cdsCode lea priorityNumber summary performance additionalInfo meetingDate year 19642120000000 ABC Unified 6 "The results from the 2021-22 California Healthy Kid Survey indicated the following: 73% of 6th graders, 60% of 7th graders, 51% of 9th graders, and 51% of 11th graders reported high levels of school connectedness. In comparison to the 2020-2021 CHKS results, there was a small decrease in the 7th, 9th, and 11th responses. There was a change in the elementary grade that the survey was administered and the results cannot be compared (5th to 6th grade). It should be noted that these survey results are higher than pre-pandemic levels. The ‘school connectedness’ data includes students’ sense of safety at their schools. It's important to acknowledge school and districtwide efforts to promote school connectedness and safety, despite the persisting pandemic. The California School Parent Survey indicated that 88% of parents felt that “school staff treat parents with respect and, 81% of parents/guardians indicated that parent/guardians felt that the school provided multiple opportunities for two-way communication. Families are more likely to feel connected and engage in school activities and decision-making processes when they feel welcomed and respected. Students’ sense of connectedness and safety are District priorities. Throughout the 2021-22 school year, permanent mental health professional(s) (MHP) worked directly providing virtual support to individual students and student groups. Social-Emotional Learning, mental health awareness, school activities/events, and support from the MHP were important factors in helping students to feel connected to school and promoting student engagement in their school community. The District continues to improve school and facilities safety: changes to public entrance on school campuses, the installation of cameras and monitors throughout school campuses, and improvement to student drop-off and pick-up areas. The District and all schools use the visitors’ management system to issue temporary ID badges to any person entering a school or district building without a District issued ID. In addition, schools are responsive to implementing the COVID protocols outlined in the CA Department of Public Health Guidelines, which focus on maintaining facilities in which students, staff, and visitors are safe from transmitting the virus. There has been a heightened need for Mental Health Services. A supplementary social-emotional learning curriculum will be purchased for each school site to infuse SEL instruction on a regular basis. Skilled Paraprofessionals in the area of PBIS, Youth Mental Health First Aid, and SEL will work alongside two District SEL Behavioral Support TOSAs at the elementary and secondary levels to support teachers with students who are in need of immediate behavioral interventions and Behavioral Intervention Plans (PBIS BIP). Outside agencies working alongside the school site with the District Social Worker and the Mental Health Professionals will provide a warm handoff of support for identified students." Met 6/21/2022 2022 19647330120097 Academia Moderna 6 The school climate survey indicated that most parents were satisfied with the school. The school climate survey indicated some areas of growth such as providing more college and career readiness. Met 6/8/2022 2022 36750773631207 Academy for Academic Excellence 6 "In the fall of the 2021-22 school year, the Academy for Academic Excellence conducted a climate survey to the following groups: School Personnel, Families, Elementary grades 3-5 and Middle/High School grades 6-12. Personnel Data - School personnel responses by category are indicated below. Each category displays the mean of scored questions from 1-4, with 4 being the highest and most desirable. Staff Connectedness Mean of 3.28 Structure of Learning Mean of 3.3 School Safety Mean of 3.36 Physical Environment Mean of 3.28 Peer/Adult Relations Mean of 3.08 Parental Involvement Mean of 3.19 Family Data - Family responses by category are indicated below. Each category displays the mean of scored questions from 1-4, with 4 being the highest and most desirable. Teaching and Learning Mean of 3.31 School Safety Mean of 3.33 Interpersonal Relationships Mean of 3.11 Institutional Environment Mean of 3.49 Parental Involvement Mean of 3.0 Elementary Student Data - Elementary students in grades 3-5 responses are indicated below. Each category displays the mean of scored questions from 1-4, with 4 being the highest and most desirable. Like School Mean of 2.94 Feel Like they Do Well Mean of 2.73 School Wants Student to Do Well Mean of 3.72 School has Clear Rules on Behavior Mean of 3.49 Teachers Treat Students with Respect Mean of 3.54 Good Behavior is Noticed Mean of 2.8 Get Along Well with Others Mean of 3.04 Feel Safe at School Mean of 3.04 Students Treat each Other Well Mean of 2.64 Adults at School will Help Mean of 3.32 Student Behavior Allows Teachers to Teach Mean of 2.55 Middle/High School Student Data - Middle and High School students in grades 6-9 responses are indicated below. Each category displays the mean of scored questions from 1-4, with 4 being the highest and most desirable. Like School Mean of 2.74 Feel Successful Mean of 2.88 School has High Standards of Achievement Mean of 3.1 School has Clear Rules on Behavior Mean of 3.21 Teachers Treat Students with Respect Mean of 3.32 Student Behavior Allows Teachers to Teach Mean of 3.1 Good Behavior is Recognized Mean of 2.46 Feel Safe at School Mean of 2.86 Adults at School will Help Mean of 2.86 Data shows strength in school safety, well-maintained facilities, teachers showing respect, and having high expectations. Areas of growth would be to improve parent-school communication, reinstate parent volunteers once it's safe to do so, recognize students for good behavior, and improve students' perception of school. Implementing a program to recognize students would help with perception and build self-efficacy in students." Met 11/8/2021 2022 36677360116723 Academy of Careers and Exploration 6 "ACE 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 3-12. 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 or stable trend over the past seven years in all areas. 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 the last survey administration took place online and so some of the questions have changed and some of the responses have changed due to the change of survey locale due to moving back on an in class experience vs. a pandemic virtual experience." Met 6/29/2022 2022 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: Core, Alcohol and Other Drugs, Resilience and Youth Development, and Social Emotional Health. Results of the CHKS are reported to the Governing Board, staff, and parent organizations. This review of CHKS data is based on the 2021-2022 administration of the CHKS in which 92% of 9th graders and 89% of 11th graders completed the survey. The next administration of the CHKS to AUHSD students will be in November 2023. School Safety High numbers of AUHSD students feel safe at their schools. 77% of 9th graders and 76% of 11th graders perceive their school as a safe or very safe environment. Perceptions about school safety vary between student groups. Among 9th-grade students identifying as Hispanic or Latino, 68% found their school to be safe or very safe. The percentage of 9th-grade students perceiving their school as safe or very safe was 79% for students identifying as white, 83% for students identifying as multiracial, and 78% for students identifying as Asian or Asian American. When comparing data on 9th graders with data on 11th graders, two key differences stand out. 74% of 11th-grade students identifying as Hispanic or Latino feel safe or very safe at school -- 6 percentage points higher than for 9th graders identifying as Hispanic or Latino. 70% of 11th-grade students identifying as Asian or Asian American feel safe or very safe at school -- 8 percentage points lower than the 9th graders identifying as Asian or Asian American. Staff, parent, and student leaders continue to work on increasing safety for all students. The overall percentage of students feeling safe at AUHSD schools is above the state average. AUHSD staff have noted an increase in students' perception of safety over the past two years with an increase of 6% for 9th graders and 5% for 11th graders. Connectedness All AUHSD schools administered the Stanford Survey of School Experiences in April 2022, and 83% of District students completed the full survey. One of the modules in the survey measures ""School Support and Connections."" Several of the survey components addressed student-staff connections. According to the survey, 75% of AUHSD students feel they have an adult on campus they can go to if they have a personal problem. This number was 70% in 2019. On the recent CHKS, 69% of all 9th-grade students and 63% of all 11th-grade students indicated high levels of school connectedness. CHKS data reveals that students of color do not have as high a level of connectedness at AUHSD schools as their white peers. To foster higher levels of school connectedness for all District students, the AUHSD schools are strengthening orientation programs for first-year and transfer students. All District schools have also launched a series of student cohort lessons and activities to increase student connectedness on campus." Met "To learn more about the student experience, the District's schools administer a ""Pulse Survey"": a 3-5 minute survey administered three times a year to all students to quickly assess student perceptions about school. Survey results are shared with student and parent groups." 6/8/2022 2022 19647336112536 Accelerated 6 "TAS administered a student survey to students in grades 4-8 with a 41% participation rate: Top areas of strength from students and staff: - Staff feel respected by each other and admin and feel emotionally and physically safe - Staff believe students have what they need; tech, socioemotional support, learning materials, and interventions - The school uses data for academic improvements - The school provides workshops, tutoring, and mentoring supports for students: - The school provides appropriate learning materials (which may be digital or physical) to meet the needs of all students - The school is a supportive place to work and to learn - Staff members are responsive to questions or concerns - Most of the teaching staff expect me to continue my education after high school Areas of growth from students and staff: - The school should involve parent and student voice in academics - The school should address Attendance/Absenteeism - The school should provide more extracurricular activities for students" Met 6/23/2022 2022 19647330100743 Accelerated Charter Elementary 6 "ACES administered a student survey to students in grades 5-6, resulting in an overall 17% participation rate: Findings: Top areas of strength from students and staff: - School rehires and retains qualified teachers. - Staff members treat each other well. - School maintains a positive climate and culture. - The school provides appropriate learning materials (which may be digital or physical) to meet the needs of all students - The school provides students and staff with access to technology (e.g. computers, laptops, software training) - The school provides social-emotional support for students and staff including wellness sessions, check-ins, 1:1 time, yoga, mentors, etc. Areas for growth identified by students and staff: - The school should provide more child welfare support for students. - The cafeteria should provide more of a variety of nutritious meals." Met 6/23/2022 2022 54722490133793 Accelerated Charter 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 2022 was 1,981 students. The survey includes specific questions geared at school safety and student connections to school. The survey includes 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 (61%) in our district indicated that they are happy to be at school, with only 9% of the students disagreeing or strongly disagreeing. Over seventy percent of the students feel like they are respected and treated fairly by staff (79%)and by students (75%) while only 4% 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%)and the necessary instructional materials (93%). Based on the survey results, the majority of our students feel safe and welcomed at our schools. One of our challenges includes continuing to create a climate where 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 continues to make it a priority to provide training to our staff on improving connections to students. This includes adding five social workers and providing all of our teachers with mental health training. Our sites have also implemented SEL pyramids of intervention, which are monitored by our SEL team(s). 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." Not Met 9/15/2022 2022 43694270125617 ACE Charter High 6 "ACE administers surveys via Panorama, which includes questions developed by the CORE data collaborative and questions specific to ACE’s mission and priorities. In 2021-22, ACE administered both a mid and end of year survey to students and staff as well as an end of year survey for families, which each included questions related to school safety and school climate/connectedness/sense of belonging. The following results are from the 2021-22 end-of-year survey. SAFETY - 71% of ACE HS students responded favorably to questions related to student safety. Most students (73% or higher) responded favorably to individual questions related to safety and student interactions, but a lower percentage (54%) of students responded favorably to the general question “How safe do you feel when you are at school or in online school session?” An additional 40% of students indicated they felt “neither safe nor unsafe” in response to this question. CLIMATE/CONNECTEDNESS - 40% of ACE HS students responded favorably to questions related to a sense of belonging and connectedness while an additional 38% reported feeling somewhat connected. This data suggests that students feel generally safe at school and somewhat connected, but that there’s work to be done to help more students feel a greater sense of security and belonging and more strongly connected to their school community at ACE. The LCAP outlines LEA plans to support in these areas. Under the direction of the Dean of Students, ACE will continue to utilize a proactive Culture Calendar of events, experiences, and recognitions to nurture a positive and celebratory school culture and sense of community focused on growth. It will enhance the existing structures of Ganas points earned individually and by house and tracked in the Kickboard platform; community building and competitions between interage “houses”; and the ability to use points toward rewards individually and by house. Additionally, ACE will invest in a Program Specialist to develop, implement, and oversee a Positive Behavior Intervention System (PBIS) at the school. A counselor will be employed to work specifically with students with the highest rates of chronic absence including the SPED and socio-economically disadvantaged subgroups. These actions are expected to result in a more positive, safe, and responsive learning environment and a school culture that engages students. Furthermore, these actions are expected to result in higher engagement and attendance rates, lower chronic absenteeism and suspension rates, and ultimately higher ratings by students on survey questions related to a sense of belonging/connectedness, optimism, and safety." Met 6/15/2022 2022 43104390116814 ACE Empower Academy 6 "ACE administers surveys via Panorama, which includes questions developed by the CORE data collaborative and questions specific to ACE’s mission and priorities. In 2021-22, ACE administered both a mid and end of year survey to students and staff as well as an end of year survey for families, which each included questions related to school safety and school climate/connectedness/sense of belonging. The following results are from the 2021-22 end-of-year student survey. SAFETY - 70% of ACE Empower students responded favorably to questions related to student safety. Most students (67% or higher) responded favorably to most individual questions related to safety and student interactions, but a lower percentage (54%) responded favorably to the general question “How safe do you feel when you are at school or in online school session?”. An additional 44% of students indicated they felt “neither safe nor unsafe” in response to this question. CONNECTEDNESS - 40% of students responded favorably to questions related to a sense of belonging and connectedness while an additional 38% reported feeling somewhat connected. This data suggests that students feel generally safe at school and somewhat connected, but that there’s work to be done to help more students feel a greater sense of belonging and more strongly connected to their school community as ACE. The LCAP outlines some of the LEA’s plans to support in these areas. Under the direction of the culture team ACE will continue to utilize a proactive Culture Calendar of events, experiences, and recognitions to nurture a positive and celebratory school culture and sense of community focused on growth, which will enhance the existing structures of Ganas points earned individually and tracked in the Kickboard platform. Other actions include community building and competitions, community meetings between grade levels and cohorts, and the ability to use points toward rewards individually and by grade levels. This is expected to result in a school culture that engages students who have higher rates of absence and suspension, including socio-economically disadvantaged youth and students with special needs. Furthermore, this is expected to result in higher engagement and attendance rates, lower chronic absenteeism and suspension rates, and ultimately higher ratings by students on survey questions related to a sense of belonging/connectedness, optimism, and safety." Met 6/15/2022 2022 43694500129247 ACE Esperanza Middle 6 "ACE administers surveys via Panorama, which includes questions developed by the CORE data collaborative and questions specific to ACE’s mission and priorities. In 2021-22, ACE administered both a mid and end of year survey to students and staff as well as an end of year survey for families, which each included questions related to school safety and school climate/connectedness/sense of belonging. The following results are from the 2021-22 end-of-year student survey. SAFETY - 76% of ACE Esperanza students responded favorably to questions related to student safety. Most students (76% or higher) responded favorably to individual questions related to safety and student interactions, but a slightly lower percentage (69%) responded favorably to the general question “How safe do you feel when you are at school or in online school session?” An additional 27% of students indicated they felt “neither safe nor unsafe” in response to this question. CONNECTEDNESS - 61% of students responded favorably to questions related to a sense of belonging and connectedness while an additional 24% reported feeling somewhat connected. This data suggests that students feel generally safe at school and somewhat connected, but that there’s work to be done to help more students feel a greater sense of belonging and more strongly connected to their school community as ACE. The LCAP outlines some of the LEA’s plans to support in these areas. Under the direction of the Dean of Students, ACE will continue to utilize a proactive Culture Calendar of events, experiences, and recognitions to nurture a positive and celebratory school culture and sense of community focused on growth, which is expected to result in a school culture that engages students who have higher rates of absence and suspension, including socio-economically disadvantaged youth and students with special needs, improved attendance, and higher ratings by students on survey questions related to a sense of belonging/connectedness, optimism, and safety." Met 6/15/2022 2022 43696660131656 ACE Inspire Academy 6 "ACE administers surveys via Panorama, which includes questions developed by the CORE data collaborative and questions specific to ACE’s mission and priorities. In 2021-22, ACE administered both a mid and end of year survey to students and staff as well as an end of year survey for families, which each included questions related to school safety and school climate/connectedness/sense of belonging. The following results are from the 2021-22 end-of-year student survey. SAFETY - 67% of ACE Inspire students responded favorably to questions related to student safety. Most students (66% or higher) responded favorably to individual questions related to safety and student interactions, but a slightly lower percentage (56%) responded favorably to the general question “How safe do you feel when you are at school or in online school session?”. An additional 31% of students indicated they felt “neither safe nor unsafe” in response to this question. CONNECTEDNESS - 55% of students responded favorably to questions related to a sense of belonging and connectedness while an additional 30% reported feeling somewhat connected. This data suggests that students feel generally safe at school and somewhat connected, but that there’s work to be done to help more students feel a greater sense of belonging and more strongly connected to their school community as ACE. The LCAP outlines some of the LEA’s plans to support in these areas. Under the direction of the Dean of Students, ACE will continue to utilize a proactive Culture Calendar of events, experiences, and recognitions to nurture a positive and celebratory school culture and sense of community focused on growth. This is expected to enhance the existing structures of Ganas points earned individually and by house and tracked in the Kickboard platform; community building and competitions between interage “houses”; and the ability to use points toward rewards individually and by house. Furthermore, this is expected to result in higher attendance rates, a school culture that engages students who have higher rates of absence and suspension, including socio-economically disadvantaged youth and students with special needs, and higher ratings by students on survey questions related to a sense of belonging/connectedness, optimism, and safety." Met 6/15/2022 2022 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 families rated 4.31 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. Achieve families rated 4.16 on Community Relations, which includes evaluating communication with community and community members being invited to class. Based on results from the survey, Achieve will continue efforts to engage parents in students learning, such as developing skills to support literacy." Not Met 10/20/2022 2022 04614240141085 Achieve Charter School of Chico 6 "Because of our extreme situation after the 2018 Paradise Camp Fire, and high levels of trauma, we have consistently administered a school-created Teenage Self-Assessment of Mental Health to our 4th -8th grade students. Assessment results are as follows for 21-22: Feeling happy with little irritability or anger 56% Feeling hopeful about the future 58% Having nightmares 28% Feeling worried 58% Interested and able to participate in hobbies and activities that I like to do 76% Willingly doing school work and chores 64% Able to concentrate and focus on schoolwork and chores 59% I have a normal appetite and am able to eat foods I like 80% Getting along with family/friends 72% Students reported having fewer nightmares, increased interest in hobbies, improved appetite, getting along better with family/friends and sleeping better. These positive responses are the most improved we have seen since the Camp Fire. We are continuing crisis counseling, SEL programs and a focus on MTSS." Met 6/21/2022 2022 04615310110338 Achieve Charter School of Paradise Inc. 6 "Because of our extreme situation after the 2018 Paradise Camp Fire, and high levels of trauma, we have consistently administered a school-created Teenage Self-Assessment of Mental Health to our 4th -8th grade students. Last year, Achieve Charter School of Paradise only served 4th and 5th graders. Assessment results are as follows for 21-22: Feeling happy with little irritability or anger 56% Feeling hopeful about the future 58% Having nightmares 28% Feeling worried 58% Interested and able to participate in hobbies and activities that I like to do 76% Willingly doing school work and chores 64% Able to concentrate and focus on schoolwork and chores 59% I have a normal appetite and am able to eat foods I like 80% Getting along with family/friends 72% Students reported having fewer nightmares, increased interest in hobbies, improved appetite, getting along better with family/friends and sleeping better. These positive responses are the most improved we have seen since the Camp Fire. We are continuing crisis counseling, SEL programs and a focus on MTSS." Met 6/21/2022 2022 31667610000000 Ackerman Charter 6 "Ackerman Charter School District invested time and resources in developing three surveys for our stakeholders that focused on targeted information that was relevant to our needs and each specific group including staff, families, and students. Our student survey was available to all grade levels TK-8, with a modified version for the TK-2 group of students that focused on connectedness, and school safety. Grades 3-8 were given a longer more involved survey that targeted more in depth information. Overall student perception regarding their safety and connectedness was highly positive. Here is the overall breakdown: 86% of families surveyed agreed/strongly agreed that their child feels safe at school. 96% of families surveyed used email and the Sunday email blast to stay up-to-date with information about my child's school. 81% of students reported that they feel safe at school most/all the time. 63% of students reported there are many different and interesting choices of electives in middle school 63% of students reported that teachers and staff are resolute that bullying is not allowed 55% of students reported that they have never been bullied this past year 51% of students feel they have close friends of school 81% of students reported feeling safe at school most of the time, or all of the time ACSD will continue to work toward reengaging students in the coming year to by fully implementing the social emotional curriculum Caring School Communities, building cross grade level activities, such as peer tutoring, buddy activities, rallies, PRIDE cards that recognize Perseverance, Respect, Integrity, Discipline, and Empathy. As we get back on track our focus this year will be to build student engagement, academic, and social emotional support." Met 6/14/2022 2022 42767866118202 Adelante Charter 6 "California Healthy Kids Survey -CHKS was administered to 5th grade students during the 21-22 school year. 86% report feeling part of the school 81% report feeling safe at school 100% report teachers and other grown-ups at school care about them. 100% report they are happy to be at school 76% report that students from school never call them bad names or make mean jokes about them 79% of students responded feeling they were supported socially and emotionally The data was encouraging after nearly 2 years of pandemic disruption. Adelante has prioritized the social-emotional health of students, with the understanding that learning is social, emotional and academic. Previous data suggested that many parents were concerned about the social emotional wellbeing of their children after a year of remote learning. We anticipated this and worked very hard to support students and teachers throughout the year with our school counselor and school psychologist. We will continue to address any bullying and verbal abuse by modeling/teaching non-violence and restorative practices. Additionally teachers implement Tribes Learning Communities and SEL in every classroom- this is foundational to building community, connection, and a sense of belonging. Restorative practices are implemented when conflict arises. The counselor and school psychologist are working closely with administration and staff to support students who need more support. This may be in the form of individual counseling or small groups. Adelante is a special place where the majority of our students attend all seven years from Kinder - 6th grade. We work hard to promote a kind and caring community and it is evident when you walk on our campus." Met 6/13/2022 2022 36675870000000 Adelanto Elementary 6 "The Adelanto Elementary School District conducted the Healthy Kids survey for our students. This was a baseline year for this information. Implementing this survey tool will allow us to look at our students' perceived sense of safety and connectedness and measure growth in those areas. Overall, our elementary school students have a higher sense of safety and connectedness than our middle school students. We understand that there is work to do at all levels, and in response, the district created a Districtwide Climate and Culture Plan which encompasses the whole child. The plan discusses health, safety, mental support, discipline, etc. We began with training administrators for a PBIS Reset or restart, and at every principal's meeting, we focus on Climate and culture and ways to build this climate at all school sites. We have hired a social worker and added counselors due to LCAP funding to support this area. Culture and climate is goal 2 of our LCAP." Met 6/28/2022 2022 51105120138040 AeroSTEM Academy 6 "1. Data: The Panorama school climate survey is administered to all students at the beginning and end of each school year. In 2021-2022, one grade decreased in student climate survey responses, but all other grades increased by 2-17% in student climate surveys from the beginning of the year. Overall 54.5% is positive in grades 6-12 and 48.2% is positive in grade 5 according to student surveys. Parent survey response indicated greater than 65% felt safe in classes. 2. Meaning: Parents, students, and staff identified need for additional social skills/coping groups, anxiety and self-care skill building, and counseling support for students who may be struggling academically, behaviorally, or emotionally. A counselor was present for 2 days per week to address needs of students to enable greater attendance and achievement rates as well as build a positive school culture, allowing implementation social emotional learning strategies and support to create a school culture in which 90% or more students and staff feel safe and are able to access support when needed as measured by surveys. Further parent, student, and teacher input revealed that students need access to a counselor fulltime to also implement academic advising to prepare students for college and career readiness as well as ensure a clear understanding and progress toward graduation requirements. 3. Use: AeroSTEM Academy will implement social emotional learning strategies and support to create a school culture in which 90% or more students and staff feel safe and are able to access support when needed as measured by surveys. This includes increasing school counselor to full time (from 2 days per week), implementing a student leadership team, implementing positive behavior strategies, and increasing parent, teacher, and student involvement in school climate and community building activities." Met 6/30/2022 2022 12101246008221 Agnes J. Johnson Charter 6 "With respect to school climate and culture, parent/guardian and staff survey data showed some encouraging bright spots. Parent/Guardian Survey Results – 97.5% feel the teachers and staff on campus treat their child fairly. 100% feel welcome when they visit the AJJCS campus. 90.3% feel that every child has the materials to succeed. 75.6% feel that AJJCS focuses on student achievement and maintains high expectations for academic success. 95.1% feel that AJJCS maintains a positive school climate. 95.1% feel AJJCS makes attendance a priority. Some areas of strength include: Small class sizes; Enrichment Program (Garden, Art, Library); Staff and teachers are amazing! The school is doing an excellent job keeping us all as safe as possible (Covid); We like the fresh foods served for lunch; We like the smallness of the school and how the kids can really establish a relationship with each other; Less bullying here; We love the small class sizes, enrichment program, and the dedication the entire staff exudes; We love our school! I am hoping for teachers that plan to stay and love what they do as much as the students do; I think you have an excellent cafeteria program! Your wonderful cook creates healthy, delicious meals that open up new tastes for the kids and adults at school!; I love that the school uses produce from our school garden into the cafeteria menu. Staff Survey: 80% feel that our school employs highly qualified teachers (20% No Opinion). 80% feel that our school ensures sufficient student access to standards-aligned instructional materials, including technology (13.3% No Opinion). 73.4% feel our school has implemented CCSS in all content areas for all students including English Learners and Students with Disabilities (20% No Opinion). 73.3% feel our school provides students with access to a broad curriculum (13.3% No Opinion). 60% feel parents need to be more involved as partners in their child’s education (13.3% No Opinion). 60% feel our school focuses on high attendance rate for students (13.3% No Opinion). 93.3% feel our school implements a schoolwide Positive Behavior Supports and Intervention (6.7% No Opinion). 60% regularly uses student achievement data to make decisions about teaching (33.3% No Opinion). Some areas of strength include: All the teachers rock! Our teacher crew is great! Reading Intervention; Renaissance STAR scores are going up; I love the parents who communicate with me regularly; Like the daily attendance phone calls; We do well with PBIS, but we could do better with positive rewards, assemblies, and events; Luckily we have few behavior problems; Assessments drive my instruction, it’s literally my job." Met 6/16/2022 2022 01612590114363 AIMS College Prep Elementary 6 Student Survey Results (Strongly agree or agree responses) 1: At school I am able to do my work without worrying about my physical and/or emotional safety. 84.6% 2: I feel I am part of this school. 91.7% 3: Teachers and other grown-ups at school care about me. 92.2% Family Survey (Strongly agree or agree responses) 1: At school my child is able to do his/her work without worrying about his/her physical or emotional safety. 87.6% 2: This school has a supportive learning environment for my child. 89.3% Not Met 9/29/2022 2022 01612590111856 AIMS College Prep High 6 Student Survey (Strongly agree or agree responses) 1: At school I am able to do my work without worrying about my physical and/or emotional safety. 89.6% 2: I feel I am part of this school. 90.9% 3: Teachers and other grown-ups at school care about me. 90.9% Family Survey (Strongly agree or agree responses) 1: At school my child is able to do his/her work without worrying about his/her physical or emotional safety. 92% 2: This school has a supportive learning environment for my child. 92% Not 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 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." 9/29/2022 2022 01612596113807 AIMS College Prep Middle 6 "Family Survey (Strongly agree or agree responses) 1: At school my child is able to do his/her work without worrying about his/her physical or emotional safety. 2: This school has a supportive learning environment for my child. Providing students a healthy and inviting learning environment where they are protected from physical and emotional harm is essential to the mission 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." Not Met MET 9/29/2022 2022 01611190130609 Alameda Community Learning Center 6 "DATA: This past year, 93.3% of our learners responded that they ""strongly agree ""or ""agree"" that ACLC supports their individual academic needs, and 85.9% said they ""strongly agree"" or ""agree"" that ACLC supported their social development last year. 79.3% of learners reported that they felt ""very safe"" or ""safe"" at ACLC. Most answers for other questions and subgroups fell into the second highest category (""agree"" or 3 out of 4, with 4 being best/highest ranking), thus marking a favorable or positive rating. Questions concerning access to technology and learning, communication by facilitators, and satisfaction with learning all received favorable, if not the highest, responses from learners. MEANING: Given the high ratings in many areas, we feel positive about continuing many of the practices that got us here. Our strength is clearly in our academic program from the learner perspective, but we have some work to do with supporting social development. Last year during Covid and Distance Learning, our learners understandably missed out on face-to-face opportunities which we are able to offer this year, and we expect to see this satisfaction rating increase this year. USE: In order to support social development, given its relative lower score, our counselor led the school in several sessions around the 5 SEL Competencies, and we gave teachers time in grade level teams to plan out how and who would be providing opportunities for SEL work and connection. As we've moved back into the building this year, we are also able to re-institute CCC (weekly coming together of the school in cross-grade configuration to share announcements, do team-building, play games), campus clubs, field trips, and evening events like movie nights. We know that we have work to do in reconnecting all of our community to each other and to school, and are working diligently to provide these opportunities." Met 6/15/2022 2022 01100170000000 Alameda County Office of Education 6 "ACOE's Court and Community Schools returned to the original LEA Climate Survey for staff, students., and families across the LEA during the 2021-22 school year to measure school climate. We administered a survey to stakeholders so that they could provide input on the instruction, socio-emotional needs, family support, access to school personnel technology needs, and support both for academics and for other services. This survey was given to families, students and staff to gauged the following school climate indicators: safe and supportive environments, active and engaged learning, healthy choices and behaviors, diversity, access and equity, quality staff, access to technology, and collaborative partnerships. Overall families and students felt staff was available to support them academically and provide information on resources to address other needs such as mental health supports, transportation options, as well as access to food resources (82%). About half the staff in our Independent Study programs indicated that many students did not return calls or actively participate in distance learning. The data shows that staff, students, and families indicated the LEA should focus on making learning safe for students and staff and making learning effective. Many student respondents stated that Internet connectivity posed a problem for the continuity of learning, and the restrictions at our Court schools to certain websites and platforms were problematic for instructional implementation. Almost 75% of our staff, requested professional learning/support for students’ socio-emotional needs in small group cohorts (site or job type) as opposed to division wide sessions. In addition, 65% of respondents were interested in strategies and resources to better assist students who were experiencing depression, loneliness, and isolation from the experience of distance learning as they work to cope with a constantly changing landscape without a certain future. Staff eagerly provided names of over twenty resources they were familiar with that could provide training for staff and students potential on socio-emotional learning professional development topics and guest trainers. Over half of our staff responded that they too were in need of ongoing support for themselves as they deliver a quality education to students and maintain their own mental and emotional wellbeing." Not Met 7/12/2022 2022 01611190000000 Alameda Unified 6 "Overall, the 20-21 actual data (that was not available at the writing of the 21-22 LCAP) and the 2020-21 to-date data both show some instances of progress/growth and others where outcomes are static or moving in the opposite direction of the target. For chronic absenteeism we have seen an increase in all subgroups but it is hard to do a root cause analysis on the data since much of the increase is directly related to students being absent due to COVID. Instead when looking at suspension rate we have looked at comparisons over time in the month of March to look at trends and compare progress. Over all our data reflected in our internal data analytics system, Schoolzilla related to suspension rate has decreased in every subgroup since 2017 not taking into account the 20-21 school year. Overall we have gone from a 2.7% suspension rate in 2017-28 to a 1.2% suspension rate in 21-22. Our African American students have decreased from 10.4% to 3.7% suspension rate, our students with disabilities have decreased from 7.6% to 3.6% suspension rate, our Hispanic students have decreased from 2.9% to 1.6% suspension rate and EL learners have decreased from 4.9% to 1.3% suspension rate. The high school drop-out rate decreased substantially from 2019-20 (3.3%) to (2020-21 (3%). The middle school drop-out rate and overall expulsion rate have both been at zero or negligible throughout the past several years. The Health Needs Assessment survey conducted by the Student Services department in 2017-18 were used as a baseline for determining if students in our schools lack a sense of connectedness and, in turn, lack a sense of true safety on campus. In 17-18 Actual by Grade: 5 86%, Grade 7: 62%, Grade 9: 60 and Grade 11: 63% felt safe on campus. In 2021-22 Actual by grade (CHKS Reports) we saw an increase of students reporting safety on campus in all grades; Grade 5: 85%, Grade 7: 71%, Grade 9: 67% and Grade 11: 63%. However, survey results for secondary students shows the disparity in safety for our African American youth, especially in the 11th grade. In grade 11, students reporting feeling safe at school (by race/ethnicity) are as follows: Asian/Asian American - 67%; Black/African American – 44%; Hispanic or Latinx - 60%; White - 58%; Mixed (two or more) ethnicities - 74%; Something Else - 73% The disparity of our Black/African American youth feeling safe at our schools is an area of growth for AUSD. In response to this data, AUSD is working to establish and align supports for students. This includes reinforcing the need for full implementation of Tier 1 Restorative Practices K-12, baseline small group social-emotional offerings using research-based curriculum with ongoing progress monitoring by COST teams, the continuing collection of Wellness survey data*, and clear communication of these supports to our students and their families. The future data generated by our PBIS and COST teams will allow us to monitor the progress of these efforts." Met 6/28/2022 2022 01611270000000 Albany City Unified 6 "During the 2021-2022 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, 77% of 5th graders reported feeling part of the school all or most of the time. 66% of 7th graders, 56% of 9th graders, and 57% 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 the 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, 84% of students in grade 5 indicated they feel safe all or most of the time. In grades 7, 9, and 11, 64% 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 were disaggregated by ethnicity and grade level, Asian students reported the highest rates of feeling safe or very safe at school. 70% of Asian students in grade 7 reported feeling safe or very safe at school compared to 56% in grade 9 and 62% 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, 55% in grade 7, 53% in grade 9, and 42% in grade 11 reported feeling safe or very safe at school. Among students identifying as two or more races, 65% of 7th graders, 70% of 9th graders, and 74% 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 will provide professional learning around strategies to engage students and families in addressing students' social-emotional health and academic needs." Met "After almost two years of remote learning due to the COVID-19 pandemic, returning to in-person learning created a unique environment and culture in our schools. Students were not able to engage with each other in the same manner as they did pre-pandemic. The wearing of masks and social distancing created barriers for students and staff to build relationships. Due to the ongoing pandemic, many school activities and extra-curricular activities were suspended limiting opportunities for students to connect to school culture, build relationships, and have meaningful participation. The district has implemented plans to improve parent participation, attend parent engagement meetings, and support/fund events for families. School activities and extra-curricular and inter-scholastic sports have fully resumed on school campuses." 6/14/2022 2022 37683380111898 Albert Einstein Academies 6 "At our AEACMS campus which includes middle school grades 6th through 8th, a student survey was given to 6th grade students. 80.5% of students feel safe at school, 17% felt safe some of the time and 2.5% reported not feeling safe at school. 69.2% of 6th grade students feel adults on the campus care about them, 28.3% said adults care some of the time, and 2.5% felt adults don’t care. AEACMS has a partnership with the San Diego County Office of Education to implement a MTSS initiative to ensure we have systems and practices in place to meet the needs of every student at their level. At our AEACES campus which includes elementary grades kindergarten through 5th grade, a survey was given to 5th grade students. 90.2% of students feel safe at school, 7.6% felt safe some of the time and 2.2% of students reported not feeling safe at school. 76.7% of 5th grade students feel that the adults on campus care about them, 18.9% felt adults cared some of the time and 4.4% of students who felt adults don't care about them. The AEACES campus will continue to reach out to ensure all students feel connected at school. AEACES has initiated the implementation of the Responsive Classroom in grades K to 5 through Professional Development to foster a positive, supported climate in every classroom." Met 6/21/2022 2022 12630320111203 Alder Grove Charter School 2 6 "From 2021-2022 Student Survey: I am proud to be a student at Alder Grove: 97% strongly agree/agree I am satisfied with the education that I am receiving through Alder Grove: 100% When I am on campus students are treated fairly: 97% strongly agree/agree When I am on campus, adults treat with me respect: 93% strongly agree/agree, 3% Unsure/never on campus When I am in an AGCS virtual class or virtual lab, adults treat with me respect: 60% strongly agree/agree, 40% unsure/never on campus I feel safe while I am on campus: 100% Strongly agree/agree I feel safe while I am in AGCS virtual classes or labs: 66% Strongly agree/agree, 33% unsure/never on campus Do you think bullying is an issue at Alder Grove (on campus or in virtual classes/labs): 83% no, 17% not participating in classes or labs Overall data indicated that AGCS has a positive school culture with students feeling safe in their interactions with adults overall. The school has a plan to continually address bullying through a universal mental health screener to gather more data and address the issues through education, mindfulness and other social emotional learning groups, one-on-meetings with professionals on staff, and behavior interventions, plans, and disciplinary action if necessary. The school continues to address bullying situations immediately when they come to the attention of staff." Met 6/28/2022 2022 49705990000000 Alexander Valley Union Elementary 6 "Through the 2021-2022 school year, school surveys focused primarily on how students were feeling returning back to in-person learning. Overall the community has been very supportive of the district with parents supporting in-person learning and the safety protocols around keeping their child safe and parents well informed should a Covid-19 case develop in their child's classroom. As we entered the 2022-2023 school year, 97% of our parents attended Back to School Night. 20% of our parents joined us at our AVSPC meeting held early in the school year. Nearly 100 volunteers and visitors came to campus to help support the teaching and learning of our students and nearly 83% of our students scored at benchmark in their initial benchmark assessments. As our school year continues to progress, we anticipate more and more opportunities for our school culture and climate to foster student growth and learning. We recognize that this benchmark assessment data is one of many data points that we take into consideration in our continuous improvement cycle. Our teachers take great pride in securing multiple sources of both quantitative (teacher assessments to standardized tests) and qualitative data (surveys to informal conversations) about our students and their continuous growth. Our work is to utilize all of this information to benchmark our progress toward a model of excellence and continual improvement." Not Met 9/12/2022 2022 19757130000000 Alhambra Unified 6 "California School Climate, Health and Learning Surveys (CalSCHLS) survey administration closed on March 14, 2022 after which time West Ed processed our survey results and disaggregated the data. CalSCHLS data will be used by the District to develop and update the LCAP, and for county-level reporting for the TUPE program. Schools will also review the school climate data to update and develop school site plans, PBIS matrices, and WASC. In addition, CalSCHLS data was scheduled to be presented to the Board of Education in July 2022, however, was rescheduled to November 15, 2022. Approximately 3,847 students, 63% participation rate, completed the 2021-22 CHKS survey. Approximately 3,884 parents, 25% participation rate, completed the 2021-22 CSPS survey. Approximately 1,125 staff, 77% participation rate, completed the 2021-22 CSSS survey. Of students surveyed in grades 5, 6, 7, 9, and 11, students reported: strong academic motivation (63% - 80%); strong school connectedness (54% - 69%); and, reports of cyberbullying ranging from 14% - 25%. Students who considered having suicidal thoughts in the past 12 months ranged from 11% - 14%. Students reporting electronic cigarette/vaping usage 1 or more days in the last month, ranged from 0% - 13%. Students reporting alcohol or drug use in the past month: ranged from 2% - 8%. The percentage of students who reported “very much true” in regards to experiencing social emotional distress ranged from 22% of students in grade 6 reporting feeling emotional distress and this percentage incrementally rose by grade level to a high of 31% for 11th grade students. An average of 55% of the District’s LGBTQ+ population reported social emotional distress. This is an area of concern for the District and it will address this area by increasing staff awareness / training and rolling out new procedures to support students at school sites. Staff survey findings indicate concerns about bullying, fairness/rule clarity, student safety as it pertains to harassment, depression, and vape use. 22% of staff were concerned about bullying and harassment, and 42% were concerned about student depression. The survey reflected positive ratings toward COVID safety, collegiality, and caring relationships at the work site. 38% believe that there is adequate counseling support for students. Parent survey results indicate concerns about the safety of their children’s socialization, motivation, inadequate exercise, and children falling behind academically. Parents rated the District high in the area of schools, encouraging them to be an active partner, communication from school to home during the pandemic, virtual peer interactions, and overall satisfaction with distance learning. These categories averaged an 80% rate." Met "The overall CHKS participation rate of students increased by 8% for the 2021-2022. The goal was to have 80% of the target grade levels participate, however only 63% completed the survey. The overall California School Parent Survey participation rate was low at 25%, however this was an increase of 13% from the previous year. The overall California Staff School Survey participation rate was our highest increase of 15%, as 77% of staff participated. In the 2022-23 school year the Districts LCAP goal is to obtain 80% survey participation. In the 2022-23 school year the District will send a message about the importance of completing the climate surveys and it will be administered in February 2023. To address social emotional needs identified by staff, students, and parents, the district has increased its school based mental health staff. A video will be created for schools to show at their ""Back to School Night,"" and will be sent through our Blackboard messaging system. At the beginning of the school year, parental consent forms will be sent out digitally and as hard copies. This will allow families to see the notification along with all other important documents provided at the start of the school year. Providing clarity for the purpose of the survey and reasoning to its importance will offer families a better understanding, and encourage more participation. A gift card raffle will incentivize students, staff and families to participate." 6/28/2022 2022 27659610000000 Alisal Union 6 "School climate was measured through surveys, which were administered to students, parents and staff. The results yielded the following average perceptions for the District: 82% of students reported that they feel connected with other students; 85% of parens reported that they are aware a counselor is available to support if needed; 92% of parents reported that they feel welcome to participate in their child's instruction; and 90% of teachers reported that they are aware of how to support social-emotional needs." Not Met "School climate was measured through surveys, which were administered to students, parents and staff. The results yielded the following average perceptions for the District: 82% of students reported that they feel connected with other students; 85% of parens reported that they are aware a counselor is available to support if needed; 92% of parents reported that they feel welcome to participate in their child's instruction; and 90% of teachers reported that they are aware of how to support social-emotional needs." 8/3/2022 2022 54717950000000 Allensworth Elementary 6 The LEA's focus on regular communication with parents via written and verbal in both English and Spanish has increased parent engagement and addresses questions and concerns with expediency. Parents are regularly informed that all student concerns can be addressed via an open door policy directly to teachers and or administration. Met 6/14/2022 2022 40104050125807 Almond Acres Charter Academy 6 "Data: All areas of the survey show a positive and supportive climate at school. 79% of students indicate that their teachers care about them and that 81% of adults on campus make time for them. 80% of students felt that they are allowed to express themselves. The survey supports that teachers provide a positive, supportive, and engaging environment. 90% of students indicated that their teachers encourage them when they are struggling. 89% of students indicated that their teachers make the learning interesting. 94% of students indicated that their teachers encouraged students to participate and 85% indicated that their teachers notice when they are doing a good job. Lastly, 99% of students indicated that their teachers help them improve. Further, 82% of students report that they do their best when the work is hard, 90% of students report that they try to do their best work and 91% of students indicate that cheating is not a good choice. This data supports that the school climate supports a positive learning environment. Students indicated that they have positive family relationships that support their learning. 85% of students indicated their family wants them to do well in school and 82% say their family checks on their school work. 90% of students indicated that they like their school facility and 83% of the students indicated that it is maintained and clean. The survey indicates that students feel they are treated fairly and that the school climate is supported by clear and consistently applied rules. 90% of the students indicated that the school has clear rules and consequences and that adults apply the rule fairly. When asked about how safe students feel outside around the school, in the hallways and bathrooms and in the classrooms. 87% of students felt safe outside around the school, 85% felt safe in the hallways and bathrooms, and 91% of students felt safe in the classroom. Meaning: The survey results show a positive school climate. The survey identified an area of growth, 1% of the students surveyed indicated that they hate being at school and .7% wish they went to a different school. The California Healthy Kids survey indicated that 25% of survey respondents had considered suicide and 13% reported chronic sadness. Though our overall survey results show a positive school climate and area of focus needs to be on the social and emotional wellbeing of all students. Use: Almond Acres recognized due to a mid-year move to a new facility that a focus needed to be on relaunching our Positive Behavior Systems of Support school-wide. The relaunch has been successful and the climate survey supports that consistent rules and consequences are used with all students. Understanding the Social and Emotional needs of students was recognized through the California Healthy Kids Survey and our Local Control Area Plan indicates a priority in improving the Social and Emotional needs of students and staff." Not Met 9/21/2022 2022 54718030000000 Alpaugh Unified 6 "Data from our Educational Partners suggested they wanted more opportunities for their voices to be heard and valued. Their feedback suggested they had trust in the school and district, but wanted more events and opportunities to be connected. We also realized we needed to upgrade communications systems, such as means to communicate as Blackboard, Electronic Marquee, App, Seesaw, and Google Classroom. In addition, families/students throughout the community lacked access to internet and properly working devices. We made heavy investments in response to this. We purchased Wifi devices and subscriptions for all students, provided brand new devices for both home and school, upgraded school technology for staff, and repurposed our library to be of more service to our community. We hired an Early Literacy TOSA to support systematic progress monitoring for Literacy grades TK-5, we hired an Academic Coach to support instructional shifts TK-12. We joined the Central Valley Network Improvement Community via TCOE. This allowed us to look at our data and take steps to improve on our benchmark results." Met 6/24/2021 2022 43694270132274 Alpha Cindy Avitia High 6 "Alpha is committed to fostering an environment that allows students to develop the leadership skills they will need to bring positivity and change to their communities. Our ability to foster this environment is dependent on creating classrooms where students feel safe, motivated, and challenged. Analysis of student attendance, engagement, suspension, and survey data show the following: •Students are engaged (87.1% attendance/engagement rate) •CAHS is improving its response to behavior, with a decreasing suspension rate 1.1% •84% of students Strongly Agree and Agree that their school fosters a safe and supportive environment and support structures that allow me to share my authentic voice and input. Strengths/Progress Our data shows that in spite of a difficult year impacted by the pandemic, we have made strides in re-engaging our students in the Alpha culture, and have had successes around students feeling safe, motivated, and challenged. This is shown in how 84% of our students strongly agree or agree to feeling safe, motivated, and challenged at school and that support structures allow them to share authentic voice and input. We believe this has been a result of intentional SEL focus and supports, such as PD, the work of Mental Health Counselors, the work of our Assistant Principals and Deans of Students around SEL, positive behavior interventions, and a focus on relationships. Challenges/Areas of Improvement Our biggest barriers and continued focus for improvement are ensuring students feel a strong sense of connection to school especially with lower attendance due to quarantine, re-engaging what it means to be part of an in-person community while also navigating social media challenges, continuing to utilize a range of positive interventions around student behavior. In addition, using advisory/homeroom, student government, school site council, and other structures to foster student voice and input into building our community. This focus on building a strong student culture of empowerment is described in LCAP goal #5. Based on stakeholder input throughout our LCAP development process, we hope to continue/maintain the positive and joyful school culture that we have been building, through supports such as the following: •Support and maintain high attendance through systems and procedures including , communication procedures for absences and tardies, supportive conferences with student and family to problem solve truancy, and school and class wide incentives for high attendance. •Use Dean’s List or other systems to effectively track student behavior and culture data, which supports analysis, problem solving for strategies, and communication to families. •Access to student and family mental health counseling through school-based counselors and external providers (FACTR) (cont'd in next box)" Met "(cont'd from above)School will maintain a Dean of Students to support the implementation of our multi-tiered intervention strategies. The Dean of Students will work directly with students, and will also support teachers and other staff to equip them with strategies that will help students feel safe, motivated, and challenged in classrooms and around campus. •Maintain schools operations accountability measures, through the continued development of the school based operations team, Ops Team specific PD, and monthly facilities walkthroughs. •Enhance Student Government by ensuring the following: 1) Process by which SG represents the diversity of our student body and more actively collects and responds to student feedback 2) Create a better structure that encourages all students to have the opportunity to run for Student Government 3)Create a clearer and more consistent process for Student Government meetings and invite members to ILT meetings •Comprehensive Student Activities/Events Calendar: Increase the resources we put towards enhancing non-academic student experiences (student events, field trips, etc) •Partnership with the City Peace Project to provide support services to students through personal mentorship that emphasizes essential disciplinary skills, fosters consistent accountability, and instills character defining values in students •School will purchase books based on student interest and identity to build excitement and investment in reading and create representation" 6/22/2022 2022 43693690125526 Alpha: Blanca Alvarado 6 "Alpha is committed to fostering an environment that allows students to develop the leadership skills they will need to bring positivity and change to their communities. Our ability to foster this environment is dependent on creating classrooms where students feel safe, motivated, and challenged. Analysis of student attendance, engagement, suspension, and survey data show the following: •Students are engaged (90.8% attendance/engagement rate) •BA is improving its response to behavior, with a .78% suspension rate •95% of students Strongly Agree and Agree to feeling safe, motivated, and challenged at school. Strengths/Progress: Our data shows that in spite of a difficult year impacted by the pandemic, we have made strides in re-engaging our students in the Alpha culture, and have had successes around students feeling safe, motivated, and challenged. This is shown in how our students rate their experience, with 95% of our students who took the survey strongly agree or agree to feeling safe, motivated, and challenged at school. We believe this has been a result of intentional SEL focus and supports, such as PD, the work of Mental Health Counselors, the work of our Assistant Principals and Deans of Students around SEL, positive behavior interventions, and a focus on relationships. Challenges/Areas of Improvement: Our biggest barriers and continued focus for improvement are ensuring students feel a strong sense of connection to school especially with lower attendance due to quarantine, re-engaging what it means to be part of an in-person community while also navigating social media challenges, continuing to utilize a range of positive interventions around student behavior. In addition, using advisory/homeroom, student government, school site council, and other structures to foster student voice and input into building our community. This focus on building a strong student culture is described in LCAP goal #5." Met "Based on stakeholder input throughout our LCAP development process, we hope to continue/maintain the positive and joyful school culture that we have been building, through supports such as the following: Support and maintain high attendance through systems and procedures including , communication procedures for absences and tardies, supportive conferences with student and family to problem solve truancy, and school and classwide incentives for high attendance. •Use Dean’s List or other systems to effectively track student behavior and culture data, which supports analysis, problem solving for strategies, and communication to families. •Comprehensive Student Activities/Events Calendar: Increase the resources we put towards enhancing non-academic student experiences (student events, field trips, etc) •Partnership with the City Peace Project to provide support services to students through personal mentorship that emphasizes essential disciplinary skills, fosters consistent accountability, and instills character defining values in students •Maintain schools operations accountability measures, through the continued development of the school based operations team, Ops Team specific PD, and monthly facilities walkthroughs." 6/22/2022 2022 43104390121483 Alpha: Cornerstone Academy Preparatory 6 "Alpha is committed to fostering an environment that allows students to develop the leadership skills they will need to bring positivity and change to their communities. Our ability to foster this environment is dependent on creating classrooms where students feel safe, motivated, and challenged. Analysis of student attendance, engagement, suspension, and survey data show the following: •Students are engaged (95.4% attendance/engagement rate) •CAPS is improving its response to behavior, with a decreasing suspension rate of .39% •79% of students Strongly Agree and Agree to feeling safe, motivated, and challenged at school. Strengths/Progress: Our data shows that in spite of a difficult year impacted by the pandemic, we have made strides in re-engaging our students in the Alpha culture, and have had successes around students feeling safe, motivated, and challenged. This is shown in how our students rate their experience, with with 79% of our students who took the survey strongly agree or agree to feeling safe, motivated, and challenged at school, as well as our high attendance rates (95%+) We believe this has been a result of intentional SEL focus and supports, such as PD, the work of Mental Health Counselors, the work of our Assistant Principals and teachers around SEL, positive behavior interventions, and a focus on relationships. Challenges/Areas of Improvement: Our biggest barriers and continued focus for improvement are ensuring students feel a strong sense of connection to school, re-engaging what it means to be part of an in-person community while also navigating social media challenges, continuing to utilize a range of positive interventions around student behavior. We saw 79% of our students strongly agree/agree to feeling safe, motivated, and challenged, and as we have reflected on this, we find our focus is to improve this % through a variety of actions, centered around our LCAP Goal (and included below). In addition, we will use advisory/homeroom, student government, school site council, and other structures to foster student voice and input into building our community. This focus on building a strong student culture is described in LCAP goal #5, with an emphasis on a universal behavior support system in LCAP Goal #2." Met "Based in stakeholder input through the LCAP / Initiative setting process, we hope to continue/maintain the positive and joyful school culture that we have been building, through supports such as the following: •Developing and implementing a Universal Behavioral Support System (UBSS), including: •Create lead team for creation of UBSS. •Lead team members will participate in SCCOE led PBIS trainings. •Based on trainings, the lead team will create and begin implementation of a school-wide UBSS that will include outcome metrics for student behavior. •Support and maintain high attendance through systems and procedures including , communication procedures for absences and tardies, supportive conferences with student and family to problem solve truancy, and school and classwide incentives for high attendance. •Use Dean’s List or other systems to effectively track student behavior and culture data, which supports analysis, problem solving for strategies, and communication to families. •Access to student and family mental health counseling through school-based counselors and external providers (FACTR) •Comprehensive Student Activities/Events Calendar: Increase the resources we put towards enhancing non-academic student experiences (student events, field trips, etc) •Maintain schools operations accountability measures, through the continued development of the school based operations team, Ops Team specific PD, and monthly facilities walkthroughs." 6/22/2022 2022 43104390129213 Alpha: Jose Hernandez 6 "Alpha is committed to fostering an environment that allows students to develop the leadership skills they will need to bring positivity and change to their communities. Our ability to foster this environment is dependent on creating classrooms where students feel safe, motivated, and challenged. Analysis of student attendance, engagement, suspension, and survey data show the following: •Students are engaged (90.8% attendance/engagement rate) •JH is improving its response to behavior, with a decreasing suspension rate of 4% •91% of students Strongly Agree and Agree to feeling safe, motivated, and challenged at school. Strengths/Progress: Our data shows that in spite of a difficult year impacted by the pandemic, we have made strides in re-engaging our students in the Alpha culture, and have had successes around students feeling safe, motivated, and challenged. This is shown in how our students rate their experience, with 91% of our students who took the survey strongly agree or agree to feeling safe, motivated, and challenged at school. We believe this has been a result of intentional SEL focus and supports, such as PD, the work of Mental Health Counselors, the work of our Assistant Principals and Deans of Students around SEL, positive behavior interventions, and a focus on relationships. Challenges/Areas of Improvement: Our biggest barriers and continued focus for improvement are ensuring students feel a strong sense of connection to school especially with lower attendance due to quarantine, re-engaging what it means to be part of an in-person community while also navigating social media challenges, continuing to utilize a range of positive interventions around student behavior. In addition, using advisory/homeroom, student government, school site council, and other structures to foster student voice and input into building our community. This focus on building a strong student culture is described in LCAP goal #5." Met "Based in stakeholder input through the LCAP / Initiative setting process, we hope to continue/maintain the positive and joyful school culture that we have been building, through supports such as the following: •Support and maintain high attendance through systems and procedures including , communication procedures for absences and tardies, supportive conferences with student and families. •Use Dean’s List or other systems to effectively track student behavior and culture data, which supports analysis, problem solving for strategies, and communication to families. •School will maintain a Dean of Students to support the implementation of our multi-tiered intervention strategies. The Dean of Students will work directly with students, and will also support teachers and other staff to equip them with strategies that will help students feel safe, motivated, and challenged in classrooms and around campus. •Access to student and family mental health counseling through school-based counselors and external providers (FACTR) •Increase the resources we put towards enhancing non-academic student experiences (penguin palooza, student stores, field trips). •Partnership with the City Peace Project to provide support services to students through personal mentorship that emphasizes essential disciplinary skills, fosters consistent accountability, and instills character defining values in students •Maintain schools operations accountability measures" 6/22/2022 2022 02100250000000 Alpine County Office of Education 6 This assessment was not conducted in 2021-2022. Met 6/9/2022 2022 02613330000000 Alpine County Unified 6 This assessment was not conducted in 2021-2022. Met 6/9/2022 2022 37679670000000 Alpine Union Elementary 6 "District wide we conducted climate surveys that included staff, students, parents/guardians in the district to evaluate the climate at each school site. We formed a District Multi-Tiered System of Support team to analyze the data and propose action steps to address any concerns identified based on the results. The team met monthly and shared their findings with all site administrators. The administration addressed appropriate action steps by forming Climate/Leadership teams at each site. Our review of the climate surveys revealed that our staff felt a deeper sense of respect and safety existed in our school community between groups than our students reported. Parents also believed there was a high level of respect and safety at our schools. Consequently, we are continuing our efforts to narrow the gap and build a climate of respect for all members of our school community with a special emphasis on race, color and national origin." Met 6/27/2022 2022 36675950000000 Alta Loma Elementary 6 "Based on findings from the Alta Loma School District LCAP Survey from November, 2021, it is observed that the average rating on a 1-5 scale from parents, staff and students regarding school climate is a 4. The average rating from the same groups pertaining to Learning Environment is also a 4. 