. The district has already sought to remedy several concerns as there are 2 new teachers (out of an entire teaching staff of 5 teacher) and a new Superintendent/ Principal was hired. The last survey is the Community Survey. 11 individuals responded out of a community with the population of over 600 and school community of 55 families and 20 employees. The results of this survey indicate that the community is in support of the Accelerated Reading program, the after school program (ASES), the library, PE, and Response to Intervention (RTI). Concerns were in regards to maintaining a clean campus, teacher paid prep time, and not putting too much of an emphasis on technology. BUESD is looking into options in regards to all of these concerns. With the change in administration, there has been movement towards a cleaner campus and using technology as an additional tool to be used within reason. BUESD is continuing to find opportunities for paid prep time for teaching staff. The combination of these surveys provides valuable information to the district that guides goals for improved educational experiences."|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 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 04614246119523|Blue Oak Charter|6|Students in grades six through eighth participated in the survey to support the LCAP. Of the students responding to the survey, 4% expressed concerns about safety, 8% felt safety was a school strength. Blue Oak continues to support both physical and emotional support for students through Behavior, Social Worker, and facilities services, all of which will increase next year.|Met||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 04615316113765|Children's Community Charter|6|"CCCS administered the annual student survey to each grade level and present the findings to serve to measure the district’s progress on state Priority Six, School Climate. In the 62 responses we received as part of the stakeholders survey 98% of the families surveyed indicated satisfaction with school safety. Our annual student survey indicated that 85% of K-3rd & 83% of 4-8th students report feeling safe at school. This is a 3% drop from last year’s survey. 100% of reported incidents of bullying were addressed by administration. 77% of K-3rd & 62% of 4-8th grade students reported that the school climate is positive as indicated in the annual student survey. This is a 2% increase from the previous year. The administration continue implement anti-bullying and character education curriculum in all grade levels. Behavioral intervention support going forward will be coordinated by the two Lead Teachers. Brooks Gibbs 6 Grade ""Raise Them Strong"" Bullying Program being currently used as a mandatory elective. It was also implemented in grades 4-8. Grade K-Second Step Program was implemented."|Met||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 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 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 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 43104390136655|Legacy Academy|6|N/A|Not 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 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 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