80% of students surveyed report that students feel safe at school. 91% of staff and parents surveyed report that they feel students are safe at school. Creating and maintaining a positive climate and culture for learning that increases student engagement and school connectedness in a safe, well-maintained environment is one of our 3 overarching goals in our 2022-2023 Local Control and Accountability Plan." Met 6/15/2022 2022 31667870126664 Alta Vista Community Charter 6 "The LEA 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 LEA 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 educational partners and the public through the Dashboard." Met Alta Vista Community Charter School received a silver medal recognition for its implementation of PBIS from the California PBIS Coalition. This gives us a great starting point for the 22-23 school year to build upon this strong foundation. PBIS directly impacts school culture in a positive manner. PBIS stands for Positive Behavioral Interventions and Support. 6/8/2022 2022 54718110000000 Alta Vista Elementary 6 "The school collects much of its data from surveys. The school learned that parents are very concerned about school safety--especially in the last year. This was the most touched on area by parents in all survey and data collection methods. The data reflects our commitment to English Development in our school and district. Parents are also quite concerned about the development of English learners. The growth the LEA has seen in the last year is primarily due to the focus on redesignation of English Learners that were mainly in the category of long-term English learners. The challenge the school faces is there are few long-term English learners, and the focus is shifting to students at risk of being a long-term English learner. The largest barrier faced by the LEA is that English language attainment in the community is low. However, the LEA is optimistic for future growth because most parents and community members value the skill of knowing and using English. The LEA is currently focusing on English language development in the upcoming year. There will be more focused staff training as well as parent training. The LEA recognizes that parents need to know how to support English language development at home just as much as teacher need new and varied strategies to engage and empower students learning English." Not Met 9/14/2022 2022 36750510136432 Alta Vista Innovation High 6 "In the spring of 2022, the local school survey questions were 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: * 100% of the students reported that they felt safe * 95% reported that they felt connected to an adult at the school 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 our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 99% reported that they felt safe, and 99% reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals." Met 6/7/2022 2022 31667790000000 Alta-Dutch Flat Union Elementary 6 "Parental perception of campus safety was at 65%. This is key to students attending school. Positive behavior recognition was 83%. Fair discipline was at 32%, and the lowest score." Not Met New administration is in place for this year and these numbers will increase. 10/19/2022 2022 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. In an effort to understand the current climate districtwide, our community participates in the annual survey process conducted twice a year. All participants including school staff, students and parents are surveyed on questions related to school climate. Spring 2022 survey responses indicated that 91% of parents believe our schools are safe and 95% of parents believe that their child feels welcomed by school staff. Survey responses for students indicated that 66% of students at the Elementary School level feel safe at school; 65% at the Middle School level. 75% of Elementary School students and 62% of middle school level indicated a “sense of belonging” ( School connectedness). When compared to the results from Spring 2021, there has been a 10 point decrease in the area of safety for both Elementary and Middle School students. Similarly, there has been a 3 point decrease for Elementary students and 6 point decrease for Middle School students in the area of school connectedness. After analysis of the school climate data, students’ feelings on safety surfaces as an area of concern. Within this area, the number of students expressing concern over bullying at school (64% of Elementary and 59% of Middle School students) makes this a priority area. When staff was surveyed regarding safety at school, 73% of respondents responded that there is ""harassment or bullying among students at their school"" with 79% of staff responding favorably that their ""school handles discipline effectively"". Another area of concern is that of student connectedness. When drilling down, only 67% of Middle School and 64% of Elementary School students say they ""feel close to people at school"". Students' time away from campuses and spent in isolation had a direct impact on student mental health and school culture. Consequently, school staff and administrators report additional challenges with student behavior as we move past the Covid 19 pandemic. The demand for counseling services this school year demonstrates the need for additional counselors so that each elementary school has a full time counselor (1:1 ratio) for consistency and uninterrupted service for students. LCAP input from educational partners and related survey data underscores the need to support the school sites with additional counseling services for students and programs for social emotional learning as well as develop positive behavior support systems at schools. Training in the areas of Socio-emotional learning and mental health wellness will continue to be a focus for staff and parents during the 2022/2023 school year. In addition, there is a renewed effort in the area of Positive School Culture Training and Support to reset and strengthen school culture, student behavior and anti bullying efforts at all schools." Met 6/23/2022 2022 20651770000000 Alview-Dairyland Union Elementary 6 "The district administered a school climate survey for students in May of 2022. 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 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. Reading, Language Arts, and Spelling had an 89% favorable rating. Math had an 87% favorable rating. Science, STEM, and Social Studies had an 94% favorable rating. 78% of students responded favorably to caring staff relationships and 63% indicated their teachers motivate them to learn. 87% of students indicated they are well-informed of academic progress, school rules and policies. 84% of students feel welcome and 82% feel safe at school. 80% 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 6/28/2022 2022 10619940000000 Alvina Elementary 6 "The Alvina Elementary Charter School Student Survey was given to all students in grades 5 and 8 during the 2021-2022 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. Many of the questions were reflective of the questions found on the California Healthy Kids Survey. 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. 94% of students in grades 5 and 96% of students in grade 8 indicated they feel they are part of the school and are happy to be at Alvina. These questions 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. 100% of students in grades 5 and 96% of students in grade 8 indicated they feel safe at school and know how to ask for help if needed. Also, 100% of students in both grades 5 and 8 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. 94% of students in grades 5 and 96% of students in grade 8 indicated teachers and other adults believe in them and provide support. Also, 88% of students in grade 5 and 82% of students in grade 8 feel they are involved in helping solve school problems. This percentage identifies a continued 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% among all subgroups." Met 6/14/2022 2022 10619946005730 Alvina Elementary Charter 6 "The Alvina Elementary Charter School Student Survey was given to all students in grades 5 and 8 during the 2021-2022 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. Many of the questions were reflective of the questions found on the California Healthy Kids Survey. 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. 94% of students in grades 5 and 96% of students in grade 8 indicated they feel they are part of the school and are happy to be at Alvina. These questions 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. 100% of students in grades 5 and 96% of students in grade 8 indicated they feel safe at school and know how to ask for help if needed. Also, 100% of students in both grades 5 and 8 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. 94% of students in grades 5 and 96% of students in grade 8 indicated teachers and other adults believe in them and provide support. Also, 88% of students in grade 5 and 82% of students in grade 8 feel they are involved in helping solve school problems. This percentage identifies a continued 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% among all subgroups." Met 6/14/2022 2022 33669770000000 Alvord Unified 6 "Alvord Unified School District is committed to not only providing a comprehensive course of study but a well-rounded learning environment that also includes the social-emotional and safety needs of our student population. In April 2022, Students in grades 5, 7, 9, and 11 were administered the California Healthy Kids Survey in an in-person instructional setting. From the data obtained, Alvord pulled the primary key indicators to support their actions and services provided for students and staff. The key indicators for Elementary school climate were as follows: Anti-Bullying Climate: 75% Positive Behavior: 91% Students Treated with Fairness: 68% Caring Relationships: 65% High Expectations: 68% The key indicators for Secondary school climate were as follows: High Expectations - Adults in School: 65% Academic Motivation: 60% The key indicators for Secondary student well-being and social-emotional health were as follows: Optimism: 42% Life Satisfaction: 61% Alvord Unified School District, like many districts across the country, returned to in-person learning in the 2021-2022 school year. Elementary data indicate an increase in the percentage of students participating in the survey. Similarly, secondary data indicated an increase in survey completion. The return to in-person instruction, along with the implementation of a district-developed plan to support this growth of participation with a strong partnership with sites and Educational/Student Services, has resulted in overall increased survey completion. In addition to students, staff was asked to complete the staff version of the California Healthy Kids Survey. One set of staff data indicates a primary need for professional development in the area of supporting students exposed to trauma. Alvord will provide increased opportunities to develop and refine trauma-informed practices in all educators. Alvord Unified School District has taken special consideration of actions and services in response to the results of the California Healthy Kids Survey, in addition to informal assessments, stakeholder feedback, and site-level feedback. These include, but are not limited to, a comprehensive athletic and visual and performing arts program, broad course of study, sanitation practices, technology, intervention software and staff, study safety, summer recovery programs, chronic absenteeism intervention, communication, counselors at each level of the organization, equity and access supports, family engagement, health and wellness services, mental health resources, and school resource officers." Met 6/16/2022 2022 03100330000000 Amador County Office of Education 6 "We administered the California Healthy Kids Survey (CHKS) to students in grades 5,7,9, and 11 in the spring of 2021. High School Strengths: 73% of our students feel that adults set high expectations for them, and 70% report that they perceive their school as safe or very safe. Additionally, only 10% self-reported monthly absences of only 3 or more throughout the pandemic. Middle School Strengths: Similar to high school, 73% of our 7th graders reported that adults set high expectations for them. Only 1% reported that they smoke cigarettes, while only 3% report being drunk or “high” on drugs at school ever. Elementary School Strengths: 90% of our 5th grade students feel that adults set high expectations for them, 84% report feeling connected to their school, 82% feel academic motivation, and 82% say there are caring adults in school. Only 1% report cigarette use or vaping, and 0% reported marijuana use. Opportunities for Improvement: High School: It is noted that only 20% of 9th graders and 30% of 11th graders felt that they were given opportunities for meaningful participation in their classes. Sadly, 47% of 9th graders and 46% of 11th graders reported experiencing chronic sadness/hopelessness, and over 23% of 9th graders stated that they had considered suicide at some point in their lives. Middle School: Once again the middle school numbers were strikingly similar to the high school with only 24% of 7th graders reporting that they had opportunities for meaningful participation in their schools. It is worrisome to see that 44% stated that they had experienced chronic sadness and hopelessness, while 22% said that they had considered suicide. Elementary School: Only 43% of 5th graders said they have high levels of meaningful participation. It is concerning that 33% of our students say that they have been called bad names or were the target of mean jokes and 20% reported that they had tried alcohol or drugs. Where do we go from here? Each school received a site-level report. Schools created plans to address the areas with opportunities for improvement. We have hired more school counselors and Mental Health Therapists to address student needs. All schools use social-emotional curriculum to ensure that all students have access to learning these skills in the general education classroom. At the secondary level, programs such as Where Everybody Belongs (WEB), LINK Crew and AVID (Advancement Via Individual Determination) have been implemented to help students feel welcome and safe at school throughout their middle and high school years. The AVID program has expanded to include 2 of our elementary schools. We will re-administer the CHKS in Spring 2022 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 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, “All students will show an increase in positive school engagement and connectedness with staff, peers, and community, including demonstrating improvement in social/emotional, physical, and mental health.” Actions 32, 33, and 35 get even more specific in this area. They read “Counselors to support student social-emotional well-being so that all students have access to a counselor (4 FTE)”, ""Increase counselors for social-emotional needs at all levels (2 FTE)"", and ""Mental health therapists to support students with needs beyond what counselors can address."" We are also implementing social-emotional curriculum to ensure every student is exposed to this in the 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." 6/22/2022 2022 03739810000000 Amador County Unified 6 "We administered the California Healthy Kids Survey (CHKS) to students in grades 5,7,9, and 11 in the spring of 2021. High School Strengths: 73% of our students feel that adults set high expectations for them, and 70% report that they perceive their school as safe or very safe. Additionally, only 10% self-reported monthly absences of only 3 or more throughout the pandemic. Middle School Strengths: Similar to high school, 73% of our 7th graders reported that adults set high expectations for them. Only 1% reported that they smoke cigarettes, while only 3% report being drunk or “high” on drugs at school ever. Elementary School Strengths: 90% of our 5th grade students feel that adults set high expectations for them, 84% report feeling connected to their school, 82% feel academic motivation, and 82% say there are caring adults in school. Only 1% report cigarette use or vaping, and 0% reported marijuana use. Opportunities for Improvement: High School: It is noted that only 20% of 9th graders and 30% of 11th graders felt that they were given opportunities for meaningful participation in their classes. Sadly, 47% of 9th graders and 46% of 11th graders reported experiencing chronic sadness/hopelessness, and over 23% of 9th graders stated that they had considered suicide at some point in their lives. Middle School: Once again the middle school numbers were strikingly similar to the high school with only 24% of 7th graders reporting that they had opportunities for meaningful participation in their schools. It is worrisome to see that 44% stated that they had experienced chronic sadness and hopelessness, while 22% said that they had considered suicide. Elementary School: Only 43% of 5th graders said they have high levels of meaningful participation. It is concerning that 33% of our students say that they have been called bad names or were the target of mean jokes and 20% reported that they had tried alcohol or drugs. Where do we go from here? Each school received a site-level report. Schools created plans to address the areas with opportunities for improvement. The district has hired more school counselors and Mental Health Therapists to address student needs. All schools use social-emotional curriculum to ensure that all students have access to learning these skills in the general education classroom. At the secondary level, programs such as Where Everybody Belongs (WEB), LINK Crew and AVID (Advancement Via Individual Determination) have been implemented to help students feel welcome and safe at school throughout their middle and high school years. The AVID program has expanded to include 2 of our elementary schools. We will re-administer the CHKS in Spring 2022 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, “All students will show an increase in positive school engagement and connectedness with staff, peers, and community, including demonstrating improvement in social/emotional, physical, and mental health.” Actions 32, 33, and 35 get even more specific in this area. They read “Counselors to support student social-emotional well-being so that all students have access to a counselor (4 FTE)”, ""Increase counselors for social-emotional needs at all levels (2 FTE)"", and ""Mental health therapists to support students with needs beyond what counselors can address."" We are also implementing social-emotional curriculum to ensure every student is exposed to this in the 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." 6/22/2022 2022 10623800136499 Ambassador Phillip V. Sanchez II Public Charter 6 "In the spring of 2022, the local school survey questions were 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: * 100% of the students reported that they felt safe * 94% reported that they felt connected to an adult at the school 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 our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 100% reported that they felt safe, and 100% reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals." Met 6/2/2022 2022 34103480140160 American River 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 6, 7, 9, and 11 in the winter of 2022. Results serve to measure the organization’s progress on state Priority Six, School Climate. This data is telling us that a majority of students in grades 6, 7, 9, and 11 feel safe at school. Grade 9 showed an increase in their perception of feeling safe this year. Students who reported feeling a high level of connectedness with the school increased this year in grades 6, 7, and 9. There was a slight decrease of 1% in grade 11. The COVID-19 pandemic has impacted students across the country. We are not surprised at the decrease in the level of feeling of connectedness at some grade levels. As our schools return to normalcy in the coming year, we expect the level of connectedness and feeling of safety to improve as students will be allowed to interact with their teachers and peers in many of the ways that were restricted over the past two years." Met 6/13/2022 2022 37683380136663 America's Finest Charter 6 "AFCS implemented a schoolwide Positive Behavior Intervention and Supports (PBIS) this school year. The three behavioral expectations are respect, responsibility and community. We have a matrix that is easy and explicit that has been posted on our campus including classrooms, lunch area, and outside areas for our students and families. The new system includes rewards for exhibiting these expectations campus wide. Field trips, frozen yogurt, and pizza parties are all a part of our new system that is in place. “Classroom Points” are recorded through Class Dojo. Any staff members can give students points when they are exhibiting these behavioral expectations. America’s Finest Charter School recently conducted a School Climate Survey as a local measure to evaluate students perceptions and school connectedness. The survey was sent to 103 students in grades 3-12. At AFCS, we place the highest value on school safety and ensuring that students feel connected to school. AFCS used Google Forms to conduct a comprehensive analysis of our recent student survey results. We are able to provide the following summaries for specific items which are most relevant to our student population and school mission: 1) 78% of students surveyed feel that “all teachers always treat students with respect” 2) 75% of students surveyed feel that “the school always has clear rules for behavior” 3) 75% of students surveyed feel that “the school always wants the students do well in education” One area that we are working on is that students treat each other well. Many activities and classroom lessons are helping our school with this area. We have Restorative Justice Circles to help students when they do not treat others respectfully. We will conduct this survey by the end of the school year to evaluate our PBIS system." Not Met 10/10/2022 2022 30664230000000 Anaheim Elementary 6 "AESD utilizes the Panorama School Climate survey in order to better understand the climate and culture of our schools. It’s administered annually in the spring to 3rd - 6th graders at every school. In 2021-22, 5,568 students participated. Results of the survey were shared with the LCAP committee as well as with each school site. The survey measures student's perceptions of their School Climate and Culture along with self reported Social Emotional Learning skills. The following shows the percentage of students answering favorably to the survey questions for each dimension. School Climate and Culture Indicators: -“Teacher-Student Relationships” (73% favorable) -“Sense of Belonging” (63% favorable) -“School Climate” (62% favorable) -“School Safety” (58% favorable) -“Engagement” (58% favorable) Social-Emotional Learning Indicators: -“Self-Management” (66% favorable) -“Social Awareness” (66% favorable) -“Emotion Regulation” (48% favorable) Based on analysis of the 2018-19 survey results, the following indicators were selected as focus areas within the LCAP and continue to be areas of need as we reacclimate to school post pandemic: -“Student Engagement” which measures how invested and attentive students are in class. The percent of students scoring the favorable range for Student Engagement will increase from 56% to 59%. Actual 2022 Results: 58%. -“Emotion Regulation” which measures how well students regulate their emotions. The percent of students self reporting in the favorable range for Emotion Regulation will increase from 51% to 54%. Actual 2021 Results: 48%. What revisions, decisions, or actions have or will be implemented in response to the results? Training and implementation of tier 1 programs to support students’ social emotional well-being will be strengthened. These programs include Second Step, Positive Behavior Intervention System, Restorative Practices, culturally responsive, asset-based pedagogy, and classroom management strategies. Tier 2 and 3 support for students experiencing escalated behaviors will be increased. This includes increased staffing of Behavior Support Teams as well as training on Behavior Action Plans." Met 6/8/2022 2022 30664310000000 Anaheim Union High 6 "Surveys are an important part of our data collection process as they provide student perceptions, responses and beliefs on school connectedness, resiliency, protective factors, and risk behaviors. Surveys are a critical component of school and district improvement efforts to help guide the development of more effective health, prevention, and youth development programs. AUHSD administers the California Healthy Kids Survey, Exit Surveys, and LCAP Surveys. Due to the COVID-19 Pandemic, we did not administer an Exit Survey. District-wide, we did have just over half of all our students participate in the LCAP survey, and just under half participated in a Student Ambassador Survey completed by each school’s student ambassador. In the LCAP survey, 83% of all students reported their school provides them the resources needed to learn while in school; 63% know where to get social-emotional and mental health support if needed, and 80% feel they have access to a school counselor. As expected, due to distance learning and students not socializing in person, only 58% felt connected to their school. As we continue to acclimate our students back to in-person environments, we hope that a sense of community rebuilds itself and is reflected in higher numbers. Our efforts are reflected in the data as 85% shared they had multiple opportunities to get involved at school; 82% shared their teachers include activities and lessons which incorporate the 5 C’s, and 81% of students feel that their school has made a significant effort to keep them informed about important issues and events to participate in. Based on input from students and LCAP participants, the district will be increasing the number of school counselors and social workers at each school site. We will be focusing on the wellness and mental health of both students and staff. We will continue to improve the school climate using Capturing Kids’ Hearts and working with OC Human Relations. These programs help promote skill development, self-managing classrooms, decrease discipline issues, focus on building community and fostering respect, resolving conflict, and pursuing equality." Met "In AUHSD, students are encouraged to have a voice and purpose. They are encouraged to be civically engaged and lead service opportunities. Each high school has a student ambassador that leads their respective school’s RSVP (Raising Student Voice and Participation) Program. It is a student-run program that communicates the student’s input and creativity to help make every school in AUHSD a better place. We also 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 the 5 C’s (Communication, Collaboration, Creativity, Critical Thinking, and Compassion/Kindness) and FBI (First Best Instruction) in every classroom, to improve academics, increase student engagement, and decrease unwanted behaviors. Restorative Practices are being used along with three full-time Restorative Practices Coaches to support our schools." 6/9/2022 2022 19647330132928 Anahuacalmecac International University Preparatory of North America 6 "DATA The following are key learnings from the surveys: One-hundred percent (100%) of K-12 respondents agreed teachers actively work to create a safe and welcoming environment for every student Ninety-six percent (96%) of respondents reported knowing how to report harassment or racial abuse to school officials Ninety-eight percent (98%) of respondents agree AIUPNA creates opportunities for students to get to know each other Ninety-six percent (96%) of respondents agree indigenous students are valued Ninety-five percent (95%) of respondents agree AIUPNA provides opportunities for academic success and meeting all university requirements MEANING The disaggregated results reveal the following: Strengths: Environments offered at AIUPNA are open, welcoming, and encouraging. Administrators, teachers, and support staff are all regarded as amicable. Academic success is actively endorsed and supported Safe experience attending and hopeful environment for students Challenges: Students know how to report harassment or racial abuse, but some may lack comfortability when reporting Barriers: Vandalism and graffiti sometimes occurs on the external perimeters of the school. The challenge is to remove it as soon as possible before students arrive at school. Students can be pre-exposed to inappropriate language through social media or other platforms that put down other students despite AIUPNA’s active discouragement of such language use. USE Explanation of revision, decisions and actions that supports AIUPNA’s progress and continual improvement: Key Strategies: PROFESSIONAL DEVELOPMENT AND TRAINING FOR ALL STAFF Social Emotional: Endorsing socioemotional support via small groups, classroom presentations, school wide assemblies, and student and familial workshops. Result: increased parent attendance in meetings. School-wide strategy highlighting how to support LGBTQI2S+ students. Advances the request of students to support their development as Indigenous Peoples. Intergenerational Learning: Intergenerational education through parents and elders who share cultural and historical experiences grounded in celebrations and ceremonies. Indigenous Pedagogy: Centering culture to provide access to traditions, ceremonies, and community-based learning experiences. Strengthening Indigenous teaching by reintroducing students to Indigenous ways of learning. Shifting the way in which students learn by coordinating learning experiences outside of the classroom, reconnecting students to land learning. This allows for educators to cultivate a holistic approach to learning, working with indigenous-oriented praxis of stewardship. Students take an active role combating global climate crisis in the rehabilitation of their communities. Strategic Partnerships: Variety of strategic partnerships across the county and country to benefit our students and community locally." Not Met "AIUPNA developed and carried out its 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. The climate survey also serves as a tool to measure student experience as it relates to safety, teaching and learning, interpersonal relationships and institutional environment." 10/14/2022 2022 23655400000000 Anderson Valley Unified 6 "DATA: California Health Kids Survey (CHKS) was administered January 2022 (32 7th graders, 37 8th Graders, 27 9th graders, 33 10th graders, 25 11th graders, 18 12th graders). A local survey was administered to 5th grade students related to School Connectedness and School Safety: 31 students. School Connectedness -School connectedness overall category: 7th: 73%, 8th: 40%, 9th: 50%, 10th: 58%, 11th:53%, 12th:54% -""I am happy with/to be at this school"" (Strongly agree or agree):7th: 73%, 8th: 47%, 9th: 34%, 10th: 52%, 11th:50%, 12th:28% 5th Grade School Connectedness Survey Questions (yes, some or most of time) -Are you happy to be at this school? 84% -Do you feel like you are part of this school? 87% -Do you feel close to people at school? 78% School Safety -I feel safe at my school"" (Strongly agree or agree):5th: 84% 7th: 69%, 8th: 47%, 9th: 62%, 10th: 71%, 11th:56%, 12th:61% MEANING: Secondary students took the CHKS survey in January of 2022. This was right after a significant surge in COVID19 cases had just happened and our students were in distance learning for most of the 2020-2021 school year. This data provides us with a baseline moving forward to determine how our efforts during the 2022-2023 will impact student connectedness and school safety. USES: The district will continue to focus on the actions under Goal 3: School Culture (Parent Engagement, Parent Engagement, Positive Behavior Intervention and Support (PBIS), Supervision/Student Safety, Social/Emotional, Student Health, Diversity, Equity and Inclusion, Physical Environment, Community)" Met 6/23/2022 2022 52714720000000 Antelope Elementary 6 "1. Substance Use - The California Healthy Kids Survey indicated a very low rate of alcohol, tobacco or drug use (less than 2%) by students. This is seen as an area of strength that is a result of health and wellness education and strong supports in place for this behavior. 2. Social and Emotional Health - The California Healthy Kids Survey indicated a relatively high rate of concern in the area of Social Emotional Distress and/or Chronic Sadness (40%.) This area is seen as an area of growth. The district is implementing a Mental Health Support Program for the 2022-23 school year." Not Met 9/15/2022 2022 19648570112714 Antelope Valley Learning Academy 6 "In the spring of 2022, the local school survey questions were 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: * 100% of the students reported that they felt safe * 94% reported that they felt connected to an adult at the school 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 our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 98% reported that they felt safe, and 99% reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals." Met 6/1/2022 2022 19642460000000 Antelope Valley Union High 6 "DATA: - School pride was 79% agreement for students; for parents it was at 90%; employee pride was 94% agreement. - Caring relationships was 87% for students; for parents it was 92%; employee maintained a 99% of being intentional about creating positive relationships with students. - Students feeling safe at school was at 73%; parent’s perceptions of school safety was at 80%; employees reported feeling safe at work was 75%. - Over 90% of students, parents and employees felt that the school provided enough resources to be successful. Parent’s perceptions of school cleanliness was 85% and employees was 76%. - For technology as a regular part of the student’s educational experience, students, parents and employees report over 97% agreement. - Open lines of communication are high for all educational partners (86% for students, 88% for parents and 82% for employees). - Student’s belief that there is a teacher or other adult at school who has high expectations of them was relatively steady with 84% while parents and employees guessed this number slightly higher at 92% and 99%. - Finally, connectedness to the school for students dropped to 60% while parents and employees agreed with student connectedness at 85% and 75%. MEANING: Much of the statistical variances from last year to this year can be attributed to the environment during the COVID-19 pandemic. With technology being made more available and accessible, the ability to communicate virtually and through email made communication easier and more predictable. However, even though students were able to return to in-person learning, they were not as connected to their schools as they have in the past and their level of participation with school activities was at its lowest due to continued safety concerns related to COVID. This data revealed some similarities from the year before as well as some significant differences. The acknowledgment and perception of Caring Relationships, Intervention Support, High Expectations, Academic Opportunity, and Communication remained steady, however, we saw a decrease in School Pride, Participation, in addition to perceptions regarding School Safety and School Cleanliness. USE: Each school was given access to this data so that they could make adjustments to their Single Plans for Student Achievement based upon feedback received. Many of the schools expressed joy in the consistency in specific areas despite the last year of Distance Learning. Furthermore, efforts were discussed to raise the level of student participation, student engagement, and school pride regardless of the challenges that still lay ahead." Met 6/13/2022 2022 07616486115703 Antioch Charter Academy 6 "First thought 6 grade students participated in a student survey in May of 2022.  The survey included 23 scale response questions.  95% of students feel that ACA is a place where they belong.  97% of students feel that the teachers encourage them.  94% of students report feeling treated with respect by their classroom teachers.  91% of students feel treated with respect by their Wednesday instructors.  92% of the students feel respected by other students at their school.  Overall, the data shows the students feel that the climate of the school is positive.    One area for growth is with student input and feedback. 37% of students don’t feel good about putting things on the agenda and 23% feel Class Meetings don’t help solve conflicts." Met 6/16/2022 2022 07616480115063 Antioch Charter Academy II 6 "Fourth through eighth grade students participated in a student survey in spring, 2022. The survey included 48 scale response questions and two open-ended response questions to measure student opinion about the school climate. 91% of students feel safe or very safe at the school. 94% of students think the school is a good school or very good school. Overall, the data shows the students feel that the climate of the school is positive. In the open-ended response questions, many students responded that they like the freedom and the choice they are given at the school. One area for growth is the amount of students that feel they are not treated with respect by other students at the school. 19% of intermediate and 33% of middle school students report they are not treated with respect by other students. Based on this data, ACAII will look for more ways to teach students about treating others with respect, what this looks like and sounds like." Met 6/16/2022 2022 07616480000000 Antioch Unified 6 "AUSD monitors student engagement, connectedness, a feeling of safety, and mental wellness pertaining to drug and alcohol usage. This information is collected through the California Healthy Kids Survey, which is administered to various grade levels of students. Antioch Unified School District chose to administer this assessment to grades 6, 7, 9, and 11 for the 2020-2021 school year only as we transitioned back from distance learning. Students were given a survey of questions using an online format that anonymously collected their responses. Students shared their personal feelings including connectedness with school, home life, and mental well-being. This year, staff administered a district survey relative to student engagement and well-being and we are still working to increase our participation rates for the 2021-2022 school year survey administration. Based on the data from the 2020-2021 Main Report the following data was gathered: The 2020-2021 California Healthy Kids Survey compared to the 2017-2018 California Healthy Kids Survey for AUSD indicates that students feeling school is very safe or safe in grades 7, 9, and 11 range from 38-65% with our juniors feeling the least safe at 38%. This is an area we will continue to work on through increased school monitoring, restorative justice measures, and Sandy Hook Promise implementation. The 2020-2021 California Healthy Kids Survey indicates that students feeling connected to school is still significantly low in grades 7, 9, and 11 with a range from 42-50%. We do see a slight increase in students reporting a caring adult relationship with a range from 48-55%. There was also data of students feeling they had adult support with a range of 67-73%, which is an increase. To address these barriers, additional funding is provided through the LCAP to implement a social-emotional learning curriculum, intensive academic counseling services for grades K-8, and academic counseling and social support for grades 9-12. SB 390 training will be provided for site safety personnel. Mindfulness strategies will expand from 4 schools to 7 schools at the elementary level. Restorative Justice/Restorative Circles relevant to resolving student/student and student/teacher conflict have increased. AUSD currently has two Teachers on Special Assignment (TOSAs) who are trained in Restorative Justice strategies and restoring conflict." Met 6/22/2022 2022 36750770000000 Apple Valley Unified 6 "Apple Valley Unified School District uses the Youth Truth survey instrument to gather local climate data from students, staff, and parents. This survey collects information regarding school connectedness and safety across all grade spans. The data from the November 2021 student survey in the broad areas of Engagement, Relationships, and Culture are as follows: Engagement (percent positive)- Elementary students 90% ; Middle Grades 51%; High School 49% Relationships (percent positive)- Elementary students 82%; Middle Grades 46%; High School 31% Culture (percent positive)- Elementary students 23%; Middle Grades 37%; High School 24% These results represent a decline in several areas. Across the system last November, students were experiencing unprecedented restrictions for social distancing, masks in classrooms, and frequent absences of all staff due to COVID quarantine. We have worked to rebuild systems that allow students to feel a sense of connection and safety that should yield marked progress on these measures in the next survey." Met 6/9/2022 2022 19647330121079 Ararat Charter 6 "We asked students in grades 4 and 5 to tell us what they thought about their experience at Ararat Charter School. The survey covered the following areas: Showing respect and courtesy, Able to communicate problems and concerns, Fairness in assigning grades, Broad learning opportunities, and School safety DATA In total, 127 4th and 5th grade students completed the survey. 77.2% feel teachers treat students with respect and courtesy. 16.5% did not express an opinion on the matter. 93.7% response rate. 70.8% feel that they can communicate problems, concerns, and dislikes to at least one ACS adult. 15% did not express an opinion on the matter. 85.8% response rate. 74.8% say that grades reflect what they have learned and are not a product of behavior. 19.7% did not express an opinion on the matter. 94.5% response rate. 78.7% say there are opportunities to learn multiple subjects at this school. 18.1% did not express an opinion on the matter. 96.8% response rate. 67.7% report they feel safe on school grounds. 21.3% did not express an opinion on the matter. 89% response rate. 62.2% share devices are available for school use. 13.4% did not express an opinion on the matter. 75.6% response rate. MEANING A good portion of students (about 17%) did not express an opinion on the information sought. Three quarters of the 4th and 5th grade students feel respected and heard. About the same amount feel they can communicate problems or concerns to at least one ACS adult. Three quarters of the 4th and 5th grade students share that grades reflect their actual learning. About the same percentage of students share that they have opportunities to learn multiple subjects at school. About two-thirds of the 4th and 5th grade students report they feel safe on school grounds. About the same amount share that devices (computers) are available for school use. USE Students will be encouraged to provide their honest feedback on the survey. Hopefully, more will express their opinion. LEA is continuously working to build student/teacher relationships based on trust and respect. As Mountaineers, the school's slogan is CLIMB which stands for: C - CHOOSE safety L - LEAD by problem solving I - INSPIRE respect M - MAKE responsible choices B - BE kind The power words are action and advocacy words that empower our students to choose, lead, inspire, make, and be. We will continue to teach students to become responsible citizens where they add value to their homes, neighborhoods, and communities." Met 6/16/2022 2022 19642610000000 Arcadia Unified 6 "Data: Arcadia Unified School District (AUSD) administers the California School Climate and Health Learning Survey (CalSCHLS) annually to students in grades 5, 7, and 9. Students were surveyed in 5th Grade to mark their feelings about safety at school. Of the students that participated in the survey, 85% of 5th-grade students feel safe at school. At the middle school and high school levels, the question is adjusted to ask if the students perceive school as safe or very safe. In 7th grade, 69% of students perceive school as safe or very safe. In 9th grade, 74% perceive their school as safe or very safe. 5th, 7th, and 9th-grade students were also asked about their feelings around school connectedness. School Connectedness results were as follows: 5th-grade - 77%, 7th Grade 62%, and 9th-grade 63%. All percentages reflect “yes, most of the time” or “Yes, all of the time” responses. It is important to note that the data is not cohort data from year to year. Additional data was collected during the Spring of 2021 from researcher Dr. Alan Daly and his team from UC San Diego which is referred to as ""Better Together"". Several data points around climate and culture were shared by Dr. Daly during our 2021 staff development day. The data about our district culture resulted in a mean of 5.0 on a 6-point scale in agreement about a healthy culture and climate from all educational partner groups in our district. Meaning: The surveys administered were conducted at school in February 2022. The feelings around safety indicators reflect two-thirds of our students' perceived feelings of safety when at school. AUSD continues to monitor and reflect upon our safety practices to ensure all students are safe. The school connectedness indicator also shows that approximately two-thirds of our students feel connected to school after a year of returning from a remote environment due to COVID-19 school closures. The data cannot be compared to last year’s indicators due to the change in the learning environment and our indicators not being applicable in 2020-2021. The data collected by Dr. Daly and team shows a continuous improvement in comparisons to the baseline data in Spring 2019. The data shows that our educational partners are in agreement with the healthy climate and culture, despite the constant change encountered these past few years. As Dr. Daly has previously reported in his findings, these changes and increases are not common in organizations. Use: The Healthy Kids and Better Together data is shared with school site principals. Several specific data points have been included in our Local Control Accountability Plan. Healthy Kids and Better Together Data will continue to be collected annually. The data from both sources will help us continue to reflect and evaluate our practices for a healthy social climate." Met 6/28/2022 2022 12626790000000 Arcata Elementary 6 "The Arcata School District annually conducts the CA Healthy Kids Survey for students, parents, and staff. Each survey includes a section on school climate. The following are 2021/2022 survey responses regarding school climate: Students 68% of students indicate they “feel safe at school.” (2021/2022; down 3%) 64% of students are identified as having caring adults at school. (2021/2022, down 7%) Staff 97% of staff ""agree"" or ""strongly agree"" that they feel safe at school. (2021/2022) Parent/Guardian 88% of parents/guardians indicate school is a safe place for their child. (2021/2022; up 28%) 63% of parents/guardians agree or strongly agree that their school provides instructional materials that ""reflect my child’s culture, ethnicity, and identity."" (2020/2021; up 7%) Summary: Based on the survey conducted in Fall 2021, Students, Staff, and Parents/Guardians appear to generally 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. It is concerning that student perception metrics regarding safety and caring adults both dropped slightly, but it is encouraging that their was a significant increase in parents/guardians indicating they view school as a safe place for their child." Met 6/21/2022 2022 56725460120634 "Architecture, Construction & Engineering Charter High (ACE)" 6 "ACE gave out several different surveys during the 2021-22 school year. We issued the California Tobacco Survey issued by the CDE, to determine predicted needs for intervention programs for our students. ACE issued a social and emotional wellness survey to the school community to determine a pulse of post pandemic impact on our students. ACE is working with County Education services to provide wellness trainings for our staff based on results and have increased counseling services on campus as well. Teachers were issued a survey on the school climate, and made adjustments with courses offered and times taught based on these results. At the end of this year, we will issue a parent survey to learn how we can make improvements during the summer and prior to school year 2022-23." Met 6/13/2022 2022 34672800000000 Arcohe Union Elementary 6 The district will administer the California Healthy Kids Survey during the fall of 2022 as part of the two-year cycle. Survey results will be available for view in the Spring of 2023 and reported on the 2022-2023 LCAP. Not Met 10/17/2022 2022 29663730136424 Arete Charter Academy 6 "Student feedback requested a different middle school math program and adding more music, dances and holiday events. Students also requested more hands-on lessons and less middle school lessons using Bright Thinker. Longer recess and lunch breaks were requested as well as a hot lunch program. Other students requested more time on campus to both do work and have more breaks. More time and plants in the garden and bringing animals like chickens and goats on campus was requested. Middle School students wanted to ensure that they were informed of all school events and were invited to participate. Enrichment class requests included Spanish, Physical Education, and robotics. Parent feedback included a few requests and many comments appreciating what Arete is already doing. One parent in the PRSD asked for class newsletters. These were not specifically Arete parents, but we will make a plan to implement it as it would be beneficial for all students. An Arete parent appreciated that we had daily art, but asked for music as part of the students' educational experience. Another request was for enrichment classes in American Sign Language. Another parent appreciates the staff support and wants us to continue to provide extra enrichment classes and academic classes. One parent appreciated the flexibility and the practical advice we provide for challenging their above grade level student. A parent appreciated how organized Arete is and that we are very safe about checking out students at the end of the day. Parents appreciate that rules are applied fairly and consistently to all students, communication is prompt and the school leader greets and bids farewell to all families each day. Other parents appreciate that all the staff are amazing and welcoming. The final comment was a request from a family in the hybrid family for more communication from the teacher. Stakeholder input provided the necessary information and reflections to develop the 2021-2024 LCAP, aims, and goals. The stakeholders had the opportunity to give continuous feedback on how to accomplish our vision in providing a safe and engaging environment where students develop academic, social, and life skills to become productive, responsible citizens in a constantly changing global society. The data that was reviewed were the historical CAASPP metrics, local data (formative, summative), and surveys (parent and student surveys, CHKS). At each of the meetings, the district encouraged all members of the learning community to engage in providing feedback or providing new change ideas to address gaps in learning and the need for an SEL curriculum. The greatest impact to the planning and development process of the LCAP is the effects the pandemic has on teaching and learning. There is an agreement that the impact will be long-lasting. PRUSD also recognizes that the LCAP would need to be updated often as new underlining effects of the pandemic will reveal themselves throughout the school year." Met "There were several ways that Parent Input influenced the LCAP. Arete will continue to offer a large variety of curriculum options that meet state standards and try to provide flexibility to parents in the selected curriculum that we can purchase for their children with state funds. Teachers in the Arete Resource Center will be asked to send trimester or monthly newsletters updating parents on what is happening in the classroom. We will also request that Educational Advisors reach out more often to hybrid students who do not come on campus regularly. Arete student feedback was incredibly influential in framing the LCAP. Several students said the online curriculum was confusing, lessons were too long or unclear, or there was not enough practical application. This caused Arete staff to pursue and review a new curriculum for implementation. Several students commented that they valued the individual counseling sessions and the social emotional learning lessons that were taught in class. This and similar parent feedback led PRSD to continue with the program that doubles our counseling staff and services for next year." 6/14/2022 2022 01612590115238 ARISE High 6 "We utilized YouthTruth surveys to measure student perceptions of school climate. Out of 400 students, 350 reported answers for a response rate of 88%. Across all metrics, students reported higher scores than in spring of 2020, when the most recent previous survey was administered. The most notable improvements were in “culture” and “college and career readiness,” and we continue to report below state average ratings on “engagement” and “academic challenge.” When disaggregating the data, we found that male students and students classified as English Learners (ELs) reported the lowest scores in “academic challenge.” Additionally, male students and Black students reported the lowest scores in “engagement.” These results reveal that we need to increase the academic rigor for our developing English Learners, and we need to include and engage our minority Black student population to the same extent we do our majority Latinx students. Because male students show declining engagement as grade level increases, there is a clear need for differentiated engagement strategies as our male students grow older and encounter new distractions. The 10th grade cohort reported the low scores across all metrics, most notably in school safety, which may be due to a series of violent incidents involving several 10th grade students. School leadership met and developed a plan to meet with multiple groups - student council, instructional leadership team, and school culture team - to review the data and make recommendations for next steps." Met 6/14/2022 2022 16638750000000 Armona Union Elementary 6 "DATA: Regarding the efforts the school district makes to seek parent input in making decisions for the school district, Parent surveys (2022) said: 1) My school offers support that helps me to be academically successful. / What I am learning in school will help me in the future. Grades TK-4 = 85.9% Grades 5-8 = 76.5% 2) My school has teachers that go out of their way to help me be successful. Grades TK-4 = 87.7% Grades 5-8 = 88.4 3) My teacher makes class interesting. Grades TK-4 = 74.6% Grades 5-8 = 73.1% 4) I want to do well in school. Grades TK-4 = 89.5% Grades 5-8 = 91.9% 5) I feel safe while I am at school. Grades TK-4 = 75.4% Grades 5-8 = 62% 6) My school is clean and in good repair. Grades TK-4 = 77.2% Grades 5-8 = 43.3% 7) Do you know where to go with a problem? Grades TK-4 = 92.2% Grades 5-8 = 89.9% 8) I have at least one trusted adult at my school that I can reach out to for help. Grades TK-4 = 92.1% Grades 5-8 = 68.3% 9) My school asks for my opinion about my education./ My school actively seeks my input into decisions related to my education. Grades TK-4 = 52.6% Grades 5-8 = 58.1% 10) I am encouraged to participate in activities/sports at my school. Grades TK-4 = 70.2% Grades 5-8 = 75.5% MEANING: Strengths: All students generally want to do well in school All students generally know where to go with a problem TK-4th grade students have at least one trusted adult that they can reach out to for help A majority of students have a teacher who will go out of their way to help them be successful Challenges: Less than 50% of students in grades 5-8 believe their school is clean and in good repair Approximately 60% of students in grades 5-8 believe they have at least one trusted adult at school that they can reach out to for help Approximately 55% of students feel their input/opinion matters. Approximately 73% of students feel encouraged to participate in activities/sports Barriers: Due to the Pandemic, we have had challenges in dealing with learning loss, social-emotional difficulties, and traumatic struggles that students, families, and staff have had to deal with as a result of COVID-19. USE: We will continue to work with all families, students, and staff to fulfill our motto of “Small but Proud”. We need to further develop learning loss supports, including those that will target language proficiency. We will also work on ways to help staff feel they are valued members of our district and how to strengthen relationships with students and families. Due to the Pandemic caused trauma, we will also work on ways to make sure our students, families, and staff feel not only facilities are safe, but also their learning environment." Not Met N/A 9/8/2022 2022 35752590000000 Aromas - San Juan Unified 6 "Aromas-San Juan Unified School District conducted the student survey through the California Healthy Kids Survey in 2019-2020. We are scheduling it to be conducted again for this new school year of 2022-23. The comprehensive Survey related to School Climate and Student Well-Being. The Survey addresses School Engagement and Support, School Safety, and Substance Use and Physical/Mental Health. Students in grades 7, 9, and 11. See the table below for the results of the Survey. District results are an average of grade 7, 9 and 11 results 69% of students report a high level of academic motivation 76% at elementary 62% of students report a high level of expectations 78 at elementary 51% of students report a high level of connectedness 57% at elementary 51% of students report a high level of caring adult relationships 67 at elementary 39% of students feel safe at school 50% at elementary" Met 6/28/2022 2022 19647330123158 Arts In Action Community Charter 6 "The school provides a comprehensive school climate survey on at least an annual basis (however the goal is always twice a year). The school climate survey includes questions on social emotional services and supports, school facilities and curriculum, instruction, student engagement and safety. Overall, students rated all areas of the school positively, which is an area of significant strength. Students feel that the school is in good repair, that their instruction is rigorous, that they belong at the school and are supported, and that they are safe at school. Areas of strength prior to the pandemic included low suspension and expulsion rates, and low levels of absenteeism and chronic absenteeism. The school is working on attendance initiatives and elevated SART supports, however the pandemic has impacted ADA. However, the school has learned that the social emotional needs of students is higher compared to prior to the pandemic. Based on these results, the school has increased the amount of staffing to ensure that there is a higher staff to student ration. The school has also invested in new tools for tracking and analyzing social emotional and behavioral student data. The school has increased the staffing for the counseling team, and continues to increase social emotional professional development opportunities for staff. In addition, the school has partnered with outside community organizations to provide robust case management and family services. While it is too early to see measurable results, we are confident that the changes that we have made will positively impact the social emotional wellbeing of our students." Met "The pandemic has impacted the social emotional wellbeing of students. The school is working closely with community partners, school staff and families to meet the needs of all students." 6/2/2022 2022 19647330134205 Arts in Action Community Middle 6 "The school provides a comprehensive school climate survey on at least an annual basis (however the goal is always twice a year). The school climate survey includes questions on social emotional services and supports, school facilities and curriculum, instruction, student engagement and safety. Overall, students rated all areas of the school positively, which is an area of significant strength. Students feel that the school is in good repair, that their instruction is rigorous, that they belong at the school and are supported, and that they are safe at school. Areas of strength prior to the pandemic included low suspension and expulsion rates, and low levels of absenteeism and chronic absenteeism. The school is working on attendance initiatives and elevated SART supports, however the pandemic has impacted ADA. However, the school has learned that the social emotional needs of students is higher compared to prior to the pandemic. Based on these results, the school has increased the amount of staffing to ensure that there is a higher staff to student ration. The school has also invested in new tools for tracking and analyzing social emotional and behavioral student data. The school has increased the staffing for the counseling team, and continues to increase social emotional professional development opportunities for staff. In addition, the school has partnered with outside community organizations to provide robust case management and family services. While it is too early to see measurable results, we are confident that the changes that we have made will positively impact the social emotional wellbeing of our students." Met The school is adding additional social emotional services and supports to students post pandemic. 6/2/2022 2022 15633130000000 Arvin Union 6 "The district utilizes the California Healthy Kids Survey as a measure of School Climate. The survey was conducted district-wide during the 2021-2022 school year for 5th and 6th grade elementary students and 7th grade at the middle school. Elementary data indicates strength areas of High Expectations of students from adults at school, that students are treated with respect, there is rule clarity, and academic motivation. Middle school data also indicates a strength area of High Expectations of students from adults at school and academic motivation. Multiple indicators of elementary data reflect positively on a supportive environment and climate which supports learning. Data at the middle school indicates a need to create and sustain continuity of the supportive climate through the middle school experience. Focus areas for school sites have been facilities upkeep, socio-emotional learning supports, caring adults at school, and promotion of parent involvement in schooling. School connectedness, perceived school safety, and meaningful participation have been district focus areas through strategic planning. CHKS data has not shown a consistent pattern over the COVID years however site observations and referrals indicate social-emotional stress and challenges have increased as it relates to the perception of school safety, connectedness, and meaningful participation. Five additional school days for the 2022-2023 school year were implemented with the goal of focusing on staff/student relationships and a campaign to ensure that a structure is vertically aligned, communication of the intent and goals are clear to students and educational partners, and ensuring calibration activities and checkpoints are in place throughout the school year. To accomplish this means, a significant portion of beginning of year professional development was focused on respectful relationship building. Refresher courses have been held for returning staff and onboarding for new staff at the district and site levels as part of return to school professional development and ongoing meetings/workshops. The district is promoting district-wide initiatives for implementation of PBIS Rewards online, Safe School Ambassadors, RULER for Socio-emotional support, continuing with social workers at each site, and implementing an Alternative Learning Academy for restorative practices. School connectedness, perceived school safety and meaningful engagement continue to be identified in Goal 1 of our LCAP and, as focus areas, will be embedded into professional development and as part of walkthrough feedback in relation to implementation of the Thoughtful Classroom Teacher Effectiveness Framework and a PBIS Level 1 Rubric." Not Met We continue our campaigns with a focus on fidelity of implementation to support continued growth. 9/13/2022 2022 36678760107730 ASA Charter 6 "1. The key learnings that we took away from our California Healthy Kids Survey is that the majority of our students feel safe and connected to our school. This survey was given during the COVID-19 pandemic and students experienced multiple school closures, some lasting a considerable amount of time. We feel that this may have skewed the survey results in some way and look forward to the new results for this year’s survey after a full year back to in-school learning. Elementary: 4th Grade School Connectedness: 68% of our 4th grade students show that they feel connected with our school, answering either “Yes, all of the time” or “Yes, most of the time”. Another 29% of our 4th grade students agreed that they feel connected “some of the time”, leaving only 3% of students who feel they are not connected to our school at all. Feeling Safe at School: 86% of our 4th grade students stated that they feel safe at school either all or most of the time. Another 13% stated that they feel safe “some of the time” and 0% said that they do not feel safe. Middle School: 6th Grade School Connectedness: 61% of our 6th grade students stated that they feel connected with our school either all of the time or most of the time. Another 36% of our 6th graders stated that they feel connected to our school some of the time. This leaves 3% of 6th grade students who stated that they do not feel connected to our school. Feeling Safe at School: 82% of our 6th grade students stated that they feel safe at our school either all of the time or most of the time. Another 18% of 6th grade students stated that they feel safe at school some of the time, leaving 0% of students who stated that they do not feel safe at school. High School: 9th – 12th Grade School Connectedness: Due to COVID-19 and the remote learning that our school students were doing during this time, we were only able to collect data from 17 of our 48 high school students. Of our 17 remote learning high school students, 49% of them stated that they feel connected to our school. 41% of these students stated that they neither agree nor disagree that they feel connected to our school. This leaves 10% of our high school remote learning students who do not feel connected to our school. 2. The results of this survey show that we currently have many strengths, as well as a few areas of growth. School connectedness, school safety, lack of drug/alcohol/tobacco use, school engagement and supports, and social/emotional health are all areas of strength for our school. One area of improvement for us is to increase the feeling of school connectedness for our independent study high school students. One of the barriers that we face in this instance is that our independent study students are not physically in school every day." Not Met "3. ASA will continue to include all stakeholders and staff in the efforts to continuously improve. In the area of wellness, we are seeing less students exhibiting signs of depression, anger, and poor behavior. This is due to the additional counseling that has been made available for all students, staff, and parents, as well as in the inclusion of wellness programs in our ASES, after-school enrichment program." 9/8/2022 2022 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 families rated 4.14 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. ASCEND families rated 4.14 on Community Relations, which includes evaluating communication with community and community members being invited to class. Based on results from the survey, ASCEND will continue efforts to engage parents in students learning, such as developing skills to support literacy." Not Met 10/20/2022 2022 10621660133942 Aspen Meadow Public 6 Aspen Meadow Public School administered an internal student survey and 64 students in grades 3-6 responded. SURVEY FINDINGS: Q: Do you feel safe in your classroom? A: 59% Always feel safe. Q: Do you feel safe outside in the playground? A: 42% Always feel safe Q: Please share your feelings about your teacher. A: 90% good feelings. Q: Do you believe your teacher is getting you ready for the next grade? A: 49% Strongly agree Met 6/16/2022 2022 10621660140806 Aspen Ridge Public 6 "Aspen Ridge Public School administered an internal student survey and 35 students in grades 7-9 responded. Due to low participation rate, interpret results with caution. SURVEY FINDINGS: Q: Do you feel safe in your classroom? A: 57% Always feel safe. Q: Do you feel safe outside at school? A: 46% Always feel safe Q: What are your overall feelings about your teachers? A: 69% good feelings. Q: Do you believe your teachers are getting you ready for the next grade? A: 33% Strongly agree" Met 6/16/2022 2022 10621660106740 Aspen Valley Prep Academy 6 Aspen Valley Preparatory Academy administered an internal student survey and 119 students in grades 3-6 responded. SURVEY FINDINGS: Q: Do you feel safe in your classroom? A: 65% Always feel safe. Q: Do you feel safe outside in the playground? A: 52% Always feel safe Q: Please share your feelings about your teacher. A: 85% good feelings. Q: Do you believe your teacher is getting you ready for the next grade? A: 54% Strongly agree Met 6/16/2022 2022 19753090127100 Assurance Learning Academy 6 "In the spring of 2022, the local school survey questions were 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: * 100% of the students reported that they felt safe * 97% reported that they felt connected to an adult at the school 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 our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 100% reported that they felt safe, and 99% reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals." Met 6/1/2022 2022 40687000000000 Atascadero Unified 6 "Atascadero Unified School District annually administers a local survey to parents, teachers and students in grades 4-12. In areas pertaining to school climate, behavior, safety, and school connectedness an average score of 3.8 was seen across the sections. Using a 5-point scale parents and students reported an average of 3.7 in the feeling that rules are enforced equally across their schools, and 3.9 in feeling safe on campus." Not Met 9/20/2022 2022 24656310000000 Atwater Elementary 6 "In the spring of 2022 the Atwater Elementary School District administered a Culture and Climate Survey in conjunction with a comprehensive needs assessment for the district’s Local Control Accountability Plan (LCAP). This survey was administered to grades 5-8 at all school sites, all AESD parents, and all AESD staff. The following was found through the student survey results: Students: 62.5% of students feel proud of their school and connected to teachers and other students. 62.3% of students feel that their school is a safe and secure learning environment. 69.5% of students feel they have the ability to participate in school activities and teachers ask them about their ideas to help solve school problems. 65.0% of students feel that teachers and other school staff are caring and supportive. 22.6% of students feel that students at the school are well behaved. 38.5% of students feel they are treated fairly when they break the rules. 69.4% of students feel that teachers and other grown-ups make it clear that bullying is not allowed. 63.1% of students feel that the school provides ways for them to ask for help if they are sad or if they need to talk to someone. In response to climate and culture surveys, in the area of school safety, AESD has an anonymous bullying reporting system on all school websites. Results show that a majority of students feel that bullying is not condoned or tolerated, and that the message is clear, but the majority students also feel that other students sometimes have a lack of appropriate behavior. In response to this and the desire to bolster social-emotional supports for students, AESD has implemented regular electronic check ins for students to voice concerns for themselves or about others. Also in the area of school safety, AESD consistently performs fire and safety drills to keep staff and students in practice with emergency procedures. The other area of note in the survey was the student perception of fairness in the breaking of school rules. AESD’s partnership with the Restorative Justice League serves to increase this perception in a positive manner through the integration of restorative practices such as community circles, mediation, and peace circles. In the coming year, the District also looks to increase available student activities that adhere to current public health guidelines." Met 6/23/2022 2022 31667870000000 Auburn Union Elementary 6 "The LEA 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(CHKS), to students in at least one grade within the grade span(s) that the LEA serves (e.g., K-5, 6-8,), and reports the results to its local governing board at a regularly scheduled meeting of the local governing board and to community partners and the public through the Dashboard. AUSD's CHKS survey data shows that 84% of 5th-grade students report they have emotional competence and 69% of 7th graders report emotional regulation. 96% of 5th graders report having positive behavior in school. 41% of 7th graders report school violence victimization. 38% of 7th graders have experienced chronic sadness or hopeless feelings and 18% have seriously considered suicide. The effects of COVID were seen at both the Elementary and Middle school levels. There was an increase in both discipline and expulsions. Students struggled with connectedness and behavior which ties back to the lack of social skill-building. In the 21-22 school year, the district has seen a huge increase in both behavior and mental health needs for both students and staff. As our students returned to our campuses post-pandemic, the district recognized our students are in need of social-emotional and behavioral support. To address the needs of our students, the district continued the implementation of positive behavior supports (PBIS). In the 21-22 school year, all staff were trained in Tier II to build a systematic approach to positive behavioral support. Four of the AUSD school sites also have fully functioning wellness centers to support the unique needs of students and this assisted in both preventative and responsive needs for students. For the 21-22 school year, the district was also able to bring on an additional Mental Health Specialist. The Mental Health Specialists provided counseling to students both in general and special education. There was increased outreach and partnership with the Placer County Office of Education to facilitate access to services and support for students and families in need. This school year, AUSD also partnered with Care Solace to provide Mental Health linkage services to families, students, and staff. Social and emotional learning continued to be a focus during the 21-22 school year. Toolbox curriculum was implemented at all 4 elementary school sites. The middle school piloted, “We Are Resilient” social and emotional curriculum. Both of these instructional programs will be renewed and implemented in all five schools during the 22-23 school year." Met 6/8/2022 2022 37683383731395 Audeo Charter 6 "Audeo Charter 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 Charter’s LCAP. In order to monitor the success of Audeo Charter’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, The school has established a metric of maintain or exceed a 90% or higher safety satisfaction rating. In 2021-2022, Audeo Charter exceeded this metric. Over 99% of students reported that they felt safe at Audeo Charter and 98.7% of parents reported that they feel their child is safe at Audeo Charter. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2021-2022 Audeo Charter’s suspension rate was 0% and expulsion rate was 0%. These metrics indicate that students’ needs are being met in a positive and supportive learning environment that protects and encourages their participation and engagement in school." Met 6/29/2022 2022 37103710134577 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 influenced 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, The school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2021-2022, Audeo II exceeded this metric. Over 99% of students reported that they felt safe at Audeo II and over 99% of parents reported that they feel their child is safe at Audeo II. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2021-2022 Audeo II’s suspension rate was 0% and the expulsion rate was 0%. These metrics indicate that students’ needs are being met in a positive and supportive learning environment that protects and encourages their participation and engagement in school." Met 6/24/2022 2022 37681060137034 Audeo Charter School III 6 "Audeo III 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 four 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 III’s LCAP. In order to monitor the success of Audeo III’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, Audeo III has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2021-2022, Audeo III exceeded this metric. 98% of students reported that they felt safe at Audeo III and 100% of parents reported that they feel their child is safe at Audeo III. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2021-2022 Audeo III’s suspension rate was 0% and the expulsion rate was 0%. These metrics indicate that students’ needs are being met in a positive and supportive learning environment that protects and encourages their participation and engagement in school." Met 6/24/2022 2022 33103300140780 Audeo Valley Charter 6 "Audeo Valley Charter administers an Annual LCAP Stakeholder Engagement Survey to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. Survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly influenced the development of Audeo Valley Charter’s LCAP. In order to monitor the success of Audeo Valley Charter’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a target outcome to maintain or exceed a 90% or higher safety satisfaction rating. In 2021-2022, Audeo Valley Charter exceeded this metric. Over 97% of students reported that they felt safe at Audeo Valley Charter and 97.6% of parents reported that they feel their child is safe at Audeo Valley Charter. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2021-2022 Audeo Valley Charter’s suspension rate was 0% and the expulsion rate was 0%. These metrics indicate that students’ needs are being met in a positive and supportive learning environment that protects and encourages their participation and engagement in school." Met 6/24/2022 2022 19642790000000 Azusa Unified 6 "AUSD administers a District Annual Survey each year. Results include data in multiple areas including engagement, culture, safety, belonging and peer collaboration (connectedness), and relationships. Data serve to measure the District’s progress on state Priority Six. Differences in student responses in the key measures of climate exist between grade levels, this has been an ongoing trend districtwide, statewide, and nationwide. Differences between the grade spans include the following: *33% more elementary grade students expressed high levels of engagement when compared to high school students. *32% more elementary students expressed high levels of engagement when compared to middle school students. *Smaller differences between the three grade spans exist in the key measure of school culture, with 32% of elementary students expressing positive responses to questions on this theme, 17% more middle school students expressing positive responses, and 6% more high school students expressing positive responses to questions contained in the culture theme. *59% of elementary students surveyed responded positively to questions addressing belonging and peer collaboration, high school students had lower rates of positive responses (41%) as did middle school students (52%). *High levels of elementary students responded positively to questions contained in the relationships theme. High school and middle school students indicated lower levels of positive responses to relationship questions (Middle 52%, High 35%). *The majority of students at all three grade spans indicated mid-levels of feeling safe, 64% of elementary students, 62% of middle school students, and 54% of high school students. AUSD results are on average or higher than those reported by similar California schools and national results. In the area of relationships and culture, AUSD students’ positive responses declined slightly from the previous year but are still in the third quartile when compared to state and national results. Relationships and culture impact school climate as they address students’ feelings of being cared about, feeling respected by staff, and indicate how students treat each other and staff. Decisions based on this data have been made to address areas of need by focusing on social-emotional learning, restorative practices, conflict resolution, and diversity, equity, and inclusion. Staff professional learning will focus on these areas in the coming years. In 2021-2022, AUSD saw small declines in student positive responses. The impact of COVID-19 mandates, campuses that were closed to the public, and the inability to hold community events due to state and county health orders were some of the contributing factors. AUSD publicly shared results of the District Annual Survey including those addressing State Priority 6. Results were used to drive the evaluation of prior initiatives and to support the development of the 2022-2023 LCAP." Met 6/21/2022 2022 43694270131995 B. Roberto Cruz Leadership Academy 6 "Annually, the school site issues at minimum one survey a month that pertains to School Climate and/or Family Workshop Development with two annual LCAP surveys specifically on all School Site Priorities and Goals. Development for families takes place in the method of Technology Literacy (i.e., PowerSchool), Financial Literacy, LCAP Measures, Health/Nutrition Services, access to community resources, information on Uniform Complaint Procedures, and support with strong student attendance. Past results for a School Climate assessment include: Over 55% of families being engaged as primary stakeholders in their student experience, 78% of students being effectively supported in the education as shown by low suspension rates and a graduation rate of 100%, and 60% of families affirming students are guided properly in their education as shown by increasing A - G Requirement Completion rates. Families are also advised of their rights with Williams Act Compliance Postings, annual notice letters on the right to participate in public processes, access to Quarterly Board Meetings, review of the Student/Family Handbook, and dedicated website pages for School-specific policies. To improve engagement and attendance rates in an ongoing manner, the school site invests in Student Life Team Members for campus supervision, a Dean of Student Attendance and Retention, uses Multi-Tiered System of Supports (MTSS), actively meets with Student Government for planning Community Outreach events, utilizes restorative justice practices (i.e., reflection sheets), and employs campus wide monitoring in line with the School Safety Plan. The school site will be implementing and releasing the California Healthy Kids survey to all stakeholders in October and November 2022 to guide ongoing staff professional development, supplemental programs, and health/safety measures. In the 2021 - 2022 and 2022 - 2023 academic years School Safety has been prioritized through one emergency drill annually, partnerships with the City of San Jose Mayor’s Gang Prevention Task Force, CPR Training for students, parent/guardian participation in YMCA Project Cornerstone, and redevelopment of the Emergency Training Protocol to follow the Incident Command System Model. Accordingly, annually, all school employees are trained on the elements of the School Safety Plan. Students will participate in monthly Fire, Earthquake, and safety drills. The school also possesses a school safety committee while involving families in the development of emergency response plans." Met "Campus events held regularly at the request of families include Back to School Nights, Cafecitos, Cultural Heritage Events, Community Service days, Family Workshops, Registration Drives, Holiday Drives, Medical/Health Clinics, Vaccination Clinics, and many others as requested by the community at-large. This year, the LEA has also been approved for a California Community School Program Planning Grant for the next two academic years, which will increase services with community partner organizations into full-scale daily and weekly services. As of the summer of 2022, the school site has also invested heavily in Summer Enrichment including exposure to STEM electives (i.e., Robotics, Coding, and Computer Hardware), Math Enrichment, cooking courses, American Sign Language, culturally sustaining coursework, and college field trips. Forthcoming efforts will be completed to disaggregate responses by underrepresented student groups in an equitable manner that honors privacy and confidentiality. Improvements will be made in educating families on the a-g requirement process, school funding measures, campus safety plans, and breaking down needs of individual student groups. Other key areas with ongoing efforts to maintain a positive campus culture, climate, and environment include a nutrition program led by stakeholder input, a consistent code of conduct, and schoolwide assemblies/town halls." 6/15/2022 2022 36738580000000 Baker Valley Unified 6 "DATA: Overall the students feel safe at our school. The data shows that they are overall happy with the school, the educational environment and the offerings at the school. MEANING: Because we are in a very remote area, we struggle with local resources, including: 1. Emergency Responders 2. Social Services 3. Mental Health USE: - We will continue to work closely with our local Sheriff Deputy and the Fire station to work on our Safety Plan. - We have started building relationships with Social Services out of the neighboring town (Barstow) and have seen a slight improvement with services (Food Bank, CALFRESH)" Met 6/23/2022 2022 15633210000000 Bakersfield City 6 "Analysis: 2021 School connectedness remained the same as the previous year at 52%. (percentages disaggregated by ethnicity: African American (51%), Hispanic (56%), and White (52%) for school connectedness were at similar levels with a range in responses from 51% to 56% reporting they “Agree or Strongly Agree,” in feeling connected to their schools. The aggregate category of “total school supports” yielded the most significant data. The category comprises three subcategories: Caring adults in school (52% ) High expectations by adults in school (52%) Meaningful participation at school (27%) The significantly lower ratings in the meaningful participation category demonstrate the impact of distance learning during the 2020-21 school year, and reduced access to extracurricular activities at the beginning of the 2021-22 school reduced the perception of school support. Barriers: Qualitative data indicated that students saw social distancing and the continued COVID protocols as a barrier to connecting and forming relationships at school. Suggested Actions: Provide professional development on Social and Emotional Learning and create lessons to support building community and relationships, to help students re-engage in their learning." Met 6/28/2022 2022 19642870000000 Baldwin Park Unified 6 "DATA: California Healthy Kids Survey Results • 80% of 5th graders said they feel safe at school either all the time or most of the time. Increase of 7% from the previous year. • 47% of 7th graders responded that they feel safe at school either all the time or most of the time. Decrease of 20% from the previous year. • 53% of 9th graders said they feel safe at school either all the time or most of the time. Decrease of 4% from the previous year. • 48% of 11th graders responded perceived school as very safe or safe. Decrease of 2% from the previous year. • 80% of 5th graders responding affirmed school connectedness through caring adult relationships. Increase of 9% from the previous year. • 54% of 7th graders responding affirmed school connectedness through caring adult relationships. Decrease of 13% from the previous year. • 53% of 9th graders responding affirmed school connectedness through caring adult relationships. Decrease of 3% from the previous year. • 51% of 11th graders responding affirmed school connectedness through caring adult relationships. Decrease of 8% from the previous year. Meaning: Disaggregated Results • Among 5th-grade males and females, 69% of males and 72% of females reported feeling safe at school. • Among 7th-grade males and females, 57% of males feel safe or very safe at school 5% greater than females. • Among 9th-grade males and females, 52% of males feel safe or very safe at school 3% less than females. • Among 11th-grade males and females, 53% of males feel safe or very safe at school 3% greater than females. Use of Data: Revisions, Decisions, or Actions Implemented in Response to the Results for Continuous Improvement • Increase availability of mental health agencies on school sites through AB86. (Expanded Learning Opportunities Grant) • Continuation and expansion of Positive Behavior Interventions and Supports (PBIS). (Title IV Funds) • Provide professional development and support for the implementation of Positive Behavior Interventions and Supports. (Title IV Funds) • Continue implementation of Second-Step and Character Strong curriculum. (Title IV)" Met 6/28/2022 2022 42691040000000 Ballard Elementary 6 "The ESE Climate Survey was administered to grades 5 by the LEA during the spring of 2022. 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. 88% 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. 95% of students say they feel safe at school." Met 6/16/2022 2022 24656496025381 Ballico-Cressey Community Charter 6 "We conducted a survey with our Junior High students (6th-8th) because we wanted their feedback on what they felt about our school culture and connectedness. The purpose of the survey was also to get our students input on their perception of safety at our school and the overall climate. Some key learnings from the survey that we found is that students are enjoying the different elective classes and leadership opportunities on campus. Being able to lead rallys, decide dress up days, take classes such as Art, Drama, Sports History, Ag Leadership etc have all made them more excited to come to school. Some areas of growth that we noticed in the survey is that with offering different elective classes and student led activities, we saw improved attendance and less kids checking out of school early. The challenges are going to be to expand on our electives and student led activities to give students more options. Another challenge is being able to bring in an adult who specializes in the arts or classes like woodshop or auto mechanics so we can add more variety to our program. We are taking steps in the right direction in seeing the results we are seeing. Students seem more excited to be at school and the attitudes seem more positive overall. We hope to expand our electives options as well as our after school program options for students." Not Met 9/26/2022 2022 24656490000000 Ballico-Cressey Elementary 6 "We conducted a survey with our Junior High students (6th-8th) because we wanted their feedback on what they felt about our school culture and connectedness. The purpose of the survey was also to get our students input on their perception of safety at our school and the overall climate. Some key learnings from the survey that we found is that students are enjoying the different elective classes and leadership opportunities on campus. Being able to lead rallys, decide dress up days, take classes such as Art, Drama, Sports History, Ag Leadership etc have all made them more excited to come to school. Some areas of growth that we noticed in the survey is that with offering different elective classes and student led activities, we saw improved attendance and less kids checking out of school early. The challenges are going to be to expand on our electives and student led activities to give students more options. Another challenge is being able to bring in an adult who specializes in the arts or classes like woodshop or auto mechanics so we can add more variety to our program. We are taking steps in the right direction in seeing the results we are seeing. Students seem more excited to be at school and the attitudes seem more positive overall. We hope to expand our electives options as well as our after school program options for students." Not Met 9/26/2022 2022 36678760133892 Ballington Academy for the Arts and Sciences - San Bernardino 6 "Ballington Academy administered the CA Healthy Kids Survey to students in grades 3, 4, and 5 in the area of key indicators of school climate. The following is a summary of the key indicators and percentage of favorable responses: Grade 3 responses (100% participation rate) · 94% School Connectedness · 88% Academically Motivated · 97% There are caring adults at the school · 94% The adults at the school have high expectations of students · 97% Ballington has an anti-bullying climate · 97% Feel safe at school · 100% Feel safe on the way to and from school Grade 4 responses (96% participation rate) · 96% School Connectedness · 92% Academically Motivated · 96% There are caring adults at the school · 96% The adults at the school have high expectations of students · 88% Ballington has an anti-bullying climate · 88% Feel safe at school · 100% Feel safe on the way to and from school Grade 5 responses (100% participation rate) · 100% School Connectedness · 92% Academically Motivated · 100% There are caring adults at the school · 100% The adults at the school have high expectations of students · 92% Feel safe at school - 92% Ballington has an anti-bullying climate Ballington, by design, remains small to ensure all students feel safe and nurtured at school. This data tells us that the majority of students do feel safe, understand the expectations at school, and have healthy relationships with school staff. Given the overwhelming amount of positive responses, the school/LEA has decided to “stay the course” regarding actions for continuous improvement surrounding school safety. The school’s past and current actions include trauma-informed instruction, positive behavior supports, daily communications and connectivity with families, and restorative justice practices. It is clear to the school and all stakeholders that these actions are working and giving all community members the desired results." Met 5/22/2022 2022 33669850000000 Banning Unified 6 "Banning Unified School District administered a local climate survey during the 2020-2021 school year to students in 5th, 7th, 9th, and 11th grades. The survey used was the California Healthy Kids Survey (CHK) that was administered in Spring 2021. 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 elementary students feel safe and show that they feel connected to their school. However, that number was lower for secondary students. When asked if they feel academically motivated at school, 67% of 7th graders, 58% of 9th graders, and 53% of 11th graders said they were motivated. The data shows that 75% of 5th graders, 57% of 7th graders, 47% of 9th graders, and 65% of 11th graders feel there is an adult on campus that cares about them. Overall, there has been a decline in academic motivation for secondary students compared to pre-pandemic survey data. To address this the district will need to prioritize re-engagement strategies and programs. At the elementary level, it is worth noting that there has been a significant increase in the percentage of elementary students feeling that adults on campus care about them. This data will help BUSD evaluate the success of supports put in place during the pandemic and inform district implementation of further social emotional supports as students adjust to campus." Met 6/29/2022 2022 39773880140392 Banta Charter 6 "Every year parents, students (grades 4-8) , and staff are asked to participate in a local climate survey. Results from the 2021-22 surveys indicate: 87% of students feel safe at school. 16.69% of students, 27.9% of parents, and 57% of staff feel bullying is an issue on campus. 66.3% of students, 97.8% of parents, and 92.3% of staff feel their school is clean, safe, and in good condition. 92% of students and 95.2% of parents feel teachers and staff are well prepared to educate students. Results from these surveys have helped the district/school with planning the actions/services Goal 3, ""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 3 of the annual LCAP, we hope to decrease instances of bulling on campus, school safety and security measures will need to be reevaluated to decrease instances of bullying on campus. The district continues to evaluate the cleanliness and condition of its school and as a result of surveys the schools maintenance department has been restructured to better maintain the school facilities. 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." Met 6/16/2022 2022 39773880000000 Banta Unified 6 "Every year parents, students (grades 4-8) , and staff are asked to participate in a local climate survey. Results from the 2021-22 surveys indicate: 87% of students feel safe at school. 16.69% of students, 27.9% of parents, and 57% of staff feel bullying is an issue on campus. 66.3% of students, 97.8% of parents, and 92.3% of staff feel their school is clean, safe, and in good condition. 92% of students and 95.2% of parents feel teachers and staff are well prepared to educate students. Results from these surveys have helped the district/school with planning the actions/services in Goal 3, ""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 3 of the annual LCAP, we hope to decrease instances of bulling on campus, school safety and security measures will need to be reevaluated to decrease instances of bullying on campus. The district continues to evaluate the cleanliness and condition of its school and as a result of surveys the schools maintenance department has been restructured to better maintain the school facilities. 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." Met 6/16/2022 2022 19734370118760 Barack Obama Charter 6 "Barack Obama Charter School has students in grades 3-5 take a twice annual survey from Panorama Education. The following reflects the data from the Spring 2022 survey: - Teacher-Student Relationships: 64% responded favorably (40th-59th percentile) - School Climate: 55% responded favorably (40th-59th percentile) - Sense of Belonging: 46% responded favorably (0th-19th percentile) - School Safety: 40% responded favorably (0th-19th percentile) Teacher-student relationships continues to be a strength as the data shows a greater percentage (82%) of students find that their teachers are excited to be teaching their classes. The school' continued focus on PBIS work will be a major factor in their work for continual improvement in school climate. Their work with the school counselor has also resulted in more positive changes. Additional Tier 1 behavioral supports have been put in place to continue to address safety, and share school-wide and classroom expectations." Met 6/20/2022 2022 37681896120901 Barona Indian Charter 6 "Barona Indian Charter School utilizes the Leader in Me Measurable Results Assessment (MRA). The MRA is a tool used to annually collect, analyze, and report student, staff and school-level outcomes related to the focus on improving leadership, culture, and academics. Personal Development: Score 72 - Students take responsibility for their actions and emotions Interpersonal Development: Score: 75 - Students build positive relationships through understanding, communicating, and valuing the differences they see in others. Positive Wellbeing: Score: 61 - Students engage in the behaviors and embrace the mindsets that build resilience and hope. Self-Advocacy: Score 68 - Students work to overcome barriers, problem-solve, and find solutions on their own Prosocial Behaviors: Score: 63 - Students support each other and offer help as needed. Personal Effectiveness: Score: 77 - Staff take responsibility for their actions and emotions Interpersonal Effectiveness: Score: 75 - Staff build and sustain positive relationships through understanding, communicating, and valuing the differences they see in others. School & Family Partnerships: Score: 64 - Teachers feel like most students’ families/caregivers engage as partners in their child’s learning. Family Engagement: Score: 71 - Students’ caregivers are satisfied with the way the school includes them in their child’s learning Community Engagement: Score: 71 - The school engages the community through collaborative partnerships and service learning that provides students and their families with sources of support and learning. Supportive Student Environment School Climate: Score: 75 - Staff see the worth and potential in every student and provide the support each student needs to see their unique strengths. Student Empowerment: Score: 67 - Students believe they are provided with schoolwide and classroom opportunities that include them in decision-making and grow their leadership competence. Trusting Relationships: Score : 83 - Students have a high trust relationship with at least one teacher School Belonging: Score 55 - Students believe that they are cared about and understood by the people in their school and feel a sense of belonging. Staff Voice: Score: 84 - Staff members believe they are positively impacting others through meaningful work Collective Efficacy: Score: 76 - Teachers believe that their collective actions can positively impact students Instructional Efficacy: Score 86 - Teachers are confident in their ability to use evidence-based instructional practices Student-led Practices: Score: 80 -Teachers empower students to play a more proactive role as they apply their knowledge and skill to accelerate and deepen their learning. Supportive Teachers: Score: 63 - Students have one or more teachers who provide them with the encouragement and support they need to lead their learning. Academic Self-efficacy: Score: 74 - Students are able to apply personal leadership habits to plan and prioritize" Met 6/21/2022 2022 36676110000000 Barstow Unified 6 "The California Healthy Kids Survey was administered during the 21-22 school year. The participation rate for each grade levels was as follows: 24% fifth grade, 47% seventh grade, and 43% ninth 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, 61% of fifth grade students reported that there is a “high number of caring adults at their schools"", while 68% said they ""feel safe at school"". At our secondary (middle and high) schools, 47% of seventh grade students reported that there is a “high number of caring adults"" at their schools; Ninth Grade: 43%. It was also reported on the survey that 74% of 5th graders felt they ""were treated with respect"" while 34% of 7th graders, and 23% of 9th graders have ""been afraid of being beaten up"".1% of 5th graders, 21% of 7th graders and 13% of 9th graders have ""been in a physical fight"". Finally, 44% of 7th graders and 42% of 9th graders have ""experienced chronic sadness/hopelessness"", and 21% of 7th graders & 24% of 9th graders have ""considered suicide"". 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 Culturally Responsive Positive Behavior Interventions & Supports system. There is a district coach to support school site CR-PBIS coaches with implementation and resources." Met 6/28/2022 2022 20651850000000 Bass Lake Joint Union Elementary 6 "Data: 50% of the District's 5th graders responded to the survey and 79% of the District's 7th graders responded to the survey. 5th Grade responses: In the category of school engagement and supports 75% of students felt engaged and support most of the time. For school safety 85% of students responded they feel safe at school most of the time. Substance Abuse and mental health results reported that 19% of students had experiences alcohol or drug use and 19% of students had experienced sadness. 74% of students surveyed say there are caring adults at their schools and 72% feel connected to their school. 91% responded that they have high academic motivation. 7th Grade responses: In the category of school engagement and supports 57% of students felt engaged and support most of the time. For school safety 78% of students responded they feel safe at school most of the time. Substance Abuse and mental health results reported that 9% of students had experiences alcohol or drug use and 34% of students had experienced sadness, and 12% have considered suicide. 72% of students surveyed say there are caring adults at their schools and 69% feel connected to their school. 77% responded that they have high academic motivation. Meaning: Strengths are more than 75% of students feel safe at school. A fairly low percentage of students have experienced alcohol or drug use, and a high percentage of 5th graders are highly motivated to do well in academics. Growth areas are increasing the percentage of students who feel engaged and supported at school. Another area of growth would be increasing the percentage of students who feel connected to school. The LEA would also like to decrease the percentage of students who feel sad and have experienced suicidal thoughts. The LEA will be focusing on social emotional learning and connecting students to school staff. The District is also intensifying it's PBIS programs at all school sited in an effort to increase motivation towards academics and positive behavior." Met 6/29/2022 2022 19642950000000 Bassett Unified 6 "Priority 6- School Climate 606 students in grades 5, 7, 9, & 11 participated in the CA Healthy Kids Survey Participants identified the following areas as strengths: •There are high expectations by adults in school. –79% Strongly Agree or Agree - Gr 7 –61% Strongly Agree or Agree - Gr 9 –56% Strongly Agree or Agree - Gr 11 Participants identified the following areas in need of improvement: •Meaningful Participation –20% Strongly Agree or Agree - Gr 7 –18% Strongly Agree or Agree - Gr 9 --13% Strongly Agree or Agree - Gr 11 Student surveys indicate the need to improve in the area of school engagement, meaningful participation. As a result, professional development will focus on engagement and will be led at each school by site Principal and Leadership Team. BUSD will continue to implement the SEL tiered system of support, LCAP Goal B, Action2, contract with Second Step and Thrively programs, and Counselors at each school. Furthermore, BUSD has contracted with the following partners to provide additional services: • Care Solace purpose is to quickly connect student or family members to reliable, ethical and quality mental health care and recovery services. o The Care Concierge team can quickly and confidentially find available providers in the community, matched to your specific needs. Care Solace provides: Care Concierge professionals available 24/7 by phone, email, text or video chat in any language A dedicated Care Concierge to support you through the whole process, calling providers on your behalf to determine a fit Help with private insurance, Medi-Cal, and no insurance Care Solace services come at no cost to you or your family Completely confidential support; Care Solace will not share your information without your permission • D'VEAL Family and Youth Services is a community-based agency whose focus is to collaboratively work with diverse communities and organizations in order to proactively provide innovative and comprehensive behavioral healthcare services empowering families and youth in ‘at-risk’ environments. Services include wraparound, family preservation, school-based mental health, outpatient mental health, therapeutic behavioral services, prevention and aftercare services, and violence prevention programming. D'Veal clinical and case management staff provide: On site assessment, Individual, family, group therapy, and case management, and Psychiatric and psychological services. to provide these fully operating Mental health Clinics at each of our schools" Met 6/28/2022 2022 01612590106906 Bay Area Technology 6 "In 2019, our Socioeconomically disadvantaged students and English Learners had a suspension rate in the Red level. We improved in this area over 2019-20, with an overall rate of 8.11% suspension and zero expulsions. In 20-21, 83% of students reported feeling safe and connected based on climate survey data. Actions Based on the data, we see positive signs of the impact of our efforts to foster a positive culture and climate in support of students both holistically and academically. Key components of these additional efforts include a Daily Anchoring Program, the BayTech Bridge Program, Social Emotional Support, and Tier I SEL and Behavioral Supports. Daily Anchoring Program BayTech Bridge Program Social Emotional Support Expected Outcomes All actions were implemented as planned. Successes: The school has done a fantastic job of responding to the social emotional challenges of life and the pandemic. The Bay Tech Bridge program was a huge success during the summer with all of our middle school students participating because they all needed to be reoriented to being on campus. We partnered with Higher Ground to provide team building activities each day We were celebrated on the news as one of the first organizations opening schools in the community during the pandemic. We received positive feedback from parents about comfort level of attending during pandemic Challenges: More staff would be helpful for supporting positive student behavior. There was an increase in student misbehavior at the beginning of the year, but the school responded and positive behaviors have increased. Personnel shortages across all areas of school staffing have created challenges this year" Met 6/6/2022 2022 27102720124297 Bay View Academy 6 "Due to distance learning and the COVID-19 pandemic, a student climate survey was not administered during the 2020-2021 school year. We plan on starting the 2021-2022 school year with a climate survey for students in all grades." Met 6/14/2022 2022 41688580000000 Bayshore Elementary 6 "The results of our Healthy Kids Survey showed that: 1) school connectedness rated highest with our 5th graders (97%), our 7th and 8th graders were close behind at 86% and 89%, respectively, our 6th graders showing 74% connectedness, 2) over 87% of our 5th-8th graders feel that there are adults who care in our community and 3) over 87% of our 5th-8th graders feel that our adults have high expectations." Met 6/14/2022 2022 36676370000000 Bear Valley Unified 6 "BVUSD administered the CA Healthy Kids Survey to 5th, 7th, 9th, and 11th grades. The participation rate was 49% at Elementary level, 47% at Middle School level, 68% at Big Bear High School, and 39% at Chautauqua High School. A key score that is used for comparison is the “Connectedness” score. The questions related to this score have to do with students feeling close to their peers, like they are a part of the school, feeling happy and safe at school, and feeling like teachers treat students fairly. At 5th grade, 73% of the students felt a level of connectedness either most of the time or all of the time. At BB Middle School, 67%; BB High School, 46%; Chautauqua, 39%. The Youth Truth survey was given to grades 6 - 12. At Middle School, 414 students responded (86% response rate). The percentages represent the number of students who rated the questions at 3.5 or above on a 5 point scale. There was an increase in three of the areas: Engagement (2021: 46%; 2022: 49%), Academic Challenges (2021:59 %; 2022: 61%), and Belonging and Peer Collaboration(2021: 41%; 2022: 45%). There was a decrease in Culture (2021: 45%; 2022: 28%) and Relationships (2021: 56%; 2022: 46%). At Big Bear High School, 476 students responded (76% response rate). At Big Bear High School, the Engagement (2021: 37%; 2022: 43%), Academic Challenge (2021: 56%; 2022: 58%), Belonging and Peer Collaboration (2021: 28%; 2022: 38%), and College and Career Readiness (2021: 26%; 2022: 30%) all increased and Culture (2021: 26%; 2022: 17%) and Relationships (2021: 33%; 2022: 29%) decreased slightly. At Chautauqua High School, 34 students responded (87% response rate). At Chautauqua, Engagement (2021: 29%; 2022: 36%), Academic Challenge, (2021: 33%; 2022: 50%), and Belonging and Peer Collaboration (2021: 7%; 2022: 12%) all increased and Culture (2021: 28%; 2022: 10%), Relationships (2021: 34%; 2022: 12%), and College and Career Readiness (2021: 30%; 2022: 6%) all decreased. These ratings are indicative of the challenges still present. In all grade levels taking the Youth Truth, the issues surrounding school culture and peer relationships are still evident based on the dropping percentages. To mitigate these concerns, there are now full time counselors at every site. A Comprehensive Counseling Plan will be created and implemented to support all students TK - 12. Second Step (TK - 8) and School Connect (9-12), the Social Emotional Learning curricula adopted by the district will continue to be implemented. The full time counselor at BBMS runs the Where Everyone Belongs (WEB) program that involves collaboration among peers with 8th grade leaders working directly with 6th and 7th graders. At BBHS, there are two full time counselors and a Drug and Alcohol support counselor. The Social Emotional Team, consisting of the Elementary counselors, administration, and staff, will continue to work in conjunction with the Behavior Intervention and Support personnel from Lutheran Social Services." Met 6/13/2022 2022 15633390000000 Beardsley Elementary 6 "DATA: Data from the 2020-2021 California Health Kids Survey, administered to 7th graders, indicates that 57% of students felt a connectedness to school, and only 22% reported engaging in meaningful participation. In regards to school safety, 33% of students reported experiencing some form of harassment or bullying, with 27% stating the harassment or bullying was due to race, ethnicity, national origin, religion, gender, perceived sexual orientation, or a physical or mental disability; 33% of students reported having rumors or lies spread about them, and 18% had been afraid of being beaten up. 8% of students reported current alcohol or drug use, and 3% reported currently vaping. 40% of students experienced chronic sadness or hopelessness. 16% of students reported they have considered suicide. During the 2021-2022 school year, 224 students were referred to school Social Workers for services district wide. Of those, 119 students received direct, on-going services. SSWs also completed 43 suicide risk assessments. MEANING: While this data is for 7th grade students, the social-emotional needs of all students continues to be a high priority for the district across all grade levels. USE: The district will continue to employ School Social Workers, Student Intervention Facilitators, and Multi-Tiered Systems of Support to address the needs of students. School sites will continue to increase activities to promote engagement of students (dress up days, incentives, token economy, etc) and make campus environments inviting, clean, and safe for all students and families." Met 6/20/2022 2022 33669930000000 Beaumont Unified 6 "During the 2021-22 school year, grades 5-7, 9 and 11 took the California Healthy Kids Survey (CHKS) and the local Panorama survey. The following data points were shared in Goal 1 of the Local Control Accountability Plan (LCAP). CHKS: Grade 5: Cyberbullying - No Data Anti-bullying Climate 70% High Expectations Scale 84% Parent Involvement Scale 79% School Connectedness 71% Grade 6: Anti-bullying Climate 64% High Expectations Scale 83% Parent Involvement Scale 77% School Connectedness 69% Grade 7: Cyberbullying - No Data High Expectations Scale 71% Promotion of Parent Involvement 46% School Connectedness 57% Grade 9: Cyberbullying - No Data High Expectations Scale 60% Promotion of Parent Involvement 30% School Connectedness 44% Grade 11: Cyberbullying - No Data High Expectations Scale 64% Promotion of Parent Involvement 30% School Connectedness 41% Panorama: Grade 3-5: Sense of Belonging All Students 64% Growth Mindset: All Students 59% Self-Efficacy: All Students 53% Emotion Regulation: All Students 43% Grade 6-12: Supportive Relationships All Students 79% Positive Feelings: All Students 55% Emotion Regulation: All Students 42% Students within the Local Education Agency (LEA) have high academic expectations according to the California Healthy Kids Survey (CHKS) indicator. As students move from elementary to high school there is less of a sense of connectedness and parent involvement with the school. Elementary has a higher sense of connectedness compared to high school. This is an area of need. According to the Panorama survey, students in grade 3-5 have a higher Sense of Belonging compared to Growth Mindset, Self-Efficacy and Emotion Regulation. In grades 6-12, students have a higher rate of Supportive Relationships compared to Positive Feelings and Emotion Regulation. During the 2020-21 school year, students did not have complete access to in-person learning. This may have caused a decline in Growth Mindset, Self-Efficacy, Positive Feelings and Emotion Regulation. Now that the Center for Disease Control and Prevention and local county restrictions have been lifted, the District believes that students will start to increase in these areas. The District has hired more mental health and counseling support for students and hired additional intervention teachers to support with academics. The District also started the implementation of restorative practices to help with building relationships between students, students and teachers and families and schools. The District believes by continuing to work with students and educational partners students will increase in feeling supported at school, increase in emotional regulation and have increased positive feelings about school." Met "The District is working with and providing professional development for all school site leaders, teaches and support staff to review attendance, academic and emotional well-being data to help shape the climate of the district where students, educational partners and staff feel like they belong. With the support tool, Panorama, students, staff and families have the opportunity to gain knowledge about their well-being. When site leaders have a barometer of their school climate the school team is able to work towards increasing connectedness, family involvement, and academic expectations." 6/7/2022 2022 37684520128223 Bella Mente Montessori Academy 6 "Pre-Covid closure, a school climate survey was distributed to elementary and middle school survey was developed for students. The elementary survey was sent to students in grade k-5, the middle school survey was sent to students in grades 6-8. The survey did not collect personal information about the student. Therefore, we are unable to disaggregate the data by unduplicated groups or students with exceptional special needs. The survey results for elementary students shows the vast majority of students (over 93%) feel they can rely on their teachers to always support them. They feel safe at school and feel they are encouraged to do well. Only 66.7% of students felt their good behavior was noticed and recognized and 66.7% felt their peers treated each other well. The survey results for middle school shows the culture of these grade levels needs intervention by school administration. Only 58.1% of students felt they were successful at school. 51.1% of students feel there are clear rules for behavior. 78.2% feel their teachers treat them with respect. 45.5% of students feel the behaviors of their fellow students are limiting how well their teacher can provide instruction. 34.5% of students feel their good behavior was noticed and recognized and only 69.1% of students felt safe at school. 72.7% of students feel they can talk to a teacher on campus if they need help. A follow-up survey is planned for Spring, 2023." Met "In response to previous survey results, the LEA researched team-building and community-building schoolwide programs. The school Board of Directors selected the Franklin Covey program Leader in Me. Per the creators of the program, Leader in Me, “helps create well-rounded leaders by developing the whole person and preparing students to become life-ready leaders. Leader in Me unites students, staff, and families around a common goal to prepare students with college, career, and life-readiness skills that are necessary to thrive in today’s ever-changing, fast-paced environment, like: critical thinking, social and emotional awareness, teamwork, listening skills, time management, self-directed learning, global awareness, communication, self-discipline and teamwork.” Monthly Leader-in-Me trainings are given by the school's Assistant Principal to faculty/staff for implementation in the classroom. Additionally, the Leadership Team and School Counselor are in the beginning stages of a student ""ambassador"" program, where students selected are ambassadors for the school at school-wide events, in and out of the classroom, and are trained in restorative justice practices to assist in handling lower-level student conflicts before they become bigger issues. These students, under the facilitation of an advisor, will also manage restorative justice circles for students who self-refer or who are referred by staff to mediate student conflicts." 6/14/2022 2022 55723060000000 Belleview Elementary 6 "While the Healthy Kids survey did not indicate many issues, the school is always cognizant of prevention and has planned projects for 2020-21 that include the ""Drugstore Project"", a vaping presentation, education on Human Trafficking and HIV/Aids Prevention and Sex ed. Also, anti-bullying assemblies and a school mission that focuses on kindness and core values. In past years, a Leadership Team meets regularly (comprised of the Board President, Superintendent/Principal, Classroom Teacher and Classified Staff Member). Surveys are administered to the entire staff to get feedback on creating a positive school climate. Upon analyzing the results, an action plan was determined for 2019-2020 that included welcoming all the new families, mentoring the new staff (10), implementing the FISH Philosophy training in regular monthly meetings and continuing with Responsive Classroom Training. After implementation of these programs in 2019-2020, surveys were again administered in 2020-21 that indicate a significant strength in the area of a positive school culture as perceived by staff, students and parents. Maintenance of the positive school climate will included continued professional development and collaboration time for both classified and certificated staff. Communication tools for the school community that include the Messenger system (email/phone), Zoom meetings, Class Dojo, Google Classroom and other means to provide families with information and opportunities for input." Met 6/7/2022 2022 49706150000000 Bellevue Union 6 "BUSD utilized the Youth Truth Survey to gather input from students in grades 3 through 6, staff across the district, and parents whose children are enrolled in the district. The key learnings that surfaced through the results included enhancing engagement opportunities for students, strengthening relationships between students and staff, bolstering social emotional wellness, and providing increased opportunity for rigor along with greater academic challenge. The strengths of the district included welcoming school campuses, strong 2-way communication, and parents feeling at ease seeking support from teachers and administrators. The challenges that arose included: parent accessibility to sites and their children's classrooms because of COVID restrictions; an inability for parents to easily volunteer in the classroom because of board policies that require fingerprinting for volunteerism; a lack of social emotional learning curriculum; a desire for more rigorous curriculum in all subject areas; inadequate parental computer and technology skills to support learning at home; language barriers; and a limited time on the part of school staff to address all areas of concern that were mentioned. BUSD conducted an analysis of the survey results and determined a course of action highlighted in the LCAP to ameliorate many of the concerns, challenges, and barriers. The District will continue to review board policy to determine how to make volunteering more accessible to parents. The District will expand opportunities for adult education through partnership with Santa Rosa Junior College; increase student offerings through Visual and Performing Arts and extracurriculars; purchase, train staff, and implement the Character Strong social emotional learning curriculum; provide additional staff trainings to increase rigor in the curriculum through a deeper understanding of the standards, and hire Family Engagement Facilitators at all of the school sites to ensure families have additional communication support. The district is in its initial stages of implementation and will determine the success of these actions through both qualitative and quantitative data analysis throughout the school year." Met 6/28/2022 2022 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 (62.3% Strongly Agree, 27.4% Agree, 7.5% Neutral), feeling safe on our school site (68.9% Strongly Agree, 25.5% Agree, 3.8% Neutral, 1.9% Disagree), doing interesting activities (57.5%% Strongly Agree, 32.1% Agree, 8.5% Neutral, .9% Disagree, .9% Strongly Disagree), having a teacher who provides guidance (84% Strongly Agree, 15.1% Agree), being supported by adults on campus (58.5% Strongly Agree, 27.4% Agree, 12.3% Neutral, 1.9% Disagree), having quality instruction (92.5% Strongly Agree, 5.7% Agree, 1.9% Neutral), and growing in their learning (69.8% Strongly Agree, 22.6% Agree, 6.6% Neutral). The majority of students also report majority disagreement in having too much homework (32.1% Strongly Disagree, 21.7% Disagree, 19.8% Neutral, 15.1% Agree, 11.3% Strongly Agree)." Met 6/1/2022 2022 19643030000000 Bellflower Unified 6 "Goal one of BUSD's LCAP states, "" BUSD will provide all students with safe, collaborative conditions for 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' and teachers’ agreement that students are safe at school. The Healthy Kids Survey is administered annually at elementary and secondary school sites. The most recent data revealed that 72% of 5th grade students, 47% of middle and high school students surveyed feel highly or moderately connected at school. 92% of staff feel a responsibility to improve the school and 77% of parents feel welcome to participate at school. The survey also revealed that 75% of 5th grade students, and 47% of high school students surveyed report that they feel safe at school all or most of the time. 87% of parents strongly agree or agree that their child is safe at school and 92% of teachers strongly agree or agree that students are safe at school. A strength was that 92% of the staff at school sites feel a responsibility to improve sites. A challenge has been that the pandemic and school closure has resulted in increased social and emotional learning needs in our students. Based on the survey results and feedback from educational partners, Goal one, action 8 was expanded to include the implementation of wellness centers at each site, resources and support to implement restorative justice practices, and social emotional wellness. Goal one, action 9 increases counselor, therapist, and behavior support." Met 6/16/2022 2022 41688660000000 Belmont-Redwood Shores Elementary 6 "BRSSD has used the California Healthy Schools Survey, in conjunction with our local measures of office discipline referrals aligned with our PBIS system. Over the 2020-2021 and 2021-2022 school years, we pivoted from using this survey to implementing YouthTruth. We find that Youth Truth is more sensitive and provides more granular data to respond to. Across the district and grade levels, we have some consistent strengths that outrank the California average. Areas of growth include Communication and Feedback and Engagement/Relationships at the middle school level. With 2021-2022 being the first year we implemented this information district-wide, we are using the data as a baseline and have set local goals disaggregated by sites to address relative weaknesses." Not Met 9/15/2022 2022 48705240000000 Benicia Unified 6 "BUSD 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 REACH (Relationships, Effort, Aspirations, Cognition, and Heart) survey is administered to all secondary students (6-12th grade). The REACH survey is a valid and reliable youth self-report survey that measures academic motivation. The survey, developed by the University of Minnesota is based on research regarding youth developmental assets. The REACH Survey helps staff gain insight into middle and high school students' relationships and character strengths that are essential for motivating them to become self-propelled young adults. This year we began administering the PASS Survey to all elementary students. The PASS Survey measures students' feelings about school, their perceived capability, their self-regard, preparedness for learning, attitudes toward teachers, general work ethic, attitude to attendance, and response to curriculum. The survey results from PASS have not yet been scored. The California Healthy Kids Survey is administered to students in grades 7, 9, and 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 REACH, PASS, and the California Healthy Kids surveys are analyzed together at both the district and site levels 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 surveys, at the last full administration in 2022 (REACH), indicate that in terms of relationships and sense of belonging as they pertain to school connectedness, student and staff relationships and school climate our data has peaks and valleys. Students reported that they are challenged to grow academically and are provided support by adults on campus. The District continues to focus on building relationships with students through extensive training in equity, cultural responsiveness, PBIS and Universal Design for Learning. This will continue to be an area of focus. The District LCAP goal states All students in Benicia Unified School District, especially those who have been underrepresented, will feel a sense of belonging and connection to their school community so that they feel challenged and invested in a learning environment that values individuals and is accepting, respectful, safe and supportive." Met 6/9/2022 2022 49706230000000 Bennett Valley Union Elementary 6 "ENGAGEMENT & CLIMATE One of our primary goals is to build, refine, and sustain programs that provide equitable access and achievement for all of our students. We understand that some of our students have greater cognitive, social, emotional, and/or physical needs, and we endeavor with great purpose and sincerity to meet these. We acknowledge that most established systems generally support typical students with typical needs, and we are very deliberate in evaluating where existing systems do not meet the needs all student groups. We are continuing to enhanced our expanded learning opportunities and will provide an enhanced summer school program targeted primarily to foster students, English Learners, socio-economically disadvantaged students, and students with disabilities. We continue to emphasize a growth-mindset approach and recognize progress over achievement. We intend to continue with this practice. We are re-investing in RULER (Yale SEL program) and Toolbox in the upcoming school year to support engagement and social-emotional regulation." Met 6/8/2022 2022 01611430000000 Berkeley Unified 6 "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. BUSD Student Services and Berkeley Research and Evaluation and Assessment (BREA) partner with WestEd to administer and evaluate findings from the CHKS. Additionally, in 2022 BUSD expanded the local survey used to gather student perceptions of safety and connectedness for the LCAP by separating the LCAP survey into four short surveys: Budget, Parent and Family Engagement, District Goals, and Safety and Connectedness. In that fourth survey students, families, teachers and staff were asked about students physical and emotional safety, connectedness on campus, school inclusion, academic motivation, cultural responsivity, bullying, and caring adults on campus." Met 6/29/2022 2022 43693770000000 Berryessa Union Elementary 6 "Panorama surveys are administered in the Spring of each school year. Students, staff, and community partners are sent out the surveys and given two weeks to complete the survey. During the Spring of 2022, student surveys were administered to 3rd - 8th grade students. We had a 85% completion rate. This information helps schools focus on bringing in services to help students who are struggling with Social Emotional issues. In addition, principals can review the data to help them understand how their families and staff members are feeling about the overall functioning of the school (climate, basic instructional services, etc.). The completion rate for our families taking the survey was close to 10%. A focus area will be to increase that percentage in order to hear from more community partners." Met 6/21/2022 2022 19647330106872 Bert Corona Charter 6 "Areas of Demonstrated Strength and/or Progress: • The schoolwide Dashboard Suspension Rate Indicator color is green. Bert Corona Middle School’s percentage of students suspended at least once was 6.2%, which was higher than the State’s at 3.4%. • The school reclassifies English Learners at 14.9%, which is higher than the state average at 13.8%. Areas Noted for Further Growth and/or Improvement: • The schoolwide Dashboard ELA Indicator color is red. Bert Corona Middle School’s 2019 Average DFS was -78.2%, which is lower than the State 2019 Average DFS at -2.5%. • The schoolwide Dashboard Math Indicator color is red. Bert Corona Middle School’s 2019 Average DFS was -109.5%, which is higher than the State’s 2019 Average DFS at -33.5%. • The schoolwide Dashboard Chronic Absenteeism Indicator color is yellow. Bert Corona Middle School’s 2019 Chronic Absenteeism Percentage was 7.0%, lower than the State at 10.1%. • All numerically significant subgroups have “Status/Distance From Standard (DFS)” scores are below the statewide averages in ELA, as follows: English Learners at -107.2 vs. -45.1 points; Latino at -78.9 vs. -26.6 points; Socioeconomically Disadvantaged at -78.7 vs. -30.1 points; and Students with Disabilities at -137.0 vs. -88.1 points. • All numerically significant subgroups have “Status/Distance From Standard (DFS)” scores below the statewide averages in Math, as follows: English Learners at -138.8 vs. -68.6 points; Latino at -110.8 vs. - 62.2 points; Socioeconomically Disadvantaged at -109.9 vs. -63.7 points; and Students with Disabilities at - 176.7 vs. -119.4 points. The school leadership notes a renewed focus include: • Relay’s Get Better Faster training for instructional coaches to coach and support teachers. There is a need for greater coaching and support for teachers to provide real-time feedback, action steps, and collaborative planning. • Newly adopted Ready Math curriculum and time provided to implement a common placing plan, scaffolded lessons, and common exit tickets to support the implementation. • iReady implementation to provide teachers with actionable data and to support the intervention plans. • SFA/reading block • Scheduled tutor support to work on language development through pull-out tutoring. • LTEL reclassification training for teachers and parents. • Critical Friends Groups • Observational Rounds and mentor teachers." Met "BCCS provided support to students, parents and families to return to the in-school setting. Socio-emotional support was offered and provided to all students, teachers, and families," 6/29/2022 2022 19647330132126 Bert Corona Charter High 6 "BCCHS was opened in the fall of 2015 with a 9th grade cohort of 60 students. Our first full-cohort graduation was held in the spring of 2019. This cohort is still working their way through college. Our methods of grad tracking to date have been colloquial in nature, and have included asking our college-enrolled alumni to come back to our campus and address successive generations of BCCHS students about what it means to be “college ready.” Now that the first alumni from our school are within a year or two of graduating from college, we are in a process of formalizing our tracking protocols and methods. The tracking databases provided in SBE Agenda Item 14 are slated for discussion in relation to our Logic Model for BCCHS College Readiness and Success. BCCH uses NWEA as Verifiable Data Indicator that shows the following: The 11th grade cohort for 2021-2022 maintained or increased its participation percentage beyond the expected 95% threshold for the final verified data periodic assessment of this school year. In addition, their results demonstrate sustained growth in both reading and K-12 mathematics. The Special Education Cohort, which tested at 92% (12 out of 13 students with IEP in the 11th grade cohort of 50 students), also grew significantly. We just finished the final assessment administration last week, May 16-20, so we are continuing makeup testing this week for the 2 students in the EL cohort (10 students in the 11th grade) who did not yet finish their subtests.Observed growth is attributed to sustained emphasis on mastery over work completion, a commitment to depth over coverage, and a consistent effort to “shrink the classroom” through pedagogy that focuses on personalization; small group differentiated instruction and support, and conferencing with individual students. In addition, our students complete “student-led” conferences twice yearly in which they give a thoughtful explanation of their growth or the lack thereof to their family members. This process requires significant reflection and ownership, which leads to growth. 11th Grade EL and LTEL students did not demonstrate growth in either math or reading as a subgroup. Why? There are several possibilities. This group of 11th grade students spent 12 months away from school, and several spent an additional 3 months at home. The lack of direct support from teachers and peers was frustrating, and distance learning made the work of understanding English even more difficult than it already was. Additionally, 9 of 10 of the 11th grade EL students are LTELs, meaning they have been in a space of learning English while learning in English, for over 6 years, many of them 10-12 years. Not reclassifying for so many years has reinforced deficits, misconceptions and coping strategies that are not helpful for attaining fluency in a new language. We will be providing designated time with specialist support for all EL and LTEL students in the 2022-2023 school year." Met "BCCH had many students who went to work to support their families during the Pandemic. Most student continued to work while attending the school. This led to checking in on students when not attending and having conversations, connecting the families to local community resources and helping to resolve family needs." 6/29/2022 2022 19643110000000 Beverly Hills Unified 6 "BHUSD has provided numerous opportunities for students, staff, families, and community stakeholders to provide feedback from advisory meetings, DELAC, Principals' Advisory Council, Town Halls, and surveys to create and assist with implementing our strategic plan. https://www.bhusd.org/apps/pages/index.jsp?uREC_ID=1994774&type=d&pREC_ID=2090503" Not Met 9/20/2022 2022 10620260000000 Big Creek Elementary 6 "The district made every effort to engage as many educational partners as possible to receive feedback on the development of the LCAP. Specific feedback includes: reading intervention utilizing SRA Reading Mastery; developing a writing club; increasing electives, including art; partnering with the Resiliency Fund to beautify the burn scar area, and building a new playground play structure. This feedback was provided by parents, board members, and teachers. Feedback also indicated a need to increase pupil engagement and provide additional support for students who need additional learning support post-pandemic and Creek Fire. Feedback Trends from PAC, Teachers, Board, Parents, Classified, SELPA, Administration: 1a) improve student performance in writing; 1b) use fiscal resources for professional development in writing and reading, and 2) use the high level of parent involvement to support academic focus. Our Board of Trustees would like to see consistency in our academic goals. Feedback Trends from Students, Teachers & Parents:1) Increase in personal interactions and extra activities 2) Increasing internal and external communication and engagement opportunities 3) Increased small group and in-person learning opportunities." Met 6/7/2022 2022 12626950000000 Big Lagoon Union Elementary 6 "A survey conducted of 4th - 8th grade students showed that student perceptions of school safety and connectedness greatly declined from the previous year, with only 64% of students surveyed reporing that they agreed or strongly agreed that they felt safe at school. We experienced some significant student behavioral challenges this year, with our suspension rate jumping from 0% in 2020-2021 to 10% (2 students) in 2021-2022. While the suspension rate increase may be a result of more formal documentation and reporting practices than in the past, it is evident that we can strengthen our system of behavioral supports and interventions to ensure that Big Lagoon continues to be a safe and welcoming environment for all students. Based on this data we will be offering school counseling services in the 2022-2023 school year, and continuing our partnership with community-based organizations to provide additional mental health services as well as adult mentoring on campus." Met 6/21/2022 2022 55751840000000 Big Oak Flat-Groveland Unified 6 "The California Healthy Kids Survey was administered to 5th, and 6th grades with parent permission and 7th, 9th & 11th grade with passive permission in March of 2022. In 2021, due to distance learning, the student sample completing the CHKS was not large enough to generate results, and the LEA use data from 2019 to complete this section. . In 2022, we had 11/23 fifth graders and 17/21 6th graders complete the CHKS. Of the 23 fifth graders, 11 were given permission to complete the survey. In the category of School Engagement 68% of students answered felt connected at school.71% stated there were caring adults at school. and 87% reported academic motivation. 63% believe there is an ""anti-bullying"" climate and 70% felt safe at school. Overall, Academic motivation and high-expectations of the adults in school were a strength at this grade level. 90% of 5th graders reported that eat breakfast daily and 60% had a positive wellness score. The biggest area of concern was substance use, and mental health, this was a trend not only District wide, but in the county as well. 30% of students reported alcohol or drug use and 10% reported experiencing sadness. A new area of concern this year was 36% of students reported going to bed past 10pm. Of the 21 sixth graders, 11 were given permission to complete the survey. In the category of School Engagement 51% of students answered felt connected at school.56% stated there were caring adults at school. and 47% reported academic motivation. 57% believe there is an ""anti-bullying"" climate and 58% reported social and emotional learning supports were in place. Overall, high-expectations of the adults in school were a strength at this grade level. The biggest area of concern was substance use and mental health, this was a trend not only District wide, but in the county as well. 25% of students reported alcohol or drug use. 6% reported using marijuana, cigarettes, and 13% e-cigarettes. 31% reported experiencing sadness. A big area of concern this year was 59% of students reported going to bed past 10pm. Of the 25 seventh graders, 14 completed the survey. In the category of School Engagement 60% of students answered felt connected at school.51% stated there were caring adults at school. and 59% reported academic motivation. 57% believe there is an ""anti-bullying"" climate. Overall, high-expectations of the adults in school were a strength at this grade level. Substance abuse was not an area depicted at this grade level with 0% of students reported alcohol or drug use, using marijuana, cigarettes, and e-cigarettes. The greatest area of concern was mental health, this was a trend not only District wide, but in the county as well. 69% reported experiencing sadness and 42% considered suicide. Of the 27 ninth graders, 23 participated in the survey. In the category of School Engagement 47% of students answered feeling connected at school.62% stated there were caring adults at school. and 36% reported academic motivation." Met 6/23/2022 2022 10101080119628 Big Picture Educational Academy 6 "DATA by grade span: K-5: Basic Needs 4.18 Belonging 3.76 Self Efficacy 3.74 Rigor 3.98 Hope 3.94 6-8: Basic Needs 3.93 Belonging 3.62 Self Efficacy 3.66 Rigor 3.83 Hope 3.72 9-12: Basic Needs 3.87 Belonging 3.72 Self Efficacy 3.83 Rigor 3.78 Hope 3.78 MEANING: K-5: The youngest students have a strong sense that their basic needs will be provided for. They have high hopes and believe that school is rigorous. However, their sense of belonging and self-efficacy scores mean that work needs to be done to make them feel that they belong and are capable. 6-8: Our middle school students also echo the strengths of our campus culture in that they believe their needs will be met. They show the most need in their sense of belonging, which is developmentally appropriate, however the staff will focus on this area to ensure the students know they belong. 9-12: Our high school students feel relatively certain that their basic needs will be met. It is concerning that our they continue to feel a lack of belonging. Our focus will be giving them opportunities to develop ideas and plans any time possible, to increase their sense of belonging and hope. USE: K-5: We will provide more opportunities for choice and risky tasks which provide them with a sense of self-worth and display their abilities. Exhibitions will be focused on spotlighting the relative capabilities of each student. We will lean in to our SEL / Counseling staff to help students trust the systems that are in place to support them in the areas of belonging and hope. 6-8: We will continue our peer connections programs, such as “bigs & littles”. Exhibitions will be focused on spotlighting the relative capabilities of each student. We will lean in to our SEL / Counseling staff to help students trust the systems that are in place to support them in the areas of belonging and hope. 9th-12: We will require 100% participation in our LTI program, which will create opportunities for all students to try new vocational environments and opportunities. Additional High School clubs and sports will be introduced to create additional points of connection based on interest." Met 6/30/2022 2022 14632480000000 Big Pine Unified 6 "The LEA annually administers CHKS (California Healthy Kids Survey) to students grades 5-12, all parents/guardians, and staff. Overall, data indicates that students and parents support the LEA and its programs and 79% agree or strongly agree on positive school safety and connectedness. The LEA will continue to provide mental health, social emotional learning, drug and alcohol education and prevention strategies, and will prioritize community building activities with students and staff that are visible to the greater school community. The LEA will also prioritize greater school communication to parents on their student's academic achievement and growth." Met 6/16/2022 2022 47701850000000 Big Springs Union Elementary 6 "Big Springs Elementary surveyed 100 students in grades 3rd through 8th grade. The results are that 90% of our students surveyed felt safe at school and 93% of the students felt they do interesting activities at school. 94% of students answered that at school, there is a teacher or some other adult that cares about them. According to the survey - 88% of students felt that there is a person at school that listens when they have a concern or problem. According to the results, Big Springs Elementary is a very safe place and students feel connected to the school or school activities. Big Springs Elementary can always look into ways to make school a better place for its students, especially in the area of safety. Big Springs Elementary and its Board of Trustees maintain that safety continues to be a priority in the Local Control Accountability Plan. Barriers that exist is the need for mental health and behavior health services in a small rural school and county. Most educators would strongly agree that social-emotional learning programs can lead to improvement in other areas, such as student achievement, school climate and student behavior. Big Springs staff wants to see that all of its students be successful in their lives, however, with the lack of local resources - it is a challenge to do so. Families have indicated they want our teachers to have greater access to professional development related to SEL practices in the classroom. As a school we have to be careful that our focus in school is not just on achievement, but on growth, and that growth has to include social-emotional learning and not just academic achievement." Met 6/28/2022 2022 27751500118349 Big Sur Charter 6 61% of our parents completed the survey. 100% reported their concerns are taken seriously 100% reported that their children feel physically safe at BSCS 100% reported that their children feel emotional safe at BSCS 100% reported their students look forward to attending BSCS 100% (33 students) of our 5th -8th graders completed the survey All students reported that they are happy to be at BSCS All students reported that their teachers treat them fairly 31 of 33 students reported that they feel safe at BSCS 1 of 33 students reported that they had been bullied at least once Met 6/9/2022 2022 18640890000000 Big Valley Joint Unified 6 "Evidence: The District administers the California Healthy Kids Survey to grades 5, 6-8, and 9-11 in late October/early November, 2021, as specified, and reported the results to its local governing board during the February 16 , 2022 school board meeting and results were posted on the District website for the public and through the local data selection option in the Dashboard. This data appears to show a strength in students' feelings of safety at school, students' feelings of high expectation from adults, students' feelings about caring adults at school. In addition, it shows that our work in positive school culture is having a great effect on the atmosphere of the school as far as connectedness and safety. The areas for growth appear to continue to be the promotion of parent involvement in school. Barriers: Many families live in remote areas of the District. Transportation, cost of fuel, and distance between home and school have been cited for lack of participation for low attendance when activities are scheduled for after school or in the evening. Lack of consistent internet connectivity is another complication identified by families for participation when offered through Zoom or Google Hangout. These are challenges that will need to be further investigated. School Safety 54% of students feel safe at school 96% Student Response Rate This data is from our 2021-22 California Healthy Kids Survey (CHKS)." Met 6/29/2022 2022 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. The Elementary school has work hard developing a PPIS student guided program. A counselor has been added to the Elementary school who conducts weekly lesson on positive behavior. 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. LEA current strength include: 98% of parents indicated that the school encourages parent to partner with school in education their child and 94% feel welcome to participate in school. Parents have indicated they would like more information on how to help their child at home, more information on their expected roll. Parents want to know what they can do to extend learning during breaks from school" Not Met The district has not expelled a student in eight years. The Elementary school was award a purple star for it PBIS program 9/7/2022 2022 49708966085229 Binkley Elementary Charter 6 "After reviewing the Youth Truth Survey, the following metrics were identified as areas of improvement: one for students and one for families. These metrics are now being used in our LCAP goal #2: Students of all cultural and racial backgrounds will indicate feeling more a part of their school community on the Youth Truth Survey. Binkley Elementary Charter's result will indicate 2 percentage points more students reporting as “Yes, very often they feel a part of their school community.” (with an increase in 5% by 23-24 school year) Families will indicate more “Agree” and “Strongly Agree” responses to “My school respects people of different races and ethnicities” on the Youth Truth Survey. Binkley Elementary Charter's result will indicate 2 percentage points more responses in the “Agree/Strongly Agree” responses on the statement that “My school respects people of different: Races or ethnicities”. As action steps we are including: Positive Behavior Interventions and Support training and processes, Site Equity and Inclusion Teams, increased mental health support at our site." Met 6/21/2022 2022 19647331931047 Birmingham Community Charter High 6 "For the last 3 years, BCCHS students in all grades have participated in the Resilience Check-In Mental Health Survey. Some key findings from the survey are: • 97.5% of our students feel safe on our campus • 99.6% of our students feel they have at least one teacher on campus who really cares about them. • 99.6% of our students feel they have at least one teacher who encourages them to do their best. • 99.6% of our students feel they have at least one teacher who listens to them. • 99.2% of our students feel they have at least one teacher who tells them when they do a good job. • 99.5% of our students feel they have at least one teacher who notices when they are not there. • .002% of our students experience strong, bad or scary feelings often or almost always. • .005% of our students hide their feelings of sadness. • .006% of our students hardly ever can control their temper. • 16.5% of students said that they would seek help at school if they needed it. Based on the survey results, nearly all students surveyed feel safe at school and supported and cared for by teachers and other staff members and these are areas of strength. However, as a faculty and a school community, we need to do more to ensure that our students feel comfortable to seek help at school if they need it. Addressing the needs of students experiencing emotional distress is a primary concern and focal point at BCCHS and an identified area of growth since this number has grown significantly over the course of the pandemic. Accordingly, we have 4 psychiatric social workers, one for each grade level, and 12 academic counselors, 3 for each grade level. Having an increased number of PSWs and counselors on staff will assist us as a school community in identifying students sooner who may need be experiencing mental health issues and addressing their needs. We have also added an Academy Period to our schedule this school year to address mindfulness, social and emotional needs and life skills. One of the main goals of this class is to help students to feel more connected to the school and to an adult at the school in order to provide an additional avenue or forum for the student to share issues or concerns or seek help if needed." Not Met 10/25/2022 2022 14766870000000 Bishop Unified 6 "1. According to our Fall 2021 CHKS data: - 54% of 7th, 9th, and 11th graders feel connected to school - 50-64% of 7th, 9th, and 11th graders feel safe or very safe at school 2. One of our main goals as a district is to provide a positive school environment that fosters student engagement and connectedness. Given the results here, we need to review and restructure our strategies to improve in this area. 3. The district is providing professional learning surrounding Positive Behavior Interventions and Supports (PBIS) implementation. Staff were trained in PBIS years ago, and it is time for a refresher to better integrate these strategies and structures into our school systems. Part of this work is focusing in individual relationships with students as well as social emotional learning for students and staff. The district has brought in a TK-12 Social Emotional Learning (SEL) Curriculum, CharacterStrong, to ensure all students receive at least 1 SEL lesson per week. BUSD is partnering with the Inyo County Office of Ed on a mental health grant to staff additional school counselors across the district. In Fall 2022, safety trainings are being provided to all staff, led by local law enforcement and public health officials. Safety trainings include run-hide-fight and lockdown procedures, until help arrives training, and hands-only CPR. Law enforcement will also co-host a parent night for families to discuss school safety." Met 6/13/2022 2022 29102980114314 Bitney Prep High 6 "Data for the section on School Climate comes from the 2021-2022 School Climate Report Card from the California Healthy Kids Survey. Because of Bitney Prep’s small size, the student responses from all grade levels has been aggregated into this report. Key Learnings: In general, students at Bitney Prep feel connected to their school. 84% of students said that the felt connected to their school. This is a 20% improvement from the previously available findings in the 2018 survey. This percentage is also significantly higher than the state average in this category. In the areas of Academic Motivation and Two or Fewer Absences Per Month, Bitney fell below the state averages. This data reflects the fact that many of our students have at risk factors. It also reflects how difficult the last two years it has been for students to stay connected to participating in learning at school. 65% of Bitney’s students felt that they had caring adult relationships. This percentage reflects a drop from the previous survey, but is is still slightly ahead of the statewide numbers. We would like to see this percentage higher as caring relationships lies at the heart of our educational philosophy. 72% of students believe that the school has high expectations for them. This percentage seems to be at odds with the much smaller 33% of students who reproted that they have opportunities for meaningful participation in school. 68% of students have the perception of being safe at school. This is a drop from the previous survey, but is still ahead of the state average. We believe that this data reflects on the difficulty that students had readapting to in-person learning after the extended period of distance learning that most of our students experienced. Low violence indicators for 2021-2022 were positive. 77% of students felt that they had a low chance of being victimized, this was right at the CA state average. 74% of students experienced no harassment. Many students who come to Bitney Prep do so because they have experienced harassment and bullying at their previous schools. Other school climate indicators were also positive. 68% of students felt that the school encouraged their parents to be involved. 87% said that they had no substance use at school. Lastly, 78% of students believed that the school facilities were well maintained." Met "The data for our school climate generally indicated that students had a positive sense of the climate at their school and that they felt safe and comfortable. The information that we have from the CHKS is can not really be disaggregated to reveal more specific information about specific groups of students. There are some other factors that we look to to gain insight into our student population and how the school is serving different groups. Bitney Prep serves a transitive population. 50% of our class of 2022 did not start school at Bitney. We continued to have students transferring into our school in the spring of 2022. We know that it is more difficult for these students to connect to the environment on our campus. We also have a significant of LGBTQ, transgender, non-binary, and transitioning students at our school, approximately 20% of our students. These students generally come to Bitney because they believe that it will be a safe and accepting environment. For the 2022-2023 school year almost 25% of our students will have IEPs. For the first time, during the 2021-2022 school year Bitney Prep had significant therapeutic counseling resources available to non-IEP students. These counselor resources will be maintained with existing funding at least for the next two years." 6/21/2022 2022 35674540000000 Bitterwater-Tully Elementary 6 "The 21-22 school year is the first time that we have conducted the California Healthy Kids Survey. Of the families that participated in the survey, the following highlights: 88% felt school connectedness 85% felt safe at school all of the time 100% have Academic Motivation 100% have Positive Behavior One challenge we have is to get more families participating in the survey. Due to our school size, our results vary year to year. Our LEA is continuing to promote student and family engagement. We plan to continue to offer a variety parent education events to support student learning." Met 6/22/2022 2022 45698800000000 Black Butte Union Elementary 6 "1. DATA: Through reflecting on our Local Climate Survey it is obvious that we need to continue investing in Social-Emotional Learning, Restorative Practices and building a positive and inclusive school culture to help all students feel connected. Although students feel like they have opportunities to be involved in after school activities we know that we can improve our school culture with more activities during the school day now that we don't have as many restrictions due to COVID-19. Students expressed that their teachers are caring, spend time to help them, and treat them with respect but many students feel like their peers are not treating one another kindly. Most parents in our survey feel like their child is care about and respected, kept informed about their child's academic progress and behavior but they believe that the rigor of education should increase. 2. Using our local survey data, we learned that the staff, students and parents believe we have the following strengths: Our staff believe that teachers feel well prepared through professional development and curriculum materials. Students feel supported and encouraged by their teachers. Parents believe that they are kept well informed about their child's behavior and progress. Using our local survey data, we learned that the staff, students and parents believe we need to improve the following: We need to return to family engagement events and increase the rigor of our academic offerings. A focus on attendance needs to continue as students are unable to grow without being at school. Continue to provide professional development to be better trained in NGSS and potentially looking at providing CTE opportunities. 3. We have added a full-time behavior technician and a PE teacher, and retained our full-time counselor and our social-emotional curriculum, formed a Student Success Team to provide weekly monitoring and interventions for academics, physical health, mental health, behavior and speech to the LCAP to improve support students’ social, emotional, and physical needs, behavioral problems can be avoided and academic performance improves." Met 6/21/2022 2022 09737830000000 Black Oak Mine Unified 6 "School Connectedness and Attendance The 23- 24 LCAP Goal 1 states: Ensure all school sites have safe, welcoming and inclusive climates for all students and their families, so that all students are in their classes ready to learn. BOMUSD annually reviews progress toward the desired outcome of increasing student safety and school connectedness as it relates to chronic absenteeism and social emotional safety and learning.The metric we use to collect data is the California Healthy Kids and data collected by our Family and Schools Together Team. This year Black Oak mine was awarded grants based on data that suggested more community support would be beneficial in the areas of Social Emotional Learning, Positive Behavior and Intervention, and creating equity in regards to accessing resources across our community and county. Black Oak Mine is distinguished in that it has been identified as a Community School Partner for El Dorado County in part because our FAST program has made strong connections for our students and families. As such the grants we received: California Schools Community Partnership Program, the California Social Emotional Community of Practice and the Learning Communities for School Success Program align with our LCAP to reduce truancy, expand services for unduplicated pupils, provide equity and access by removing barriers that impede access to support and finally establish academic, behavioral and social emotional learning environments for all students. All of these actions continue to build and reflect on the data from the California Healthy Kids Survey that denotes an improvement in grades 6-12 in regards to feeling safe and connected at school. Each grant brings forward the opportunity to use additional metrics to measure progress toward this LCAP Goal 1 and inform the continuous improvement process." Not Met 9/22/2022 2022 43693936046510 Blackford Elementary 6 "Survey Administration and Measurement: In 2021.2022, CUSD administered a Student Engagement Survey to students in grades 3-8. The statements below were used to measure student perception of school climate across CUSD campuses using a five-point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree): I feel safe at my school School rules are fair My school is clean Students are nice to each other at my school I like going to my school each day CUSD will use the baseline results from the Student Engagement Survey to determine desired outcome for Top Box scores (percent of students reporting 5 'Strongly Agree') in 2022.2023, with a goal of achieving an Overall Mean of 4.5 for questions by 2023.2024. Winter 2022 Survey Results: The Overall Mean (average) and Top Box scores for each of the selected questions are reported below. Overall Mean and Top Box by Question (January - February 2022) I feel safe at my school: 3.8; 27.44% School rules are fair: 3.68; 23.36% My school is clean: 3.21; 11.39% Students are nice to each other at my school: 3.20; 12.36% I like going to my school each day: 3.63; 29.97% Number of Responses: 2641 “I feel safe at my school” was the highest rated, with four schools with a Mean of 4.0 or higher, and five schools with a Mean of 3.8 to 3.9. Ratings were lower for, “My school is clean” and, “Students are nice to each other at my school” with no schools reporting a Mean of 4 or higher. Generally, elementary school ratings were higher than those from 6-8 and K-8 sites. Decisions, Actions, and Next Steps: Student Engagement Survey data was shared with site administrators in March 2022, and schools reviewed results and discussed next steps. In April 2022, CUSD results were shared with staff as part of the Superintendent’s share out on themes from the staff, community, and student surveys. In this session, staff had the opportunity to provide input on how to address opportunities for improvement. In 2021.2022, CUSD professional development for schools and staff focused on Multi-Tiered Systems of Support (MTSS) and Tier 1 interventions with an emphasis on Social-Emotional well-being, including trainings on Insights to Behavior, Zones of Regulation, Character Strong, 4Cs, and Behavior Bootcamp. For 2022.2023, schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on student kindness and peer interaction, and each school has developed a Fall plan that includes school-wide strategies for Social Emotional Learning. We continue to fund a Behavior Specialist to support all schools." Met 6/23/2022 2022 42691120000000 Blochman Union Elementary 6 "Teachers have been receiving training 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 has added a .5 FTE, in-house school psychologist and has implemented a PBIS system to help address student mental health and behavioral issues. Students in grades 6 - 8 were surveyed during the school year. Of those surveyed, 97% feel that students are generally respectful of each other and 86% feel that there are people who care about them." Met 6/16/2022 2022 12627030000000 Blue Lake Union Elementary 6 "We sent out a school climate survey to the families, community, staff, and students. The data is shared below. We also use California Healthy Kids Survey. Each year, we use the data to reflect on our practices. This survey demonstrates that we are doing well in most areas and can continue to improve increased family participation, staff feeling fully supported, and students feeling connected to the school. School Climate – Family/Community School Survey Teachers go out of their way to help students. Strongly disagree 0 Disagree 6% Neither disagree or agree 3% Agree 27% Strongly Agree 64% Parents feel welcome to participate in school activities when they are available. Strongly disagree 0 Disagree 10% Neither disagree or agree 7% Agree 35% Strongly Agree 47% School staff are responsive Strongly disagree 0 Disagree 2% Neither disagree or agree 6% Agree 28% Strongly Agree 61% School Climate – Staff School Survey Students feel safe and connected to the school. Strongly disagree 0 Disagree 0% Neither disagree or agree 21 Agree 37% Strongly Agree 42% Staff feel supported by our school. Strongly disagree 0 Disagree 5% Neither disagree or agree 16% Agree 42% Strongly Agree 37% The school provides supports that help students to be academically successful. Strongly disagree 0% Disagree 0% Neither disagree or agree 0% Agree 38% Strongly Agree 62% School Climate – Student School Survey Do you like school? No, never 5.3% Yes, some of the time 38.9% Yes, most of the time 44.2% Yes, all of the time 11.6% Do you feel close to people at school? No, never 9.5% Yes, some of the time 34.7% Yes, most of the time 40% Yes, all of the time 15.8% Do you feel like you are part of the school? No, never 9.5% Yes, some of the time 24.2% Yes, most of the time 29.5% Yes, all of the time 36.8% Do teachers treat students fairly at school? No, never 3.2% Yes, some of the time 16.8% Yes, most of the time 24.2% Yes, all of the time 55.8% I feel safe in my school No, never 2.1% Yes, some of the time 4.2% Yes, most of the time 35.8% Yes, all of the time 57.9%" Met 6/22/2022 2022 54105460135459 Blue Oak Academy 6 "During the 2021-2022 school year, Blue Oak Academy used a local organization climate survey in which 143 parents participated. The parent survey was aligned to meeting the goals outlined in BOA's LCAP. This survey offered an effective means to gather input and information from parents related to school site decision-making and goals. Parents of children at all grade levels were given the opportunity to participate in this survey. The questions are aligned to the LCAP state priorities. Parents felt comfortable providing feedback related to multiple areas such as school cultural building activities, academic instruction and social and emotional learning. The following data was collected: 1. 95% of parents agree the school hires and retains highly qualified staff. 2. 93% of parents agree the school keeps school facilities well maintained. 3. 99% of parents agree the school provides quality instruction for students. 4. 90% of parents agree the school provides quality instruction for gifted learners. 5. 97% of parents agree the school provides quality instruction for English Language Learners (ELLs). 6. 95% of parents agree the school encourages parental involvement. 7. 98% of parents agree the school provides quality feedback pertaining to students' academic progress. 8. 91% of parents agree that they are satisfied with student(s) academic progress and achievement. 9. 99% of parents agree the school engages students in positive activities that lead to academic success. 10. 98% of parents agree the school offers students sufficient extra and co curricular activities. 11. 95% of parents agree the students and staff are safe at school. 12. 94% of parents agree that students are satisfied with their school on a daily basis. 13. 95% of parents agree the school has broad course offerings in both core subjects and enrichment opportunities. 14. 97% of parents agree the school supports students' character and moral development." Met 6/23/2022 2022 15636280134312 Blue Ridge Academy 6 "Blue Ridge Academy’s recent Local Climate survey results (2021-22 school year) indicated an increase in student participation and responses by more than 3.75% and for parents by more than 2.5% with a total of 839 responses; parents (459), students (229), and staff (151). Additionally, 89.7% of parents and 85% of students surveyed felt that they or their students feel safe and connected to the school. Based on the data from surveys from our educational partners and academic outcomes, we have determined that continued guidance and support for our homeschool families is needed to further help our staff and families to foster student achievement and ensure academic learning goals are being met. For example, based on our 2021-22 school climate survey, 48.7% of our families reported they felt they needed more training to help them further link their teaching to the standards and they wanted more professional development. As a result, Blue Ridge Academy is actively working on increasing educational partner training. The Parent Information Center serves as a “go-to” location for resources, events, and department-specific events taking place throughout the school year. Both parents and staff now have the ability to access the info center and retrieve the information together to ensure all educational partners are informed. Based on our data analysis, Blue Ridge Academy maintained 0% in the area of student suspension and student expulsion in 2020-2021 and 2021-2022 school years. We continue to plan to develop early intervention supports for students beyond academic needs, and expand social emotional and behavioral support and strategies through our pupil services department. By developing awareness and professional opportunities in this area for students, parents/families, and staff, we have continued to build a culture of support so all of our educational partners feel safe and supported. The majority of families reported that Blue Ridge Academy is a safe and supportive environment for their students and many felt that their children were excelling in the learning environment with support of their homeschool teachers and other various Blue Ridge staff. 98% of families surveyed feel they are positively supported by a high quality teacher. Due to the unique independent study model and nonclassroom-based learning that Blue Ridge provides, families felt that the individual needs of their students were being met and supported. For example, we provide instructional planning to our families to allow opportunities for curriculum and enrichment where 86% of our families reported that they use their instructional funding toward curriculum and technology to enhance instruction Family-led field trips now allow opportunities for chaperone tickets to be purchased with student planning amounts as well as increased opportunities to add to limited exhibits at museums, botanical gardens, and other educational destinations." Not Met 10/25/2022 2022 47701930000000 Bogus Elementary 6 "Each year the LEA administers a local survey to all students grades K-8. In March of 2021 this survey was administered and the findings were as follows: 72% agree or strongly agree to the statement ""I feel connected to the school and my classmates."" 94.4% of students agree or strongly agree to the statement "" I feel safe at school."" The lowest score was 16% of students agree or strongly agree to the statement ""I help decided school activities."" Therefore that will be our focus in the coming years, giving students more of a voice in the activities they are involved in." Not Met 9/13/2022 2022 19643290000000 Bonita Unified 6 "To assess the climates on our campuses, Bonita Unified surveys students using the Panorama survey system. Overall results from this survey showed the following: Grades 3-5 Student Safety 70% Sense of Belonging 68% Grades 6-8 Student Safety 61% Sense of Belonging 51% Grades 9-12 Student Safety 57% Sense of Belonging 36% For our students in the 6-12 grade span, these percentages reflect lower than desired levels of engagement and belonging. The results of the needs assessment show that the district needs to continue to create systems to increase the engagement of EL, FY and LI students in the academic and social life on school campuses. Accordingly, BUSD will continue to provide (and increase) our mental health support team of mental health support specialists, school counselors, school psychologists, and foster liaisons with behavior technicians to explore strategies and provide support to students to ameliorate the behavior leading to suspensions, and the lower engagement, lower sense of belonging and feelings of anxiety of our EL, LI and FY populations." Met 6/15/2022 2022 44697320000000 Bonny Doon Union Elementary 6 "Our students are surveyed annually. Survey data from last spring shows that students across the grade-levels like school (93%). 100% of our K-3 students report comfort talking with a teacher or yard duty when they have a problem at recess. 89% of students report they are comfortable speaking with the principal. 97% of our students report that they ""know what to do if [they] see teasing or bullying, with 82% of our 3rd-6th grade students reporting that ""students at school respect other students. Overall, our students are extremely positive about their school experience. As we review this data, staff have made some decisions to continue making school a safe place to learn and play. All classrooms have dedicated time for mindfulness activities, social and emotional learning is embedded in in our academic work, we have added lunch time play groups to support healthy social interactions, and our library is a safe, quiet place for students." Not Met 10/20/2022 2022 37768510000000 Bonsall Unified 6 "Bonsall Unified School District administers the California Healthy Kids Survey (CHKS) to its 5th, 7th, 9th, and 11th grade students every other year. The survey is an anonymous confidential survey of school climate and safety, student wellness, and youth resiliency. CA Healthy Kids Survey (CHKS) - 2020-2021 Report for Bonsall Unified School District: Overall, 59% of students feel connected to school. 69% of students expressed feeling a sense of safety at school. At the elementary level, a high number, 81% of students, state they are academically motivated. 72% feel that there is a caring adult at school and 67% of students indicated that there are social and emotional supports available to them. Only 35% of elementary students expressed that they feel they are meaningfully participating in school. At the secondary level, 53% expressed feeling connected to school. 54% state they are academically motivated. 57% feel there is a caring adult at school. Only 20% of secondary students expressed that they feel they are meaningfully participating in school. While feelings of safety at school have improved, school connectedness and perceptions of meaningful participation saw a slight decline as compared to the 2019 results. BUSD will continue to focus on social emotional learning through emphasizing caring relationships with adults, trauma-informed practices, and positive behavior systems. Bonsall Unified School District (BUSD) will address the needs of students through the implementation of a Multi- Tiered System of Support (MTSS), which is a proactive and preventative framework that integrates data and instruction to maximize student achievement and support students’ social, emotional, and behavioral needs. As part of this framework, BUSD will continue to focus on restorative practices and Trauma Informed Practices (TIPs) training. In addition to administering the California Healthy Kids Survey, BUSD will be utilizing Panorama software to survey students, staff, and families. These surveys, which will be administered several times per year, will provide individualized data to inform improvements in academic, social, and emotional learning district-wide." Met 6/29/2022 2022 37679830000000 Borrego Springs Unified 6 The LEA alternates between the CHKS and local surveys to obtain data for the LCAP. Data is reported in the annual update. Met 6/30/2022 2022 37679910140558 Bostonia Global 6 "To ensure daily support, across all K-11 grade levels, Bostonia Global is implementing the Advisory model with a primary focus on our pillars of excellence. Consistent lessons are being provided across grade levels to ensure consistency in language and approach to provide a welcoming and academic culture. As part of the New Venture Grant, Bostonia Global will be implementing the Kelvin survey three times per year. In addition to quantitative data, we are gathering qualitative data via student focus groups on an every six week basis. These data are being used to fine tune Advisory lessons to ensure implementation fidelity and improvement across all grade levels. For annual measurements, 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 2021-22 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 5-10 at all Cajon Valley Sites. The key findings from the 2021-2022 Gallup Survey come from two domains; Engagement and Belonging. These domains align to safety and connectedness as they assess students’ involvement in and enthusiasm for school, and feeling accepted and included as part of the school. Based on the 21-22 data, an area of celebration is in the Engagement domain. The majority (86%) of students agree or strongly agree with the statement, “I have a best friend at school”, indicating a high degree of connectedness with peers. In addition, 70% of students agree/strongly agree with the statement “I feel safe at school”, and 69% of students agree/strongly agree with the statement, “The adults at my school care about me.” Although both of these metrics are similar to the Gallup Student Poll Database average, they both showed decreases from the prior year. Based on the 21-22 data, we see a need for more inquiry and possible improvement around the Belonging domain. We found that only 59% of students agree/strongly agree with the statement “I feel like I belong at my school.” Although we are able to use this data to drive conversations, due to the anonymity of the assessment, we are unable to disaggregate the results by student group. According to the 21-22 California Healthy Kids Survey, the majority of 7th grade and 5th grade students feel a high or moderate level of school connectedness, academic motivation and can identify caring adults at school. 64% of 7th grade students feel connected to school while 75% of 5th grade students feel connected to school. When disaggregated by gender, there is no significant difference. When disaggregated by subgroup, the percentage of high connectedness varied." Met "Based on this data, Bostonia Global’s emphasis is to integrate socio-emotional learning throughout all programs to ensure consistency and support throughout the school day and avoid SEL being isolated to a single point in time. As such, the goal of our Advisory model is to ensure that all students have the opportunity to be happy, engaged in healthy relationships, and on the pathway to gainful employment." 6/27/2022 2022 34674396033799 Bowling Green Elementary 6 2021-22 Spring School Climate Results: 35% students responded Strongly Positive 37% students responded Positive 26% students responded Negative Key: Strongly Positive: 75% or greater of student responses are one of the top two most positive answers for each question. Positive: When over 50% to 74% of student responses are one of the top two most positive answers for each question. Negative: When 26% - 50% of student responses are one of the top two most positive answers for each question. Met 6/23/2022 2022 27659790000000 Bradley Union Elementary 6 "Data: Bradley USD used the Measurable Results Assessment (MRA) by Franklin Covey that is part of the Leader in Me program to survey school climate. 100% of students 3rd grade through 8th grade took this survey in April 2022. The MRA is given to students, staff, and parents. The district had 44% of parents participate and 100% of staff participate, along with the students. It measures attitudes towards School Leadership, Culture, and Academics. The overall score was a 63 on a scale of 100 on this survey. Meaning: Two areas in school culture where students scored low were in Student Empowerment (53, Needs Improvement) and School Belonging (48, Not Effective). These areas show that students do not have a sense of connectedness with the school community or feel that people at school care about and understand them. USE: Bradley School is using this data to increase the connectedness students feel at school through giving students more of a voice on campus by planning events at lunch and themed dress-up days. Parents are also holding day-time events on campus once or twice a trimester to build community with students, families, and community members." Met 6/7/2022 2022 13630730000000 Brawley Elementary 6 "BESD administered the CHKS to 5th grade (349) and 7th grade (389) students. The data is as follows: 5th Graders / 7th Graders: School Connectedness (In-Person): 63% / 51% School Connectedness (Remote): 68% / 57% Academic Motivation: 77% / 65% High Expectation (Adults): 81% / 67% Caring Adults in School: 62% / 51% Meaningful Participation at School: 35% / 18% Parent Involvement in Schooling: 35% / 48% Feel Safe at School: 67% / 50% BESD saw a decrease in scores from 20-21 (distance learning) to 21-22 (in-person). We also saw an increase in social-emotional needs of students. All sites increased social-emotional classroom supports and through the LCAP development process, the district added an additional Behavioral Specialist. Our SEL Team is working together to provide staff with tools to teach students how to monitor their emotions and to choose strategies that will help them self-regulate. We will continue to strengthen our PBIS program at each site, incorporating restorative practices. The area that was most concerning to us is ""Meaningful Participation at School"". As a result of the low score, we are looking closely at the ""task"" during a lesson. What are students doing and how are they engaging in the lesson? When meaningful engagement increases, chronic absenteeism and behavioral issues decrease. Our focus this year is ""Equity for Each Student"". Administrators are engaging in ongoing professional development in the area of equitable practices in order to support their staff in this area." Met 6/28/2022 2022 13630810000000 Brawley Union High 6 "Students feel relatively safe at school with over 60% of students as a whole feeling safe or very safe at school. Self-reporting, 75% of students didn't miss school and those that did stated they either didn't get enough sleep or were ill (8%). Conversely less than 40% of students feel as though there is meaningful participation at school. The district's strength is making students feel as though their campuses are safe places to learn and interact with their peers. An area of growth is to make sure the content being taught is presented in a way that is meaningful to the students. This way students find the relevance in what they are learning and will hopefully become more engaged. I order to improve upon these survey results, the district is committed to providing professional learning opportunities to teachers in their content areas in order to gain the skills and strategies to engage students in the lesson and skill being taught." Met The district is committed to fully implementing a Multi-tiered System of Support (MTSS) to include Positive Behavior Interventions and Supports (PBIS). The LEA is rewarding students for good behavior and for making good choices throughout the school day. The focus is on what the students are doing right and will continue to do positively in the future. 6/29/2022 2022 30664490000000 Brea-Olinda Unified 6 "This year, BOUSD broadened efforts to engage with, and create authentic opportunities for educational partners to to share their feedback on the goals, actions and overall function of our district as related to the development of our 2022-2023 LCAP. Educational partners were offered numerous opportunities to provide targeted feedback via parent forums, parent education nights, formal and informal meetings with site and district leadership, surveys, Parent Involvement committees and more. A call to action was announced via social media, parent messenger, and principal newsletters, encouraging parents to share their feedback on our LCAP survey, and a link to our LCAP Parent Survey has been added to our district website for added accessibility. Parents, students and staff members participated in the 2021-2022 California Healthy Kids Survey (CHKS), which gave educational partners the opportunity to provide feedback on a wide range of issues ranging from student social and emotional health, along with feedback directly aligned to the prioritization of LCAP goals and actions. Certificated and classified staff members also participated in surveys that addressed climate and culture at sites, and had space to share feedback via various in-person meetings and settings with leadership. Students also shared their experiences via the CHKS. The Educational Services Department also met with student groups at every site to gather in-person feedback from students, and to hold space for discussions about what mattered most from the student perspective. Our students were extremely brave and honest about areas of strength, and areas of growth, and provided us with firsthand experiential feedback that was incredibly insightful. Survey results reflected strong feelings of safety, connectedness and satisfaction amongst all of our educational partner groups. However, the one things each group (parent, student and certificated/classified staff) had in common was an expressed need for increased social and emotional support for students, and a need for increased support staff and personnel to put this into action. In response, BOUSD has hired additional support staff to support these efforts, and has been intentional in efforts to accelerate efforts to increase social emotional services for students at every site. Social Emotional wellness and Mental Health is a mission critical component of every students’ educational journey. BOUSD remains responsive and ready to provide comprehensive support in this area, in order to give our students the best learning experience possible." Met 6/9/2022 2022 07616550000000 Brentwood Union Elementary 6 "Data: BUSD chose to use the CA Healthy Kids Survey (CHKS) to report on Priority 6. 2020-2021 CHKS Grade 5 Grade 7 School connectedness (agree or strongly agree) 73% 56% School perceived as very safe or safe 81% 53% Meaning: A review of the data indicates that 73% of students in grade 5 and 56% of students in grade 7 have a high connectedness to school. In fifth grade 81% of students feel safe at school and 53% of seventh grade students perceive school safe or very safe. These numbers demonstrate a significant percentage of students (with a lower percentage for middle school) who feel safe at school. For school connectedness and school perception of safety, data is not available by race. Data is available for race in 7th grade in many other areas. A review of this data specifically related to school engagement shows a range of percentages. It should be noted that the 'White' and 'Hispanic/LatinX' groups are most likely to be represented with lower percentages of students. Use: -BUSD is implementing the following actions as result of the data: -Implementation of Say Something App (an anonymous reporting system) -Increased counseling support groups -PD on Equity, Inclusion, & Belonging -PD on Trauma Informed Practice -Site leadership focused on character education and advisory programs (based on data analysis)" Not Met 10/26/2022 2022 05615560000000 Bret Harte Union High 6 "DATA: The data reviewed is from the 2021/22 California Health Kids Survey (CHKS). This survey was given to 148 9th grade students and 114 11th grade students. Overall, the results reveal our students are feeling supported, engaged, and connected on our campus. Students are reporting an increase in feelings of chronic sadness/hopelessness and have considered suicide. In addition, it appears that the data reflects that use of electronic cigarettes is on the rise. MEANING: The majority of students report having caring relationships with adults on campus, are connected to school and feel they have high expectations for and from schools. This trend in the data has been compared to the nationwide data from the Center of Disease Control validating this disturbing rise. USE: Bret Harte High School will continue to work with a full time School Resource Officer that provides assistance and support to those students smoking and/or using alcohol and/or drugs along with overall safety on campus. Diversion groups and Tobacco Cessation groups are offered and cofacilitated by our School Nurse, School Counselor, Drug & Alcohol Counselor and School Resource Officer. In addition, vaping detection devices have been installed in the boys/girls restrooms this year to monitor and address the rise in electronic cigarettes. A Wellness room, staff by a dedicated Wellness Coordinator, has been established this year to provide support for students with both acute and chronic social-emotional needs. Additionally, a Wellness Team will be meeting weekly to discuss School Issues and plan for Social-Emotional Events. School Connectivity will be a key area of focus with assemblies and activities specifically designed to support the mental health of students and the community." Not Met 9/12/2022 2022 56105610121756 BRIDGES Charter 6 "Bridges Charter School assesses school climate through a Universal Monitoring tool twice annually with students in grades 3-8. We also assess school climate through the California Healthy Kids Survey, through parent surveys, and through staff surveys in the annual 360 degree CEO Evaluation. We use this data to select students for intervention, and to help shape policies and decisions at our school. Results of our student surveys indicate a positive school culture, particularly in comparison to local schools when using the California Healthy Kids survey as a monitoring tool. We track and monitor the trends in student wellbeing and school culture in our LCAP. Of the 114 students surveyed using our Universal Monitoring survey across measures that we determined important for assessing the wellbeing of students, the mean score for students is listed below. Gratitude 4.82/6 Optimism 4.31/6 Zest 3.81/6 Persistence 4.72/6 Total CoVitality 4.41/6 Prosocial Behavior 5.09/6 On our California Healthy Kids Survey (2022), the following results are tracked for 5th and 8th grade students to indicate the local health of our climate: In 5th Grade: I feel safe at school: 92% Grownups at the school treat each other with respect: 100% Students know what the rules are: 100% Our school teaches students to understand how other students think and feel: 96% School helps students feel responsible for the way they act: 92% School teaches students how to love and care for one another: 100% In 7th Grade: I feel safe at this school: 92% My school is usually clean and tidy: 78% Teachers at this school communicate with parents about what students are expected to learn: 100% Parents feel welcomed to participate: 78% School takes parent concerns seriously: 78% I try hard to make sure that I am good at my school work: 88% There is a teacher or another adult who truly cares about me: 92% From these survey results, we have identified ways to improve our social and emotional support programs including providing push-in classroom support for our general education students that is guided by our school psychologist and school counselor. Further, we have identified students in need of interventions including counseling or additional adult supports." Met 6/13/2022 2022 19101990140798 Bridges Preparatory Academy 6 Bridges Preparatory Academy administered the CA Healthy Kids Survey to all students in the area of key indicators of school climate. The following is a summary of the key indicators and percentage of favorable responses: Grade 6 responses: (95% participation rate) - 44% School Connectedness - 71% Academically Motivated - 53% There are caring adults at the school - 63% The adults at the school have high expectations of students - 50% Feel safe at school Grade 7 responses: (100% Participation Rate) - 30% School Connectedness - 70% Academically Motivated - 42% There are caring adults at the school - 58% The adults at the school have high expectations of students - 36% Feel safe at school Grade 8 responses: (100% Participation Rate) - 65% School Connectedness - 68% Academically Motivated - 78% There are caring adults at the school - 89% The adults at the school have high expectations of students - 79% Feel safe at school Met 6/30/2022 2022 56724470000000 Briggs Elementary 6 "The California Healthy Kids Survey (CHKS) was administered to all students in grades 5, and 7 in 2021-2022. The district chose to focus on School Climate. Students in grades 5 and 7 answered a series of questions related to school climate such as school connectedness, academic motivation, absences, caring adult relationships, high expectations, meaningful participation, and perceived school safety. Student averages in both grade levels exceed state averages in the areas of: school connectedness, academic motivation, caring adult relationships, and high expectations. There remains a perceived school safety issue amongst both fifth and seventh graders. An analysis of the data validates the need to increase school counselors, mental health services, and support for the 2022-2023 school year. The data also supports the district’s LCAP goal to ensure a welcoming, safe, and efficient school climate for students, parents, and staff." Met 6/9/2022 2022 41688740000000 Brisbane Elementary 6 "Brisbane School District was pleased with climate survey results for students and staff. Sample data includes: 70% of students felt safe at school; 72% of students reported they received 'quite a bit' or 'a huge amount' of support from adults at school; 64% of students agreed that they are happy at school. After the uncertainty of the last few years, we believe that students were overwhelming happy to be back in their classrooms and with peers. School is seen as a safe place to be, where students and staff are supported and encouraged to grow. The Brisbane School District is constantly looking at ways to improve student and staff mental health and well-being. More information on these endeavors can be found in our Local Control Accountability Plan." Met 6/15/2022 2022 51713570000000 Brittan Elementary 6 "Data: Surveys were given to students, TK-8th grade, April 2022 and the results indicated that 96% of our students feel our school is safe, clean and a positive place to be. 93% of the students enjoy coming to school, being part of their class, feel that their teacher wants them to be successful and is willing to help whenever they need it. Some of the recommendations were longer recess time, PE classes in the lower grades, more shade areas and trees around campus. Meaning: The data collected from the surveys indicate that Brittan is meeting the needs of our students. Our strengths can be summed up as students feel safe, health and valued across grade levels. They enjoy coming to school and know that their teachers are there for them when they need assistance. Challenges for the 2022-2023 school year will be trying to add a PE schedule to the lower grades, and providing shade options around campus. It is the goal of the District to try and meet those needs during the 2022-2023 school year. Use: The LEA is currently looking into options for shade structures, and is working with different landscaping options to acquire more trees being planted around campus. In addition to improvements are campus, we will be looking at PE programs at other sites and talking with our intermediate (4th-6th) grade level team to see how they work PE into their daily schedule. Through vertical grade level collaboration time between 2nd-6th grade, we will hopefully be able to begin offering a set PE program for the students. As a result, we will be able to achieve some of our goals." Met 6/28/2022 2022 37681630139402 Brookfield Engineering Science Technology Academy 6 "In the 20-21 school year BEST Academy administered a survey to all parents and families to gather input to inform and evaluate stakeholder engagement. Stakeholders were very supportive of school initiatives to engage and support parents and families in student instruction and school decision making. Parents and families had many suggestions as to how to improve school services and support. Administration studies the feedback collected by such surveys carefully and reports findings and trends to the LEA Board during the LCAP development process. The most common trend in the feedback was a request for additional support for individual students and families in navigating core and supplemental curriculum and to monitor student achievement. This led the Administration to create specific staff positions to support individual families and help to define the expectations and responsibilities for these positions. For the coming 21-22 school year, BEST Academy will continue to implement a similar Parent and Family Engagement Survey. In addition, BEST Academy will begin to implement a student climate survey at least every other year." Met 6/22/2022 2022 51713650000000 Browns Elementary 6 "Data: A local climate survey was given to students in grades four through eight that provided a valid measure of school safety and connectedness. The results of this survey were shared with staff, the Site Council/LCAP Advisory group and used in developing the 2022/23 LCAP. Findings from this survey indicate that 76.4% of students usually feel safe at school and 23.6% sometimes feel safe at school; 98.2% say they get the support they need from staff to be successful at school; and only 7% of students say they don’t feel connected to the school. More students identified bullying as a problem (Usually 16.1%, Sometimes 50%, Never 33.9% in 2022 compared to Usually 8.8%, Sometimes 23.5%, Never 67.6% in 2021). Ninety-five percent of the students have activities at school they enjoy participating in. Meaning: Spring 2022 local student survey results indicate that the school has created an engaging, supportive, safe environment. There is a strong connection between the students and the staff/school. Students who reported feeling unsafe at school often cited Covid-related issues that should diminish over time. We have been faced with the challenge of a decrease in “student” behavior and have worked to return to the structure of school with established, consistent rules and consequences. We are also dealing with some poorly developed social skills that we believe has contributed to increased bullying. Use: LCAP Goal 2, Create a safe and healthy environment in which staff, students, and families will be engaged, connected, and active participants in the school community, is designed to address our students’ need for a safe, engaging school environment and support to address their well-being. Expected outcomes are to increase the percentage of students usually feeling safe at school to 85% and decrease bullying to 10% or less. To achieve this goal, actions and services include the implementation of an anti-bullying curriculum, holding monthly assemblies on character traits, and ensuring a safe well-maintained facility." Met 6/16/2022 2022 09618380000000 Buckeye Union Elementary 6 "The results of the 5th-grade climate survey indicate that 1) Ninety-three percent of students feel safe at their school sites. 2) Ninety-one percent of students report having positive relationships with teachers and other adults at their site. 3) Ninety-six percent of students enjoy coming to school to see friends. The results of the 7th-grade climate survey indicate that 1) Ninety-one percent of students feel safe at school. 2) Ninety-one percent of students report having positive relationships with teachers and other adults at their site. 3) Ninety-six percent of students enjoy coming to school to see friends. In recent years, the District and its sites have focused on social-emotional learning, positive behavior strategies, and classroom engagement strategies. Returning to these topics with frequency will be necessary in order to maintain a positive school climate at each site." Met 6/29/2022 2022 09618380137919 Buckeye Union Mandarin Immersion Charter 6 "The results of the 4th-grade climate survey indicate that 1) One hundred percent of students feel safe at their school site. 2) One hundred percent of students report having positive relationships with teachers and other adults at their site. 3) One hundred percent of students enjoy coming to school to see friends. In recent years, our site has focused on social-emotional learning, positive behavior strategies, and classroom engagement strategies. Returning to these topics with frequency will be necessary in order to maintain a positive school climate across the school." Met 6/29/2022 2022 48705734830113 Buckingham Collegiate Charter Academy 6 "On the bi-annual California Healthy Kids Survey administered in the 2021-2022 school year, we saw an increase in the percentage of 9th and 11th graders who report feeling connected to school (from 57% to 65% in grade 9 and from 49% to 61% in grade 11). Additionally, we saw an increase in the percentage of 9th and 11th graders feeling safe at school (per the CA Healthy Kids Survey) with an increase from 57% to 72% in grade 9 and an increase from 55% to 62% in grade 11. This data indicates that while the majority of our students do feel safe and connected, that our gradae 9 students are feeling more connected and safer than our grade 11 students. This may partly be the result of frequent events and supports being implemented for freshmen since it is an important time of transition (such as Freshmen Forum events). For the 22-23 school year, are planning a school-wide event that we believe we will help our students feel more connected to school. We are also continuing to offer a wide variety of extra-curricular opportunities and encouraging our students to become involved." Met 6/2/2022 2022 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 2020-2021, we administered the CAHKS and Staff Survey in November. We also updated our Parent Survey in order to be more relevant with our current programs. We utilize the results of these surveys to update our Single Plans for Student Achievement and LCAP. -This year the district tracked an additional administration of student staff and community surveys to gain insight into social/emotional learning and student well-being. The results of these surveys are shared and analyzed with the Board of Trustees, School Site Council, faculties and other leadership teams and the results are used to make informed decisions about the schools' programs. The district continues to work on the social and emotional development of our students. In order to do so, the district is the third year of implementing a district-wide curriculum called Second Step. A multiyear staff development initiative through the work of Dr. Brackett and the RULER Initiative continues into a third year and schoolwide implementation. The district empoys a school counselor full-time in order to work with more students in a group setting. We also have lunch clubs at the middle school that focus on kindness and friendship. The district, will 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 implementing MTSS, we continue to provide high quality interventions for all students in need. A three-year analysis of disaggregated parent survey results indicate that overall communications are improving and satisfaction in the schools’ academic programs remains high. One key area that both schools continue to strengthen is student input in their educational programs. We continually seek ways for students to contribute their thoughts and ideas for how to improve both school sites and become active stakeholders in their education and schools." Met 6/15/2022 2022 30664560000000 Buena Park Elementary 6 "Local Climate Survey Summary Beginning in fall of 2021, the Buena Park School District (BPSD) began using Panorama to measure social-emotional learning, student competency and well-being measures. Students were given the survey two times during the 2021-2022 school year. One aspect of the survey focused on supportive relationships. Students' perception of being supported increased by 4% overall from the beginning to the end of the school year. When asked specifically if they felt supported by a teacher or other adult at school, 75% said they did – an increase of 6%. This will be a continued area of focus in the 2021-2022 school year as we return to full-time in-person instruction. The District implemented strict Covid safety guidelines for the safety of students and staff. Parents were surveyed multiple times throughout the school year to gauge their feelings with the safety protocols enacted. Parents were always given the option to have students remain in distance learning or return to in-person instruction as they felt it was appropriate for their child. The Buena Park School District implemented a Multi-Tiered System of Supports (MTSS) that aligns academic, behavioral, and social-emotional learning in an integrated system of support. The District’s MTSS approach supports all student needs including those highlighted by the California Healthy Kids Survey. The District also utilizes first-best instruction and tiered interventions are delivered using researched-based Universal Design for Learning (UDL) instructional strategies. Additions to interventions include using i-Ready Reading and Math, our universal screener, a continued partnership with Orange County Health Care Agency for additional counseling and wrap around support, and a grant from the Department of Justice aimed at vaping and tobacco use, which will fund a school resource officer as well as vape-detecting devices throughout the District." Met 6/27/2022 2022 54718290000000 Buena Vista Elementary 6 "The fifth through eighth grade students took the California Healthy Kids Survey in the Spring of the 2021-22 school year. This survey covers many areas of our student's lives, from motivation to work at school to happiness in their life in general. While the high majority of our students feel motivated and stable in their lives, there are some students that need support. One of the first things we can do is provide our students a sense of connectedness and a place where they feel comfortable to ask for help. In ""School Connectedness"" -- 82% of students either agree of strongly agree that they connected. ""I feel close to people at/from this school"" -- 95% of students either agree of strongly agree ""I am happy with/to be at this school -- 80% of students either agree of strongly agree ""I feel like I am part of this school"" -- 80% of students either agree of strongly agree ""The teachers at this school treat students fairly"" -- 90% of students either agree of strongly agree ""I feel safe at my school"" -- 90% of students either agree of strongly agree This data provides us a baseline. We want our numbers to be 100% in all areas. Until we reach that point there is work to be done. We continue to work on relationships and to provide opportunities for intervention through acadmic intervention, social-emotional support and/or support to the family." Not Met 10/12/2022 2022 43104390106534 Bullis Charter 6 "Below is a snapshot of student data from the Spring 2022 student survey. All data is measured on a scale of 5. Areas where there has been a decrease in student responses since Spring 2021 are noted in Red. Each school principal and team leads will set focus areas around student metrics to start the school year, and we anticipate many of the actions identified in the LCAP Goal #3 will contribute to growth in these metrics, specifically in the school belonging and school engagement categories. School Belonging: 3.6 (North Elementary), 3.8 (South Elementary), 3.2 (Middle School) Student Engagement: 3.4 (North Elementary), 3.5 (South Elementary), 3.0 (Middle School) School Mindset: 3.6 (North Elementary), 3.5 (South Elementary), 3.6 (Middle School) School Rigorous Expectations: 3.7 (North Elementary), 3.8 (South Elementary), 3.6 (Middle School)" Met 6/6/2022 2022 19643370000000 Burbank Unified 6 "Based on analysis of this survey, Hanover highlights the following areas of positive perceptions: • Overall, respondents are overall satisfied with the quality of education provided by Burbank USD schools • Respondents overall agree that Burbank USD schools care about their special populations of students and highlight improvements in supports for English Learners. • Most respondents are satisfied with the safety protocols in Burbank USD schools. • The majority of staff expressed enjoyment at coming to work and favorable perceptions of school principals. • Most parents feel welcomed, invited, and encouraged to participate in students' education and feel positively about communication overall. • A majority of all stakeholder groups agree that schools make students aware of social, emotional, and mental health resources. • Most students, parents, and staff agree that the NAF Academy provides a sufficient variety of course offerings. • Staff members’ level of comfort and familiarity with PBIS remains high. Based on analysis of this survey, Burbank Unified School District will continue to work on: • Consolidate DEI efforts and engage in a long-term strategic plan to increase diversity and inclusion at Burbank schools. Burbank USD will strengthen current DEI policies to address these issues of LGBTQ+ feeling safe and accepted by peers. • Strengthen current bullying-prevention initiatives to better address the issue of bullying. Respondents report that bullying has increased significantly in 2022. Physical appearance, sexual orientation, and gender identity continue to be the main causes for being bullied. Burbank USD will continue to enhance existing efforts to find ways of overcoming the barriers to reporting bullying, ensuring that rules against bullying are enforced, and following up more closely with those who report an instance of bullying. • Continue prioritizing professional learning opportunities for staff regarding mental health and behavior management support. Burbank USD will continue centering its professional learning efforts to better train staff to properly handle situations involving emotional and mental health. • Increase mental health and wellness supports for students and ensure effective communication of these resources. Burbank USD will continue facilitating access to mental health and wellness supports for students and enhance communication efforts to increase student participation. • Evaluate ways to support a positive working environment and recognize staff members. Burbank USD will consider implementing practices that support positive working cultures across schools that boosts staff morale and incorporates employee recognition programs." Met "Burbank USD will continue to focus on trauma-informed practices to better respond to students and families as full-time in-person instruction resumes. In addition, services with our local mental health provider, Family Service Agency of Burbank (FSA), were increased to respond to anticipated demand for services. FSA supports students with counseling services and drop-in care at each of the high schools. The district is continuing its work with the Los Angeles County Office of Education which supports the Positive Behavior, Intervention, and Supports program at area schools." 6/21/2022 2022 41688820000000 Burlingame Elementary 6 "Grade 5: 81.7% of students participated Grade 7: 100% of students participated Based on the survey results, school connectedness declined from the previous school year. Students were at home and attending class virtually for over a year and missed out on opportunities to make meaningful connections with students and teachers. The district has a renewed focus on mental health and wellness for the 2022-23 school year. School safety also declined from the previous school year. There was a lack social emotional learning during distance learning, and many students had not been in a social setting in over a year. Upon returning, there was a great need to not only resume our social emotional learning (SEL) curriculum, but also to focus on it specifically. We added a counselor as well as two counselor interns, and added professional development focused around SEL supports for the 2022-23 school year. Additionally, the survey item regarding safety does not address specific areas of concern, so it is hard to interpret whether student responses were related to COVID in any way. In response, we added a daily advisory check in for students in grades 6-8. We will continue to carefully monitor student perceptions of safety at school." Not Met 8/9/2022 2022 53716620000000 Burnt Ranch Elementary 6 The results of a school-wide survey showed that approximately 90% of students feel safe at school. The majority of students surveyed felt that their concerns were heard and that there were adults on campus who cared about them. One challenge identified is how to effectively communicate school events and news with all parents and families. The school will be implementing more targeted approaches to reaching all students and their families. Met 6/22/2022 2022 10620420000000 Burrel Union Elementary 6 "Annually, we administer several Parent and Student surveys. In the Spring of 2022, we provided our 5th through 8th grade students with the online California Healthy Kids Survey (CHKS). This year, most of our 5th (81%), 6th (57%) and 7th (63%) graders took the survey, while none of our 8th graders responded. Of the students responding, results demonstrated a high percentage in School Connectedness at 90% with 100% of students feeling Safe at School and on their way to and from School. Social/Emotional supports were at 85%. Students surveyed felt our climate provided an anti-bully environment at the rate of 73%. Although School Safety was scored high, about 30% of our students felt rumors were spread about them and were called bad names. This year, the incidents of ""bullying"" were based on ""cyberbullying"" and occurred at a rate of about 17% for 5th & 6th graders. While 7th graders reported 50% received cyberbullying incidents. We wonder if the increase in technology/internet access as well as older students being left home alone at home may have affected this rate. In the area of School Disciplinary Environment, all Students reported that they felt they were treated with respect at 100% of the time and treated fairly when disciplined. In regards to Mental Health, 5th graders reported sadness at 8% and 6th graders reported no cases of sadness. However, 7th graders reported the highest rates of Sadness at 70% and Social Emotional Distress at 28%. Most alarming was that 20% of 7th graders reported considering Suicide. Although we did not conduct any threat assessments, this rates is very disturbing. The majority of our 7th graders reported having Optimism (53%) and Gratitude (77%). When it came to answering the question regarding Student check ins from a School adult or teacher, 100% of 7th graders responded this to be true. The use of drugs and alcohol for 5th & 6th grade students was not reported, however, 30% of 7th graders reported using Alcohol two to up to four or more times within their lifetime. Zero use was reported by 7th graders within the past 30 days. No other forms of drugs, including smoking/vaping were reported used by 7th graders. After reviewing our results, we have provided more opportunities for student input on school activities and ideas. All classrooms engage in Community Circles in order to build a stronger student to student and student to teacher connection. Teachers were encouraged to hold class meetings at least once a trimester to gather student input on activities. Student Council continues to meet twice a month and invites Administration to attend and listen to student ideas. The amount of 7th grade students considering suicide was very concerning and as a result, we will utilize our Psychologist and Clinician to provide supports to our students in the areas of suicide prevention. We will continue to provide parents with education about monitoring social media and talking to their children." Met 6/28/2022 2022 54718370000000 Burton Elementary 6 "During the 21-22 school year the district shifted the way data was collected for culture and climate from students. The data is collected from students in all grade ranges and is used to drive district policies in support of improving the outcome for students in this area. This year the district shifted to a 5 point rating scale. The aggregate results of this survey were a 3.75 out of 5. The results of this data show that overall students are very engaged and that school is a very welcoming environment, particularly with our elementary students. The data does show that as students get older, in particular secondary students, that this engagement and welcoming environment decreases based upon student perception. As a result of this data the district has made a number of changes and improvements. Some of these include: Continue to fund a robust mental health/student wellness team (Including Psychologists, Counselors and other mental health professionals) Continue SEL Curriculum implementation Continue School Wide Climate curriculum Continue all current clubs and expand club offerings to address student desires. All of these things have begun to be implemented and we are seeing students access these new resources, and that demonstrates there was a need that is now filled. As we continue to implement these new strategies, we are excited to see the growth in engagement and the school climate and environment." Met The district administers this survey multiple times throughout the year. Based upon the data collected and the ensuing improvement cycles that occurred afterwards the district lists this indicator as met for the 21-22 school year. 6/20/2022 2022 04100410000000 Butte County Office of Education 6 BCOE schools use a research based PBIS School Climate student survey. The data is based on a four-point rubric. The goal for all BCOE schools is to maintain an average overall climate survey rating of at least 85%. 2021 WINTER STUDENT CLIMATE SURVEY BASES Learning Center - Student responses were not collected BCCS Middle-High 86%- Overall Rating (+0%) Elementary 86% Overall Rating (+6%) SPED Elementary 79% (+2%) Overall Middle-High 90% (+12%) Overall with lowest ranking area: TMS Middle- High School: 84% (+8%) Sites formatively assess climate status throughout the year with empathy interviews or other quick measures of student views on the school climate. The data indicates that student climate measures have increased overall this past year. The LEA will continue to focus on student engagement and climate as this had a direct impact on student achievement. Met 6/27/2022 2022 54755230114348 Butterfield Charter 6 "Butterfield used the California Healthy Kids (CHKS) survey in 2017-2018 as a baseline to attain parents’ input. The survey content overview is as follows: Characteristics of parent respondents and their children; Student supports and school conditions (learning environment, school discipline, cultural sensitivity, opportunities for meaningful student participation); How welcoming the school is to parents; The scope and nature of parental involvement in school activities and decision-making; The scope and nature of school communications to parents; Parental involvement in their children’s education; and Parental perceptions of student risk behaviors (how much of a problem at th school. Butterfield used the California Healthy Kids survey in 2017-2018 as a baseline to attain students’ input in 9th and 11th grade. The questions are aligned with the staff and parent surveys so information obtained across these three stakeholder groups can be compared. In 2018-19 the total number of student respondents were 97 students out of 142. Overall School Connectedness Scales for Butterfield averaged 67% of “Strongly agree” & “Agree”. The 9th & 11th grade students results for perceived safety at school was an average of 85% for “Very Safe” & “Safe”. All students need to feel safe and connected to school so that they continue to attend school, behave appropriately, and attain a high school graduation diploma. Overall in the district HKS survey 92% of all parents, 73% of elementary students, and 60% of high school students feel that school is a safe place an average of 75%. The following information was also obtained from the Dashboard data of Fall 2018 to report district-wide student connectedness: Attendance rate = 94%, Suspension rate = 6%, and Expulsion rate = 0.6% and Graduation rate of 84.6%. Butterfield/PUSD will continue to provide personalized learning plans and transition process to give students the opportunity to link academics to their career interest through assessment of the graduate outcome rubric, interest inventories and enrollment in career exploration electives. Butterfield/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 school campuses have been secured and enclosed by a fence. All schools have functional security cameras and shade structures. PUSD has hired additional personnel counselors, psychologists, nurses and behavioral intervention specialist to meet the social & emotional needs of all students. Additionally, Butterfield provides small group counseling and offers the BASE and PASS programs." Met 6/23/2022 2022 47702010000000 Butteville Union Elementary 6 "Butteville Elementary strives to do well when it comes to school connectedness and safety.A student survey with 54 student total responses, 77% of students feel safe at school. Fifty percent of students feel like they have someone at school they can talk to. Seventy-nine percent believe that they experience a good education at Butteville. Some student concerns from the survey indicate that 22% feel like they don't have someone to talk to while 29% feel indifferent to that question. Another concern is that only 26% of student responses say that they look forward to coming to school. The results of the 6th grade California Healthy Survey key indicators show that 72% of sixth graders feel some sort of school connectedness and 59% feel that adults care. Seventy-six percent of 6th grade respondents say that there is an anti-bullying climate and 70% believe that social and emotional learning supports exist on campus. Eighty percent believe that students are treated with respect, while 73% feel safe at school. Pandemic disruptions have created some barriers to a positive school climate. The school will continue to seek to train staff and implement programs that target the socio-emotional well-being of all students. We will continue to provide programs such as Heart Kids, Responsive Classroom, Second Step. Staff are establishing a PBIS support system schoolwide. The school will also continue to provide a part-time therapist to work with those students in need of counseling services. We anticipate that school climate and safety will continue to improve as school operates with minimal interruptions next year." Met 6/21/2022 2022 15633700000000 Buttonwillow Union Elementary 6 "Annually, students, parents, and staff are given surveys that include questions regarding school safety and climate, post pandemic 75% of parents strongly agreed that their students felt safe at school; 78% reported their student liked school. In student climate survey results showed students reported high confidence in their ability to establish relationships with peers and adults on campus. They scored lower in their ability to persist through obstacles. Results show that building positive relationships (which has been a focus of our school for several years), is a strength as reported by parents, students, and staff. Coming out of the COVID pandemic, student behavior continues to be an area of focus and concern, as reported by staff, students, and parents. As a PBIS District/School there is a continued focus on deepening the implementation to ensure a positive climate and culture, in addition to the wide variety of activities students participate in including: field trips, after school programs, sports, etc. The district/school continues to work with CA Education Partner's focusing on improving the academic and cultural aspects of our school." Met 6/15/2022 2022 07616630000000 Byron Union Elementary 6 "DATA: California Healthy Kids Survey Results Key Learnings: Elementary - 5th grade o 96% average felt that there were caring adults in schools (previous: 79%) o 97% average reported the adults in school held high expectations for students (previous 92%) o 90% average reported being academically motivated (previous 84%) o 84% reported no cyberbullying in the previous 30 days (previous 94%) o 85% reported feeling good and happy all the time or most of the time (previous 75%) o 92% reported students are treated with respect Key Learnings: Secondary - 7th grade o 59% average felt that there were caring adults in schools (previous 60%) o 73% average reported the adults in school held high expectations for students (previous 76%) o 56% average reported feeling academically motivated (previous 68%) o 41% reported feeling chronically sad or hopeless in the last 12 months (previous 40%) o 50% reported experiencing harassment or bullying Meaning: Disaggregated Results Key Disaggregated Results: Elementary - 5th grade Elementary girls are more likely to report bullying and report feeling sad whereas boys were more likely to feel like they weren’t treated with respect. o Girls were 10% more likely to have had mean rumors spread or called bad names or target of mean jokes o Boys were 13% less likely to feel students are treated with respect (87% to 100%) o 20% more girls reported not feeling good and happy all the time or most of the time (27% to 7%) Key Disaggregated Results: Elementary – 7th grade Middle schools girls and our Hispanic or Latinx students report significantly more harassment and safety issues at school than their counterparts. o 14% less females perceived school as safe (45% to 59%) o 30% more females experienced harassment or bullying (67% to 37%) o Experienced any Harassment or Bullying: Hispanic or Latinx reported 69% (avg was 50%) Use of Data: Revisions, Decisions or Actions Implemented in Response to the Results for Continuous Improvement • Continue to look for full-time counselor. • Continuation and expansion of Positive Behavior Interventions and Supports (PBIS) • Continue training and implementation of Choose Love curriculum in grades TK-5. • Implementation of Character Strong in grades 6-8. • Work with principals, teachers, and staff to identify and address the safety concerns of our students." Met 6/30/2022 2022 37680490132506 Cabrillo Point Academy 6 "We administered the California Healthy Kids Survey, California School Parent Survey, and California School Staff Survey in the 2021-22 school year. The survey results demonstrate that most of our students feel high levels of connectedness to our school." Not Met 9/13/2022 2022 41688900000000 Cabrillo Unified 6 "Cabrillo Unified School utilized data from our Healthy Kids Survey (2020-2021). Out of 804 student respondents, 59% of students stated they feel they belong to their school. In addition, a summary of the 5 Healthy Kids Survey data are demonstrated below. Unfortunately, due to the COVID19 Pandemic, we had a pause of 2 years of data and the data below represents a baseline. 57% school connectedness 62% Academic motivation 51% Caring Adult Relationship 72% School Perceived as Safe or Very Safe After reviewing and interpreting data, although we have various other strengths, an area of improvement is to support students with feeling safe at school. In order to address this gap, we have implemented a district-wide Social Emotional Learning curriculum to address this barrier. Cabrillo Unified School District has engaged in a district-wide adoption of the Multi-Tiered System of Support (MTSS) framework to address the whole child, inclusive of Social, Cultural, and Behavioral supports. This focus has been embedded as a goal in our Local Control Accountability Plan (LCAP), Single Plan for Student Achievement (SPSA), and our district-wide professional development plan. Using our LCAP surveys and professional development surveys, we will engage in a cycle of continuous improvement by analyzing our data to determine if we see improvement using both quantitative and qualitative data around students' social-emotional learning and sense of belonging at school." Met 6/23/2022 2022 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 2021-2022 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 all students in 5th-8th grade at all Cajon Valley Sites. The key findings from the 2021-2022 Gallup Survey come from two domains; Engagement and Belonging. These domains align to safety and connectedness as they assess students’ involvement in and enthusiasm for school, and feeling accepted and included as part of the school. Based on the 21-22 data, an area of celebration is in the Engagement domain. The majority (85%) of students agree or strongly agree with the statement, “I have a best friend at school”, indicating a high degree of connectedness with peers. In addition, 66% of students agree/strongly agree with the statement “I feel safe at school”, and 69% of students agree/strongly agree with the statement, “The adults at my school care about me.” Although both of these metrics are similar to the Gallup Student Poll Database average, they both showed decreases from the prior year. Based on the 21-22 data, we see a need for more inquiry and possible improvement around the Belonging domain. We found that only 59% of students agree/strongly agree with the statement “I feel like I belong at my school.” Although we are able to use this data to drive conversations, due to the anonymity of the assessment, we are unable to disaggregate the results by student group. According to the 21-22 California Healthy Kids Survey, the majority of 7th grade and 5th grade students feel a high or moderate level of school connectedness, academic motivation and can identify caring adults at school. 64% of 7th grade students feel connected to school while 75% of 5th grade students feel connected to school. When disaggregated by gender, there is no significant difference. When disaggregated by subgroup, the percentage of high connectedness varied. For both 5th and 7th grade, students identified in the American Indian or Alaska native student group feel the lowest percentage of connectedness to school. In regards to “safety”, on the California Healthy Kids Survey, the overall perception of the school as “safe” was 64% for 7th grade students and 81% for 5th grade students. Overall, data indicate that the majority of students report a sense of safety and connectedness. There are no significant variations when disaggregated by gender. Based on this data, social and behavioral skills instruction remains a district priority. Community building and restorative practices will continue to be a district focus for the 2021-2022 school year. School sites continue to implement curriculum and interventions that help students learn the skills necessary to navigate expected social and behavioral challenge" Met 6/28/2022 2022 05100580000000 Calaveras County Office of Education 6 "There was not a high enough response to generate a report on the California Healthy Kid Survey (CHKS) at CRA in the 2021-2022 school year. (This survey is not given to students at the Oakendell Community School because it is on the grounds of a private group home that houses male wards of the court.) In the 2019-2020 CHKS, CRA students report that 74% of them agree or strongly agree that they experience school connectedness. Students report that 64% either feel very safe or feel safe at school. Both of these percentages reflect a continuing upward trend for the last 4 years. Due to the nature of the program at Calaveras River Academy, student enrollment fluctuates and many of the students who participated in this survey no longer attend. The challenge is to make this data relevant when looking for trends to influence continuous improvement. Staff are aware of this challenge and spend time creating relationships with individual students. Programmatic growth is hard to measure with hard data; however, staff depend on student attitudes, behaviors, and accomplishments to determine successes and challenges in regards to improving school climate." Met 6/13/2022 2022 05615640000000 Calaveras Unified 6 "California Healthy Kids Survey (CHKS) data provides an overview for how our students report their experiences at school. Data from this survey over the past two years is in the table below and indicates that we continue to have room to improve. Overall, we have made growth. Of course, the biggest difference between these two years is that in 2021 we were engaged in a hybrid remote/in person learning model, and in 2022 we were fully in person. School climate will continue to be a focus area for CUSD moving forward, as indicated by Goal 3 of our LCAP. Schools continue to focus on PBIS supports. Wellness Centers have been established at elementary schools and school counseling staff and accompanying supports have been expanded at all schools. Second Step social emotional curriculum has been implemented at K-8 schools and Seven Mindsets has been implemented at SHEC & CHS." Not Met 9/20/2022 2022 13630990000000 Calexico Unified 6 "Calexico Unified School District administered the Healthy Kids Survey on February 2022. We received 1,189 Responses. Elementary: 505 (5th grade) Secondary: 1325 (7th, 9th, 11th, NT). 73% (-1% from 2021) of the 5th graders, 55% (-10% from 2021) of the 7th graders, 54% (same as 2022) of the 9th graders, and 50% (-5% from 2021) of the 11th graders indicated a connectedness to school. 65% (-6% from 2021) of the 5th graders, 48% (-16% from 2021) of the 7th graders, 44% (-3% from 2021) of the 9th graders, 51% (-5% from 2021) of the 11th graders indicated having caring adult relationships at school. 72% (-12% from 2021) of the 5th grader, 52% (-20% from 2021) of the 7th graders, 52% (-6% from 2021) of the 9th graders, and 45% (-11% from 2021) of the 11th graders perceived school as very safe or safe. Our Governing Board and District has made student safety a priority. The District takes numerous measures to create a safe learning environment that is conducive to learning. This includes taking all safety precautions as it continues to address the COVID-19 Pandemic. The District continues to employ many campus security (proctors) at the secondary sites and student supervision assistants at both the elementary and secondary sites. School sites have secured the main office entrance, rerouting visitors to main office, and we continue to have in place a visitor management system at every school site. All school sites will continue to implement Catapult EMS, an emergency communication system, monitoring real-time student accounting, staff location check-ins, and threat reports and are in communication with District Office staff. School sites will implement A.L.I.C.E., a nationally recognized program that has a proactive set of responses to an active school intruder event. Schools have implemented programs such as Character Counts, Conscious Discipline, 7 Habits of Highly Effective Students, The Leader in Me, AVID, and have partnered with the county to receive training of how to foster positive climate change to produce exceptional results in the academic, social, emotional and character development. The District will secure a Multi-Tiered System of Supports (MTSS) Coordinator who will continue to develop an MTSS framework for teaching and providing interventions around academic, behavior, and social-emotional supports for students. CA Healthy Kids and Panorama survey data will be analyzed to address social-emotional learning and student connectedness, including providing professional development opportunities during the school year." Met "Calexico Unified administer the Healthy Kids Survey to 5th, 7th, 9th, 11th and NT and Panorama survey every year to continue to develop LCAP goals, actions and services to best meet the needs of students. In addition, CUSD will be securing an MTSS Coordinator, to oversee and support multi-tier system of supports (MTSS) implementation districtwide and provide training for staff to address school climate and students social and emotional needs. In addition, the District hired a District Safety Coordinator to manage safety projects, initiatives, and trainings while serving as an informational and advisory resource to faculty, staff and administrators. This Coordinator also acts as the District liaison to agencies involved in the protection of human life, including Public Health Departments, police, fire, and other applicable services at the local, state and federal levels. They also lead and coordinate the District’s safety program, emergency preparedness and disaster response efforts, and ongoing COVID mitigation strategies in compliance with local, state and federal regulatory requirements." 6/30/2022 2022 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: 75.54% of students who answered the survey agreed, or strongly agreed that they felt connected to school. 88.41% of the students responding to the survey agreed, or strongly agreed that the school if providing a safe and positive learning environment. 80.73% 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." Met 6/30/2022 2022 07100740129528 Caliber: Beta Academy 6 "DATA: Reflect on the key learnings from the survey results and share what the LEA learned. -We administer the Kelvin survey to assess climate. Students responded positively to questions about school safety and diversity and inclusion, with 91% of students responding that students of different backgrounds and ethnicities get along well with each other. Students responded positively to questions about teacher-student relationships. - Students responded less favorably to items about engagement and sense of belonging, along with curiosity. 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? - Strengths are in our SEL curriculum implementation, as the highest ranking topics are around social awareness, self-management, and growth mindset. - We must take measures to increase curiosity, relevance, and engagement in our classrooms, as these topics had the lowest responses. 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? - Leadership team reviews student survey responses and develops action plans in line with areas of growth. For next year, we will be working on making our curriculum more relevant with real-world examples." Met 6/13/2022 2022 48705810134262 Caliber: ChangeMakers Academy 6 "DATA: We administer the Kelvin survey to assess climate. 94% of students reported that students of different races, ethnicities, and cultures hang out together. 3/4ths of students said they have a close relationship with someone outside their race, ethnicity or culture, and that their teachers hold high expectations of them. 66% of students say they get along with others who were different from them, and 65% say they have respected the point of view of another person even if they disagree with them. Only 52% of students are excited about their classes, and 55% of students feel like they belong at our school, but 64% of students said they believe they can learn anything. MEANING: Our school is strong with diversity and inclusion, particularly ensuring that students have productive opportunities to interact and learn together. Areas include improving opportunities for students to be curious and engaged with their coursework. USE: We will be looking to offer more engaging lesson design and relevant learning opportunities for students." Met 6/13/2022 2022 15633880000000 Caliente Union Elementary 6 The LEA provided students and staff with a school climate survey and all surveys received showed that each individual felt 100% that the school district was a safe learning environment and 100% felt connected to the school. Throughout the years the LEA has made it a priority for all students and staff to feel safe and connected to the school. Not Met 9/13/2022 2022 19647330112235 California Creative Learning Academy 6 "In order to best address the needs of our students, families, and staff, we conducted a school culture and climate survey to determine how our stakeholders felt about various dimensions of our schools (e.g. relationships, interactions, discipline, learning, attitude, appearance, etc.). In the survey, the average overall score across all dimensions for the student in our organization was, on a scale of 1-5, 3.56; staff 3.60; parents 4.04. This translating to a 100 pt scale would be 72% positive from students; 72% positive from staff; and 81% for parents. The highest areas for students was relationships with faculty; for staff was learning and assessments; and for parents was physical appearance. Further areas of growth continue to be helping educational partners have a better understanding of our ELA program and helping create a stronger sense of safety. From the analysis of the data, the School Site Council determined the following for areas of work for the next year: More social emotional training for staff, more parent workshops on the instructional program and other topics that would be helpful in their feeling informed, improving the use of our new communication system to ensure that information is sent in a timely and organized manner. We have scheduled Trauma Informed Pedagogy training and will be conducting parent workshops on social-emotional learning, mathematics, and reading support. Classroom instruction and activities will continue to be communicated via weekly classroom newsletters to help them stay current with the activities of their students.." Not Met 9/26/2022 2022 19647330137463 California Creative Learning Academy MS 6 "In order to best address the needs of our students, families, and staff, we conducted a school culture and climate survey to determine how our stakeholders felt about various dimensions of our schools (e.g. relationships, interactions, discipline, learning, attitude, appearance, etc.). In the survey, the average overall score across all dimensions for the student in our organization was, on a scale of 1-5, 3.56; staff 3.60; parents 4.04. This translating to a 100 pt scale would be 72% positive from students; 72% positive from staff; and 81% for parents. The highest areas for students was relationships with faculty; for staff was learning and assessments; and for parents was physical appearance. Further areas of growth continue to be helping educational partners have a better understanding of our ELA program and helping create a stronger sense of safety. From the analysis of the data, the School Site Council determined the following for areas of work for the next year: More social emotional training for staff, more parent workshops on the instructional program and other topics that would be helpful in their feeling informed, improving the use of our new communication system to ensure that information is sent in a timely and organized manner. We have scheduled Trauma Informed Pedagogy training and will be conducting parent workshops on social-emotional learning, mathematics, and reading support. Classroom instruction and activities will continue to be communicated via weekly classroom newsletters to help them stay current with the activities of their students.." Not Met 9/26/2022 2022 53105380125633 California Heritage Youthbuild Academy II 6 "CHYBA acknowledges that school climate strongly impacts the learning environment for all students. Every child is entitled to a safe and peaceful learning environment and should feel respected and cared for to learn successfully. A positive school climate is a shared responsibility that must be continually discussed and measured to sustain a positive campus climate. CHYBA regularly has meaningful discussions with parents at formal and informal meetings about the school climate. During the last 3 years we have used our own survey that is a blend of questions from the California Healthy Kids Survey and our own questions directly related to our program. This survey gives us a good indicator of our student's perceptions of school climate and safety. Engaging students, staff, parents, and community members allows them to participate in the process and improve our schools. The data from this year is a relevant to guide us and is reflected as follows: Our annual 2021/22 Student Survey Respondents indicated the following • 65% feel close to staff at school, while 30% indicated the opposite • 56% of our respondents indicated they were happy at CHYBA and feel like they are a part of the school while the other half were neutral. • 80% of our respondents feel they are treated fairly by the staff and teachers • 78% feel safe at school • 85% agree that CHYBA is clean and tidy We noticed a large population of students that indicate they feel teachers care praise, notice, listen and encourage them. We also recognize we could do a better job of equity when it comes to those emotional benchmarks. We continue to partner with Hill County for onsite counseling for free, we are offering daily credit-bearing community circles to stimulate and heighten positive connections and relationships between students and staff. CHYBA signed on to a one-year partnership with Shasta County Office of Education screeners via Kelvin Education during the 2021/2022 school year. We wanted to develop a deeper understanding of our young people and how they compare to our county's youth. We participated in several county pulse surveys and have decided for the 2022/2023 school year to invest in a software solution called Panorama so that we can continue to measure our school safety and climate, student and staff social-emotional health and perceptions, and take charge of our own data so that we can better respond to the needs of our students and their families, as well as our staff and community partners." Met 6/17/2022 2022 34765050139584 California Innovative Career Academy 6 "DATA ? 1,055 students surveyed from across all demographics and grade levels. ? 91% agree that their teachers really care about them and respect them. ? 89% agree that they feel safe at school. ? 89% feel all students from different backgrounds and countries are treated equally. ? 82% know how to get help if they feel sad, stressed, lonely, or depressed. ? 76% agree that CICA helps them learn to use technology by giving mobile devices and digital literacy training. The top strengths at the school were identified as: 1. Teachers 2. Technology 3. Friendly culture 4. Free education 5. Flexibility 6. Supportive culture 7. English Classes Students stressed the need to learn more about: 1. High School 2. English 3. Careers/Jobs 4. CTE 5. Technology 6. Immigration/Citizenship 7. Playcare 8. SIT program 9. College MEANING The results from the survey show that students have a high level of connectedness to their teachers, most agree that all students are treated equally, and that students relate to one another with respect. Feeling safe at school was one of the highest areas of agreement among students. CICA is committed to In terms of addressing barriers, challenges, and seeing opportunities for growth, the results show these top areas for improvement: ? More conversation and speaking for English language development. ? Additional technology and digital skills training (computer labs, digital literacy class. basic computer skills class) ? Expansion of CTE programs. ? Extracurricular programs such as field trips and participation in cultural events. USE CICA takes feedback from educational partners very seriously, and we truly value the input from our staff and students. All of our LCAP actions and goals are guided by feedback from our partners and by our Mission, Vision, and Schoolwide Learner Outcomes. CICA works to overcome every single barrier our students face so they can be successful. We place a heavy emphasis on student support services as is evidenced by our LCAP Goal 3. In response to our student survey, CICA implemented a number of measures: ? High-dosage tutoring available 18 hours a day online for any subject. ? Expanding CTE offerings by adding two additional pathways. ? Offering mental health services to students by hiring a social-emotional counselor for 8 individual sessions. ? Providing a high quality device (e.g. chromebooks, hotspots, smartphones) to every student to achieve a 1:1 student to device ratio." Met 6/16/2022 2022 33672070101170 California Military Institute 6 "Local Climate Survey Summary Grade 7: Target Sample 651; Final Number 84; Response Rate 13%: Grade 9: Target Sample 2603; Final Number 250; Response Rate 10%: Grade 11: Target Sample 2169; Final Number 233; Response Rate 13%: Alt. Site: Target Sample 127; Final Number 13; Response Rate 10%: SUMMARY OF KEY INDICATORS SCHOOL ENGAGEMENT AND SUPPORT High Expectations - adults in school care Caring adult relationships Academic Motivation Summary: Based on student responses they felt there was a teacher or caring adult from the school who really cares about them, who notices them when they’re not there, and who listens to them when they have something to say. Students also feel they have a teacher or caring adult who tells them they’re doing a good job, always wants them to do their best, and believes they will be a success. SCHOOL SAFETY AND CYBERBULLYING School perceived as very safe or safe Experienced harassment or bullying Had mean rumors or lies spread about you Cyberbullying Seen a weapon on campus Been in a physical fight Summary: Based on student responses 47% of 7th graders, 39% of 9th graders and 38% of 11th graders experienced any harassment or bullying for the following reasons; race, ethnicity, religion, gender, sexual orientation, physical or mental disability at least 1, 2 or more times over a 12 month period. Also, 43% of 7th graders, 34% of 9th graders and 27% of 11th graders had mean rumors or lies spread about them 1, 2, 3, 4 or more times over a 12 month period. SUBSTANCE ABUSE Current alcohol or drug use Summary: Based on student responses 15% of 7th graders, 7% of 9th graders and 19% of 11th graders report current use of alcohol or drug use in the past 30 days. ROUTINES Eating breakfast Bedtime Summary: Based on student responses, 60% of 7th graders, 63% of 9th graders, and 57% of 11th graders reported eating breakfast “today.” SOCIAL AND EMOTIONAL HEALTH Life satisfaction Experienced chronic sadness/hopelessness Social emotional distress Optimism Considered suicide Summary: Based on student responses 33 % of 7th graders, 44% of 9th graders, and 56% of 11th graders reported experiencing chronic sadness/hopelessness almost every day for two weeks or more over a 12 month period. Additionally, 32 % of 7th graders, 37% of 9th graders, and 47% of 11th graders reported social emotional distress over the past 30 days, which made it difficult to relax or get excited about anything. 17% of 7th graders, 27% of 9th graders, and 28% of 11th graders seriously considered attempting suicide over a 12 month period." Met 6/6/2022 2022 34674390111757 California Montessori Project - Capitol Campus 6 "CMP continuously explores and develops methods, including surveys, for the learning community to provide feedback to the school administration. CMP encourages all members of its learning community (staff, parents, students) to provide feedback to ensure that CMP administration knows the impact of changes made to the program. Feedback opportunities are often provided anonymously in order to encourage open and honest communication. CMP spent two years working with its education partners to develop its new Strategic Plan, which was adopted in June of 2021. During that time, CMP met with students, staff, and families from all six of its campuses. Additionally, annually during the LCAP process, CMP administration invites all community groups, including students, parents, credentialed staff and classified staff, to provide input regarding perceptions of the CMP program and seeking priorities for future work. These meetings are an integral part of the LCAP process as the gathering of community input sets forth the priorities for the upcoming years. In many stakeholder meetings, areas of school climate are brought up and feedback is provided on different manners to make improvements. These perspectives on the CMP program are greatly valued and inform our work. CMP Capitol has been implementing PBIS on site 2018. In 2018, we partnered with Placer County implement the program and have been bolstering the program ever since. We have successfully integrated a universal system of Positive Behavior Acknowledge and are working towards full implementation Tier 2 and Tier 3 behavior interventions. CMP has a School Climate survey that is modeled off of the Health Kids Survey that students participate in. CMP will begin administering this survey again in school year 2022/23." Met 6/13/2022 2022 34673140111732 California Montessori Project - Elk Grove Campus 6 "CMP continuously explores and develops methods, including surveys, for the learning community to provide feedback to the school administration. CMP encourages all members of its learning community (staff, parents, students) to provide feedback to ensure that CMP administration knows the impact of changes made to the program. Feedback opportunities are often provided anonymously in order to encourage open and honest communication. CMP spent two years working with its education partners to develop its new Strategic Plan, which was adopted in June of 2021. During that time, CMP met with students, staff, and families from all six of its campuses. Additionally, annually during the LCAP process, CMP administration invites all community groups, including students, parents, credentialed staff and classified staff, to provide input regarding perceptions of the CMP program and seeking priorities for future work. These meetings are an integral part of the LCAP process as the gathering of community input sets forth the priorities for the upcoming years. In many stakeholder meetings, areas of school climate are brought up and feedback is provided on different manners to make improvements. These perspectives on the CMP program are greatly valued and inform our work. CMP has a School Climate survey that is modeled off of the Health Kids Survey that students participate in. CMP will begin administering this survey again in school year 2022/23." Met 6/13/2022 2022 34674470112169 California Montessori Project-San Juan Campuses 6 "CMP continuously explores and develops methods, including surveys, for the learning community to provide feedback to the school administration. CMP encourages all members of its learning community (staff, parents, students) to provide feedback to ensure that CMP administration knows the impact of changes made to the program. Feedback opportunities are often provided anonymously in order to encourage open and honest communication. CMP spent two years working with its education partners to develop its new Strategic Plan, which was adopted in June of 2021. During that time, CMP met with students, staff, and families from all six of its campuses. Additionally, annually during the LCAP process, CMP administration invites all community groups, including students, parents, credentialed staff and classified staff, to provide input regarding perceptions of the CMP program and seeking priorities for future work. These meetings are an integral part of the LCAP process as the gathering of community input sets forth the priorities for the upcoming years. In many stakeholder meetings, areas of school climate are brought up and feedback is provided on different manners to make improvements. These perspectives on the CMP program are greatly valued and inform our work. CMP has a School Climate survey that is modeled off of the Health Kids Survey that students participate in. CMP will begin administering this survey again in school year 2022/23." Met 6/13/2022 2022 09618380111724 California Montessori Project-Shingle Springs Campus 6 "CMP continuously explores and develops methods, including surveys, for the learning community to provide feedback to the school administration. CMP encourages all members of its learning community (staff, parents, students) to provide feedback to ensure that CMP administration knows the impact of changes made to the program. Feedback opportunities are often provided anonymously in order to encourage open and honest communication. CMP spent two years working with its education partners to develop its new Strategic Plan, which was adopted in June of 2021. During that time, CMP met with students, staff, and families from all six of its campuses. Additionally, annually during the LCAP process, CMP administration invites all community groups, including students, parents, credentialed staff and classified staff, to provide input regarding perceptions of the CMP program and seeking priorities for future work. These meetings are an integral part of the LCAP process as the gathering of community input sets forth the priorities for the upcoming years. In many stakeholder meetings, areas of school climate are brought up and feedback is provided on different manners to make improvements. These perspectives on the CMP program are greatly valued and inform our work. CMP has a School Climate survey that is modeled off of the Health Kids Survey that students participate in. CMP will begin administering this survey again in school year 2022/23." Met 6/13/2022 2022 37754160132472 California Pacific Charter - San Diego 6 "LCAP Goal 3 addresses LCFF Priority 6 School Climate: Sense of Safety and School Connectedness. Goal 3: We will establish connections and partnerships with our families and community to increase engagement, involvement, ensure safety and satisfaction to support student learning and achievement. Effective, meaningful, and transparent communication will provide all education partners with opportunities for input in decision making at the program and charter levels. Action Items 3.3, and 3.5 were developed to support a safe and positive school climate. DATA Stakeholders actively particiate in annual surveys that address the sense of safety and school connectedness. 48 students in CPCS-SD participated in the school climate survey that was available to all grade levels K-12. Participation rates were as follows: 0 students in grades K-5, 1 student in grades 6-8, and 47 students in grades 9- 12. 100% of students agreed that their teacher cares about their education and helps them to succeed. 97.9% of students indicated that they feel safe a welcome to meet with their teacher to discuss their school work. 89.6% of students indicated that if they have a problem, they know someone at school they can talk to for support. 91.7% of students stated that overall, they feel satisfied with their school. MEANING Areas of strenght are that the survey results indicate that, CPCS-SD has a high overall student approval rating, and students feel safe and connected at school. Areas of growth, barriers, and challenges include increasing the number of students and grade level representation regarding participation in the survey. USE CPCS will continue to maintain and grow school initiatives that support student safety and school connectedness. In the 22-23 school year, CPCS will roll out a newly adopted social emotional curriculum through Edgenuity, Brain Pop, and Little Spot of Feelings that teachers, counselors, administrators, and parents can use to support student engagement and feelings of safety and connectedness." Not Met 9/13/2022 2022 49707220139048 California Pacific Charter - Sonoma 6 "LCAP Goal 3 addresses LCFF Priority 6 School Climate: Sense of Safety and School Connectedness. Goal 3: We will establish connections and partnerships with our families and community to increase engagement, involvement, ensure safety and satisfaction to support student learning and achievement. Effective, meaningful, and transparent communication will provide all education partners with opportunities for input in decision making at the program and charter levels. Action Items 3.3, and 3.5 were developed to support a safe and positive school climate. DATA Stakeholders actively particiate in annual surveys that address the sense of safety and school connectedness. 15 students in CPCS-SO participated in the school climate survey that was available to all grade levels K-12. Participation rates were as follows: 0 students in grades K-5, 0 students in grades 6-8, and 15 students in grades 9-12. 100% of students agreed that their teacher cares about their education and helps them to succeed. 93.3% of students indicated that they feel safe a welcome to meet with their teacher to discuss their school work. 100% of students indicated that if they have a problem, they know someone at school they can talk to for support. 86.7% of students stated that overall, they feel satisfied with their school. MEANING Areas of strenght are that the survey results indicate that, CPCS-SO has a high overall student approval rating, and students feel safe and connected at school. Areas of growth, barriers, and challenges include increasing the number of students and grade level representation regarding participation in the survey. USE CPCS will continue to maintain and grow school initiatives that support student safety and school connectedness. In the 22-23 school year, CPCS will roll out a newly adopted social emotional curriculum through Edgenuity, Brain Pop, and Little Spot of Feelings that teachers, counselors, administrators, and parents can use to support student engagement and feelings of safety and connectedness." Not Met 9/13/2022 2022 19753090132654 California Pacific Charter- Los Angeles 6 "LCAP Goal 3 addresses LCFF Priority 6 School Climate: Sense of Safety and School Connectedness. Goal 3: We will establish connections and partnerships with our families and community to increase engagement, involvement, ensure safety and satisfaction to support student learning and achievement. Effective, meaningful, and transparent communication will provide all education partners with opportunities for input in decision making at the program and charter levels. Action Items 3.3, and 3.5 were developed to support a safe and positive school climate. DATA Education partners actively particiate in annual surveys that address the sense of safety and school connectedness. 38 students in CPCS-LA participated in the school climate survey that was available to all grade levels K-12. Participation rates were as follows: 0 students in grades K-5, 0 students in grades 6-8, and 38 students in grades 9-12. 100% of students agreed that their teacher cares about their education and helps them to succeed. 97.4% of students indicated that they feel safe and welcome to meet with their teacher to discuss their school work. 89.5% of students indicated that if they have a problem, they know someone at school they can talk to for support. 91.4% of students stated that overall, they feel satisfied with their school. MEANING Areas of strenght are that the survey results indicate that, CPCS-LA has a high overall student approval rating, and students feel safe and connected at school. Areas of growth, barriers, and challenges include increasing the number of students and grade level representation regarding participation in the survey. USE CPCS will continue to maintain and grow school initiatives that support student safety and school connectedness. In the 22-23 school year, CPCS will roll out a newly adopted social emotional curriculum through Edgenuity, Brain Pop, and Little Spot of Feelings that teachers, counselors, administrators, and parents can use to support student engagement and feelings of safety and connectedness." Not Met 9/13/2022 2022 19650940112706 California Virtual Academy @ Los Angeles 6 "Parents and students are regularly surveyed in the following areas: ? Satisfaction, preparation, routine ? School Culture and Programs ? Opportunities for parental participation ? Social & Emotional Learning School Climate CAVA provided students with 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, 9, and 11 are surveyed with this tool every other year. Survey results from Spring 2022 indicated the following: Number of Respondents: 468 Students feel safe: 99.3% Teachers care about student success at school: 99.4% School promotes academic success: 99.4% School fosters an appreciation of differences and diversity: 99.0% Overall, respondents indicated the school has a favorable climate that promotes learning. The majority of students do feel they are academically challenged. There were several areas identified for improvement, including: • students not feeling healthy and fit • students not being ready to learn each day • students would like more opportunities to make decisions and decide on things, like class activities • school may not provide all the materials the students feel like they need (paper and computer ink were noted) • students want an opportunity to make a difference by helping others To address the above, we have/will implement the following: • Family Directory • HS Student Communication Strategy - The HS team has addressed the need by creating a shared communication survey for students to opt in. The link was sent to CAVA parents only and then messaged out during homeroom sessions, and HS students can safely share email and phone numbers. • Schoolwide Social and Emotional Learning (SEL) plan to help drive the implementation to better support teachers/staff and positively impact our school's culture. The comprehensive plan includes the importance of behavioral and physical health. • We have revised onboarding procedures we use to support new students and LCs and have added additional support staff, on-demand delivery of support sessions, matrix of resources, evening LC sessions, texting platform, parity of onboarding resources in Spanish, increased parent connections/Q and A opportunities, video tutorials, transition support for Elem-MS-HS transitions, and family newsletters. • Care Solace • School supplies for MKV and Foster Youth • Resources and support for families in need • A comprehensive summer plan engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • For students, more opportunities to interact in CC sessions through the implementation of project-based learning and 3 Signature Practices (CASEL)." Met 6/14/2022 2022 37684036120893 California Virtual Academy @ San Diego 6 "Parents and students are regularly surveyed in the following areas: ? Satisfaction, preparation, routine ? School Culture and Programs ? Opportunities for parental participation ? Social & Emotional Learning School Climate CAVA provided students with 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, 9, and 11 are surveyed with this tool every other year. Survey results from Spring 2022 indicated the following: Number of Respondents: 340 Students feel safe: 99.4% Teachers care about student success at school: 99.1% School promotes academic success: 99.1% School fosters an appreciation of differences and diversity: 99.0% Overall, respondents indicated the school has a favorable climate that promotes learning. The majority of students do feel they are academically challenged. There were several areas identified for improvement, including: • students not feeling healthy and fit • students not being ready to learn each day • students would like more opportunities to make decisions and decide on things, like class activities • school may not provide all the materials the students feel like they need (paper and computer ink were noted) • students want an opportunity to make a difference by helping others To address the above, we have/will implement the following: • Family Directory • HS Student Communication Strategy - The HS team has addressed the need by creating a shared communication survey for students to opt in. The link was sent to CAVA parents only and then messaged out during homeroom sessions, and HS students can safely share email and phone numbers. • Schoolwide Social and Emotional Learning (SEL) plan to help drive the implementation to better support teachers/staff and positively impact our school's culture. The comprehensive plan includes the importance of behavioral and physical health. • We have revised onboarding procedures we use to support new students and LCs and have added additional support staff, on-demand delivery of support sessions, matrix of resources, evening LC sessions, texting platform, parity of onboarding resources in Spanish, increased parent connections/Q and A opportunities, video tutorials, transition support for Elem-MS-HS transitions, and family newsletters. • Care Solace • School supplies for MKV and Foster Youth • Resources and support for families in need • A comprehensive summer plan engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • For students, more opportunities to interact in CC sessions through the implementation of project-based learning and 3 Signature Practices (CASEL)." Met 6/13/2022 2022 39686270127191 California Virtual Academy @ San Joaquin 6 "Parents and students are regularly surveyed in the following areas: ? Satisfaction, preparation, routine ? School Culture and Programs ? Opportunities for parental participation ? Social & Emotional Learning School Climate CAVA provided students with 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, 9, and 11 are surveyed with this tool every other year. Survey results from Spring 2022 indicated the following: Number of Respondents: 263 Students feel safe: 98.9% Teachers care about student success at school: 99.6% School promotes academic success: 99.6% School fosters an appreciation of differences and diversity: 99.3% Overall, respondents indicated the school has a favorable climate that promotes learning. The majority of students do feel they are academically challenged. There were several areas identified for improvement, including: • students not feeling healthy and fit • students not being ready to learn each day • students would like more opportunities to make decisions and decide on things, like class activities • school may not provide all the materials the students feel like they need (paper and computer ink were noted) • students want an opportunity to make a difference by helping others To address the above, we have/will implement the following: • Family Directory • HS Student Communication Strategy - The HS team has addressed the need by creating a shared communication survey for students to opt in. The link was sent to CAVA parents only and then messaged out during homeroom sessions, and HS students can safely share email and phone numbers. • Schoolwide Social and Emotional Learning (SEL) plan to help drive the implementation to better support teachers/staff and positively impact our school's culture. The comprehensive plan includes the importance of behavioral and physical health. • We have revised onboarding procedures we use to support new students and LCs and have added additional support staff, on-demand delivery of support sessions, matrix of resources, evening LC sessions, texting platform, parity of onboarding resources in Spanish, increased parent connections/Q and A opportunities, video tutorials, transition support for Elem-MS-HS transitions, and family newsletters. • Care Solace • School supplies for MKV and Foster Youth • Resources and support for families in need • A comprehensive summer plan engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • For students, more opportunities to interact in CC sessions through the implementation of project-based learning and 3 Signature Practices (CASEL)." Met 6/14/2022 2022 49707970107284 California Virtual Academy @ Sonoma 6 "Parents and students are regularly surveyed in the following areas: ? Satisfaction, preparation, routine ? School Culture and Programs ? Opportunities for parental participation ? Social & Emotional Learning School Climate CAVA provided students with 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, 9, and 11 are surveyed with this tool every other year. Survey results from Spring 2022 indicated the following: Number of Respondents: 73 Students feel safe: 100% Teachers care about student success at school: 100% School Promotes academic success: 100% School fosters an appreciation of differences and diversity: 100% Overall, respondents indicated the school has a favorable climate that promotes learning. The majority of students do feel they are academically challenged. There were several areas identified for improvement, including: • students not feeling healthy and fit • students not being ready to learn each day • students would like more opportunities to make decisions and decide on things, like class activities • school may not provide all the materials the students feel like they need (paper and computer ink were noted) • students want an opportunity to make a difference by helping others To address the above, we have/will implement the following: • Family Directory • HS Student Communication Strategy - The HS team has addressed the need by creating a shared communication survey for students to opt in. The link was sent to CAVA parents only and then messaged out during homeroom sessions, and HS students can safely share email and phone numbers. • Schoolwide Social and Emotional Learning (SEL) plan to help drive the implementation to better support teachers/staff and positively impact our school's culture. The comprehensive plan includes the importance of behavioral and physical health. • We have revised onboarding procedures we use to support new students and LCs and have added additional support staff, on-demand delivery of support sessions, matrix of resources, evening LC sessions, texting platform, parity of onboarding resources in Spanish, increased parent connections/Q and A opportunities, video tutorials, transition support for Elem-MS-HS transitions, and family newsletters. • Care Solace • School supplies for MKV and Foster Youth • Resources and support for families in need • A comprehensive summer plan engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • For students, more opportunities to interact in CC sessions through the implementation of project-based learning and 3 Signature Practices (CASEL)." Met 6/15/2022 2022 10623310137661 California Virtual Academy at Fresno 6 "Parents and students are regularly surveyed in the following areas: ? Satisfaction, preparation, routine ? School Culture and Programs ? Opportunities for parental participation ? Social & Emotional Learning School Climate CAVA provided students with 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, 9, and 11 are surveyed with this tool every other year. Number of Respondents 107 Students feel safe 100.0% Teachers care about student success at school 100.0% School promotes academic success 99.1% School fosters and appreciation of differences and diversity 100% Overall, respondents indicated the school has a favorable climate that promotes learning. The majority of students do feel they are academically challenged. There were several areas identified for improvement, including: • students not feeling healthy and fit • students not being ready to learn each day • students would like more opportunities to make decisions and decide on things, like class activities • school may not provide all the materials the students feel like they need (paper and computer ink were noted) • students want an opportunity to make a difference by helping others To address the above, we have/will implement the following: • Family Directory • HS Student Communication Strategy - The HS team has addressed the need by creating a shared communication survey for students to opt in. The link was sent to CAVA parents only and then messaged out during homeroom sessions, and HS students can safely share email and phone numbers. • Schoolwide Social and Emotional Learning (SEL) plan to help drive the implementation to better support teachers/staff and positively impact our school's culture. The comprehensive plan includes the importance of behavioral and physical health. • We have revised onboarding procedures we use to support new students and LCs and have added additional support staff, on-demand delivery of support sessions, matrix of resources, evening LC sessions, texting platform, parity of onboarding resources in Spanish, increased parent connections/Q and A opportunities, video tutorials, transition support for Elem-MS-HS transitions, and family newsletters. • Care Solace • School supplies for MKV and Foster Youth • Resources and support for families in need • A comprehensive summer plan engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • For students, more opportunities to interact in CC sessions through the implementation of project-based learning and 3 Signature Practices (CASEL)." Met 6/15/2022 2022 16638750112698 California Virtual Academy at Kings 6 "Parents and students are regularly surveyed in the following areas: ? Satisfaction, preparation, routine ? School Culture and Programs ? Opportunities for parental participation ? Social & Emotional Learning School Climate CAVA provided students with 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, 9, and 11 are surveyed with this tool every other year. Survey results from Spring 2022 indicated the following: Number of Respondents: 48 Students feel safe: 100% Teachers care about student success at school: 100% School promotes academic success: 100% School fosters and appreciation of differences and diversity: 100% Overall, respondents indicated the school has a favorable climate that promotes learning. The majority of students do feel they are academically challenged. There were several areas identified for improvement, including: • students not feeling healthy and fit • students not being ready to learn each day • students would like more opportunities to make decisions and decide on things, like class activities • school may not provide all the materials the students feel like they need (paper and computer ink were noted) • students want an opportunity to make a difference by helping others To address the above, we have/will implement the following: • Family Directory • HS Student Communication Strategy - The HS team has addressed the need by creating a shared communication survey for students to opt in. The link was sent to CAVA parents only and then messaged out during homeroom sessions, and HS students can safely share email and phone numbers. • Schoolwide Social and Emotional Learning (SEL) plan to help drive the implementation to better support teachers/staff and positively impact our school's culture. The comprehensive plan includes the importance of behavioral and physical health. • We have revised onboarding procedures we use to support new students and LCs and have added additional support staff, on-demand delivery of support sessions, matrix of resources, evening LC sessions, texting platform, parity of onboarding resources in Spanish, increased parent connections/Q and A opportunities, video tutorials, transition support for Elem-MS-HS transitions, and family newsletters. • Care Solace • School supplies for MKV and Foster Youth • Resources and support for families in need • A comprehensive summer plan engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • For students, more opportunities to interact in CC sessions through the implementation of project-based learning and 3 Signature Practices (CASEL)." Met 6/13/2022 2022 15636280137687 California Virtual Academy at Maricopa 6 "Parents and students are regularly surveyed in the following areas: ? Satisfaction, preparation, routine ? School Culture and Programs ? Opportunities for parental participation ? Social & Emotional Learning School Climate CAVA provided students with 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, 9, and 11 are surveyed with this tool every other year. Number of Respondents: 94 Students feel safe: 97.9% Teachers care about student success at school - 97.9% Teachers care about student success at school - 99.1% School Promotes academic success: 99.0% School fosters and appreciation of differences and diversity:99.0% Overall, respondents indicated the school has a favorable climate that promotes learning. The majority of students do feel they are academically challenged. There were several areas identified for improvement, including: • students not feeling healthy and fit • students not being ready to learn each day • students would like more opportunities to make decisions and decide on things, like class activities • school may not provide all the materials the students feel like they need (paper and computer ink were noted) • students want an opportunity to make a difference by helping others To address the above, we have/will implement the following: • Family Directory • HS Student Communication Strategy - The HS team has addressed the need by creating a shared communication survey for students to opt in. The link was sent to CAVA parents only and then messaged out during homeroom sessions, and HS students can safely share email and phone numbers. • Schoolwide Social and Emotional Learning (SEL) plan to help drive the implementation to better support teachers/staff and positively impact our school's culture. The comprehensive plan includes the importance of behavioral and physical health. • We have revised onboarding procedures we use to support new students and LCs and have added additional support staff, on-demand delivery of support sessions, matrix of resources, evening LC sessions, texting platform, parity of onboarding resources in Spanish, increased parent connections/Q and A opportunities, video tutorials, transition support for Elem-MS-HS transitions, and family newsletters. • Care Solace • School supplies for MKV and Foster Youth • Resources and support for families in need • A comprehensive summer plan engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • For students, more opportunities to interact in CC sessions through the implementation of project-based learning and 3 Signature Practices (CASEL)." Met 6/10/2022 2022 51714150129007 California Virtual Academy at Sutter 6 "Narrative: Parents and students are regularly surveyed in the following areas: ? Satisfaction, preparation, routine ? School Culture and Programs ? Opportunities for parental participation ? Social & Emotional Learning School Climate CAVA provided students with 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, 9, and 11 are surveyed with this tool every other year. Survey results from Spring 2022 indicated the following: Number of Respondents: 149 Students feel safe: 98.7% Teachers care about student success at school: 96.4% School promotes academic success: 96.6% School fosters an appreciation of differences and diversity: 99.3% Overall, respondents indicated the school has a favorable climate that promotes learning. The majority of students do feel they are academically challenged. There were several areas identified for improvement, including: • students not feeling healthy and fit • students not being ready to learn each day • students would like more opportunities to make decisions and decide on things, like class activities • school may not provide all the materials the students feel like they need (paper and computer ink were noted) • students want an opportunity to make a difference by helping others To address the above, we have/will implement the following: • Family Directory • HS Student Communication Strategy - The HS team has addressed the need by creating a shared communication survey for students to opt in. The link was sent to CAVA parents only and then messaged out during homeroom sessions, and HS students can safely share email and phone numbers. • Schoolwide Social and Emotional Learning (SEL) plan to help drive the implementation to better support teachers/staff and positively impact our school's culture. The comprehensive plan includes the importance of behavioral and physical health. • We have revised onboarding procedures we use to support new students and LCs and have added additional support staff, on-demand delivery of support sessions, matrix of resources, evening LC sessions, texting platform, parity of onboarding resources in Spanish, increased parent connections/Q and A opportunities, video tutorials, transition support for Elem-MS-HS transitions, and family newsletters. • Care Solace • School supplies for MKV and Foster Youth • Resources and support for families in need • A comprehensive summer plan engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • For students, more opportunities to interact in CC sessions through the implementation of project-based learning and 3 Signature Practices (CASEL)." Met 6/13/2022 2022 41689160112284 California Virtual Academy San Mateo 6 "Parents and students are regularly surveyed in the following areas: ? Satisfaction, preparation, routine ? School Culture and Programs ? Opportunities for parental participation ? Social & Emotional Learning School Climate CAVA provided students with 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, 9, and 11 are surveyed with this tool every other year. Survey results from Spring 2022 indicated the following: Number of Respondents: 115 Students feel safe: 99.2% Teachers care about student success at school: 100% School promotes academic success: 100% School fosters an appreciation of differences and diversity: 99.1% Overall, respondents indicated the school has a favorable climate that promotes learning. The majority of students do feel they are academically challenged. There were several areas identified for improvement, including: • students not feeling healthy and fit • students not being ready to learn each day • students would like more opportunities to make decisions and decide on things, like class activities • school may not provide all the materials the students feel like they need (paper and computer ink were noted) • students want an opportunity to make a difference by helping others To address the above, we have/will implement the following: • Family Directory • HS Student Communication Strategy - The HS team has addressed the need by creating a shared communication survey for students to opt in. The link was sent to CAVA parents only and then messaged out during homeroom sessions, and HS students can safely share email and phone numbers. • Schoolwide Social and Emotional Learning (SEL) plan to help drive the implementation to better support teachers/staff and positively impact our school's culture. The comprehensive plan includes the importance of behavioral and physical health. • We have revised onboarding procedures we use to support new students and LCs and have added additional support staff, on-demand delivery of support sessions, matrix of resources, evening LC sessions, texting platform, parity of onboarding resources in Spanish, increased parent connections/Q and A opportunities, video tutorials, transition support for Elem-MS-HS transitions, and family newsletters. • Care Solace • School supplies for MKV and Foster Youth • Resources and support for families in need • A comprehensive summer plan engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA, and students who need additional academic support. • For students, more opportunities to interact in CC sessions through the implementation of project-based learning and 3 Signature Practices (CASEL)." Met 6/15/2022 2022 13631070000000 Calipatria Unified 6 "CUSD successfully administered the California Health Kids Survey during the Spring of 2021. The results demonstrate Grade 7 students are less likely to feel safe and connected to school. The district recognizes the survey was completed during the return to in-person learning under hybrid instruction and this may have impacted the results. The district will conduct the survey in Spring 2023 and anticipates an improvement in student outcomes as additional resources have been provided to address learning loss and student well being. California Healthy Kids Survey. Spring 2021 The percentage of students that feel very safe at school Gr 4. 82% Gr 7. 63% Gr. 9 89% Gr. 11 Not reported The percentage of students that report high levels of school connectedness Gr. 4 74% Gr. 7. 59% Gr 9 76% Gr. 11 Not reported The district 21-22 LEA and LCAP Parent Survey reports a decrease in satisfaction from 85.6% to 65.1% of parents reporting Agree (50.9% to 44.2%) or Strongly Agree (34.7% to 20.9%) that their child's school provides a safe and caring learning environment. Similar outcome is reported (65.1%) of parent respondents having satisfaction with school facilities being in good repair, safe and conducive for learning. The participation of parent respondents decreased from Spring 2021 and most parents reported a decrease in satisfaction with district annual outcomes. The district recognizes the 21-22 school year continued to be challenged with COVID related issues and disruption of instruction. Parents expressed need for additional communication from the schools and more in-person support. There continues to be a need to support students with social emotional and academic learning loss. The district will support the increase in counseling and mental health services, increased communication and outreach to parents via technology tools and staff connections, and continue to seek targeted social emotional curriculum and resources for staff and students." Met 6/20/2022 2022 28662410000000 Calistoga Joint Unified 6 "1. School is a place where students feel accepted and connected. a. CES students: 71% responded ""always or often"" b. CES parents: 93% responded ""always or often"" c. CJSHS students: 75% responded ""always or often"" d. CJSHS parents: 88% responded ""always or often"" 2. School staff treat all student cultures with respect and value differences. a. CES students: 79% responded ""strongly agree or agree"" b. CES parents: 97% responded ""strongly agree or agree"" c. CJSHS students: 81% responded ""strongly agree or agree"" or often"" d. CJSHS parents: 95% responded ""strongly agree or agree"" 3. School is a safe place for students and staff. a. CES students: 82% responded ""strongly agree or agree"" b. CES parents: 95% responded ""strongly agree or agree"" c. CJSHS students: 81% responded ""strongly agree or agree"" or often"" d. CJSHS parents: 96% responded ""strongly agree or agree""" Met "In comparison to our survey results from past years, there was a noted disparity between student and parent responses. We believe that the time in the year that we administered the survey may have had an effect on the responses because our schools were in distance learning due to the pandemic. Parent concerns about safety were most likely related to COVID-19 and thus were addressed when students returned to in-person school. To improve the school climate so that more students feel accepted and connected, our district will be providing mulit-year professional development focused on culturally responsive instruction for all administrators, teachers and paraprofessionals beginning in the 2021-22 year. In addition, staff will receive refresher training on the use of classroom circles to engage students and help to create a school community in which every student feels accepted and connected." 6/20/2022 2022 56725460115105 Camarillo Academy of Progressive Education 6 "Our survey found the majority of educational partners felt safe and connected to the CAPE Community. This was the first year back after a mid-year shut down and then a year of remote learning. At the beginning of the year, students and families reported that they were concerned with returning to the classroom and educational gaps they may have had due to the pandemic. When we surveyed at the end of the year, the majority were happy with the school year and excited that things were returning to ""normal"". Many reported that they were excited for the upcoming school year which they hope will mimic the traditional school year pre pandemic. CAPE is known for our parental volunteerism and this was one area that was negatively impacted by the COVID guidance. We look forward to welcoming parents back on campus for the 2022-2023 school year." Met 6/16/2022 2022 43693850000000 Cambrian 6 "PBIS School Climate Survey - Administered in Spring 2022 - All students in Grades 3-8 - Number of Student Responses: 1853 - School Climate Survey Results Spring 2022 - Percentage of Students in grades 3-8 Who Responded “Often” or “Always”. Survey Questions (Responses from Spring 2021 to Spring 2022, respectively) & the Change (from Spring 2021 to Spring 2022 is the percent of responses): 1. I like school - (76% to 84%) +8% 2. I feel like I do well in school - (78% to 77%) -1% 3. My school wants me to do well - (86% to 88%) +2% 4. My school has clear rules for behavior - (93% to 91%) -2% 5. Teachers treat me with respect - (95% to 91%) -4% 6. Behavior in class allows the teacher to teach - (95% to 80%) -15% 7. Good behavior is noticed at my school - (77% to 73%) -4% 8. I get along with other students - (88% to 82%) -4% 9. I feel safe at school - (87% to 83%) -4% 10. Students treat each other well - (92% to 73%) -19% 11. There is an adult who will help me if I need it - (81% to 84%) +3% Cambrian School District has been implementing Positive Behavior Interventions and Supports (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." Met 6/16/2022 2022 09618460123125 Camino Polytechnic 6 "Camino USD administers four CHKS surveys - Elementary 5th and 6th, Secondary 7th and 8th, Staff and Parent. We have administered these every year since 2014 (prior to this these surveys were given every other year to 6th and 8th graders - to better understand and use this data Site Council requested that we administer every year to 5th-8th). Camino USD breaks up the results into some key areas to better understand the feedback. The main categories we use are: Substance Abuse, School Safety, Academic Motivation, School Connectedness, Meaningful Participation, High Expectations, Caring Adults, and School Supports. The main feedback in each area is as follows: Substance Abuse - not a problem at CUSD, but vaping still a concern. School Safety – parents, staff and students feel CUSD is very safe. Academic Motivation - all believe almost all of our students are motivated to succeed. School Connectedness - has declined recently, largely due to lack of staff and on-going funding to continue various VAPA programs. Meaningful Participation - students want to be included more, but recognize student leadership has to be more active. High Expectations - very high from all groups. Caring Adults - very high from all groups. School Supports - very high due to strong efforts from CUSD to sustain great support programs. Camino USD continues efforts to implement all of the recommendations in the Master Facility Plan that was largely focused on Health and Safety Improvements. Meeting funding requirements for improvements is the greatest challenge to improve these areas of concern. Camino USD will work hard to find the staff and on-going funds to rebuild our VAPA programs. Camino USD will increase efforts to develop strong student leadership programs through Student Council, Interact Club, Peer Tutoring/Mentoring, and Athletics. Camino USD will encourage student participation in all stakeholder groups. Camino is an excellent school and the overwhelming majority of parents and students love attending here. Camino USD invests heavily in its community and the community invests heavily in our school." Met 6/21/2022 2022 09618460000000 Camino Union Elementary 6 "Camino USD administers four CHKS surveys - Elementary 5th and 6th, Secondary 7th and 8th, Staff and Parent. We have administered these surveys every year since 2014 (prior to this these surveys were given every other year to 6th and 8th graders - to better understand and use this data Site Council requested that we administer every year to 5th-8th). Camino USD breaks up the results into some key areas to better understand the feedback. The main categories we use are: Substance Abuse, School Safety, Academic Motivation, School Connectedness, Meaningful Participation, High Expectations, Caring Adults, and School Supports. The main feedback in each area is as follows: Substance Abuse - not a problem at CUSD, but vaping still a concern. School Safety – parents, staff and students feel CUSD is very safe. Academic Motivation - all believe almost all of our students are motivated to succeed. School Connectedness - has declined recently, largely due to lack of staff and funding to continue various VAPA programs. Meaningful Participation - students want to be included more, but recognize student leadership has to be more active. High Expectations - very high from all groups. Caring Adults - very high from all groups. School Supports - very high due to strong efforts from CUSD to sustain great support programs. Camino USD continues efforts to implement all of the recommendations in the Master Facility Plan that was largely focused on Health and Safety Improvements. Funding for improvements is the greatest challenge to improve these areas of concern. Camino USD will work hard to find the staff and on-going funds to rebuild our VAPA programs. Camino USD will increase efforts to develop strong student leadership programs through Student Council, Interact Club, Peer Tutoring/Mentoring, and Athletics. Camino USD will encourage student participation in all stakeholder groups. Camino Elementary is an excellent school and the overwhelming majority of parents and students love attending here. Camino USD invests heavily in its community and the community invests heavily in our school." Met 6/21/2022 2022 43693930137273 Campbell School of Innovation 6 "Survey Administration and Measurement: In 2021.2022, CUSD administered a Student Engagement Survey to students in grades 3-8. The statements below were used to measure student perception of school climate across CUSD campuses using a five-point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree): I feel safe at my school School rules are fair My school is clean Students are nice to each other at my school I like going to my school each day CUSD will use the baseline results from the Student Engagement Survey to determine desired outcome for Top Box scores (percent of students reporting 5 'Strongly Agree') in 2022.2023, with a goal of achieving an Overall Mean of 4.5 for questions by 2023.2024. Winter 2022 Survey Results: The Overall Mean (average) and Top Box scores for each of the selected questions are reported below. Overall Mean and Top Box by Question (January - February 2022) I feel safe at my school: 3.8; 27.44% School rules are fair: 3.68; 23.36% My school is clean: 3.21; 11.39% Students are nice to each other at my school: 3.20; 12.36% I like going to my school each day: 3.63; 29.97% Number of Responses: 2641 “I feel safe at my school” was the highest rated, with four schools with a Mean of 4.0 or higher, and five schools with a Mean of 3.8 to 3.9. Ratings were lower for, “My school is clean” and, “Students are nice to each other at my school” with no schools reporting a Mean of 4 or higher. Generally, elementary school ratings were higher than those from 6-8 and K-8 sites. Decisions, Actions, and Next Steps: Student Engagement Survey data was shared with site administrators in March 2022, and schools reviewed results and discussed next steps. In April 2022, CUSD results were shared with staff as part of the Superintendent’s share out on themes from the staff, community, and student surveys. In this session, staff had the opportunity to provide input on how to address opportunities for improvement. In 2021.2022, CUSD professional development for schools and staff focused on Multi-Tiered Systems of Support (MTSS) and Tier 1 interventions with an emphasis on Social-Emotional well-being, including trainings on Insights to Behavior, Zones of Regulation, Character Strong, 4Cs, and Behavior Bootcamp. For 2022.2023, schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on student kindness and peer interaction, and each school has developed a Fall plan that includes school-wide strategies for Social Emotional Learning. We continue to fund a Behavior Specialist to support all schools." Met 6/23/2022 2022 43693930000000 Campbell Union 6 "Survey Administration and Measurement: In 2021.2022, CUSD administered a Student Engagement Survey to students in grades 3-8. The statements below were used to measure student perception of school climate across CUSD campuses using a five-point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree): I feel safe at my school School rules are fair My school is clean Students are nice to each other at my school I like going to my school each day CUSD will use the baseline results from the Student Engagement Survey to determine desired outcome for Top Box scores (percent of students reporting 5 'Strongly Agree') in 2022.2023, with a goal of achieving an Overall Mean of 4.5 for questions by 2023.2024. Winter 2022 Survey Results: The Overall Mean (average) and Top Box scores for each of the selected questions are reported below. Overall Mean and Top Box by Question (January - February 2022) I feel safe at my school: 3.8; 27.44% School rules are fair: 3.68; 23.36% My school is clean: 3.21; 11.39% Students are nice to each other at my school: 3.20; 12.36% I like going to my school each day: 3.63; 29.97% Number of Responses: 2641 “I feel safe at my school” was the highest rated, with four schools with a Mean of 4.0 or higher, and five schools with a Mean of 3.8 to 3.9. Ratings were lower for, “My school is clean” and, “Students are nice to each other at my school” with no schools reporting a Mean of 4 or higher. Generally, elementary school ratings were higher than those from 6-8 and K-8 sites. Decisions, Actions, and Next Steps: Student Engagement Survey data was shared with site administrators in March 2022, and schools reviewed results and discussed next steps. In April 2022, CUSD results were shared with staff as part of the Superintendent’s share out on themes from the staff, community, and student surveys. In this session, staff had the opportunity to provide input on how to address opportunities for improvement. In 2021.2022, CUSD professional development for schools and staff focused on Multi-Tiered Systems of Support (MTSS) and Tier 1 interventions with an emphasis on Social-Emotional well-being, including trainings on Insights to Behavior, Zones of Regulation, Character Strong, 4Cs, and Behavior Bootcamp. For 2022.2023, schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on student kindness and peer interaction, and each school has developed a Fall plan that includes school-wide strategies for Social Emotional Learning. We continue to fund a Behavior Specialist to support all schools." Met 6/23/2022 2022 43694010000000 Campbell Union High 6 "Climate surveys were administered to students, families, and staff members at all high school sites during February and March of 2022. The District administered two student climate surveys this year: the Socioemotional Learning Survey that was developed in collaboration with other school districts in Santa Clara County, and a local climate survey. Both surveys were administered online to all students in grades 9 through 12. The Socioemotional Learning Survey had a 59% response rate and the local climate survey had a response rate of 73%. In terms of connectedness, the percentage of students reporting that they felt included in their school was 79%. In terms of safety, 82% of students felt safe. An area of concern is that 30% of students reported that they experienced derogatory comments during the school year, and of those students only 18% talked to an adult about the incident. Another important theme was social and emotional wellbeing. The percentage of students reporting chronic sadness was 40% and the percentage who seriously considered suicide was 11%. Despite having mental health professionals at all school sites, only 36% of students reported being aware of these services available on campus. To help address issues impacting connectedness, especially with regards to equity and inclusion, CUHSD is partnering with the Education Trust-West to conduct an Educational Equity Audit and Blueprint process to identify root causes and potential solutions to address inequity in our system. In response to the increased and ongoing need for mental health support, the district is expanding mental health staffing by providing a Social Worker at each school site as well as a centralized Social Worker, with a CASSY counselor at each school site. CUHSD was CUHSD Local Indicators Self-Evaluation Reflection for 2021-2022 also selected by the State of California as a recipient of a Community Schools Planning Grant. This grant will fund mental health awareness training for our staff in a partnership with our County Office of Education and fund an expansion of our wellness centers." Met 6/23/2022 2022 58727280000000 Camptonville Elementary 6 Current school climate data is limited. The two year cycle for the California Healthy Kids Survey (CHKS) means that there was no data collected for 21-22. The prior year data is limited due to covid. We anticipate full participation in the survey this spring and will update our data accordingly. Met 6/9/2022 2022 07616710000000 Canyon Elementary 6 "Our findings included, many students felt unsafe at school from bullying, harassment, and some unacceptable sexual comments. Most students felt the academic program was strong, and the extra curricular activities were good. Students that feel unsafe did not feel that an adult would be helpful to them. As a result, we implemented, PBIS strategies, Collaborative Classroom's school culture curriculum. and team building activities for students, staff, and parents. We are noticing a significant change in school climate. Students are no longer reporting feeling bullied or unsafe at school. Most students feel their is a caring adult that they can go to." Met 6/7/2022 2022 11625540000000 Capay Joint Union Elementary 6 "The California Healthy Kids Survey is was administered to all 5-8th grades students as well as staff. The majority of the respondents ""Agreed"" or ""Strongly Agreed"" that the school was a positive, supportive place for staff and students. Because of the small sample size, disaggregating the data was not possible. The data also indicated that improving relationships among staff and students will lead to greater student success. We also will be sending out a school climate survey three times a year to staff, students and parents to get a larger sample size and more recent data which we will use to improve the school climate and culture." Met 6/22/2022 2022 30664640000000 Capistrano Unified 6 "The CA Healthy Kids Survey (CHKS) was identified by the Board on May 24, 2017 as the annual School Climate survey for students in grades 5, 7, 9, and 11. The CHKS is administered in January-February of each year. In January-February, 2021, 10,699 students (in-person, hybrid, and online programs) in grades 5, 7, 9, and 11 participated. All surveys are voluntary and anonymous and the overall participation rate was 75.9%. The survey measures key school climate indicators which provides descriptions of several factors that are known to influence learning success in schools. For grade 5, the climate indicators have remained relatively stable with a slight decrease in Academic Motivation, Caring Relations, and Meaningful Participation. There is a slight increase in High Expectations and Perceived School Safety. For grade 7, the climate indicators are down for Academic Motivation and Meaningful Participation and slightly down for Caring Relationships and High Expectations. The Perceived School Safety has increased. For grade 9 and 11, all climate indicators are down except Perceived School Safety. Academic Motivation, Caring Relationships, High Expectations, and Meaningful Participation has large declines. To continue to support a safe and healthy school climate, staff will continue with social emotional counselors at all school sites, PBIS, Restorative Practices, and the implementation of the Cultural Proficiency Plan." Met 6/15/2022 2022 43693936046536 Capri Elementary 6 "Survey Administration and Measurement: In 2021.2022, CUSD administered a Student Engagement Survey to students in grades 3-8. The statements below were used to measure student perception of school climate across CUSD campuses using a five-point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree): I feel safe at my school School rules are fair My school is clean Students are nice to each other at my school I like going to my school each day CUSD will use the baseline results from the Student Engagement Survey to determine desired outcome for Top Box scores (percent of students reporting 5 'Strongly Agree') in 2022.2023, with a goal of achieving an Overall Mean of 4.5 for questions by 2023.2024. Winter 2022 Survey Results: The Overall Mean (average) and Top Box scores for each of the selected questions are reported below. Overall Mean and Top Box by Question (January - February 2022) I feel safe at my school: 3.8; 27.44% School rules are fair: 3.68; 23.36% My school is clean: 3.21; 11.39% Students are nice to each other at my school: 3.20; 12.36% I like going to my school each day: 3.63; 29.97% Number of Responses: 2641 “I feel safe at my school” was the highest rated, with four schools with a Mean of 4.0 or higher, and five schools with a Mean of 3.8 to 3.9. Ratings were lower for, “My school is clean” and, “Students are nice to each other at my school” with no schools reporting a Mean of 4 or higher. Generally, elementary school ratings were higher than those from 6-8 and K-8 sites. Decisions, Actions, and Next Steps: Student Engagement Survey data was shared with site administrators in March 2022, and schools reviewed results and discussed next steps. In April 2022, CUSD results were shared with staff as part of the Superintendent’s share out on themes from the staff, community, and student surveys. In this session, staff had the opportunity to provide input on how to address opportunities for improvement. In 2021.2022, CUSD professional development for schools and staff focused on Multi-Tiered Systems of Support (MTSS) and Tier 1 interventions with an emphasis on Social-Emotional well-being, including trainings on Insights to Behavior, Zones of Regulation, Character Strong, 4Cs, and Behavior Bootcamp. For 2022.2023, schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on student kindness and peer interaction, and each school has developed a Fall plan that includes school-wide strategies for Social Emotional Learning. We continue to fund a Behavior Specialist to support all schools." Met 6/23/2022 2022 10101080136291 Career Technical Education Charter 6 "Needs assessment was taken by 224 of CTEC students in 2021 using a 1 to 5 scale with 5 being in agreement and 1 being in disagreement in response to 36 questions. Students also responded to 4 questions with “Check all that apply” that included “none the above”. Based on the Check all that Apply responses: 75 students noted that they have experienced depression (33%) of our respondents, 48 students have experienced suicidal thoughts (21%), 17 students noted that they attempted suicide (8%), 58 have seen bullying or students being treated unkindly (26%) 203 students have seen students being leaders in their school (90%), 181 have seen student recognition for achievement (81%), and 124 have seen parents helping out (55%) On the 1 to 5 scale, the high end responses with a response average range of 4.3-4.7 were: ""My parents know how I am doing in school,"" ""My parents want me to do well in school,"" ""I will stay in school until I graduate from high school"" and ""I will continue my education after high school."" The low end of the responses with a response average range of 2.65-3.47 were: ""I know what it takes to be a good student at my school,"" ""The school is preparing me well for life after graduation,"" ""My teachers care about me,"" ""I am doing well in school."" Based on the disaggregated results CTEC has identified and developed within its LCAP, opportunities to increase staff capacity to address social emotional needs of students." Met 6/14/2022 2022 37735510000000 Carlsbad Unified 6 "CUSD uses the California Healthy Kids Survey (CHKS) in grades 7, 9, & 11. Data is analyzed and annual district goals are created. Questions include: Students connectedness: All 7th=68%, 9th=65%, 11th=58% Black/African American 7th=73%, 9th=62%, 11th=42% Hispanic/Latinx 7th=68%, 9th=61%, 11th=56% Perceived Safety at School (safe/very safe): All 7th=68%, 9th=70%, 11th=64% Black/African American 7th=72%, 9th=60%, 11th=40% Hispanic/Latinx 7th=64%, 9th=68%, 11th=65% Been cyberbullied (at least once): All 7th=27%, 9th=19%, 11th=21% Black/African American 7th=35%, 9th=N/A, 11th=N/A Hispanic/Latinx 7th=27%, 9th=21%, 11th=16% Experienced any harassment or bullying: All 7th=34%, 9th=24%, 11th=23% Black/African American 7th=47%, 9th=N/A, 11th=N/A Hispanic/Latinx 7th=39%, 9th=23%, 11th=22% Experienced chronic sadness/hopelessness (past 12 months): All 7th=24%, 9th=22%, 11th=37% Black/African American 7th=18%, 9th=N/A, 11th=N/A Hispanic/Latinx 7th=31%, 9th=23%, 11th=39% Considered suicide (past 12 months): All 7th=11%, 9th=11%, 11th=13% Black/African American 7th=13%, 9th=N/A, 11th=N/A Hispanic/Latinx 7th=14%, 9th=10%, 11th=11% CUSD measures student perceptions on being effective communicators and collaborators, critical thinkers, ethical and responsible citizens, lifelong learners, college and career ready scholars, and self-directed individuals (grades 5-12). CUSD conducts 4 check-in surveys with 3rd-12th students on school connectedness, safety, climate, and well-being." Met 6/22/2022 2022 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. Our plan involves alternating between the two surveys each year. 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 grades 5, 7, 9, and 11 participate in the survey. In 2020- 21, the CHKS survey was administered, but it did not include any questions about safety at school because students were all in distance learning at the time and therefore not on the school sites. The Stanford Survey of Adolescent School Experiences (SSASE) was administered during the 2021-22 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 survey measures middle and high school students’ views 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 4.2 out of 5. This score was about the same as in 2017-18, and 2019-20, and slightly higher than the national average of 3.96. At Carmel High School, the average score was 4.1 out of 5. This score was up from 3.78 in 2017-18 and 3.81 in 2019-20 and higher than the national average of 3.66. With the creation of the Wellness Centers at both CMS and CHS, students seem to feel more connected to the staff at schools and to one another." Met 6/22/2022 2022 42691460000000 Carpinteria Unified 6 "High rate of school connectedness (7th-84%; 9th-86%; 11th-87%) Higher rate of student perception of school safety (7th-90%; 9th-97%; 11th-95%) Higher rate of academic motivation (7th-88%; 9th-89%; 11th-86%) The district will continue to focus on increasing school climate, specifically meaningful participation at Carpinteria Middle School and Carpinteria High School Carpinteria Middle School has implemented the following activities to improve school climate: Daily advisory period using the 7 Habits of Highly Effective Teens Active ASB student leadership Implementation of PBIS strategies Monthly training in social-emotional learning for district staff Implementation of social skills in grades 7 and 8 Assemblies for student recognition Early release time for teacher collaboration to adjust instructional practices AHA! Peacebuilders After School Program" Met 5/24/2022 2022 10621661030840 Carter G. Woodson Public Charter 6 "Significant changes have been made in accordance with what parents and students requested on surveys, and focus groups. This includes more secure campuses, sports, activities, and clubs 1. Increase the number of clubs and sports for students Our school will increase the number of clubs offered up to two new clubs per year. Our school will increase the number of sports programs. Health and Wellness for all students including sports and club activities will be facilitated though the following: a. Summer Programs b. Afterschool Intervention program c. Physical Education Enrichment, and new sports d. SEL: Social Emotional Learning support e. Mental health consultants for staff and students f. Purchase, lease, or build new facilities for sports, fitness, and recreational facilities and equipment to enhance health and wellness. Sports, fitness, and recreational facilities and equipment are purchased and replaced as necessary to support health and fitness to support health and fitness for physical education and activity. g. PBIS and Alternative to suspension 3. Increase student activities Our school will increase student activities including tutoring, Saturday school, and sports offerings by 1-2 activities per year. Health and Wellness for all students a. Summer Programs b. Afterschool and Saturday Intervention program c. Physical Education and Enrichment d. SEL: Social Emotional Learning support e. Mental health therapist and consultants for staff and students f. Purchase or lease and maintain sports, fitness, and recreational facilities and equipment to enhance health and wellness. Sports, fitness, and recreational facilities and equipment are purchased and replaced as necessary to support health and fitness to support health and fitness for physical education and activity. g. PBIS h. Increase the number of clubs by 1 per year. i. Increase the number of field trips by 2 per year. j. Increase students incentives for students attending activities. 3. Safe facilities and clean Restroom facilities and Eating areas is a school priority. Our school will be safe and will ensure restroom facilities and eating areas are cleaned after each break and lunch use including Before and After-School. Maintain safe and high-quality facilities materials, supplies and repairs. a. Mobile handwashing stations b. Disinfecting mist machines (foggers) c. Cleaning and sanitizing upgrades d. PPE 2. COVID -19 Procedures and Protocols for prevention and safety for students, staff and visitors a. Janitorial Compliance Requisition Forms b. PPE c. HVAC 2. Camera’s for security will be purchased for each school site as requested by parents." Not Met 2022 10755980000000 Caruthers Unified 6 "The district administered a student survey that was requested of all students in grades 5th-12th grades in the spring of 2022 school year. The key findings were the most surprising of any of the survey results because there was the largest decline in students responses in the students' perceptions of school safety and connectedness than every before. 57.1% of students feel like they are a part of the school and only 50.6% of students felt safe at school. This decline was significant because in the past the ratings had been in the high 70's to lower 80's. However, 82.4% of students responded that teachers at this school want students to succeed in their classes. English Learners responded that 72.2% feel that they receive the support they need from their teachers . 63.8% of students are happy to be at school and then a high percentage 80.5% of students stated that they plan on attending college or some other school after high school. The largest eye opener was the decrees of school safety and connectedness. This is the first year following the global pandemic and this proved that it did affect the students not only academically but connected to school as well. The district has focused their efforts in student voice and putting new programs, expanding counseling and mental health programs as well. The other area is working with teachers and staff to understand the needs of the students. This work will continue to be an area of focus." Met 6/27/2022 2022 45699140000000 Cascade Union Elementary 6 "1. DATA: Areas identified in the student survey included: more recess, more sports, a variety of electives, better quality of food in the cafeteria, different PE games at the elementary schools, eliminate Accelerated Reader and unblock YouTube, remove the gravel next to the basketball courts at Anderson Heights, eliminate homework, eliminate the no phone policy at the elementary schools. Finally, students would like additional math time at the elementary schools. Students also provided information on what they wanted to be when they grew up as well as called out staff members or friends that they find helpful and the reason they like coming to school. Areas identified in the parent surveys are as follows: drop off and pick up need to be addressed at both elementary schools, communication from the schools are hit and miss, more music and cultural activities are needed, bring back school wide events, add more extra-curricular activities, a better report card system, no mandates for masks and COVID vaccines, better food options for students, zero tolerance for people that speed through the parking lots, a gym and a more accessible playground at Meadow Lane, keep using Lifetouch for photos, address bullying and students that are disrespectful to substitutes, more welcoming environment at Meadow Lane and Anderson Middle School, allow parents on campus, require all teachers to use Class Dojo, that parents are notified if a child skips school, small group support for middle school girls that are struggling, rigorous curriculum and homework at the middle school, cleaner bathrooms at the middle school, more information on parent club, change graduation time to the evening, a band/music program is needed. Finally, parents would like life skills taught like counting change back, completing applications, having students write a mock resume, and knowing how to write a letter. Overall, parents are very happy with the support staff and teachers and like that each of the school are conveniently located and true community schools. Many parents stated that teachers are kind, caring, and understanding of their children's needs. The staff is accessible and easy to reach. The staff makes a tremendous effort to recognize each students strengths and weaknesses and they celebrate the accomplishments; then they work hard to elevate the areas that require attention and need improvement. The dances at Anderson Middle School put on by the school are a great incentive and a huge bright spot for the students to meet and/or exceed their goals. Odyssey of the Mind has been a great opportunity for our students. 2. Using our local survey data, we learned that the staff, students, and parents believe we have the following strengths and challenges: Strengths: We have a strong culture and climate and support all students both academically and socially. Overall, students enjoy coming to school and students feel supported by all staff. Students felt safe taking academic risks and" Met 6/8/2022 2022 19643450000000 Castaic Union 6 "To ensure that students grow, the culture and climate of schools must be conducive to learning, promote a sense of emotional and physical safety, encourage social-emotional development, invite parent involvement, and have school facilities that are maintained in good repair.. Strategies and structures for relationship building are necessary for student achievement. Specifically: * 94% of School communities have expressed that we have safe and supportive environments; we hope to sustain or improve on this rate. * Conscious Discipline, as a method and a mindset, will build the social and emotional capacities of all adults in the school community. The Healthy Kids Survey (grades 5 and 7) results are as follows: * School Connectedness - 69% * Caring Adult Relationships - 62% * School Safety - 74% Our data confirms that our staff is building relationships that have a meaningful impact on our students. Staff survey data is as follows: * Caring adult relationships - 96% Parent survey data is as follows: * Caring adult relationships - 93% Regular attendance and engaged learning are essential to raising academic success and reducing the achievement gap. Specifically: Current attendance rate of 93.9% is lower than pre-Covid years and can be improved. * The chronic absenteeism rate is at 16.2% which is a rate that reflects absences related to incomplete short-term independent study due to Covid quarantine/isolation. CUSD hopes to continue to lower this rate. Castaic Union School District had a high attendance rate of 96% prior to the pandemic. Our district goal has been to annually increase by the attendance rate by 1-2%. We are now focused on reducing the chronic absenteeism rate; we are providing consistent, proactive outreach to families." Met 6/23/2022 2022 43693936046544 Castlemont Elementary 6 "Survey Administration and Measurement: In 2021.2022, CUSD administered a Student Engagement Survey to students in grades 3-8. The statements below were used to measure student perception of school climate across CUSD campuses using a five-point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree): I feel safe at my school School rules are fair My school is clean Students are nice to each other at my school I like going to my school each day CUSD will use the baseline results from the Student Engagement Survey to determine desired outcome for Top Box scores (percent of students reporting 5 'Strongly Agree') in 2022.2023, with a goal of achieving an Overall Mean of 4.5 for questions by 2023.2024. Winter 2022 Survey Results: The Overall Mean (average) and Top Box scores for each of the selected questions are reported below. Overall Mean and Top Box by Question (January - February 2022) I feel safe at my school: 3.8; 27.44% School rules are fair: 3.68; 23.36% My school is clean: 3.21; 11.39% Students are nice to each other at my school: 3.20; 12.36% I like going to my school each day: 3.63; 29.97% Number of Responses: 2641 “I feel safe at my school” was the highest rated, with four schools with a Mean of 4.0 or higher, and five schools with a Mean of 3.8 to 3.9. Ratings were lower for, “My school is clean” and, “Students are nice to each other at my school” with no schools reporting a Mean of 4 or higher. Generally, elementary school ratings were higher than those from 6-8 and K-8 sites. Decisions, Actions, and Next Steps: Student Engagement Survey data was shared with site administrators in March 2022, and schools reviewed results and discussed next steps. In April 2022, CUSD results were shared with staff as part of the Superintendent’s share out on themes from the staff, community, and student surveys. In this session, staff had the opportunity to provide input on how to address opportunities for improvement. In 2021.2022, CUSD professional development for schools and staff focused on Multi-Tiered Systems of Support (MTSS) and Tier 1 interventions with an emphasis on Social-Emotional well-being, including trainings on Insights to Behavior, Zones of Regulation, Character Strong, 4Cs, and Behavior Bootcamp. For 2022.2023, schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on student kindness and peer interaction, and each school has developed a Fall plan that includes school-wide strategies for Social Emotional Learning. We continue to fund a Behavior Specialist to support all schools." Met 6/23/2022 2022 19647330101659 "CATCH Prep Charter High, Inc." 6 "In the spirit our vision and mission, CATCH operates as the extension of the family. In this way, the learning environment at CATCH promotes an atmosphere of caring, concern, safety, and high expectations at all times. CATCH’s stakeholders support students in their academic achievement, both individually and school-wide, using our School-wide Learner Outcomes and as a guideline. Further, CATCH makes use of several survey mechanisms to collect and respond to student feedback regarding the culture, environment, and overall safety of our campus. Among these survey instruments is the California Healthy Kids Survey, provided to all grade levels (9th-12th) on a yearly basis. The most recent survey, distributed in May 2022, indicated high levels of connectedness to school in the 12th grade (95%) and in the 11th grade (90%), 10th graders reported (85%) feeling directly connected to the school, and 9th grade students reported (80%). 100 families answered our Parent Satisfaction Survey. 96% of the families surveyed stated that CATCH Prep provides a safe environment for both staff and students. 98% stated that CATCH Prep provided their students access to programs that provided their students with social-emotional learning supports, and 99% of the families surveyed stated they felt safe in school. Based on the positive results, it is evident a culture of trust, respect and professionalism lie at the forefront of all we do at CATCH. In the classroom, students are often given the opportunity to facilitate class discussions or provide input into the effectiveness of class activities. Students are encouraged to participate in the decision-making process as they relate school-wide. Outside of the classroom, a culture of trust, respect and professionalism is best evidenced through our school’s decision-making processes. Administrators, teachers, and other faculty make schoolwide decisions on a weekly basis at our professional development meetings. Decisions may range from curriculum matters and evaluative methods used by the school leadership, to the development of school policies and rules. Surveys completed by teachers only confirmed that they believe that their “voice matters” and that their “ideas can be trusted”." Met 5/23/2022 2022 40687260000000 Cayucos Elementary 6 "Cayucos Elementary School administers the California Healthy Kids Survey as a climate survey every other year. Due to the size of the school, (lack of numbers needed in 5th grade) we have analyzed our 7th-grade data and found the following areas of strengths, challenges, and barriers. Our data reflects there is a need to increase school connectedness at our school. Currently, only 52% of our students feel strongly connected to our school. In looking deeply into this data, we found the greatest deficit to be in meaningful participation- 25% of students felt this was a strong area. Conversely to this challenge, almost 70% of students did report having a caring adult on campus. Additionally, over 70% of students felt safe on campus. Cayucos Elementary is looking at implementing more student-driven clubs and activities, versus maintaining the activities that are solely here due to the fact they ""have always been here."" Also, the school will increase participation opportunities in student leadership to encourage more meaningful participation opportunities. The principal is currently working on a student survey to seek input on what students value and how they want their voices to be heard. We are committed to students having stronger input on decisions at school, which we believe will increase their feeling of connectedness and meaningful participation. Lastly, we have set district goals in classroom strategies that increase student voice in learning and specific feedback when students participate." Met 6/29/2022 2022 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. Since day one of the 2022-2023 school year, the principal stands outside the entrance to the school every morning to say hello and welcome every student who enters through those gates. It is important that students see a smiling face in the morning, even if the one at school is the first one they see after they wake up. It also shows students and parents that this school is a welcoming place where learning and safety are of utmost importance. The principal makes it a priority every morning to stand out in front of the school or walk the grounds prior to school to welcome students. Every morning, announcements are made to get the day started. The flag salute is performed and the day’s information is given out. To help promote positive behavior among the student body, ice cream and behavior coupons are given out for good behavior or for doing something respectful, like picking up trash while walking or holding the door for a staff member. Ice cream passes or behavior coupons are positive behavior reinforcement given to students. Students who receive an ice cream coupon are eligible for free ice cream at the end of the day. Behavior coupons entitle the student to receive a prize from the prize room. Along with coupons,, CAMSA is in the process of scheduling rallies to help motivate students on state assessments. CAMSA held an SBAC rally last spring to get students thinking of doing their best on the test. The neighboring high school band and cheerleaders performed for the student body and chants such as rock the test, were shouted by the various grade levels. Students were promised incentive prizes for doing well on the tests. All these activities and strategies help to build up the school culture and climate. Many positive changes have taken place and, according to staff, this is a much better place to work than it was as recently as four years ago. The office staff also practices excellent customer service to welcome parents and community members. We believe the most valid measures of school 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 3.10 in 2019 to 3.18 in 2021. This increase means students feel safer, more respected, and feel more connected to the school. According to the 2021 California Healthy Kids Survey administered to 7th grade students, 75% of 7th Graders agreed that they are motivated academically. The staff and administration are working hard to improve the overall school culture so that every student feels safe, and connected, and receives parental support." Met 6/13/2022 2022 44697990117804 Ceiba College Preparatory Academy 6 "SCHOOL ENGAGEMENT, SUPPORTS, STUDENT PERCEPTION Students see the promotion of parent involvement in school events and decision-making as a strength. Roughly two-thirds of students reported feelings of connectedness to school and motivation to participate in academics. Both middle and high school students felt that they have caring adult relationships and high expectations from adults in school. Unsurprisingly, few students felt that they had meaningful participation in establishing rules, procedures, and norms at school in a distance learning / hybrid year. SCHOOL AND STUDENT SAFETY Both middle and high school students reported that the school facilities are clean and tidy. The majority of students perceive school to be safe or very safe. Reports of bullying and harassment are up from the previous year of distance/hybrid learning, and match the data we see in our referral system. Our Director of MTSS and our School Counselor have redoubled their efforts to engage students in mediated conversation, preventative workshops, and postvention through Why Try and similar curricula. ROUTINES, HABITS, AND SOCIAL-EMOTIONAL HEALTH The school has allocated increased resources to social-emotional well-being and mental health initiatives including weekly Kindness Wendesdays and Wellness activities. The position that we posted for a full-time social-emotional counselor has proven difficult to fill, but we are leveraging connections at the local and county levels to actively seek more candidates. We will continue to monitor these findings closely. We relied heavily on our multi-tiered web filter which provides email, document, and social media monitoring for negative sentiment, bullying, and self-harm. New services that continue into the current year include live staff members at Securly reviewing every flagged communication and escalating to our senior administrators and support counselors 24 hours a day. This allowed us to intervene in more than one credible threat of self-harm during the 20-21 school year after school hours. It is reassuring to see that more than two-thirds of our students in all age groups report that they have a trusted adult that cares about them. This reaches nearly 90% of students who have identified a trusted adult in general. Reports of feeling supported by trusted peers are similarly high, with higher positive reporting in high school than in middle school. Reports of self-efficacy increase from middle to high school and presumably the longer students stay with us at Ceiba, the greater their ability to problem solve, demonstrate a growth mindset, and feelings of pride in self and accomplishments. SUBSTANCE USE Students reported very low substance use numbers for all age groups. Our recently-installed smoke and vape sensors have allowed us to intervene in many cases that would have previously gone undetected. Students caught smoking or vaping on campus are referred to appropriate substance use counseling." Not Met 10/4/2022 2022 34739730000000 Center Joint Unified 6 "The survey data for the CJUSD can be found at these links: Grades 3-5: https://drive.google.com/file/d/1WG95_dBIrv6hxtahCETAhxlB_byOwoMP/view?usp=sharing Grades 6-12: https://drive.google.com/file/d/1ae7Q6zEKvwlb7Y-jjNiSQudgXVIYcpQa/view?usp=sharing Students were excited to return to in-person instruction last school year. However, the data reflects the difficulty of both students and staff making this transition back to campus. As a result of this data, we have increased counseling services by hiring an additional ERMHS (Educationally Related Mental Health Services) counselor, an additional elementary school mental health professional, and an additional BCBA(Board Certified Behavior Analyst), and partnered with WestEd to develop an action plan for school climate and safety." Not Met 9/21/2022 2022 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 Equity Survey to all 9-12 students. Last year, the District’s Equity Team engaged in over 50 hours of student focus group sessions with ethnic/racial subgroups of students; male/female/LGBTQIA+ students; English Learners; Foster and Homeless Youth; Students with Disabilities; male and female athletes, and; student enrolled in each of our academies, AVID, and other special programs. This year, the District Equity Team engaged in focus group sessions with certificated and classified staff members. The focus groups included: CV ALumni, AAPI, Afican-American, Latinoax/Hispanic, White, Female, Male, Veteran employees (10+ years), Novice employees (0-5 years), Self-Identified LGBTQIA, and Employees over the age of 40. The District chose these measures as they reflect a balance between a widely used state measure, a local measure of the District’s particular focus areas, and smaller, more targeted opportunities for engagement with student and staff voices. According to the CHKS, 54.5% of students feel safe or very safe at school. Also according to the CHKS, 40.75% 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. Additionally, according to the CHKS 54.75% of students feel there is a teacher or some other adult on campus who really cares about them, who notices when they are not there, and who listens to them when they have something to say. Even as students have returned to campus, the time spent on distance learning has continued to make school connectedness a challenge for our students. The following are key findings from our local LCAP Student Equity Survey related to school climate and connectedness: 92% of students strongly agree or agree that their school provides a comfortable and welcoming classroom environment for student differences in race, ethnicity, culture, and religion; 90.4% of students strongly agree or agree that their school provides a comfortable and welcoming classroom environment for students differences in gender, sexual orientation, and gender expression; 81.8% of students strongly agree or agree that teachers do not show bias or favoritism towards a single race, ethnicity, culture, or religion during instruction/in the classroom; 84.5% of students strongly agree or agree that teachers do not show bias or favoritism towards a single gender or sexual orientation; 78% of our students indicated that the materials and lessons in their classes include examples of their race, ethnicity, and culture, and 74% of students strongly agree or agree that the materials and lessons in my classes include examples of my gender, sexual orientation, or gender expression. The District will continue to implement the CHKS, the local LCAP Student Equity Survey, and student subgroup focus groups in order to help a" Met 6/28/2022 2022 19647330100800 Central City Value 6 "In the spring of 2022, Central City Value High School administered a survey to all educational partners: Parents, Students and Faculty/Staff. For the student survey, 385 students responded to the survey which is about 85% of the student body last year. The following results stand out: 43% of the students feel that students at my school are well-behaved 46% of the students who responded that they feel they belong to the school 58% of the students who responded feel safe at the school 75% of the students feel that they have a friend at school 79% of the students are aware of the activities that the school provides, such as clubs or sports 81% of the students agree that their teachers challenge them to think critically 84% of the students agree that they have access to technology and laptops 88% of the students agree that they have access to mental health strategies The first three lower percentage questions are not surprising, as students have been online and not participating in the wholistic education that an in-person values-based education provides. These traditionally were strengths for our school, and we have been making a concerted effort to reinforce our values and promote outstanding citizenship and community. For the parent survey, most of the results were very positive, including 97% of parents were satisfied with their child’s overall education, 97% feel their child will do well enough at CCVHS to go to college or get a good job, 100% expect their child to graduate from high school, 96% agreed that their child can get extra help at school if needed, 100% agree that the school has clear rules and consequences for behavior, 100% agree that faculty/staff treat students with respect, 100% agree that differences in students (gender, race, sexual orientation, or culture) are respected by students, and the same question earned 100% agreement for faculty and staff." Met 6/24/2022 2022 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 302, 5th grade student responses and 291, 7th grade student responses. Survey responses indicate students 'feel safe at school', as measured by 76% of students in 5th grade and 69% of students in 7th grade indicating a value of 'strongly agree/agree.' Over 70% of all students feel 'school is a positive place' where all students ave the opportunity to succeed.' Over 74% of 5th grade students 'strongly agree/agree' that adults working at the school reward students for positive behavior as compared to 7th grade students were over 55% 'strongly agree/agree'. This data supports our efforts in 2022-23 to implement Positive Behavior Intervention and Support programs at all seven schools. Campus safety remains a top priority in our district, 76% of 5th grade students and 69% of 7th grade students report they 'feel safe at this school'. Additionally, 76% of 5th grade students and 61% of 7th grade students feel that 'if students hear about a threat to school or student safety, they would report it to an adult at school'. We will continue to ensure our students safety at school is our focus and enhance efforts to increase the safety of our students. As we work to ensure a college going culture, 73% of students in 5th grade and 68% of students in 7th grade 'strongly agree/agree' that their teacher expects them to continue their education after high school and go to college or vocational school. We will maintain programs that promote a college going culture at all schools and promote career paths and exploratory courses at the middle schools." Met 6/2/2022 2022 10739650000000 Central Unified 6 "Central USD utilized the Panorama survey in spring 2022. The survey was administered to students, staff, and families. Key learnings from the survey results noted was a drop in from 78% of students who felt their school climate was positive to only 46.5% agreeing that their school was positive. Family input about school climate rose 2% to 62% feeling positive about the school. Only 54.5% of students felt they attended and safe school a drop of 20% from the previous year. At 72%, parents and families surveyed seemed to think school safety had decreased as well (down 2%). Family engagement (the degree to which families become involved and interact with their child’s school) was noted with a slight increase from 14% to 18%. These decreases overall were not the results the district expected. To remedy the perception of school safety and a positive climate, the district has embarked on district-wide training for all office and support staff. The training has focused on engaging educational partners, clear and effective customer service strategies, and creating welcoming climates. Facilities and maintenance continue school improvement projects to identified sites... again in pursuit of supporting a welcoming and positive climate at school. To improve feelings of safe and secure schools, Central USD has expanded student resource officer services to the middle school campuses as well as hired additional student liaison staff. The district continues to build staff capacity by supporting ""Thinkerys"" at school sites. These Thinkery services provide students a safe place to go and discuss their feelings about school and access tools to support positive choices when faced with anxiety or anger. Additionally, Central USD has calendared parent support classes for supporting social-emotional learning for their students. Central USD will utilize the services of a Parent Involvement Coordinator to engage with parents and promote positive and engaging interactions at the school sites. The district also serves sites and staff with 5 Community Liaisons (expanding to one more during the 22-23 school year) and 2 Family Outreach Liaisons at secondary schools, all bilingual. Goals are set in the Local Control Accountability Plan to increase favorable responses for a positive school climate, family engagement, and perceived school safety." Met 6/28/2022 2022 16638830000000 Central Union Elementary 6 "DATA: Grades 1-3, 77% of students (Student Survey 2022) report feeling safe at school compared to 88% reported by K-2 based on the Student Survey in 2021. Students sense of connectedness is showing significant differences relative to peers and teachers with 86% of students (K-3) reporting their teacher cares about them, but only 73% indicating positive peer relations. In Grades 3-8, 65% of students report feeling safe at school (2022) compared to 89% reported by 3-8 students on the Student Survey 2021. Connectedness indicators showed 69% of students 4-8 (2022) indicating positive connectedness to teachers, but only 55% with other peers. The LEA has learned that Student Connectedness and Sense of Safety, which had been continuing to improve, has been significantly impacted by the Pandemic. Relationships with peers and other staff on campus appear to have been most impacted by isolating and strict protocols following return to in-person instruction. Another key learning is the critical need for the continued implementation of a Multi-Tiered System of Supports focused on the social-emotional/behavioral needs of students. MEANING: Data collection methods reveal some challenges to comparative data. Student Surveys prior to and including 2021 were divided K-2 and 3-8. In 2022, Student Surveys were divided K-3 and 4-8. Because indicators for Student Connectedness and Sense of Safety demonstrate an inverse correlation, the change in configuration likely also contributed to the decline in indicators. Data shows LEA's greatest feelings of both connectedness and sense of safety strongest among primary students consistently across sites. Greater Connectedness to teachers vs peers and “people at my school” is also consistent across sites. In general, students in middle school feel less connected and safe than primary students. However, site and grade level data indicate specific grade levels of concern at different sites. In addition, during Admin. Collaboration analysis of Student Survey data, site administrators noted a correlation between classes who experienced minimal disruptions this year due to COVID (teacher out, class closed, significant numbers of students out) and more positive feelings of Areas of strength are parents indicating positively related to the connectedness (94%) and safety (99%) of their child(ren) at school. Challenges/barriers have been the significant impact of COVID (many just returning to in-person instruction this year and ongoing absences related to COVID) and the subsequent necessary protocols including cohorts and distancing. These have proved to be significant Challenges to maintaining strengthening connectedness and sense of safety for students. SEE USE below." Met "USE: The LEA will continue to refine and enhance its Multi-Tiered System of Supports focused on the social-emotional/behavioral needs of students for purposes of continuous improvement. The LEA will (1)continue to build the capacity of all staff to make connections and build relationships, (2)Connectedness initiatives were revisited at all sites, (3) professional learning was offered with Dr. Joel Hood to all staff (classified and certificated), (4) Offered access to 12 online modules to all staff - The ABCD’s (Academic Integration, Building Belonging for Staff and Students, Capacity Building for ALL Adults, and Dedicated Support and Accountability) of S.E.A.L. (Social, Emotional, and Academic Learning). Based on the findings, connectedness concerns especially peer to peer, site administrators have already begun having discussions and developing plans for addressing these disparities at their sites. MTSS has demonstrated growth in students’ sense of safety and connectedness. So, while this is not a new action, following school closures, isolation, cohorts, and distancing, a districtwide renewed commitment and ongoing refinement is needed. Greater emphasis on developing and monitoring peer to peer relations is needed." 6/15/2022 2022 13631150000000 Central Union High 6 "Data: School connectedness was higher than during remote learning 59% of students attending in-person felt connected to school, remote only - 46% 64% were academically motivated 30% maintained focus on school work 53% experienced a caring adult relationship Students feel that school is safe even though high percentage reported bullying. 61% perceive the school to be safe 25% experienced harassment or bullying The pandemic had a negative effect on the social and emotional health of students surveyed an that carried over to this year (9th and 11th) 32% of students experienced social emotional distress 42% experienced chronic sadness/hopelessness 15% considered suicide Alcohol and Drug Use is higher in 11th Grade 22% reported alcohol or drug use in the last 30 days 8% reported being very drunk or high at least 7 times in the last 30 days. 10% reported vaping Cigarettes and Vape are Readily Available 21% reported that cigarettes are very easy to obtain 32% reported that vape products are very easy to obtain (51% of 11th graders) Meaning: Reports disaggregated by race show little variance. 11th grade Latinx students experienced chronic sadness/hopelessness more 2x as often Significant difference occur between gender identities. Non-binary students are less academically motivated 11th grade females had 2x as many rumors spread about them as males 9th grade females had 2x less rumors spread than males 9th grade males are 2x more afraid of being beaten up than females Males were in fights 5x more than females More females than males use drugs, tobacco and alcohol Use: The district will be providing training in Youth Mental Health First Aid A district wide social-emotional learning program will be implemented A designated counselor will be provided to the most at-risk students Drug Intervention Education Services will be provided by staff using a researched-based program Partnerships with Imperial County Behavioral Health will be created. Anti-Vaping campaigns will be in place Student Voice Projects and ARC will continue" Met 6/28/2022 2022 30664720000000 Centralia Elementary 6 "Centralia Elementary School District is committed 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 December 2021 , a survey was conducted and included students, staff, and parents. There were 2,085 students who completed the survey, and 96% percent of students in grades 2-6 felt their school provided the resources needed to learn while at school. 94% percent of students who were in grades 2-6 felt that their teachers have high expectations for them to learn, and 95% of students who were in grades 2-6 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 across all grade-level reported they needed the most assistance with Math, Reading, and Writing, which is consistent across the three years. The District will continue to survey all stakeholders yearly to ensure that all resources and supports are utilized for maintaining a positive school climate at all district schools." Met 6/15/2022 2022 19647090107508 Century Community Charter 6 "CCCS conducts a climate survey every school year to gather data on the following dimensions: physical environment; teacher interactions; student interactions; attitude and culture; and community. The survey responses below are the results from our survey of CCCS staff, parents and students. All responses were anonymous. The scales used for the surveys were Strongly Agree, Somewhat Agree, Somewhat Disagree, and Strongly Disagree. Students reported the following scores in the following areas: - 92% Strongly agree/Agree: Teachers treat me with respect - 84% Strongly agree/Agree: I feel safe at school - 83% Strongly agree/Agree: I like school - 81% Strongly agree/Agree: I feel successful at school - 87% Strongly agree/Agree: My school has high standards for achievement - 84% Strongly agree/Agree: I have an adult I can talk to when I need to Staff reported the following scores in the following areas: - 91% Strongly agree/Agree: I feel supported at my school - 96% Strongly agree/Agree: I enjoy and feel productive working in groups (grade level, department, committees, etc) - 89% Strongly agree/Agree: Students are recognized for good behavior - 90% Strongly agree/Agree: School has high standards for all student achievement - 93% Strongly agree/Agree: School promotes academic success for all students - 100% Strongly agree/Agree: Feel safe at school - 82% Strongly agree/Agree: Facility is well maintained - 87% Strongly agree/Agree: School encourages and promotes staff wellness Parents reported the following scores in the following areas: - 100% Strongly agree/Agree: School provided useful resources for all families - 97% Strongly agree/Agree: Felt informed and supported - 97% Strongly agree/Agree: Felt connected to CCCS - 88% Agree: CCCS is a safe school for all students CCCS will use this data to plan for next steps to continue to foster our climate and culture, student achievement, parent engagement and wellbeing for all stakeholders." Met "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. With school back to on-campus learning, we have had to pivot and reintroduce our culture and climate as if all students are brand new to CCCS. We are focusing on reacclimatizing our students with an emphasis on patience and teaching the expectations daily." 5/3/2022 2022 50710430000000 Ceres Unified 6 "The California Healthy Kids Survey (CHKS) is given every year to students in grades 4, 6, 7, 9, and 11. Data related to each of these metrics is reported in the Local Control Accountability Plan. An area of growth for Ceres Unified is disaggregation and analysis of student survey results broken down by different student groups. Summary of student survey results include: * Caring adults in school: Elementary: 68%; Junior High: 58%; High School 52% * High expectations: Elementary: 81%; Junior High: 72%; High School 64% * Meaningful participation in school: Elementary: 39%; Junior High: 25%; High School 20% * School Connectedness: Elementary: 69%; Junior High: 66%; High School 52% * Academic motivation: Elementary: 82%; Junior High: 68%; High School 60% Very few metrics showed improvement from the previous school year, which indicates that district and school staff should pay particular attention to all areas measured by the CHKS. In all three student groups (elementary, junior high, and high school), very low percentages of respondents indicated that they have meaningful participation in school. Continued COVID restrictions and reduced attendance due to quarantines did not allow students to participate in many activities for much of the year. The decrease in COVID restrictions and improved attendance during the last part of the year has resulted in more opportunity to participate. While most students do feel that high expectations exist for them, the percentage of students who agree with that statement declined in all three grade ranges from the previous year." Met 6/23/2022 2022 36676520000000 Chaffey Joint Union High 6 "The District has always valued engagement with community partners and students to gather feedback about conditions of learning, school safety, and school climate. Prior to the COVID-19 pandemic, the District consistently administered its school climate survey, LCAP survey, incoming freshmen parent survey, and senior exit survey, in addition to other surveys. However, many of these survey practices changed due to the disruption caused by COVID-19, and new surveys were devised to reflect the unique circumstances presented by the pandemic. New one-time surveys focused more on students’ immediate needs, and LCAP surveys focused on the needs of students, staff, and families looking forward to school reopenings in the 2021-2022 school year. Additionally, the District increased the number of student forums by using teleconferencing, a positive practice the District will continue in the future. The priorities community partners and students established in the LCAP surveys indicated that all were most concerned with having the opportunities needed to continue and complete their high school education in a timely manner, school safety and climate, and mental health and well-being. In 2021-2022, 87.84% of students agreed or strongly agreed that “I feel safe at this school.” 86.87% of students agreed or strongly agreed that “My teachers care about me.” CJUHSD schools offer a safe environment that provide opportunities to engage students in learning and in school activities. Additional safety precautions were implemented at the start of the 2022-2023 school year to reduce the chance of school violence, and community partners indicated that school safety and climate must remain a high priority. This trend has informed the development of the District’s LCAP in that resources are allocated to provide services and programs that ensure physical and mental safety, positive school climate, social and emotional programs and supports, and equitable, inclusive environments. School leaders are prioritizing creating positive relationships based on mutual trust and respect to bolster emotional well-being and mental health, both of which were affected by school closures and the return to in-person instruction, according to the responses to school climate questions on surveys administered during the previous school years. Evidence illustrates that SEL implementation with essential mental health services and programs can support school and classroom climate positively. The District continues to train staff in SEL and mental health first aid, and it will implement increased programs and services to improve school climate, increase engagement and connection in school, support positive, healthy relationships, and promote equity and inclusivity at all District schools." Met 6/15/2022 2022 19647330108878 CHAMPS - Charter HS of Arts-Multimedia & Performing 6 "Over the last three years, CHAMPS has invested in creating an inviting and safe learning environment for all students. This can be seen in the investment place of developing our Terrace as a larger more capable multi-purpose room that houses our lunch program, PE classroom, and performance and event space. Inside, the investment has also been made to update our classrooms into the 21st century by become a 1-to-1 school, teachers with a laptop and projectors, wifi access for all, and academy specific resources to support our 9 different pathways, and as well as the diverse student population. This has led to a more inviting learning environment that has enabled CHAMPS to highlight our academic and academy programs and their pathways, college, career/CTE, and Honors. In return, parent/guardians and community have increased their engagement through their participation in events, contacting CHAMPS faculty and staff, as well as feedback we receive from annual survey who recognize our dedicated teachers, wonderful academies, supportive counselors and student support staff, and accessible administration. Nonetheless, we continue to enhance our community outreach, engagement and academic programing in order to meet the ongoing needs of our students, community while addressing the challenges of post-pandemic learning." Met 5/31/2022 2022 09100900123521 Charter Alternative Program (CAP) 6 "The school has 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 students, 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 have hired a full-time Mental Health Clinician who delivers direct support to students and coordinates the overall wellness programs within Charter Alternative Programs. We will continue to provide professional development for staff to support these students more effectively - both academically and emotionally. The school has seen great progress and success in creating and utilizing an annual climate survey to rate the school in 14 quality indicator areas, including school safety and connectedness. The Spring, 2022 survey demonstrates the following: • 82% of students indicated ""The teachers, staff, and administrators at my school demonstrate genuine concern for me."" • 88% of students indicated ""I feel safe at school."" • 79% of students indicated ""School rules are enforced consistently at my school."" • 83% of students indicated ""My school is clean and well maintained."" • 89% of students indicated ""When I have a problem, I know how to get help.""" Met 6/21/2022 2022 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. 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 have hired a full-time Mental Health Clinician who delivers direct support to students and coordinates the overall wellness programs within Charter Alternative Programs. We will continue to provide professional development for staff to support these students more effectively - both academically and emotionally. The school has seen great progress and success in creating and utilizing an annual climate survey to rate the school in 14 quality indicator areas, including school safety and connectedness. Our Spring, 2022 survey demonstrates the following: Charter University Prep • 82% of students indicated ""The teachers, staff and administrators at my school demonstrate genuine concern for me."" • 83% of students indicated ""I feel safe at school."" • 72% of students indicated ""The school Rules are enforced consistently at my school."" • 73% of students indicated ""My school is clean and well maintained."" • 79% of students indicated ""When I have a problem, I know how to get help."" Charter Connections Academy • 72% of students indicated ""The teachers, staff and administrators at my school demonstrate genuine concern for me."" • 72% of students indicated ""I feel safe at school."" • 69% of students indicated ""The school Rules are enforced consistently at my school."" • 72% of students indicated ""My school is clean and well maintained."" • 78% of students indicated ""When I have a problem, I know how to get help."" College and Career Prep • 87% of students indicated ""The teachers, staff and administrators at my school demonstrate genuine concern for me."" • 73% of students indicated ""I feel safe at school."" • 70% of students indicated ""The school Rules are enforced consistently at my school."" • 94% of students indicated ""My school is clean and well maintained."" • 90% of students indicated ""When I have a problem, I know how to get help.""" Met 6/21/2022 2022 54722566116909 Charter Home School Academy 6 "Charter Home School Academy administers an annual survey to all students in grades K-8 to provide feedback to the school on curriculum and instruction, assessment, and school climate and culture. Each year, CHSA makes student and staff safety a priority. The site’s safety plan is reviewed, updated, and practiced each year to ensure everyone is familiar with expectations and understands their role in an emergency situation. An active shooter drill is scheduled and practiced at least twice a year as well as yearly fire and earthquake drills. The safety plan is developed each summer and presented to all staff members at the first staff meeting of the year for reminders, updates, and expectations. The plan is also presented to the School Site Council to give parents and students the ability to have input and decision making with the plan. The processes that we have implemented at the school site are yielding the results we were looking for. Staff and students feel safer on campus and staff reports feeling more confident each year as we consistently practice drills and evacuation procedures." Met 6/28/2022 2022 09618380107227 Charter Montessori Valley View Campus 6 "The results of the 5th-grade climate survey indicate that 1) Eighty-nine percent of students feel safe at school. 2) Ninety-one percent of students report having positive relationships with teachers and other adults at their site. 3) Ninety-nine percent of students enjoy coming to school to see friends. The results of the 7th-grade climate survey indicate that 1) Ninety-three percent of students feel safe at school. 2) Ninety-three percent of students report having positive relationships with teachers and other adults at their site. 3) One hundred percent of students enjoy coming to school to see friends. A core focus of our site is social-emotional learning, positive behavior strategies, and classroom engagement strategies. Returning to these topics with frequency will be necessary in order to maintain a positive school climate." Met 6/9/2022 2022 19643780000000 Charter Oak Unified 6 "1. DATA: Charter Oak Unified School District (COUSD) administered the California Healthy Kids Survey (CHKS) to 5th, 7th, 9th, and 11th-grade students in the 2021-2022 school year as a way to gather school climate information and determine the social emotional and safety needs of students. Financial decisions for programs, curriculum, personnel, and other resources are partially determined by the results of the CHKS and other surveys. The schools also use the results of the CHKS to plan expenditures, resources, and priorities for their Single Plan for Student Achievement (SPSA). The District learned that only half of the students feel safe and connected to their schools. However, data suggests that our schools can improve students' meaningful participation in school, as well as their perceived safety while at school. 2. MEANING: Overall, according to the results of the CHKS, more than half of Charter Oak Unified School District students feel safe at school and that they have adults who support and listen to them. Furthermore, the following were areas of strength for staff and parents as demonstrated by a positive rating of 4 out of 5 on the staff and parent survey was school connectedness and sense of safety. The results also show that there is a need for more meaningful participation of students and some interventions to ensure students do not witness or feel victimized by rumors and physical roughhousing that makes some students uncomfortable. 3. USE: To address the need for increased meaningful participation, the Superintendent has formed a Student Advisory Council to give students from all sites more voice. As well, site administration will work with staff to explore ways to create more student voice and participation in school. Additionally, the governing board also has two student representatives, a student from the comprehensive high school and a student from the continuation high school, to ensure equity and voice in matters with the Board of Education. To address appropriate behaviors and social-emotional learning, and empathy skills, a Board Certified Behavior Analyst (BCBA) and a team of Masters in Social Work (MSW) interns are deployed to the sites to assist with lessons and teacher support. Charter Oak Unified School District has also committed to developing its Tier I and Tier II academic and social-emotional resources through the Multi-Tiered System of Supports (MTSS) process. Finally, the District will administer the CHKS during the 2022-2023 school year." Met 6/16/2022 2022 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. CSMH teachers use these surveys to reflect on their practice. Based on student input, some teachers will create a SMART goal to address an area they would like to improve. Administrators also review all the teacher survey results and will use this information to look for trends. Professional development opportunities or specific LCAP actions can be developed to improve the school climate." Met 6/20/2022 2022 37683383730959 Charter School of San Diego 6 "The Charter School of San Diego 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 influenced 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, the school has established a metric of maintain or exceed a 90% or higher safety satisfaction rating. In 2021-2022, CSSD exceeded this metric. 96.9% of students reported that they felt safe at CSSD and 98% of parents reported that they feel their child is safe at CSSD. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2021-2022 CSSD’s suspension rate was 0% and the expulsion rate was 0%. These metrics indicate that students’ needs are being met in a positive and supportive learning environment that protects and encourages their participation and engagement in school." Met 6/29/2022 2022 50710500000000 Chatom Union 6 "Criteria 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 survey was completed in February 2022. The safety survey results were presented at a public Board Meeting and reviewed by the safety committee to increase safety at each site. Summary of survey results include: District-Wide, 95% of students feel the rules and expectations of the school are clear and well known, and 87% of students feel the school has a way to recognize and reinforce positive behavior among students. Students were also asked about the top areas of greatest concern and least concern at each site. Chatom Elementary - Greatest concern was hitting or pushing and the least concern was dress code violations, drugs, and alcohol. Mountain View - Greatest concern was dress code violations and the least concern was drugs, alcohol, and graffiti. At Mountain View Middle School 85% of students feel they can be successful at school, 90% feel safe at school, 78% feel happy to be at school and 90% feel there is support in the event of an emergency. At Chatom Elementary School 87% of students feel they can be successful at school, 90% feel safe at school, 83% feel happy to be at school and 80% feel there is support in the event of an emergency." Met 6/14/2022 2022 20756060132936 Chawanakee Academy Charter 6 "Overall, the feedback provided by stakeholder groups reaffirmed and built upon many of the key priorities communicated in past input and the more recent Learning Continuity and Attendance Plan process. The following summary outlines the overarching themes that emerged across various input strands, specific recommendations and priorities that emerged within LCAP goal areas, and provides links to additional and more detailed stakeholder feedback documents. Stakeholders were supportive of maintaining the theme of Rigor, Relevance, Relationships, and Resiliency within the broad goals. Stakeholders were supportive of maintaining the broad goals that captured specific actions intended to provide services to all students and actions intended to provide services to necessary subgroups." Met 6/21/2022 2022 20756060000000 Chawanakee Unified 6 "Overall, the feedback provided by stakeholder groups reaffirmed and built upon many of the key priorities communicated in past input and the more recent Learning Continuity and Attendance Plan process. The following summary outlines the overarching themes that emerged across various input strands, specific recommendations and priorities that emerged within LCAP goal areas, and provides links to additional and more detailed stakeholder feedback documents. Stakeholders were supportive of maintaining the theme of Rigor, Relevance, Relationships, and Resiliency within the broad goals. Stakeholders were supportive of maintaining the broad goals that captured specific actions intended to provide services to all students and actions intended to provide services to necessary subgroups. The District’s 2022-23 LCAP plans for continued/expanded/refined actions in the following areas as a result of stakeholder (students, parents, staff) input: Attendance Expansion of Co-curricular Programs Student Information and Intervention Dashboard (Parsec) Class Size Reduction (including focus on math at the earlier grades) Staff professional development and collaboration (Project Based Learning, STEAM, VAPA, Student Intervention and enrichment (Multi-Tiered System of Support for academics, behavior and social emotional needs)" Met 6/21/2022 2022 29663160125013 Chicago Park Community Charter 6 "The annual CHKS was administered to students in grade 7, parents, and staff in December 2021. The annual LCAP survey was conducted in March 2022, 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. 90.1% of students felt that Chicago Park is a welcoming and friendly place. 97.1% of parents felt that Chicago Park provided a safe environment for students to learn in. LEA adopted Responsive Classroom and has focused program to support Social and Emotional Health of students. Because of this, LEA has seen a positive response with students feeling safe and supported on campus. LEA plans to support social and emotional health by increasing school counselor to two days a week instead of the current one day a week." Met 6/23/2022 2022 29663160000000 Chicago Park Elementary 6 "The annual CHKS was administered to students in grade 7, parents, and staff in December 2021. The annual LCAP survey was conducted in March 2022, 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. 90.1% of students felt that Chicago Park is a welcoming and friendly place. 97.1% of parents felt that Chicago Park provided a safe environment for students to learn in. LEA adopted Responsive Classroom and has focused program to support Social and Emotional Health of students. Because of this, LEA has seen a positive response with students feeling safe and supported on campus. LEA plans to support social and emotional health by increasing school counselor to two days a week instead of the current one day a week." Met 6/23/2022 2022 04614240000000 Chico Unified 6 "The Chico Unified Climate Survey is administered three times yearly to all parents, and staff. and secondary students. Students in grades 3-5 completed the survey four times. It provides feedback to the district in a cross-section of areas regarding school climate and culture, including relationships, educational opportunities, safety, etc. Results are reviewed by district staff, site leaders, and School Site Councils. An overview of the results of the survey is included in the Chico Unified Local Control and Accountability Plan (LCAP) for 2022-23. The specific metric related to the survey in Goals 2 and 3 of the Chico Unified LCAP focuses on survey items related to social-emotional health and safety. 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." Met 6/29/2022 2022 04615316113765 Children's Community Charter 6 "The mission of Children's Community Charter School is to: MISSION: To ensure high levels of learning for ALL students. We are committed to academic, behavioral, and social/emotional learning to benefit the whole child. VISION: Fostering a deep partnership with families, every student will be college or career ready through a rigorous academic program delivered in an environment of support, understanding, and emotional safety. Our students are and will continue to be resilient, empathetic, and prepared for life. VALUES: Collaboration Growth Mindset Life-long learning Interdependency Accountability Empathy The DATA: In order to have a safe environment (physically and emotionally), it is important to know what the educational partners of CCCS think through survey results. The LCAP metrics specifically monitor a sense of belonging and a positive climate. The December 2021 survey results show: Students = 83.46% of students feel like they belong (somewhat agree and agree) Staff = 100% of staff are satisfied with their job (somewhat agree and agree) Families = 94.2% of families feel like they belong (somewhat agree and agree) Attendance Rate = 94.65% Chronic Absenteeism = % Expulsion Rate = 0% The MEANING: The data results show an overall feeling of belonging by staff, students, and families. Although the student data shows an 83.45% sense of belonging by students, the school met its threshold data for success. Based on this data, a student leadership committee was created. The purpose of the student leadership is to offer the students an opportunity to create the school they would like. The outcomes from the student leadership committee will improve a sense of belonging for the 2022-2023 school year. Survey results show that 17% of students do not feel safe at recess. This is a significant percentage and is an area to grow. By training the staff in a solid PBIS Tier 1 system with a consistent vocabulary and explicit instruction on how to be respectful, responsible, and safe at recess - the percentage of students feeling unsafe at recess will decline. The staff will continue to monitor students at recess and offer alternative recess activities. An area to grow for the staff is the consistent use of the discipline flow chart and system. The survey results showed that 11% of staff did not use the agreed-upon expectations for student behavior. This means more training and education on how to implement the staff's agreed-upon behaviors. The CCCS families shared they are concerned about the Covid vaccine. For example, a parent stated, ""I think the school is doing a great job. I hope I don’t have to pull them out because of the Covid vaccine mandate"". The USE: CCCS examines data on a continual basis. Getting input from all educational partners is imperative to a successful school. Scheduling meetings with agendas and minutes (staff meetings, professional learning community meetings, trainings, student leadership meetings, school site council meetings, etc." Met 6/9/2022 2022 19647336119531 CHIME Institute's Schwarzenegger Community 6 "CHIME administers the PASS Survey to assess school climate and students' social emotional well being to all 1st through 8th grade students. These results revealed that over 90% of our students feel safe at school, feel supported by the adults in their school, feel safe in their school's neighborhood and feel the school has the social emotional support that they need. In the coming school year CHIME will continue to administer the PASS school climate survey to assess school climate and social emotional needs that may emerge. Based on the prior positive student survey results from PASS and in prior years the California Healthy Kids Survey, CHIME will continue to implement school-wide events that facilitate positive social interactions among all students. CHIME facilitates several school wide events and programs mentioned above include; National Bullying Prevention Month, Spirit Weeks, pep rallies, peer mentors, lunch clubs, parent workshops and themed assemblies for students and parents. Our SEL department provides active therapeutic services per IEP requirements and on an as needed basis to individual students. The team consists of one full-time school counselor, one full time school psychologist and one part-time school psychologist. All service providers use an individual; ""pull-out"" as well as a whole class ""push-in"" approach to deliver service minutes and SEL curriculum. They also work with teachers and paraprofessionals to meet the needs and goals of the students in the class. We believe this model is not only effective, but vital to creating an inclusive environment that positively affects the social-emotional well-being of all students. CHIME has also entered into a partnership with the California State University Mitchell Family Clinic to provide additional mental health support to our students. CHIME has also invested heavily in Restorative Justice training and programs for our teachers, staff, and students." Met 6/28/2022 2022 36676780000000 Chino Valley Unified 6 "The California Healthy Kids Survey is scheduled to be administered for the 2023-2024 school year to students in grades 5, 7, 9, and 11. Based on the results of the 2021-2022 California Healthy Kids Survey, 83% (In-School Only) of 5th grade students reported feeling safe most of the time to all of the time, and 74% (In-School Only) and 54% (Remote Only) reported feeling connected to school most of the time or all of the time. 64% (In-School Only) of 7th grade students agreed to strongly agreed that their school was safe, and 63% (In-School & Remote) agreed or strongly agreed to feeling connected to school. 55% (In-School Only) of 9th grade students agreed to strongly agreed that their school was safe, and 57% (In-School Only) and 64% (Remote Only) reported that they agreed or strongly agreed to feeling connected to school. The School Quality Survey was administered for the 2021-2022 school year to students in grades 6-12. Based on the responses from 6325 students, 71% reported that their school was safe, and 61% of the students reported that there were structures, supports, and staff in place to keep them connected to school and to assist them with personal problems. Positive Behavioral Interventions and Support (PBIS) implementation through a Multi-Tiered System of Supports (MTSS) is an area of strength across the District, as all schools were recognized for their successful implementation of socio-emotional, behavioral, and mental health supports to students during the 2021-2022 school year. PBIS is a systems-based, multi-tiered framework that aims to help improve academics, reduce problem behavior, increase attendance, reduce bullying, and improve social and emotional competency of students. Both students and teachers highly benefit from these practices in positive ways, such as positive school climates, the ensured safety within our schools, encouraged good behavior, and positive student educator relationships. To ensure continuous improvement for students across the District, each school site has developed a PBIS SMART goal that will be measured through Tiered Fidelity Inventories (TFIs), completed twice yearly, and included in the site school plans as an area of focus. In addition, the District expanded its MTSS Behavior Program by hiring additional K-12 Intervention Counselors to increase socio-emotional, behavioral, and mental health supports to students across the District. Finally, the District has increased awareness and accessibility to resources and supports for students and families focusing on safety, harassment and bullying, and social, emotional, and mental health, through a new website available on the District website and all school site websites. These actions will allow the District to continue and improve its commitment to the safety and well-being of all students." Met 2/17/2022 2022 20651930000000 Chowchilla Elementary 6 "Students were surveyed and answered 56 questions on topics ranging from school cleanliness and safety to feeling connected with other students and adults on campus. 110 K-5th Grade Responses (55%) 90 6th – 8th Responses (45%) Key Learnings: · 88% of the students feel the length of the school day is about right · 88% feel the school is kept clean · 95% of students said they feel safe at school · 94% like their school · 94% feel their school has clear rules and consequences for behavior · 90% said there are opportunities for students to talk with an adult one-on-one if they want to · 94% of students say their teachers encourage them to share their ideas in class · 90% of students said that the work they are assigned helped them learn · 94% of students said teachers make time to help them improve if they do poorly on an assignment · 94% of students said adults on their campus treat all students with respect · 92% said they feel like they belong at their school · 55% said harassment, intimidation, and bullying other students are a problem at their school · 12% said they have stayed home at least once because they felt unsafe at school · 98% said their family wants them to do well in school · 88% eat breakfast at school at least some of the time · 85% eat school lunch at least some of the time Meaning and Use of Data: Nearly all students report feeling cared for by teachers and other school staff. Continuing to build relationships with our students and their families will continue to be an area of focus. While nearly all students said they feel safe at school (95%), 55% of students indicated that they feel harassment, intimidation, and bullying are problems on their campus. CESD has implemented multiple programs, including peer mediation and social skills groups to help equip students with the skills to solve problems, communicate effectively with one another, and treat each other with kindness. CESD has also implemented character building programs and has begun providing students incentives, including field trips and activity days, to encourage good behavior. CESD has employed additional staff to support counseling efforts aimed at self-care and building positive relationships. Each site in CESD has its own counselor/psychologist on-site. Mindfulness training has taken place for all staff and staff are embedding Mindfulness strategies throughout the day in an effort to help students counteract stress and build in strategies for re-centering. Staff, students, and parents have expressed appreciation for the support of the Mindfulness strategies. Growth in student ELA and Math proficiency is evident through work samples. Students feel the work they are assigned is meaningful and helps them improve. They also report that teachers make time outside of class to help them improve their skills. There is a focus of improving each student’s ability to problem solve and communicate effectively as these are seen as essential life skills." Met 6/20/2022 2022 20652010000000 Chowchilla Union High 6 "Data: Almost half (48%) of student respondents indicated they Agree or Strongly Agree with the statement: I am happy to be at my school. Over half (56%) of student respondents indicated they Agree or Strongly Agree with the statement: At my school, I feel like I am a part of it. Over half of respondents indicated that they feel Very Safe (10%) or Safe (46%) in school. Half of the student respondents (49%) indicated they Agree or Strongly Agree with the statement: At my school, parents feel welcome to participate. About 62% of students indicated: There is a teacher/staff member who tells me when I do a good job. About 42% of students indicated: There is a teacher/staff member who checks on how I am feeling. Meaning: About half of the responses are positive regarding school culture Neutrality is prevalent (30% or more) Disconnectedness is likely due to the pandemic and school closures Survey completed on January 27, 2022 (Safety Question) Supports and programs need to be implemented and sustained with targeted approaches Use: Campus and Community Liaison -Connectedness Psychologist/Intern Psychologist -Social Emotional Support Third Bilingual Counselor -Social Emotional/Academic Support Social Emotional Learning -Tribe Time/Morning Schedule at GHS PBIS Program -Positive Reinforcements/Engagement Link Crew -Establish a Foundation Parent Engagement Program -Helping Parents Help Their Students School Nurse -Safety School Resource Officer -Safety CTE Pathways -Engagement" Met 6/13/2022 2022 45104540111674 Chrysalis Charter 6 "During the 2021-22 school year we implemented KELVIN Pulses that measured student responses on the instructional environment, relationships, self-managment, social awareness, discipline and positive affect. Through out the year, the instructional environment was rated well, however positive affect (how students are feeling) was consistently rated with just less than half of our students having a positive affect. From this information we are increaseing our school counselor time from a .5 to a .8 position, and having half of our staff participate in a problem of practice grant focusing on Social Emotional Learning and incorportating SEL tools into all classroom everyday." Met 6/15/2022 2022 27659950000000 Chualar Union 6 "Chualar Union School District (CUSD) will continue to strive toward establishing a positive school climate for all students. In order to maintain and build on the successes, CUSD has continued the implementation of the Multi-Tiered System of Support (MTSS) in order to systematize behavioral, academic, and social-emotional support for all students. Furthermore, CUSD implemented the California Health Kids Survey (CHKS). The data from the CHKS revealed that there is a need for more Sticks and Stones Counseling Program services for the 2022-23 school year. Consequently, CUSD has increased the services for the Sticks and Stones Counseling Program from three, seven-hour days to four, eight-hour days of services starting during the 2022-23 school year. The survey revealed the need coming back to school after the COVID-19 pandemic, a higher percentage of students have been referred to counseling services, and benefit from such services, this year than in past years, even as services were increased. Just a little over 75% of students who responded to the survey indicated that they enjoy attending school. CUSD will strive to increase students' perceptions of all aspects of their school. Students are more likely to overcome stress so that they can self-regulate, focus, and learn when developmental relationships and safe, calm, and predictable environments exist as they are identified as critical supports by the science of learning and development. Lastly, CUSD will also continue to provide additional support including Social Emotional Learning (SEL), and intervention as needed (tutoring, counseling, specialized programs as appropriate, etc.). Chualar Union School district is committed to supporting students with both their academic and social-emotional needs. Teachers are provided with professional development opportunities that support the implementation of positive instructional strategies that promote positive and self-learning environments for all students. The district will continue to provide these services and monitor their effectiveness." Not Met 7/13/2022 2022 37680230000000 Chula Vista Elementary 6 "The Hanover Survey is completed annually by staff, parents, and students. During the 2021-2022 school year, school climate data was determined naturally through ongoing teacher support surveys, administrator monitoring of classrooms, Principal Lead meetings, District Leadership meetings, and more. Additionally, through the LCAP engagement process, the need for ongoing social emotional support and learning was shared by students, staff, and families due to challenges brought on by the pandemic. Below are the key findings that measure student social emotional learning (SEL) in grades 4-6 in the Chula Vista Elementary School District for 2021-2022: Based on the survey one area that could use attention is stress management. Significantly fewer students in 2021 reported that they know how to handle stress (47%). A positive outcome of the Hanover survey showed that fewer students feel excluded this year than in previous years. Significantly fewer students in 2021 school year feel like their peers leave them out of things (23%) as compared to 2018-19 (26%) or 2017-18 (26%). CVESD will continue to implement 15 minutes, per day, of SEL instruction to support students, particularly students who have experienced significant trauma." Met "All CVESD schools now have a school counselor, full-time school psychologist support, and access to District social workers." 6/15/2022 2022 37680236115778 Chula Vista Learning Community Charter 6 "The Chula Vista Learning Community Charter School annually monitors educational partner input through the Parent Needs Assessment & Local Control Accountability Plan Survey. Results of the survey reveal that school climate and safety is highly rated with an average 4.67 out of 5 stars. Key findings include improving front office customer service at the elementary campus, providing additional academic and social emotional support, enrichment programs, parent workshops and connecting families to community resources. As a result of findings, The Chula Learning Community Charter has improved front office services to families at the elementary campus and hired an additional psychologist and social workers to support social emotional needs. One of the barriers/challenges that the middle and high school campuses face is the lack of space for extra-curricular activities. The school currently partners with city parks and recreation departments to provide facility use." Met 6/13/2022 2022 33671736032411 Cielo Vista Charter 6 "DATA: CVC Panorama survey data shows a higher need in improvement for our secondary students in regards to school climate (6th - 8th) more than our elementary students. 69% of our elementary reported favorably regarding school safety and 85% of them reported favorably for school connectedness. Our secondary students, middle school, reported 66% favorably for school safety and 51% favorably for school connectedness. 84% of our elementary students have a strong sense of belonging, while only 66% of our secondary students feel a part of our school. MEANING: The data reveals that we have are strong in building individual relationships, but have room to grow in the area of making ALL students feel that they are an important part of the school. Our goal is that 100% of our students feel safe, connected and are happy to be at our school. USE: CVC has allotted a 20 minute block at the beginning of each day designated to SEL, Leader In Me, and building community. CVC will increase their Sense of Belong on the MRA from 69% to 100% by June 2023. Actions: Staff will create opportunities for ALL students to have a classroom or school-wide leadership role. All classroom teachers will teach at least one Leader in Me lesson each week. CVC school counselors, admin and school staff will continue to progress monitor more frequently via check-ins, surveys, and MRA." Met 6/28/2022 2022 35674620000000 Cienega Union Elementary 6 "School attendance rates remained high in the 2021-2022 school year, even through the Covid-19 pandemic. Cienega School continues to have a 100% promotion rate, as well as a 0% expulsion and drop out rate. In a survey administered in May of 2022, 100% of the upper-grade students (5-8) felt safe and welcome at school. In order to improve school attendance in the 2022-2023 school year, attendance awards and incentives will be offered to students." Met 6/7/2022 2022 01611760130534 Circle of Independent Learning 6 "COIL administers its annual Parent and Student survey at the end of the school year. For the 2021-22 school year, 106 COIL parents and 80 COIL students participated in the survey. Overall, COIL received strong ratings in all areas. Both students and parents reported high overall scores. On a scale of 1-5, all of the questions, on average, scored high with the lowest average score being 4.35 and the highest average score being 4.8. Over 70% of the parent and student respondents had been at COIL for 3 years or less, which is consistent with the recent growth in the overall student population these past few years. The questions ""Understanding responsibilities as a home educator or student,"" ""COIL is a place where people of different cultural backgrounds, religions, races, and beliefs are respected and get along well,"" ""COIL is a place where my child can be safe from bullying and harassment"", “COIL makes my child and I feel respected and welcome.” and that ""I would recommend COIL to others"" received the highest scores from the most participants. This year while most of the families preferred to meet with their teachers remotely, the families had a positive experience connecting with their teachers. The score for “While working remotely, my child was able to connect with their COIL teacher for help with a concept they were struggling with” was 4.7 out of 5. One of the specific need areas highlighted was the parents felt their child did not have an overall understanding of the curriculum (4.35 out of 5). The primary reason for this was all direct instruction classes continued in a remote format with the option of in-person attendance. Most of the families chose to continue remote learning. COIL will be returning to the in-person attendance requirement for their onsite classes to increase the overall benefit to student learning." Met 6/14/2022 2022 19647330140749 Citizens of the World Charter School East Valley 6 "a. We need more diversity within the student body and staff. b. There is a desire for staff to have more of a voice in the decision making process. c. More support for teachers from admin regarding student behavior. d. We should continue building community and understanding, ensuring all students feel they belong e. Centering decisions on the students, focusing on SEL and restorative justice and problem solving Generally, our school is doing well in ensuring most students and their families feel they belong in the school. They also feel that school is generally joyful and that the school does value and celebrate diversity. We also have the feeling the school is safe and cares for the emotional needs of students. Moving forward our school has a growth edge in having difficult conversations around power and privilege, making sure all learners understand their unique voice and gifts, and valuing the diversity of all students. Our school is still not as diverse as we strive to be. This has an impact on attracting and retaining our current diverse student population. We are working diligently on enrollment strategies that will reach a more diverse population. This however takes time and will not be felt overnight. We are continuing to modify our enrollment strategies in hopes to target a more diverse population. In terms of the instructional model families are generally happy with the work occurring on campus and feel involved and informed on our programming. They appreciate how responsive staff continues to be. CWC EV revised their Coffee with the Principal times to be more accessible to families, offering both a morning in-person as well as an afternoon Zoom session to accommodate working parents. Next year summaries as well as any decks will be shared with the entire community after meetings so that all families are able to be informed on what is happening." Met 6/15/2022 2022 19647330122556 Citizens of the World Charter School Hollywood 6 "Citizens of the World Hollywood administered our annual Student Survey in late spring 2022 to students in grades 3rd, 4th and 5th to support us in better understanding indicators related to school climate. The following is a summary of the key indicators and percentages of favorable responses: Grades 3rd, 4th and 5th Grade responses (total response count: 95 students) How well do teachers and staff in your school understand you as a person? o Completely understand: 14.8% o Understand quite a bit: 47.5% How well do other students in your school understand you as a person? o Completely understand: 34.4% o Understand quite a bit: 29.5% How much do you matter to your teachers and staff at your school? o Matter a tremendous amount: 32.8% o Matter quite a bit: 39.3% How much do you matter to other students at your school? o Matter a tremendous amount: 30% o Matter quite a bit:31.7% How much are you able to be yourself at school? o Completely myself: 37.9% o Be myself quite a bit: 34.5% How often do you make sure that other students are not left out of school activities? o Frequently: 21.3% o Almost always: 41% How often does your teacher have conversations about race and identity with students? o Frequently: 6.6% o Almost always: 19.7% How comfortable are you talking about race and identity at school? o Extremely comfortable: 25% o Quite comfortable: 43.3%" Met 6/15/2022 2022 19647330126193 Citizens of the World Charter School Mar Vista 6 "Citizens of the World Mar Vista administered our annual Student Survey in late spring 2022 to students in various grades 3rd - 8th to support us in better understanding indicators related to school climate. The following is a summary of the key indicators and percentage of favorable responses: Grades 3rd and 5th Grade responses (total response count: 95 students) How well do teachers and staff in your school understand you as a person? o Completely understand: 23.7% o Understand quite a bit: 41.2% How well do other students in your school understand you as a person? o Completely understand: 26.8% o Understand quite a bit: 37.1% How much do you matter to your teachers and staff at your school? o Matter a tremendous amount: 29.5% o Matter quite a bit: 42.1% How much do you matter to other students at your school? o Matter a tremendous amount: 29.9% o Matter quite a bit:35.1% How much are you able to be yourself at school? o Completely myself: 37.5% o Be myself quite a bit: 36.5% How often do you make sure that other students are not left out of school activities? o Frequently: 35.1% o Almost always: 33% How often does your teacher have conversations about race and identity with students? o Frequently: 10.5% o Almost always: 20% How comfortable are you talking about race and identity at school? o Extremely comfortable: 21.9% o Quite comfortable: 34.4% Grades 6th, 7th and 8th Grade responses (total response count: 150 students) How well do teachers and staff in your school understand you as a person? o Completely understand: 13.7% o Understand quite a bit: 35.3% How well do other students in your school understand you as a person? o Completely understand: 13.1% o Understand quite a bit: 36.6% How much do you matter to your teachers and staff at your school? o Matter a tremendous amount: 17.3% o Matter quite a bit: 38.8% How much do you matter to other students at your school? o Matter a tremendous amount: 13.8% o Matter quite a bit: 25% How much do you feel like you belong in your school? o Completely belong: 25.8% o Belong quite a bit: 31.8% How often do you help other students feel like they belong in your school? o Frequently: 15.8% o Almost always: 34.9% At your school, how often are you encouraged to think about yourself (including but not limited to your personal identity, your personal experiences, and or your own thinking)?? o Frequently: 7.3% o Almost always: 38.4% At your school, how often do students have important conversations about race and/or identity, even when they might be uncomfortable? o Frequently: 7.2% o Almost always: 34.9% How comfortable are you sharing your thoughts about race- and identity-related topics with other students at your school?? o Extremely comfortable: 16.4% o Quite comfortable: 32.2%" Met 6/15/2022 2022 19647330126177 Citizens of the World Charter School Silver Lake 6 "Based on the caregiver survey, our families indicate overwhelmingly that they feel that their child belongs at school, that our school is realizing its mission and vision, that our school values diverse backgrounds, and that our school was able to provide a safe and healthy environment this year. Our survey results showed the lowest scores for the following two questions: How well does your child understand their unique personality, gifts, and identity? (with 70% of families agreeing or strongly agreeing) AND How well does your school support your child’s academic growth and development? (with 70% of families agreeing or strongly agreeing) Looking at our disaggregated results, we are able to identify the following areas of strength, areas of growth, challenges, and barriers: Areas of strength: In response to the, To what extent do you believe your school was able to provide a safe/healthy environment this year during this time of COVID?, there was minimal variation among subgroups agreeing that our school was able to provide a safe and healthy environment. In response to the question, How well does your school handle difficult conversations about topics related to power and privilege in your school community: (for example: racism, sexism, classism, income inequality)? there were almost no subgroups who indicated “not well at all” in their response. Areas of growth: In response to the question, How much do you feel that your voice is being heard in your interactions with staff at your school? we had 0% of white families indicate that they don’t feel heard at all. However, 3.2% of our Black families and 2.8% of our Latinx families indicated that they don’t feel heard at all. In response to the question, How much do you feel that your family belongs at your school? we had 0% of white families indicate that they don’t feel heard at all. However, 6.5% of our Black families and 2.1% of our Latinx families indicated that they don’t feel they belong at all. Challenges/Barriers: We had a difficult time ensuring completion of our surveys so that all voices were represented. As a result, we made a significant push to capture the voices of our Latinx families which included distributing translated paper copies at dismissal and calling families who had yet to complete the survey. One major action that we will take as an LEA is to continue to encourage families to understand our academic model, which is based on pedagogical research. We have begun to implement student showcases and curriculum nights, and have received an overwhelmingly positive response from caregivers that these events support their understanding of the ways in which our school supports the academic development of their students." Met 6/15/2022 2022 19647330139832 Citizens of the World Charter School West Valley 6 "CWC-West Valley serves approximately 173 students in grades TK-2 with the following student demographics: 42% White, 27% Hispanic, 9% African American, 17% 2+ Races, 1% Asian, 4% Filipino, including 10% Students with Disabilities (SWD), 4% English Learners (EL), 1% Homeless and 31% Socioeconomically Disadvantaged (SED). Citizens of the World (CWC) as an organization administers evidence-based student surveys starting with grade 3 to ensure students are able to understand and answer questions about their teachers, their learning styles, and their school. The data collected from student surveys are analyzed and discussed at the organizational and school level, then presented to our educational partners and used to drive changes within the school. Surveys are age appropriate and ask questions tins in a way that yields meaningful results. CWC-WV will administer a student survey in the 2022-23 school year to its third-grade students." Met 6/15/2022 2022 30103060134940 Citrus Springs Charter 6 "In 2021-22, as part of the 2022 LCAP Educational Partner Survey, all students were asked to complete 25 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). 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 where students follow rules and are treated fairly. Students in grades 3-12 were surveyed. On average, students responded positively to 56% of the questions, responded neutrally/I don't know to 29% of the questions, and responded negatively to 14% of the questions, indicating an overall positive perception of the school’s climate with room for growth and targeted efforts. The two statements with the highest ratings were: “I get along with people who are different than me,” (83% of students responded ""yes"" and “I think my teachers tell me if I did a good job"" (79% of students responded ""yes""). The two statements with the highest negative ratings were: “I think this school has helped me learn about colleges” (32% of students responded ""no""), and “I have seen problems between people who look different,” (34% of students responded ""yes"" - there may have been some confusion because this was the only question where a negative response was ""yes""). These and more detailed results were reported to departmental leadership during the LCAP process in June 2022. The school plans to include a segment of the CHKS again in the 2022-23 school year, meeting the State Priority 6 requirements. In response to the results, and in an effort of continuous improvement, the school plans to further develop and increase social-emotional learning lessons for students, including an available database of SEL lessons and activities, curated by counselors and available to all teachers. School leaders also expanded the Mental Health Services Department, increasing the number of school counselors and psychologists." Met 6/7/2022 2022 38684780107300 City Arts & Leadership Academy 6 "At CAL we are focused on improving our school climate and fostering a positive sense of community. We regularly survey our stakeholders to monitor how they are feeling about their sense of safety and belonging. In February 2022, the majority of students felt CAL was safe and reported they could access teacher support if needed. Similarly the majority of respondents reported positively about their sense of school belonging." Not Met 11/10/2022 2022 37683380124347 City Heights Preparatory Charter 6 "The data reporting on the California Dashboard regarding the Local Climate Survey shows that City Heights Prep has improved from a student perspective overall in both school conditions and climate. From students' feedback, their desire to have more elective classes and AP courses was a strength in the school environment. This allowed students to have more elective classes for middle school and high school students. Moreover, giving students the opportunity to have more personal expression (no uniforms) and school identity (logo & school mascot) created a more engaging and productive atmosphere. City Heights Prep can continue to improve the current community climate by continuing to consider students' suggestions in any decision making process, continuing extracurricular activities, College Preparation, and considering the opinions of all students. Another area of strength in which the school has grown was moving to a new larger, more community based campus, as well as adding more competitive high school courses. Through the Local Climate Survey, students expressed that the new additions to campus and curriculum have helped with overall student buy-in. Our recent relocation has improved the concentration and extracurricular activities for students, with more space to provide more adequate education. With our relocation, our counselor can provide better service to our students such as social/emotional issues, bullying, or academic issues. The way the school can continue to improve on the current climate is by continuing to create/run student clubs, add relevant coursework, and give more community opportunities for them to succeed. By moving campuses early last year, we have already seen the benefits of a secure campus/ security system by monitoring incidents, absences, and any person arriving on campus. We have also developed a high school mentoring program. High schoolers can volunteer to become mentors to selected middle school students. This allows students that are struggling to receive mental, emotional and academic support from their peers. Teachers have daily socioemotional check-ins and host weekly circles to build classroom and school culture. Our counselor visits the all the AVID classes monthly to conduct a relevant socioemotional seminar for the students. The seminars are based on student and teacher feedback. We also developed weekly voluntary resiliency groups. These groups help students learn skills to cope with trauma. All of these changes were implemented based on the feedback from the survey in order to address students mental and emotional health after distance learning." Not Met 9/27/2022 2022 19646341996529 City Honors International Preparatory High 6 "Inglewood used one tool to measure school climate. We provided surveys for staff, students, and parents developed by the LCAP stakeholder committee. On the LCAP survey, which we administer on a yearly basis, 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 led to us revisiting our LCAP goals, actions and services and secure actions that we could address some of the findings. We intend to use the survey annually to see if the perception of the community indicates positive change. In past data the indication was that overall students felt that their learning environments and conditions could improve. Additional information was collected and analyzed during the pandemic closure to measure wellbeing and social emotional impact of the closure. Based on the information gathered from the surveys completed, we now have elementary counselors and a district wide social worker to support our students and help them feel connected. This information was used to create LCAP actions and services in Goal 3 that address engagement, safety, connectedness and social emotional impact. The surveys measure engagement, safety, and feeling welcome on campus. The instruments collected data from parents, students, and staff. A wellness center along with district and site support staff are embedded in the actions that address improving learning conditions, creating socio emotional support, and improving culturally relevant curriculum and professional learning opportunities for all staff." Not Met 10/5/2022 2022 19643940000000 Claremont Unified 6 "Combined results from the 2022 LCAP Student Survey (grades 4-12) show that: • The percent of CUSD students enjoy going to school: 76% (up 10% from 2020-2021). • The percent of students who responded that their teachers care about them: 92% (no change from 2020-2021). • The percent of students who reported that they are treated fairly by adults on campus: 94% (no changes from 2020-2021). • The number of secondary students who reported that they were involved in school sponsored extracurricular/co-curricular activities: 1,472 (up 15% from 2020-2021). The California Healthy Kids Survey (CHKS) has been administered every other year. Since the LEA is part of the Tobacco Use Prevention Education three-year Grant (2020-2023) through the Los Angeles County Office of Education, CHKS was administered in Spring 2021. It will be administered again in Spring 2023. The following are results from the 2021 CHKS administration: Elementary: 50% response rate for Grades 5 and 6 (only Grade 5 participated in the 2020 survey). 89% of students feel safe at school most of the time/all of the time (up 6% from 2020 survey) 89% students were treated with respect most of the time/all of the time (up 9% from 2020 survey) 46% reported moderate/high meaningful participation at school (down 2% from 2020 survey) 79% reported moderate/high school connectedness (up 3% from 2020 survey) 85% reported moderate/high academic motivation (no change from 2020 survey) Secondary: 71% response rate for Grades 7, 9, 11. (down 3% from 2020 survey) 38% reported that they receive free or reduced lunch (up 16% from 2020 survey) 18% reported other languages than English reported at home (no change from 2020 survey) 29% reported moderate/high meaningful participation at school (down 2% from 2020 survey) 70% reported moderate/high school connectedness (up 7% from 2020 survey) 59% reported moderate/high academic motivation (down 16% from 2020 survey) 74% perceive their school as being very safe or safe (up 11% from 2020 survey) 44% experienced chronic sadness/hopelessness (up 13% from 2020 survey) Results from the 2022 LCAP Parent and Community Survey found that (92%) of parents reported that they feel the school campus(es) is/are safe. This is a 1% increase from the 2021 survey. Results from the 2022 LCAP Staff Survey found that (88%) of staff (certificated and classified) reported that they feel the school campus(es) is/are safe. This is a 4% increase from the 2021 survey. Our District’s focus is to ensure that students feel safe and connected at school. Through LCAP surveys and student focus group meetings, it was clear that all our educational partner groups felt there was a need to continue social-emotional learning and mental health training which the District will fund for the 2022-23 school year. We will continue to assess our programs and survey our students, staff, and parents on ways to increase both engagement with school and feelings of safety." Met 6/24/2022 2022 09618380136200 Clarksville Charter 6 "The LCAP survey was provided to all students. The results from the survey indicated the majority of the respondents agreed or strongly agreed that they felt connected to school. The 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, virtual meeting platform ( i.e. Zoom) or in-person, while having access to assistance as needed from school administration, certificated, and classified staff. The students stated they felt connected to school through the educational field trips, enrichment activities, and other social events offered virtually and in-person through the school such as adventure academy, community clubs, and chess club etc. To increase students’ perceptions that they are cared for and capable, we are working toward increasing active participation in online class discussions. While we recognize that this can be particularly challenging in an independent learning environment, we believe that it is absolutely critical to ensuring student’s academic success. We use a variety of virtual meeting platforms to allow for student/teacher interactions to increase connectedness and safety." Met 6/6/2022 2022 37680986116776 Classical Academy 6 "The Classical Academy continues to focus on school connectedness and safety through our PBIS program and school counselors all of which are supported through our LCAP. The Classical Academy measures the school climate of students and their perception on programs, events, and activities through a variety of measures including the Gallop Student Poll, which was given to students in grades 5-12 in the spring of 2022. Overall the rating in engagement, which covers engagement in the school community including feeling safe at school, was 3.83 out of 5.0. Overall the rating in Belonging, which covers feeling accepted and included as part of the school was a 3.27 out of 5.0." Not Met 9/12/2022 2022 37681060111195 Classical Academy High 6 "Classical Academy High School continues to focus on school connectedness and safety through our PBIS program and school counselors all of which are supported through our LCAP. Classical Academy High School measures the school climate of students and their perception on programs, events, and activities through a variety of measures including the Gallop Student Poll, which was given to students in grades 9-12 in the spring of 2022. Overall the rating in engagement, which covers engagement in the school community including feeling safe at school, was 3.83 out of 5.0. Overall the rating in Belonging, which covers feeling accepted and included as part of the school was a 3.27 out of 5.0." Not Met 9/12/2022 2022 37103710138404 Classical Academy Vista 6 "Classical Academy Vista continues to focus on school connectedness and safety through our PBIS program and school counselors all of which are supported through our LCAP. Classical Academy Vista measures the school climate of students and their perception on programs, events, and activities through a variety of measures including the Gallop Student Poll, which was given to students in grades 5-12 in the spring of 2022. Overall the rating in engagement, which covers engagement in the school community including feeling safe at school, was 3.83 out of 5.0. Overall the rating in Belonging, which covers feeling accepted and included as part of the school was a 3.27 out of 5.0." Not Met 9/12/2022 2022 10621090000000 Clay Joint Elementary 6 "Clay Joint Unified sent out an anonymous survey to all 4th - 8th-grade students. With 137 responses out of 152 students, we know we have a good representation of how the students feel. Overwhelmingly, the students feel safe and happy at school. 96%(+1) of 5th-grade students felt safe while 81.9%(+3) in 7th and 8th felt safe. The students indicated that they try hard at school and work hard to understand new things. Over 95% of the 7th and 8th-grade students believe there is someone at school who really cares about them and notices when they are not there. Approximately 3% (2 students) responded negatively to this question. Students feel that there is at least one person on campus who wants them to do their best - this was at 98.3%(one student did not feel this was true). 86% of the 4th - 6th graders surveyed believe that they receive academic motivation. From the student perspective, 77% of the 7th and 8th-grade students feel their parents feel welcome to participate at this school and over 68.9% feel that the school staff takes their parents' concerns seriously(27.9% did not agree or disagree). Over 92% feel safe at school and when asked on the same survey follow-up question what we could do to help them feel safer, most students responded ""nothing"" or ""I feel safe enough already."" However, a few mentioned keeping gates closed and just having more drills and different drills to prepare for different situations. When asked about bullying, less than 50% of the 4th - 6th grade and 21.3% of 7th and 8th-grade students say they have been made fun of or called names less than 4 times in the last year. When asked in the follow-up question to elaborate all students indicated others were just messing around and didn't mean it. For our parent and staff surveys,100% feel we address attendance and absenteeism and value the parents as partners in the student's education. 97% of parents feel the teachers provide sufficient feedback on achievement, 100% feel valued, 97% of parents feel their child feels cared for by staff, and 1 respondent (2.7%)said they were not sure. 100% of both groups feel the philosophy and goals of the school are directed toward student learning. 100% are satisfied with the means of communication from school. Of these same adult educational partners, 91.9% agree that Clay is a safe place for the students (8.1% said they were not sure). There were no negative comments. 100% agree with the district values parents/guardians as important partners in their student's education and actively seeks their input. The Clay School Board decided to hire a full-time Physical Education teacher and add another day of Psych services. The Psych will be used to provide more social and emotional support to students primarily dealing with small group role-play scenarios to increase better choices out on the playground. The Physical education teacher will be contributing to the electives offered to our 6th - 8th-grade students." Met 6/14/2022 2022 07100740731380 Clayton Valley Charter High 6 "In a student survey sent sent out in 2022 school year, several climate/support-oriented questions were included: 94% of students reported that ""At my school there’s a teacher or some other adult who really cares about me” 88% of students reported “I feel safe in my school” What is/are something(s) you wish teachers knew about being a student doing distance learning?(multiple answers, open-ended response opportunity) These highlights from surveys helped guide decisions and policies relating to school climate. Generally speaking, some other indicators of a positive student climate as it relates to our site include: The 97%-plus graduation rate and college-acceptance rate illustrates a positive, college-going culture. Comprehensive intervention services ensure that every student is given multiple opportunities to be successful in all of their academic courses. A strong character-education program is delivered to all students across grade levels to promote positive behavior and good choices. Broad and active athletic and extracurricular programs include an array of different ways for students to become involved on campus." Not Met 11/9/2022 2022 29663240000000 Clear Creek Elementary 6 "The annual CHKS survey was administered to students in 6th & 7th grade, all parents, and staff. Results were analyzed and shared with staff, Site Council, and the School Board. The results were made available to all other parties upon request. 84% of students responded that they felt safe at school and 77% of students responded that they have a strong sense of school connectedness. Parent and staff responses in each of these areas was even higher with over 90% responding that our school is a safe and supportive learning environment. To try to increase student's input and participation in the decision making process, we developed an action item in our 21-22 LCAP prioritizing increased student council participation. While the action was removed from the 22-23 LCAP, a school goal is to establish a student leadership group in the 22-23 school year to encourage feelings of leadership and a stronger sense of connectedness to the school community" Met 6/21/2022 2022 19647250131938 Clear Passage Educational Center 6 "Clear Passage Educational Center's school safety survey was administered to students in grades 9-12. Demographic Information of participating students: Ethnicity/nationality Asian - 10% African American - 11% Latino - 77% White - 2% Gender/Age Mix Female - 66% Male - 34% Ages range from 14 - 21 English Proficiency English Language Learners - 11% Special Populations: Special Needs Students: 3% English Language Learners: 11% Findings: A strong majority of students enjoy school more since attending CPEC (96%). A strong majority of students attend school more regularly since attending CPEC (90%). A strong majority of students agree that school rules are clear, fair, and consistent (95%). A strong majority of students agree that school staff show respect and a caring attitude toward students (93%). A strong majority of students agree that staff are always willing and available to provide school, career, and personal problem support (92%). A strong majority of students agree that the school is a safe place to learn (97%). A strong majority of students have a very positive attitude toward independent study (93%). Summary data from the school survey is consistently reviewed and analyzed. Survey findings are used to: Develop and facilitate safety net strategies for addressing the needs of the school’s high risk population. Review and adjust CPEC’s curriculum and instructional practices. Develop and facilitate the school’s college and career readiness programs. Promote program improvement and strengthen the facilitation of key touch points that include student performance information meetings, student success team meetings and parent/student conferences." Met 6/29/2022 2022 49706560000000 Cloverdale Unified 6 "In January 2022, CUSD administered the Youth Truth survey to students in grades 3-12, with a districtwide response rate of 82% (834 of 1011 responses). The survey gathered student feedback related to their perceptions of school connectedness, engagement, instruction, positive relationships, and safety. The data was disaggregated and the following information represents areas of strength and growth for the schools. Students at the elementary level reported that their site’s greatest strength was Belonging, while the 2 areas of growth were Engagement and Instructional Methods. Students at the middle school reported their site’s greatest strengths were Belonging and Relationships, while the 2 areas of growth were Academic Challenge and Instructional Methods. Students at the high school level reported that the greatest strength was Belonging, and the 2 areas of growth were Culture and College and Career Readiness. The data collected indicates that CUSD needs to improve in the areas of teaching and learning. At the elementary level, focus needs to be given to Engagement (the degree to which students perceive high expectations and feel engaged with the school and their education) and Instructional Methods (the strategies and approaches students report their teachers using in class). At the middle school level, attention should be paid to Academic Challenge (the degree to which students feel their learning is challenging and relevant) and Instructional Methods (the strategies and approaches students report their teachers using in class). At the high school level, concerted effort needs to be given to Culture (creating a respectful and fair school) and College and Career Readiness (the degree to which students feel equipped to pursue college and careers). The data reveals that staff should continue providing strong Tier 1 instruction, and a relevant and rigorous curriculum that is standards aligned. Staff will contemplate varying the instructional strategies and techniques utilized on a daily basis to allow students to take ownership of their learning while modeling varied approaches to access the curriculum. The District will continue to review the services and professional development offerings for staff to increase student understanding and preparedness for college and career. Students are connected to their schools and feel safe on campus. With the district wide implementation of the Positive Behavioral Interventions and Supports framework, staff worked diligently to ensure all students experienced a welcoming learning environment. With the continuation of PBIS and restorative practices, and an additional focus on academic rigor and high expectations for student learning, the perceptions of connectedness and safety will increase. Staff will continue to build its professional capacity and enhance teaching pedagogy to better support student achievement and connectedness." Met 6/15/2022 2022 10101080140186 Clovis Global Academy 6 "CGA administered an Annual Parent Satisfaction Survey to families in the 2021-22 year to monitor students' sense of connectedness, excitement for learning, and relationships with staff and classmates. Since we served TK- 2nd Grades only in 21-22, we relied upon parents reports of their student's sense of safety and connectedness in these surveys. We also monitored students’ sense of well-being and connection to school through informal conversations between administrators and pupils during classroom walkthroughs. Key learnings from the data include that our families and students like the school a lot, feel very safe, and connected to the school. Parents have expressed concerns about the lack of an outdoor playground, asked questions about facility planning, and requested extra curricular activities in the after-school program. CGA has added an action to its 22-23 LCAP to address the facility needs in the near term and long-term planning. We are creating more open spaces in our current facility for recreation and physical activity. Extracurricular activities such as STEM based learning and art will be added to the after-school program." Met 6/22/2022 2022 10621170118018 Clovis Online Charter 6 Clovis Online School administers a local survey to students every year that provides a valid measure of perceptions of school safety and connectedness. Results from this year's survey show that 100% of parents have attended a school meeting and 100% of students have engaged in a school event. Clovis Online School will continue to build more opportunities to meet the specific needs of parents and students as enrollment has grown significantly in part due to the pandemic. Survey results also show that 89% of students feel Clovis Online is a safe place to learn which is supported by positive responses by students that teachers treat students with respect and value the diverse student body. Met 6/8/2022 2022 10621170000000 Clovis Unified 6 The LEA administers a local survey to students every year that provides a valid measure of perceptions of school safety and connectedness. The following tables show the percent of students responding to each of the indicated questions administered to students during the early part of the second semester each school year. Have You Participated in Any Co-Curricular Activities? (Percent Answering Yes) Grade All White American Indian Asian African American Hispanic Two or More Races 4-6 79% 84% 74% 70% 82% 80% 82% 7-8 72% 80% 63% 64% 72% 68% 71% 9-11 72% 78% 74% 68% 79% 64% 74% Additional actions and services are supported in the Local Control Accountability Plan to help bring a myriad of opportunities for student to school connectedness. These actions and services will be ongoing and evaluated during each school year so the best most effective supports can be provided. My School is a Safe Place for Learning (Percent of Strongly Agree or Agree) Grade All White American Indian Asian African American Hispanic Two or More Races 4-6 90% 93% 89% 89% 91% 90% 89% 7-8 70% 75% 77% 73% 65% 69% 65% 9-11 67% 69% 67% 67% 63% 68% 66% School safety is an ongoing focus in Clovis Unified. Clovis Unified is part of a multi-agency coalition that works together to implement best practices for maintaining safe schools. Additional systems to support communication and classroom safety have been implemented. Met 6/8/2022 2022 33736760000000 Coachella Valley Unified 6 "Students in grades 3-12 participated in the annual Student Climate survey through Panorama. Key learnings from the Panorama School Climate Survey - Student Responses *Sense of Belonging: The elementary students surveyed maintained a favorable percentage of 75% compared to 74% the previous year in Sense of Belonging, whereas secondary students indicated a decrease in Sense of Belonging, with a decline of 5%. *Knowledge and Fairness of Discipline, Rules and Norms: The elementary students indicated a sharp increase of 20% in Knowledge and Fairness of Discipline, Rules & Norms with 78% of students responding favorably in the spring of 2022. 72% of secondary students responded favorably about Knowledge and Fairness of Discipline, Rules & Norms in the spring of 22, compared to 83% in 2021. The higher favorability rate for elementary students (78%), indicates that the PBIS and Restorative Justice training and implementation is having a positive effect on our elementary school campuses as we returned to in-person learning for the 2021-22 school year. *Climate of Support for Academic Learning: 76% of elementary students responded favorably about the Climate of Support for Academic Learning in the spring 2022 survey, compared to 65% of students responding favorably in the Spring 2021 survey (an increase of 11%). 72% of secondary students responded favorably about Climate of Support for Academic Learning in the spring 2022 survey, a decrease in the favorability rating compared to the rating of 78% in the Spring 2021 ( a decline of 6%). Favorability among elementary students grew 11%, while favorability among secondary students declined 6%. Now that we are back to in-person learning, elementary students are likely more familiar with where and how they can get academic support. *Safety: For both the elementary and secondary student groups, it is apparent that they felt safer in the Spring of 2021 than they did in the Spring of 2022. With all of the stresses that COVID 19 has put on students and families, it is not surprising that our students' sense of Safety has decreased to 50% for elementary students, from 68% in the spring of 2021, and from 71% to 55% for secondary students." Met "Panorama Social Emotional Learning (SEL) Survey - Student Responses Key Learnings: Data for Elementary students have remained fairly the same over the last 3 years in all areas surveyed by the Social Emotional Learning Survey.Data for Secondary students shows a slight decrease in the percentage of students that answered favorably in 3 of the 4 areas pertaining to Social Emotional Learning. Response to Key LearningsAcross all grade spans (3-12) the Panorama Core Social Emotional Learning (SEL) survey responses have remained relatively stable. We attribute this to continued implementation of the Transformational Justice model. Throughout the challenges of Distance learning in 2020-21 and our post-pandemic return to in-person learning in 2021-22, educators and staff continue to model expectations and best practices. SEL lessons are incorporated into the daily lessons. We are challenged with the School Climate survey results from our Secondary Students. Their sense of belonging and connectedness has declined since the pre-pandemic measurements, and our first survey results in 2019. To address this decline, CVUSD will continue to include Social Emotional Learning and activities as part of students' daily routine and implement wellness centers at all of our secondary schools to meet the mental health and social emotional needs of our students." 6/23/2022 2022 10621250000000 Coalinga-Huron Unified 6 "According to the California Healthy Kids Survey given in 2021/22, 67% grade 5 students feel safe and connected to school, 50% of grade 7 students, 42% of grade 9 students, and 47% of grade 11 students." Met 6/21/2022 2022 40754650000000 Coast Unified 6 "Coast Unified School District administers the California Healthy Kids Survey every two years to students in grades five, seven, nine and eleven. Survey results are shared with members of the School Board and are included in the district LCAP. Results of the 2021- 22 CA Healthy Kids Survey are below: School Connectedness: Grade 5: 70%, Grade 7: 73%, Grade 9: 61%, Grade 11: 59% School Perceived as Safe or Very Safe: Grade 5: 73%, Grade 7: 76%, Grade 9: 84%, Grade11: 74% The district continues to work on improving school connectedness and maintaining safe schools throughout our sites. The surveys indicate school connectedness is declining as students move to higher grades. One addition for the 2022-23 school year addressing this and other issues is district wide training for credentialed and classified staff addressing SEL needs and behaviors for at least two full days. We will be using screening tools where we monitor student well being and responses to SEL interventions that are put in place." Met 6/23/2022 2022 37735690136267 Coastal Academy Charter 6 "Coastal Academy Charter continues to focus on school connectedness and safety through our PBIS program and school counselors all of which are supported through our LCAP. Coastal Academy Charter measures the school climate of students and their perception on programs, events, and activities through a variety of measures including the Gallop Student Poll, which was given to students in grades 5-12 in the spring of 2022. Overall the rating in engagement, which covers engagement in the school community including feeling safe at school, was 3.83 out of 5.0. Overall the rating in Belonging, which covers feeling accepted and included as part of the school was a 3.27 out of 5.0." Not Met 9/12/2022 2022 12626796120562 Coastal Grove Charter 6 "Our annual survey asks 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, nurses, peer mediators, educational support, buddies, and cross-class collaboration." Met 6/30/2022 2022 42691610000000 Cold Spring Elementary 6 "The Cold Spring School District is focused on creating a positive school culture and climate. This includes creating an environment where students feel safe, nurtured, and connected to their community. The District measures its success in this area through a student survey of its fifth and sixth-grade students. The survey is paired with a survey of all parents, staff, and community members. The results of the survey indicate that the student environment is conducive to effective learning. Over 96% of the students felt connected to their school environment. This same subgroup also felt that school safety was a priority for teachers and staff. The culture and climate of the school is reflected most prominently in the zero suspension and expulsion rate. To achieve a positive school culture and climate, the District has as a priority goal (LCAP Goal 3) the connectedness of students to their teachers. The success of the District is measured through the student survey. Nearly 98% of students responded that they felt very connected to their teacher and District staff. The informal qualitative data reflects the students feel teachers and staff truly care about their success in the academic programs offered by the school. The 2021-2022 LCAP Parent Survey Results were very positive and either maintained or increased in positivity from the baseline. *98% Strongly Agree/Agree that parents feel welcomed at school. *98% Strongly Agree/Agree that staff takes parents' concerns seriously. *97% Strongly Agree/Agree the Superintendent/Principal's leadership engages students and families to promote a positive school climate and culture. *100% Strongly/Agree the school is a supportive and inviting place for students to learn. The survey results reflect the importance administration, teachers, and staff place on ensuring students feel valued in the classroom and school. The survey results also indicate the majority of students place a high value on Art, Music, PE, STEAM, Technology, and the Garden which have all been prioritized in the District's budget." Not Met 9/12/2022 2022 30103060132910 College and Career Preparatory Academy 6 "As the College and Career Preparatory Academy services students ages 16-25, and 95% of the students 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: - Eighty-six percent of CCPA students surveyed felt the school was preparing them for college and/or career pathways. - One hundred percent of CCPA students surveyed felt that their school provides them with textbooks and learning materials to meet their needs. - Ninety-nine percent of CCPA students surveyed felt that the school staff works with them to help them do their best. - Ninety-four percent of CCPA students feel that at least one adult at CCPA cares about them." Met 6/1/2022 2022 14101400128454 College Bridge Academy 6 "Our school was pleased to learn from our last climate survey that many of our students feel safe at school despite the fact that our schools are located in neighborhoods with extremely high crime rates and socioeconomic distress. We work very hard at creating a safe haven for our students at our schools and the school climate survey results support that effort. We also frequently tout our small class sizes and family environment as the secret to our success with our students. We were pleased to see that results surrounding student support, encouragement, and positive relationships also showed positively on our climate survey. Most students responded that there are a lot of chances to get one-on-one support from a teacher or administrator. Additionally, almost all students responded that they have a good relationship with at least one teacher or administrator at our school. Lastly, almost all students responded that they get a lot of encouragement from the school and that they feel like their teachers care about them. For the last few years we have worked to implement a schoolwide positive behavioral skill building program. The results of the climate survey show that our skill-based discipline model is being inconsistently implemented. This is something we saw observed in our own school and classroom walk-throughs but the survey results validate those observations. Some of the areas in particular that we would like to see better results this upcoming school year are: ""teachers take time during the school day to teach us social skills,"" ""I see rules about student behavior posted in classrooms and other areas of the school"", ""students can get away with misbehavior with some teachers more than with others"", and ""teachers clearly communicate their expectations about behavior to me and my classmates"". This year, we have added more trauma-informed mental health and social emotional learning aspects to our positive behavioral support model. We have also partnered with Fulcrum Adventures to integrate team building, personal growth, and leadership development training into our Friday workshops on wellness and personal development." Not Met 9/9/2022 2022 42691790000000 College Elementary 6 "The ESE Climate Survey was administered to grades 5-8 by the LEA during the spring of 2022. 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. 70% 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. 80% of students say they feel safe at school." Met 6/21/2022 2022 37771640137356 College Preparatory Middle 6 "The mission of College Preparatory Middle School (CPMS) is to provide a safe, nurturing educational community for the middle school learner based on mutual respect, high expectations for academics and behavior, with the appropriate supports in place to ensure all learners are able to meet those expectations. Student survey results indicate that 84% of our students believe that they are learning and gaining important study skills at CPMS. At CPMS, we know that students learn best in an environment that is physically and emotionally safe, one that is academically challenging but provides the supports necessary to assist them to meet those challenges. 88% of our students report that they ""feel safe"" on our campus and 84% feel there is an adult or other staff member on campus that they can speak to when they need help. We know that when students are actively engaged in their learning, they are more connected to the school and want to learn more about the broader community around them. Each morning starts with our dedicated homeroom, ""Tigers Den"" where students participate in Growth Mindset activities and Social Emotional Learning. 90% of our students feel that Tigers Den is a great way for them to start their school day. At CPMS, students have access to research based, standards aligned learning that is tailored to them and are supported by qualified and caring adults. 94% of our students agree that CPMS has high expectations for student achievement. They are challenged academically and leave us well prepared for high school and beyond, ready to participate in a global environment. 94% of our students say they plan to attend college in the future. Our goal is to increase those numbers of students who report that they feel safe and have good connections with the adults on our campus." Met 6/15/2022 2022 19647330131821 Collegiate Charter High School of Los Angeles 6 Collegiate Charter High School of Los Angeles administered the CA Healthy Kids Survey to 168 students in grades 9-12. A chart that summarizes the key findings is available upon request from Evelyn Rodriguez at evelynrodriguez@collegiatecharterhighschool.org. Met 6/29/2022 2022 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, and Students treat each other well etc. The goal is an average score of “3”. The mean scores are from 1 (lowest) to 4 (highest). For the 2021-2022 school year the school climate results are as follows: Elementary Schools: Overall mean score = 3.17 which is a slight increase from 2019. Overall for Hispanic Students = 3.14 which is a slight decrease from 2019. Black/African American Students = 3.13 which is a slight increase from 2019. White Students = 3.25 which is a slight increase from 2019. Sample overall scores- Elementary – Q5 - Teachers treat me with respect: 3.6 which is a slight increase from 2019. Q8 - I feel safe at school: 3.24 which is a slight increase from 2019. Q10 - There is an adult at school that I can talk to if I need help: 3.53 which is a slight increase from 2019. Middle Schools: Overall mean score = 3.0 which is a slight increase from 2019. Overall for Hispanic Students = 3.03 which is a slight increase from 2019. Black/African American Students = 2.96 which is a slight increase from 2019. White Students = 2.95 which is a slight increase from 2019. Sample overall scores: Secondary– Q5- Teachers treat me with respect: 3.36 which is a slight increase from 2019. Q8- I feel safe at school: 2.88 which is a slight increase from 2019. Q9- There is an adult at school that I can talk to if I need help: 3.04 which is a slight decrease from 2019 Comprehensive High Schools: Overall mean score = 2.86 which is a slight increase from 2019. Overall for Hispanic Students = 2.87 which is a slight increase from 2019. Black/African American Students = 2.83 which is a slight increase from 2019. White Students = 2.82 which is a slight increase from 2019. Sample overall scores: Secondary– Q5- Teachers treat me with respect: 3.25 which is a slight increase from 2019 Q8- I feel safe at school: 2.76 which is a slight increase from 2019 Q9- There is an adult at school that I can talk to if I need help: 2.84 which is a slight increase from 2019 Alt Ed Schools=:: Overall mean score = 2.91 which is a slight decrease from 2019 with our Continuation school increasing, but our Opportunity school decreasing. Overall for Hispanic Students = 3.1 which is a slight increase from 2019. Black/African American Students = 3.42 which is a .5% increase from 2019. White Students = 2.9 which is a slight decrease from 2019. Sample overall scores- Secondary– Q5- Teachers treat me with respect: 3.35 which is a slight increase from 2019. Q8- I feel safe at school: 2.74 which is a slight increase from 2019. Q9- There is an adult at school that I can talk to if I need help: 3.0 which is the same as 2019." Met "The Fall 2021 scores on the PBIS School Climate Survey show an improvement over the Fall 2019 scores. We need to focus on creating a climate where students feel safe at school- specifically at the secondary schools. This continues to be our lowest scoring area. Elementary data show that students have a high perception of positive school climate in 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 concern when it comes to a positive school climate. Higher scores were seen by elementary, middle and comprehensive high school students in the area of “Teachers treat me with respect”. Comprehensive school sites need to continue 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. All sites need to work to address students’ feeling of safety at school. All secondary sites scored less than a “3” which is our goal. Bullying prevention, improved school climate, and feeling safe are areas that the District needs to focus on in 2022-2023." 6/23/2022 2022 45699480000000 Columbia Elementary 6 "1. DATA: Parents express an overall satisfaction with the communication, facilities, after school care, student's educational progress, safety of students and timeliness of grade reporting. Parents asked to return to pre-COVID days and continue with parent engagement events and volunteering. Staff indicated that they learned some new writing techniques from the writing professional development this year. They especially appreciated the social emotional learning workshops held by the county office of education. The workshops came at the perfect time while schools were experiencing COVID fatigue and dealing with high levels of student misbehavior. The workshop provided ready-to-use practical strategies for our staff working with challenging students. The staff did not like any professional development that was held virtually and have requested that future professional development be held in-person. Using the survey data, we learned the need to increase communication with our parents, reengage our families with student held parent engagement activities, and increase student engagement. 2. Using our local survey data, we learned that the staff, students and parents believe we have the following strengths: Most students and parents feel the school provides a quality education, a safe learning environment free from bullying, and are connected to one or more adult on campus. Using our local survey data, we learned that the staff, students and parents believe we need to improve the following: We need to increase the two way communication between teachers and parents at the middle school. We need to reengage our families as COVID has placed a damper on school events. We also need to reengage some of our students in learning and school. Using our Chronic Absenteeism Coordinator, we will reach out to our families in need of community resources and additional support in order to ensure their students are learning and growing. 3. We have added collaborative meetings and restorative justice professional development to the LCAP to improve Native American student participation in school. We also included more social emotional learning for professional development as the staff indicated this as a need." Met 6/23/2022 2022 54718520000000 Columbine Elementary 6 Columbine surveyed it students. 95% of student survey responses indicate that students feel cared for and welcomed by school staff. 100% of the students indicate that they feel safe or very safe at school. Not Met 9/15/2022 2022 06100660000000 Colusa County Office of Education 6 "Students at S. William Abel Academy generally feel safe and appreciated at school. The survey displayed 75% of the students surveyed felt a part of school, their parents are welcomed, feel close to someone at school and their parent's concerns are taken seriously. The survey also displayed 90% of students are happy at school, feel safe at school, feel the school is clean and the school communicates with their parents. SWAA is a one school, community school district. The school is working through WASC and LCAP to continue to keep the school safe, keep the school clean and working through direct contact to improve group parent meetings." Met 2/9/2022 2022 06615980000000 Colusa Unified 6 "Colusa Unified School District has established Healthy Kids as our consistent survey platform to measure of perceptions of school safety and connectedness. Burchfield Primary School (BPS), Egling Middle School (EMS), Colusa High School (CHS)/Colusa Alternative High School (CAHS) utilize Healthy Kids as a platform to survey students, parents/guardians, and staff member. The classrooms at my school are clean and well maintained (FIT Results). BPS 77.68% EMS 95.97% CHS/CAHS 83.75% I feel welcomed and comfortable at school. BPS 68% EMS 56% CHS/CAHS 41% Discipline at school is fair and consistent. BPS 45% EMS 23% CHS/CAHS 17% My teachers set high standards for my student. BPS 82% EMS 76% CHS/CAHS 59% School is a safe place for my student. BPS 72% EMS 55% CHS/CAHS 57% The facilities at school are well maintained. BPS 68% EMS 42% CHS/CAHS 36% Communication from school is frequent and high quality. BPS 74% EMS 58% CHS/CAHS 51% At school, there is a teacher or some other adult who really cares about me. BPS 67% EMS 59% CHS/CAHS 48% I feel close to people at this school – school connectedness. BPS 74% EMS 58% CHS/CAHS 51% As a parent of a student, I am satisfied with the number of meaningful opportunities for participation provided by the school. BPS 44% EMS 19% CHS/CAHS 11% My school encourages and promotes parent involvement. BPS 68% EMS 56% CHS/CAHS 29% I am satisfied with the communication between school, myself and home. BPS 67% EMS 30% CHS/CAHS 15% I often go to bed at 10pm or later (grade 3). I often go to bed at 12am or later (grades 7, 9, 11). BPS 23% EMS 28% CHS/CAHS 27% I have experienced frequent sadness or hopelessness. BPS 17% EMS 29% CHS/CAHS 48% School climate survey results show that students discomfort and anxiety largely impacted by COVID-19. Results support our continued efforts to make students feel welcome, safe, cared about, and engaged in school with goals and purpose. CUSD placed an emphasis on RTI trauma informed practices. An area of focus and emphasis is increasing school connectedness for our students. CUSD welcomed back our volunteers increasing our partnership efforts. CUSD transitioned our student information system returning to Aeries, and Parent Square proved to be a positive communication tool linked to our Aeries system." Met 6/20/2022 2022 04100410134213 Come Back Butte Charter 6 CBBC uses a research-based PBIS School Climate Student Survey. The data is based on a four-point rubric. The goal for CBBC is to maintain an average overall climate survey rating of at least 85%. 2021 WINTER STUDENT CLIMATE SURVEY Middle-High 88% (+1%) Average Overall with lowest ranking areas: 76% - I like school. (+1%) 74% - I feel successful at school. (-1%) 81% - I feel my school has high standards for achievement. (+5%) CBBC formatively assesses climate status throughout the year with empathy interviews and/or other quick measures of student views on the school climate. The data indicates that student climate measures have slightly increased overall this past year. CBBC will continue to focus on student engagement and climate as this has a direct impact on student achievement. Met 6/27/2022 2022 24102490138032 Come Back Charter 6 "DATA: CBCS annually administers a school climate student survey twice per year, once per semester. The survey provides a measure of student perceptions of school climate in regards to safety, connectedness, and academic motivation and opportunities. The school climate survey was administered in the winter of 2021 and the spring of 2022. The following data is from the spring 2022 surveys. Overall, 95.17% of the student responses positively rated the school in a variety of areas related to school climate. The four main areas of measure, as noted as a metric for Goal 1 of the LCAP, are students feeling safe in school (in person or virtually) (100%), feeling supported by school staff (100%), believing teachers and staff truly care about them (95.65%), and having an available adult at school to talk to when feeling upset or frustrated (91.30%). The results of the other areas of the surveys were as follows: the importance of being prepared for college and career (100%), looking forward to participating in school (95.65%), trusting their ability to solve difficult problems (95.65%), and expecting to have a good day when doing schoolwork (100%). All these areas showed significant positive results. The only area showing a much lower positive rating is in the area of having at least one school friend they can talk to when having a difficult day (78.26%). This area is and continues to have the lowest rating of all school climate ratings. MEANING: Overall, students feel very connected with the school. While the surveys only included a small representative sample of students, CBCS feels that the majority of students have a connection with the program due to the relationships built between teacher and student. CBCS will continue to focus in this area to maintain the school’s positive rating among students. The school wants to maintain ratings of 90% or better, as stated in the metrics for Goal 3 of the LCAP. This maintenance goal of continuing to provide a safe and welcoming learning environment appears to be effective as reflected in the school climate data. USE: Analysis of the data demonstrates that students will continue to benefit from positive interactions with the staff and the continual promotion of academic success for all students. College and career preparation is still important and providing students opportunities to set goals, plan, and develop career and life skills are essential. CBCS plans to increase opportunities for students to become involved both on and off campus and to provide students more opportunities to work collaboratively. More professional development opportunities will be provided to teachers to better support the learning of adult students. While not reflected in the climate surveys, educational partner feedback shows the need for better supports – academic and basic needs - to improve student outcomes. The school will look at ways to provide greater supports with the funding for these specific actions in the LCAP." Met 6/21/2022 2022 34765050108837 Community Collaborative Charter 6 "DATA: Community Collaborative Charter School (CCCS) students and families participated in two school culture and climate surveys during the 2021-2022 school year. The first survey was conducted by the Hanover Institute, with 9th-12th grade students being surveyed in areas of school belongingness, school safety, academic resources and supports, teacher expectations, student engagement, bullying and harassment, positive student relationships, staff retention and development, and family and community engagement, In the domain of student belongingness 100% of students responded either agree or strongly agree that they feel welcome at school and 88% reported either agree or strongly agree that they feel connected to their school. In the domain of school safety, 95% of student responses indicated either agree or strongly agree that school is safe and 100% responded that the school provides a safe leaning environment. The other survey was completed by the Flippen Group as part of the nomination and selection process for their Capturing Kids Hearts (CKH) National Showcase School program. In May of 2022, Community Collaborative Charter School was selected as a CKH National Showcase School for a fifth consecutive year. The results of this survey, done with students in 3rd, 5th, and 9th-12th grades, was the primary data used to determine our CKH showcase school status. In this survey, there were student addressing school safety as follows: I feel safe at school - 4.1 out of 5; My teachers care about me - 4.3 out of 5; My teachers treat me with respect 4.7 out of 5. Our school leadership team interprets this and the whole of our culture and climate survey data received across these reports that our school has a strong culture and climate in the areas of safety and connections between students, their families and our school. MEANING: These results indicate that we have a strong school culture and a high level of trust and respect between the school and our most important educational partner - our students. Our challenge is to not become satisfied or complacent with these most recent outcomes and work to find methods to continue to grow our campus culture. We can improve by adding PBIS systems and through participating in MTSS training. USE: Our school believes that we must continue the positive work we have done and work to find new and innovative methods to redefine excellence. We have applied for and received an MTSS grant to support training of staff and initial implementation of this work. We are also actively working to connect with PBIS training for K-8 staff." Met 6/22/2022 2022 37103710137695 Community Montessori 6 The school did not conduct a school wide survey of every grade level this year. Not Met "The school conducted a parent survey in June. This survey reflected a very high level of satisfaction in the following areas - quality of education, level of academic challenge, safety and cleanliness of learning environments. The level of satisfaction in communication ranged from satisfactory to high so this is an area for us to work on. Parents are not always able to assist students at home so how can we support." 9/28/2022 2022 34765050101766 Community Outreach Academy 6 "DATA: According to survey results from our School Climate Survey, an overwhelming 93% believe they're receiving a high-quality education. 95% believe that our teachers are professional and knowledgeable. MEANING: Some of the barriers revealed included a high English-learner population that is sometimes difficult to connect with for our English-speaking population. ELD offerings are a potential area of growth. USE: The addition of our ELD Coach in 2022-23 will help us build teacher capacity in ELD instruction, including the support of our influx of ELD-newcomers. The ELD coach will work closely with our Student Support Advisor to work on SEL development for low-English students. They will focus on cultural awareness and inclusion." Met 6/22/2022 2022 30664640123729 Community Roots Academy 6 "PARTICIPATION RATE: Community Roots Academy administered the Panorama Student Survey, an evidence-based student survey in order to measure various aspects of student experiences, including student perceptions of school safety and connectedness that also serves as a universal screener for social-emotional learning. SURVEY FINDINGS: A total of 167 students in Grades 3-5, and 195 students in grades 6-8 participated. The following are the percentage in favorable results by topic area: Grades: 3-5: - 61% Grit: How well students are able to persevere through setbacks to achieve important long-term goals. - 62% School Belonging: How much students feel that they are valued members of the school community. - 64% School Climate: Perceptions of the overall social and learning climate of the school. - 51% School Engagement: How attentive and invested students are in school. - 78% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. - 71% School Safety: Perceptions of student physical and psychological safety at school. Grades: 6-8: - 53% Grit: How well students are able to persevere through setbacks to achieve important long-term goals. - 41% School Belonging: How much students feel that they are valued members of the school community. - 49% School Climate: Perceptions of the overall social and learning climate of the school. - 23% School Engagement: How attentive and invested students are in school. - 68% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. - 59% School Safety: Perceptions of student physical and psychological safety at school." Met 6/21/2022 2022 57727020139436 Compass Charter School of Yolo 6 "Data: Compass Charter Schools conducted a Highlight Survey in partnership with Friday in the Spring of 2022. We had a total of 145 scholars (75 females and 69 males) who participated in the survey. 17% of those scholars identified as English Learner Scholars. The vast majority of scholars who submitted their responses strongly agree that their opinions matter and are taken into consideration at Compass. The vast majority of scholars surveyed also strongly agreed that Compass is a safe place for them to attend on a daily basis. Meaning: Compass Charter Schools conducted a Highlight Survey in partnership with Friday in the Spring of 2022. We had a total of 145 scholars (75 females and 69 males) who participated in the survey. In reviewing the disaggregated data Compass determined our strengths are being a safe personalized learning public charter school for scholars to attend, the vast majority of scholars who participated in the survey have a strong sense of belonging, being heard and that they have a safe space with their supervising teachers. Compass also determined the following to be challenges or areas of opportunities: 29% of scholars who participated in the survey disagree that Compass gives them enough food to be satisfied, 16% of scholars do not feel their culture is celebrated in our schools, and 25% of scholars who do not identify English as their first language felt unsure about whether or not they feel excited about future opportunities when it comes to college and career preparedness. Use: Compass Charter Schools will continuously collaborate with all of our educational partners consistently throughout the 2022-23 school year via monthly Leadership Team meetings, Scholar Leadership Council meetings, and Staff Advisory Committee meetings; quarterly Parent Advisory Council meetings; and Parent Town Halls to develop, revise, and maintain a plan in order to continue having scholars feeling safe while attending Compass and to provide solutions for the challenges and areas of opportunities revealed through the responses of the Highlight survey administered through our partnership with Friday." Met 5/21/2022 2022 19753090135145 Compass Charter Schools of Los Angeles 6 "Data: Compass Charter Schools conducted a Highlight Survey in partnership with Friday in the Spring of 2022. We had a total of 145 scholars (75 females and 69 males) who participated in the survey. 17% of those scholars identified as English Learner Scholars. The vast majority of scholars who submitted their responses strongly agree that their opinions matter and are taken into consideration at Compass. The vast majority of scholars surveyed also strongly agreed that Compass is a safe place for them to attend on a daily basis Meaning: Compass Charter Schools conducted a Highlight Survey in partnership with Friday in the Spring of 2022. We had a total of 145 scholars (75 females and 69 males) who participated in the survey. In reviewing the disaggregated data Compass determined our strengths are being a safe personalized learning public charter school for scholars to attend, the vast majority of scholars who participated in the survey have a strong sense of belonging, being heard and that they have a safe space with their supervising teachers. Compass also determined the following to be challenges or areas of opportunities: 29% of scholars who participated in the survey disagree that Compass gives them enough food to be satisfied, 16% of scholars do not feel their culture is celebrated in our schools, and 25% of scholars who do not identify English as their first language felt unsure about whether or not they feel excited about future opportunities when it comes to college and career preparedness. Use: Compass Charter Schools will continuously collaborate with all of our educational partners consistently throughout the 2022-23 school year via monthly Leadership Team meetings, Scholar Leadership Council meetings, and Staff Advisory Committee meetings; quarterly Parent Advisory Council meetings; and Parent Town Halls to develop, revise, and maintain a plan in order to continue having scholars feeling safe while attending Compass and to provide solutions for the challenges and areas of opportunities revealed through the responses of the Highlight survey administered through our partnership with Friday." Met 5/21/2022 2022 37682130127084 Compass Charter Schools of San Diego 6 "Data: Compass Charter Schools conducted a Highlight Survey in partnership with Friday in the Spring of 2022. We had a total of 145 scholars (75 females and 69 males) who participated in the survey. 17% of those scholars identified as English Learner Scholars. The vast majority of scholars who submitted their responses strongly agree that their opinions matter and are taken into consideration at Compass. The vast majority of scholars surveyed also strongly agreed that Compass is a safe place for them to attend on a daily basis. Meaning: Compass Charter Schools conducted a Highlight Survey in partnership with Friday in the Spring of 2022. We had a total of 145 scholars (75 females and 69 males) who participated in the survey. In reviewing the disaggregated data Compass determined our strengths are being a safe personalized learning public charter school for scholars to attend, the vast majority of scholars who participated in the survey have a strong sense of belonging, being heard and that they have a safe space with their supervising teachers. Compass also determined the following to be challenges or areas of opportunities: 29% of scholars who participated in the survey disagree that Compass gives them enough food to be satisfied, 16% of scholars do not feel their culture is celebrated in our schools, and 25% of scholars who do not identify English as their first language felt unsure about whether or not they feel excited about future opportunities when it comes to college and career preparedness. Use: Compass Charter Schools will continuously collaborate with all of our educational partners consistently throughout the 2022-23 school year via monthly Leadership Team meetings, Scholar Leadership Council meetings, and Staff Advisory Committee meetings; quarterly Parent Advisory Council meetings; and Parent Town Halls to develop, revise, and maintain a plan in order to continue having scholars feeling safe while attending Compass and to provide solutions for the challenges and areas of opportunities revealed through the responses of the Highlight survey administered through our partnership with Friday." Met 5/21/2022 2022 36679590124032 Competitive Edge Charter Academy (CECA) 6 "CECA administered the California Healthy Kids Survey (CHKS) to students in grades 5 and 7. Grades 7 received the CHKS Core Module and grade 5 received the Core Module with the Tobacco Use Prevention Education (TUPE) supplement. CECA students were well represented on both survey results. Marked increase in the percentage of students who felt an adult connection at school, percentage of students who felt safe at school and percentage students who enjoyed coming to school were reasons to celebrate. Continuing to provide SEL support for students K-8, as well as adult professional development in the area of SEL is integral to continue growth in this area." Met 6/21/2022 2022 19734370000000 Compton Unified 6 "Compton Unified School District issues student safety and connectedness surveys once a year to grades 5, 7, and 11. Our 2021-2022 survey indicates that 78.21% of elementary school students, 76.4% of middle school students and 81.63% of high school students feel that they are part of the school and they belong in the school community. These percentages are similar to those among students who agree or strongly agree that their school is an inviting place to learn with enough space for all the learning activities: 81.89% of elementary school students, 80.59% of middle schoolers and 74.43% find their school an inviting learning space. While these results are encouraging, there is room for growth, particularly in the areas of safety. Only 57.14% of the students indicated that they feel safe while in school, and less than seventy percent feel safe on their way back and forth from school (69.9%). In addition, only 52.86% of elementary school students, 37.41% of middle school students and 48.48% of high school students responding to the survey, said that there is a teacher or some other adult at school who cares about them and who they feel comfortable talking to. We would like for our students to feel safe while in the school environment 100% of the time, and we would like to attain greater trust amongst our community. The 2021-2022 school year was particularly difficult, as our students were returning to our campuses and it became necessary to reestablish protocols and procedures for safety and conviviality among a student population that were deprived of appropriate socialization skills for an extended period of time. We believe that this is one of the factors that resulted in elevated anxiety levels among staff and students with regards to the school setting, as opposed to in-home learning. CUSD has strived to provide a safe and healthy learning environment for our students and staff by enforcing safety protocols that are appropriately communicated to parents and community members by means of Parent Square, school meetings, public outreach and other means of communication. We have also reinforced our already established social-emotional learning programs, Second Step for K-8 and Move This World for High School. In addition to this, we have embedded trauma-informed practices into our instruction, and we have expanded our belt of Wellness Centers to four additional sites. Finally, we have improved the implementation of Positive Behavioral Interventions and Supports (PBIS), restorative practices, bully-prevention strategies and software (BRIM) in order to provide a safe, positive and secure learning environment for our staff and students." Met 6/28/2022 2022 56737590000000 Conejo Valley Unified 6 "The CVUSD is committed to providing all students with a safe learning environment that promotes participation and school connectedness. During the 2021-2022 school year, CVUSD measured student perceptions of school safety and connectedness via the annual, locally defined, student LCAP survey in grades 4, 5, 7, 8, 10, and 11. The locally-defined CVUSD LCAP survey of students in grades 4, 5, 7, 8, 10, and 11 measured student attitudes toward school. Students feel their teachers care about them at a 96% rate in elementary, a 89% rate at middle school, and an 87% rate at high school. Parents reported by 83% that students’ differences were treated with respect. Student bullying was indicated by 32% of middle school students and 28% of high school students. At the elementary level, 89% of students said they knew who to go to at school if they have a problem; 70% of middle school students and 65% of high school students feel comfortable going to a counselor; 88% of middle school students and 88% of high school students report that a counselor is available when needed. An area of concern, however, is that at the middle school level, 14% have stayed home from school due to school-related stress, 26% have stayed home due to feeling sad overwhelmed, and 23% have stayed home due to anxiety or worry. At the high school level, 34% of students indicated that they have stayed home from school due to school-related stress; 44% have stayed home from school due to feeling sad or overwhelmed, and 40% have stayed home due to anxiety or worry." Met 6/21/2022 2022 41690050127282 Connect Community Charter 6 "Connect gives an Educational Vital Signs survey bi-annually to all parents, and works to get feedback from staff, parents, and students alike. The school is committed to addressing any important issues that arise. Additionally, Connect’s SSC and ELAC committees are involved in making and approving both funding and financial decisions as well as contributing to school culture and bringing up concerns to the administration. Connect's local indicators continue to grow. Connect has a high climate index of 78%, and is currently performing above average (100) on all indicators. Connect performs in the high range for Trust. Connect continues to make plans to increase parent engagement and student safety." Not Met "Our charter focuses on SEL, so teachers implement and SEL curriculum, hold advisory meetings, and apply PBIS strategies to resolve behavior challenges. Additionally, we have been participating in an SEL study through Six Seconds. Our efforts in this area have resulted in an improved school climate." 10/6/2022 2022 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. 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. Social Emotional Learning Curriculum has been implemented to support students. 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 6/14/2022 2022 01100170136101 Connecting Waters Charter - East Bay 6 "Connecting Waters, 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. 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. 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. Social Emotional Learning Curriculum has been implemented to support students. 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 6/14/2022 2022 50711670138057 Connecting Waters Charter School - Central Valley 6 "Connecting Waters, 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. 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, Central Valley receives maximum parent input and to give families an opportunity to connect with other families in its Independent Study setting. Social Emotional Learning Curriculum has been implemented to support students. 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 6/14/2022 2022 55724135530191 Connections Visual and Performing Arts Academy 6 "Based on the findings from our California Healthy Kids Survey and the parent surveys, 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). 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 done a lot this year to provide opportunities to have outdoor competitions, a parade, homecoming celebrations and a great in-person graduation complete with fireworks. As always, we will use the data presented to continue to look at how we can improve on the lower data points and continue to serve all of our students to the best of our ability despite the continued challenges of the COVID pandemic." Met 6/22/2022 2022 07100740000000 Contra Costa County Office of Education 6 "Data: 40% of students reported feeling connected to the school. (32) 62% of students reported academic motivation. (60) 52% of students reported having a caring adult relationship. (41) 59% of students reported that the adults in school have high expectations. (41%) 24% of students report meaningful participation . (28) 13% of students reported bullying or harassment. (28) Challenges: Being in an incarcerated facility makes it hard to separate out students' feeling about the circumstance of incarceration from their feelings about the school in particular. During the time of distance learning, this was particularly true as school instructional staff were not physically present on campus for 14 months. Strength: 62% of students felt academically motivated. This is huge strength as almost all of our students come to us academically disengaged. Although the rating of 52% for caring adults and high expectations is not high, we consider this a relative strength given that almost all of our students were pushed out of their previous academic environments and it is an increase over student indicators from the last school year. Actions: It is important to our school that we create an environment where students feel connected and safe. This metric is included in our 2021-2024 LCAP so we can continue to monitor our progress in this area." Met 6/15/2022 2022 07100740134114 Contra Costa School of Performing Arts 6 "The 2021-22 school year was the first school year back in person from distance learning. In our CHKS surveys, we noticed that a few areas reflected this adjustment: student's inability to focus, not eating breakfast, and not going to sleep prior to 10 pm. Students continued to report at high levels that there was an adult on campus who cares about them and that adults on campus have high expectations of them." Met "As a result of the CHKS surveys, Contra Costa School of Performing Arts brought back the Advisory/Mentoring program to support students in their academics and mental health. Additionally, we implemented classroom breakfasts as a part of the Universal Meals program so every student gets a breakfast every school day. Finally, we have started an awareness campaign in our newsletter regarding the importance of sleep and getting enough sleep so that students can focus and thrive." 6/13/2022 2022 16638910000000 Corcoran Joint Unified 6 "1. Data: Corcoran Unified administered the LCAP Elementary Survey and the LCAP 6-12 Survey to students in grades 4-12 to measure the perceptions of school safety and connectedness. It was administered in April/May 2022. Survey results showed that 77% of students feel safe at school, while 90% of staff feel safe at school. 75% of students feel connected to the school most to all of the time. 78% of students feel adults at school care about them. 73% of students feel academically motivated at school. The district learned that additional information is needed to determine why students feel unsafe or why someone is making them feel sad/mad/or bad at school. These questions came up during the analysis and feedback discussions at Educational Partner Advisory Council meetings. Students’ surveys will be improved to probe on circumstances that lead them to feel unsafe. This will assist the district in providing assistance to students or supports to alleviate these circumstances. 2. Meaning: The decrease in students’ feeling safe may be a result of recent increase in discipline issues and suspensions at the schools. There were major decrease in suspension rates the year prior due to COVID-19 precautions and students having the options to Zoom from home. Once in-person instruction started this year, students seemed to have a difficult time acclimating. There was a need for additional social-emotional and mental health supports, which were provided at every school in the form of additional counselors and school psychologists. PBIS will continue as a focus of establishing school-wide expectations and code of conduct. All schools have received Gold status in past years for their efforts to support behavior, reward conduct and productivity, and for establishing interventions. Though staff is trying to connect with students, finding opportunities and time to engage with students outside of class has been a challenge in our middle school and high school. In order to address connectedness and academic motivation, the district will continue to provide Capturing Kids Hearts (CKH) training district wide this fall. 3. Use: The district continues to provide a positive, safe, clean, and nurturing environment for students. Building strong relationships between students and staff has been a collaborative effort in order to improve connectedness between the two. The district understands the effect that developing positive relationships have on students’ academic success. In addition to providing CKH training, the district has increased mental health services by hiring two mental health clinicians, behavior counselors for every site, and three school psychologists. RTI models are continuously being strengthened district wide in order to reinforce positive expectations on every school campus, to develop strong relationships among students and staff, and to provide targeted behavioral supports for students." Met 6/28/2022 2022 04100410114991 CORE Butte Charter 6 "CORE surveys its students, parents and staff over the course of the academic year. For the purposes of evaluating local measures, CORE reviews student and parent survey data collected over the 21-22 school year. CORE's survey shows that a majority of stakeholders feel that family leaders and school staff collaborate on decisions that affect students and families to help create policies and procedures that support the mission and vision of CORE while addressing the needs of students/families. The survey results continue to show that CORE works closely with its stakeholders to implement and evaluate decisions to continually meet the needs of its community. CORE continues to strive for 100% parent participation on the Charter Advisory Council and Board. The survey also indicates that approximately 94% of our stakeholders feel that they can directly advocate on a per student level, which is in direct alignment with our model of personalized learning while receiving meaningful feedback from staff. 98% of families who responded to the survey stated that they would recommend CORE to other families in the community. As a school of choice, this is incredibly important to our success. 97% of students who attend the center feel a sense of belonging compared to only 73% last year. As CORE increased in-person offerings and reopened the campus to students and staff we noticed an increase in percentages for students feeling like they belong. 98% of survey respondents felt that CORE provided a safe and healthy environment this year compared to 90% feeling that way last year. 1.6% of respondents stated the school did not. CORE worked very hard to create an environment this year that was more “normal” and accepting. CORE strives to provide an environment for students and families that is safe, inviting, and in which students thrive as individuals. CORE continues to thrive in this area and that culture is a priority despite the pandemic, the closure of CORE campuses, and the divide in our nation surrounding mandates throughout the pandemic. CORE works hard to include all stakeholders in decision making through various means. Through the CAC and the Board, the community has a large place on the decision making bodies, along with parents who are engaged in regular decision making with students on a daily basis and work 1-1 with personalized learning teachers to share feedback. CORE held town hall meetings where students, staff and stakeholders had opportunities to seek clarification directly from leadership members including polls. The video of the town hall was shared with the community. An area that CORE would like to see strengthened is to increase the number of students and families who engage in surveys. CORE continues to work on communicating the roles of its Board and disseminating information to the greater community. Better communication leads to better academic achievement and a healthier community, the two areas we are focusing on in the LCAP." Met 6/10/2022 2022 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 2021-22 survey, of our K-12 students poled 65% say they have a sense of belonging to CORE Charter School; students poled feel safe and feel like they can be themselves. Given this year of continued mandates including quarantined absences, we are pleased with this result. The surveys evidence the fact that students appreciate the opportunity and thrive at the learning center where they may engage with peers and adults. CORE students demonstrates their respect for each other and their teachers to a remarkable degree. Eighty percent of students report strong connections to their teachers. Parents strongly appreciate the welcoming and supporting atmosphere at CORE. Both groups affirm our claim to strong partnerships. Students poled feel they can turn to a teacher with a problem. 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 students agree to this statement: ""I would recommend CORE Charter School to my friends."" Eighty-four percent of CORE families agree that CORE Charter aided their student when encountering challenges due to COVID this year. Sixty-six percent of these say, ""My high school student has made a successful transition back to in-person interactions at the LRC and other places"" and that ""My high school student has maintained social and emotional well-being overall."" This data is slightly improved from the previous year. In most cases, families gratefully receive the support we can offer. This is an area for continuous improvement. CORE seeks to add practical and meaningful SEL components to its program. Currently it is studying best approaches for our personalized learning model. Healthy school culture is something CORE considers an absolute to conducive learning, and therefore looks for opportunities to promote a safe and welcoming environment. To this end more social events have been added to our Spring calendar including a ""Student Day"" at which students are recognized and honored for their work and contributions." Met 5/12/2022 2022 52714980000000 Corning Union Elementary 6 "CUESD administered a local climate survey to students Kindergarten through 8th grade via Google Form and Parent Square. 80% of students agreed or strongly agreed that their school provided a quality education, 77% felt that their school promoted academic success, and 72% thought that school had high expectations for all students. The survey revealed that 89% of students feel safe in their classes and 77% felt safe outside their class at school. Even with COVID disruptions at school last year, 74% of students agreed or strongly agreed that they enjoyed being at school. When asked if they have opportunities to get involved in sports, clubs, or other school activities, 51% of students agreed or strongly agreed. This may be due to limited access due to COVID protocols. The district will continue to provide Social Emotional Learner (SEL) support to students so the students feel included and safe. In addition, the district will prioritize education partner invitations to school activities." Not Met 10/12/2022 2022 52715060000000 Corning Union High 6 "The District uses the regular review of Data to capture student perceptions of school safety and connectedness. In addition to using the California Healthy Kids Survey for grades 9 and 11, the District partners with a data research company for specific grants who also surveys our parents and students on these issues. This survey addresses issues like: student safety traveling to and from school, student safety at school, bullying, absences due to social issues, drug use, internet connectivity, and the number of caring adults in the student's life. Overall, students feel very safe going to and from school and while on school grounds. For example, 90% of sophomores reported they ""Agreed"" or ""Strongly Agreed"" with the statement ""I am safe when traveling to and from school, and only 6% of seniors reported being bullied at school. Other data on school climate and safety reflected similar data on how students feel about their experience at CUHSD. The most action based data from this survey revolves around our students' internet connectivity at home. It is clear this is still a barrier for many of our students, and the District is taking concrete steps to address this." Not Met 9/15/2022 2022 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 spring 2019 and spring 2021 CHKS administrations. Spring 2019 Participation Rate: School Connectedness: Caring Adult Relationships: Feel Safe at School: Grade 5: 62% Grade 5: 76% Grade 5: 75% Grade 5: 87% Grade 7: 94% Grade 7: 74% Grade 7: 72% Grade 7: 75% Grade 9: 91%. Grade 9: 91% Grade 9: 68% Grade 9: 78% Grade 11: 91% Grade 11: 91% Grade 11: 73% Grade 11: 81% Spring 2021 Participation Rate: School Connectedness: Caring Adult Relationships: Feel Safe at School: Grade 5: 78% Grade 5: 82% Grade 5: 79% Grade 5: 95% Grade 7: 77% Grade 7: 65% Grade 7: 63% Grade 7: 81% Grade 9: 91%. Grade 9: 68% Grade 9: 59% Grade 9: 83% Grade 11: 50% Grade 11: 60% Grade 11: 60% Grade 11: 76% A comparison of the overall percentages from the 2019 and 2021 CHKS administrations show increases and decreases at specific grade levels and in specific categories. One of the most significant challenges CUSD faced that certainly affected the results of the CHKS was the pandemic. The learning environments at each school site changed many times from distance learning to hybrid learning to now this school year, all in-person learning. One notable data point is the increase in percentages for fifth grade. Despite the pandemic, students feel connected and safe. CUSD is looking into an universal screener for all students K-12 to administer at the beginning of the school year and a social/emotional health check in order to determine what individual students may need more supports or interventions. This will provide an important local, annual measure that can be compared to the biannual administration of the CHKS. CUSD is also continuing to focus on MTSS at each school site and at the district level. The outcomes of this work aim to improve school connectedness, student-adult relationships and feeling safe at school, in addition to many other categories." Met 6/23/2022 2022 33670330000000 Corona-Norco Unified 6 "In the 2020 - 2021, CNUSD administered the California Healthy Kids Survey to students in fifth, seventh, ninth and eleventh grades to ascertain student thoughts about social emotional well being and school connectedness. The California Healthy Kids Survey measures student mindsets, behaviors, and attitudes that might be related to success in school and beyond the classroom. CNUSD uses several sections of the survey to measure these important facets of student life. With school closures, it continues to be important to understand the social emotional well being of CNUSD students. The number of participants were: Grade 5 - 2,408 Grade 7 - 2,968 Grade 9 - 2,403 Grade 11 - 2,370 Total students: 10,117 Below are the percent of favorable responses Elementary - Grade 5 Percent Favorable School Connectedness - 73% Social and emotional learning supports - 75% Feel Safe at School - 83% Students treated with respect - 91% Secondary - Grades 7, 9 , and 11 Percent Favorable School Connectedness Grade 7 - 65% Grade 9 - 59% Grade 11 - 54% Academic motivation Grade 7 - 68% Grade 9 - 59% Grade 11 - 55% Caring adult relationships - Grade 7 - 63% Grade 9 - 52% Grade 11 - 53% School perceived as very safe or safe Grade 7 - 75% Grade 9 - 70% Grade 11 - 66% The student responses reveal the need for continued support for students in the social emotional well being areas, as well as, the academic motivation areas as the student moves up in grades. The data demonstrates the changing times and student reaction to the conditions presented by the Pandemic. The results of this survey provided guidance around some of the supports offered to both families and staff to address the social-emotional challenges our students faced. Further, it supports the additional of school counselors at all levels - Elementary, Middle and High School. (Data Source: California Healthy Kids Survey: Elementary - Grade 5 https://data.calschls.org/resources/Corona-Norco_Unified_2021_Elem_CHKS.pdf Secondary - Grades 7, 9 , and 11 https://data.calschls.org/resources/Corona-Norco_Unified_2021_Sec_CHKS.pdf)" Met 6/28/2022 2022 49738820000000 Cotati-Rohnert Park Unified 6 "In January of 2022 CRPUSD students' families and staff participated in the Youth Truth Survey. In the elementary schools, students reported at the 14th percentile when asked if they were engaged at school, while their families reported at the 53rd percentile and the staff at the 59th percentile. There seems to be a large discrepancy between students and staff in the area of engagement. In the area of culture, elementary students reported at the 47th percentile, while family was at the 64th percentile and staff reporting at the 59th percentile. The final category was in the area of caring relationships, in which elementary students reported at the 49th percentile, families responded at the 77th percentile and staff at the 75th percentile. In all, at the elementary level, there is a meaningful discrepancy between the students and family/staff in the area of climate and culture. At the middle school level, engagement was the lowest among families at the 27th percentile, and highest with students at the 39th percentile, and staff reporting at the 28th percentile. Both families and staff were well below the Sonoma County Mean. In the area of climate and culture, middle school students reported the highest score at the 66th percentile, while families scored at the 36th percentile and staff scoring at the 13th percentile. There is clearly a wide disparity in climate and culture between what the students believe, compared to the staff. In the final category of relationship, students reported at the 77th percentile, while families came in at the 39th percentile and staff scoring very low at the 20th percentile. Finally at the high school level, the students scored in the 49th percentile in the area of engagement, families reported in the 39th percentile, and staff scored at the 33rd percentile. In the area of climate and culture, students reported in the 50th percentile, families in the 57th percentile and staff in the 49th percentile; all groups scoring in a similar band. In the final category of caring relationships, students reported at the 44th percentile, families in the 50th percentile and finally staff in the 46th percentile; all fairly close. When we look at the student LCAP survey, which was only taken by a fairly small number of students, 166, one of the biggest areas of concern was the cleanliness of the restrooms. When asked if they felt their school has clean and well-maintained facilities, only 46% replied with agree or strongly agree. School connection was low at only 40% indicating that students agreed or strongly agreed with feeling connected to their school. Finally 53% of students agreed or strongly agreed with the statement “I feel safe at school.” It was also clear that students would like more input on school decisions, since only 47% agreed or strongly agreed that their school seeks students’ input on important issues at the school." Met "In Spring 2021, after reviewing anecdotal and qualitative data CRPUSD staff identified the need to prioritize the selection and implementation of a tool to collect data to help us better understand and identify the social emotional learning needs and skills of our students. Based on this decision the SEL Universal Design team was established in the Fall of 2021 with the inaugural meeting commenced in early September. The overarching goal of the SEL design team was to invite staff from across the district to engage in a thoughtful process to select a SEL Universal Screener tool. In order for the design team to be well-positioned to select a SEL Universal Screening tool they committed to engage in their own learning and reflection. Over the course of the Fall the design team built a common shared understanding of SEL, made sense of how SEL is integrated into MTSS, learned the purpose of and types of data generated from the SEL Universal Screener, co-construct a criteria for selecting a tool, evaluated and used a variety of universal SEL screening tools and through consensus unanimously selected a SEL Universal Screener Satchel Pulse SEL Screener ." 6/7/2022 2022 09618380139006 Cottonwood 6 "At The Cottonwood School, we know that the school climate strongly impacts the learning environment for all of our students. Every child/student is entitled to a safe and peaceful learning environment, and all should feel respected and cared for so they can successfully learn. A positive school climate is a shared responsibility that must be continually discussed and measured to sustain a positive campus climate. We have meaningful discussions with parents at parent advisory meetings and ELAC/DELAC meetings about the school climate." Met 6/21/2022 2022 45699550121640 Cottonwood Creek Charter 6 "Cottonwood Creek Charter School administers an annual Healthy KIds School Climate Survey to all students in 4th-8th grades. Overall, Cottonwood Creek students have a sense of belonging at school; they feel safe at school; and there is not a sense of a bullying problem at school. For example, over 87% of junior-high students say they are happy to be at Cottonwood Creek; over 90% of junior-high students feel they are treated fairly by their teachers; over 96% of junior-high students feel safe at school; and over 83% of junior-high school say they have not been made fun of due to their race, ethnicity, religion, gender, or physical disability. One of of the concern areas for school staff with regard to the survey data is the amount of time students are spending on social media. 30% of all junior-high students report that they spend 3 or more hours a day on social media." Met 6/13/2022 2022 45699550000000 Cottonwood Union Elementary 6 "1. DATA: Parents indicated the need to return to school full time. A small percentage wanted to continue the Independent Study Program. Parents were pleased with the overall experience this year considering all of the COVID restrictions and requirements from the CDC. Parents and staff would like to see masks eliminated next year and interventions return. Students agreed that they felt safe and were happy with their overall education. The students would like to see the return of electives and a normal school year. Students at West Cottonwood Jr. High overwhelming stated that they like school because of their friends, teachers, and sports. Students at West Cottonwood Jr. High would like the following improved: the dress code, writing, sitting with friends at lunch instead of a designated spot, how students treat one another, favoritism by staff members for certain students, the quality of school lunches, gender equality, more electives and field trips, disciplinary system, reduce bullying, tutoring for struggling students, sinks in the bathroom, water fountains and access to bathrooms. Many parents at West Cottonwood expressed the following strengths: communication between staff and parents, students feel loved and safe at school, the school provides a rigorous program, teachers reach out to parents when there are concerns about their students, and overall school climate is positive. West Cottonwood parents would like to see a GATE type program or self selected project hour, summer school, more counseling for students to understand that their lack of interest in school now hurts them for future opportunities, bring back the parent engagement and student extra events/field trips to exciting places, less homework, communication between staff and parents, consistency in the science department. Parents overwhelmingly preferred to receive notifications and messages from the school via texts. Staff feedback summary: Overall teachers appreciate: the support they receive from admin when dealing with challenging students, intervention program but especially SIPPS, small class sizes, resources to do their work, the return of schoolwide events (Mr. Brown, Pi Day, Ninja Gym, etc.), DNA test prep Curriculum coach, counselor, and vice principal support Teacher appreciation week Staff would like to see the following improvements: Chromebook, walkie-talkies and headphones updated and replace, more professional development, more personalized communication from admin, evaluations in a consistent and timely manner, admin more present in their classrooms, Implement a strong math intervention program, Trimester visit from the superintendent, reduction of study hall minutes, consistency in grading practices at the middle school, Safety drills provided in unstructured times, Timely communication from admin on events and meetings, SDC push in instead of pull out, Admin attend PLC meetings, Teacher placement for the following school year is transparent and" Met 6/22/2022 2022 19644360000000 Covina-Valley Unified 6 "C-VUSD administers the California Healthy Kids Survey (CHKS) to students in grades 5, 7, 9, and 11, enabling Covina-Valley to collect and analyze data regarding school climate, safety, student wellness, school connectedness, and resiliency. The District also administers the Gallup Student Poll, which measures students' engagement, hope, entrepreneurial aspiration, and career and financial literacy in fifth through 12th grade. Measuring these critical elements of the student experience helps C-VUSD's efforts to support student success. These surveys provide the District with well-equipped with actionable data and insights to implement effective changes that build engagement, create hope, increase a sense of belonging, and foster social and emotional learning. C-VUSD analyzes the results of the CHKS and the Gallup Poll at the District, site, and grade level. The results are shared with the Board of Education and are included in presentations to staff, parents, and advisory groups. The District and school staff look for data trends, including highlights and areas of concern. C-VUSD uses this data in decision-making for school improvements, including school climate and student learning environments. Based on the results and additional feedback, the District and school sites plan actions, and services, including prevention and intervention. The District believes that the survey results reveal that students' perception of their experience in C-VUSD is improving. The students feel safe at school, are academically motivated, have caring adult relationships, and have high expectations. The metrics indicate that these measures decrease as students reach high school. The District's challenge is validating the data results with other local measures, such as the Student LCAP Survey, to get ongoing feedback regarding students' school experiences. The overall Gallup Student Poll results are trending up. One of the lowest scoring metrics is Entrepreneurial Aspiration. Further study of this metric needs to be done to determine if this metric is correlated to other metrics such as Socio-economically Disadvantaged designation. The District also needs to gather additional data for Students With Disabilities and English Learner Students to develop intervention and support for all student groups. C-VUSD will continue to facilitate review and revisions of the MTSS and SST process to ensure timely interventions are provided to improve instructional support and overall school experience. Over the past two years, with input from advisory groups, the need for additional mental health resources was identified. C-VUSD has continued adding elementary school mental health counselors, middle school counselors, and District social workers to support student's social and emotional well-being. Preliminary data analysis indicates that the District's actions are creating positive results. The District will continue strategically managing resources to address students' needs." Met 6/13/2022 2022 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 families rated 4.13 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. Cox families rated 4.02 on Community Relations, which includes evaluating communication with community and community members being invited to class. Based on results from the survey, Cox will continue efforts to engage parents in students learning, such as developing skills to support literacy." Not Met 10/20/2022 2022 38684786112601 Creative Arts Charter 6 "In order to address the social-emotional needs of our students and families in a more comprehensive manner, Creative Arts is in the process of hiring a School Counselor and school social worker to provide additional support for students’ social emotional well-being. The school is also planning to increase the number of afterschool enrichment/athletics opportunities for next year to build students’ sense of connectedness with the school community." Met 6/21/2022 2022 49738820123786 Credo High 6 "The Results of the 2022 Healthy Kids Survey showed us that 70% of students agree or strongly agree that they experience school connectedness. On average, 78% of students experience high expectations at Credo and 82% believe Credo is a safe place. On the whole, Credo students feel a sense of belonging and connectedness to the school. Areas for improvement, particularly in the post-distance learning year include rebuilding academic engagement which is low. According to the Healthy Kids Survey, an average of 28% of students feel confident in their ability to maintain focus on schoolwork. Faculty steps to rebuild academic stamina include a concerted effort to establish homework limits at each grade level. Mental health issues in light of all of the stressors students experience include an expanded on-site counseling program as well as increased time for music and art classes to provide creative areas of expression to balance academic coursework." Met 6/13/2022 2022 31668520120105 Creekside Charter 6 "NA. We did not administer this during the 21-22 school year. That said, we do a school wide parents survey that asks about safety and student perceptions regarding climate. On this survey our parents responded that 90% strongly agree that their child feels emotionally and physically safe at school. 7% agreed that their child feels emotionally and physically safe at school. School climate is exceptionally important to us as positive relationships is one of our 3 main pillars. In the 22'-23' school year we will be implementing the CA Healthy Kids Survey" Not Met 10/3/2022 2022 54721400136507 Crescent Valley Public Charter II 6 "In the spring of 2022, the local school survey questions were 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: * 100% of the students reported that they felt safe * 97% reported that they felt connected to an adult at the school 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 our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 97% reported that they felt safe, and 100% reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals." Met 6/1/2022 2022 10625470136523 Crescent View South II 6 "In the spring of 2022, the local school survey questions were 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: * 100% of the students reported that they felt safe * 91% reported that they felt connected to an adult at the school 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 our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 99% reported that they felt safe, and 99% reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals." Met 6/2/2022 2022 10101080109991 Crescent View West Public Charter 6 "In the spring of 2022, the local school survey questions were 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: * 100% of the students reported that they felt safe * 93% reported that they felt connected to an adult at the school 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 our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 99% reported that they felt safe, and 100% reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals." Met 6/2/2022 2022 19647330135616 Crete Academy 6 "The implementation of Positive School Climate is targeted to assist foster youth, English Learners and Low-income students by providing a safe and encouraging environment for students to learn as well as receive SEL support in Crete classrooms and through access to our wellness center. The needs of low-income students were considered first in the creation of this action, as these students and their families are significantly more likely to need safe and quality learning environments . The action is successful in meeting the needs of low-income students first by ensuring they have quality, caring credentialed staff that are all aligned with an effective PBIS structure supported by award assemblies, crete store, monthly awards, core value awards, field trips among other incentives." Met 6/22/2022 2022 16638750101717 Crossroads Charter Academy 6 "1. DATA: Reflect on the key learnings from the survey results and share what the LEA learned. Following are the key learnings from the survey results: 95.1% of students agree or agree strongly that Crossroads (CCA) provides what I need to learn. 95% of students agree or agree strongly that Crossroads (CCA) make students feel protected and safe. 90.1% of students agree or agree strongly that the school staff makes them feel important. 79.2% of students agree or agree strongly that they enjoy participating in activities at 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? Strength: a high percentage of students feel they are provided with what they need to learn, feel protected, safe and important. Growth: an area of growth would be making sure we are providing enjoyable activities and opportunities for students as a way to build connections and relationships. Challenges/Barriers: Due to the Pandemic, there were many restrictions put into place to provide a safe environment. We have seen social-emotional struggles among students, families and staff. We believe that these strains may have caused a disconnect in the usual relationship-building process. 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? Based on the data, the Social Worker has been working with staff to identify students in need of social-emotional support. This year we returned to in-person meetings and have seen positive interactions between students and staff. In the 2022-23 school year, we are moving to employing more full-time teachers (instead of part-time staff) in an effort to continue to strengthen relationships between families and staff." Not Met 9/8/2022 2022 19647330121848 Crown Preparatory Academy 6 "At Crown Prep Academy we take school safety and connectedness very seriously, as such we administer a survey to all students every year. When asked the degree to which they agree with the statement, “There is an adult at school that I can go to if I need help.,” 89% of students answered agree or strongly agree. Regarding connectedness, When asked the degree to which they agree with the statement, “I feel like I am a part of this school,” 87% of students answered strongly agree or agree. Students feel safe at school and feel respected and connected with each other and staff." Not Met 10/5/2022 2022 36676940000000 Cucamonga Elementary 6 The Healthy Kids Survey is administered every two years. This data assists CSD to gauge how our students are feeling regarding their social and emotional well-being. California Healthy Kids Survey (Survey is Done Every 2 Years) Elementary Schools – 79% Feel safe most or all the time. Elementary Schools – 76% Rated high/moderate on school connectedness RCMS -- 44% Feel safe or very safe at School RCMS – 46% Rated high/moderate on school connectedness. Met 6/16/2022 2022 12627370000000 Cuddeback Union Elementary 6 "The Cuddeback USD utilizes a locally-designed school climate survey each year to gather student perceptions related to safety and connectedness. The survey has been distributed to students in grades TK through 8 in previous years, although this year (2022) the survey gathered input from students in grades 4-8 specifically. Key findings from the student responses show that overwhelmingly students feel supported and cared about by the teachers and adults at school, and that students are treated fairly and respectfully (95% responding accordingly). Nearly 90% of students stated that they feel connected to Cuddeback and have friends at school. That connectedness likely accounts for nearly all students admitting to trying their best to be helpful at school, complete work, and follow school rules (96%). Students feel safe and not threatened physically (85%) at school. While 37% of students report that mean or hurtful talk has impacted their emotional well-being, only 3% of students responded that they routinely say mean or hurtful things to others. Students agree that the school campus is clean and well-maintained (96%)." Met 6/22/2022 2022 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. To assess school climate, the District administered the California Healthy Kids Survey (CHKS) to all 5th, 7th, 9th and 11th grade students. Questions designed to gather feedback on school safety and connectedness were also included in the annual staff and parent/community LCAP surveys. According to the CHKS survey, 79% of 5th graders, 68% of 7th graders, 48% of 9th graders, and 58% of 11th graders feel like they are a part of their school. Although the percentages of certain secondary grade levels who indicated ""Agree/Strongly Agree"" did not meet CCUSD's goal of 75% or above, the percentages of students who responded ""Disagree/Strongly"" indicate that a significant percentage responded neither agreeing nor disagreeing. As part of school connectedness, 69% of elementary students report that there is a teacher or some other adult who really cares about them at school, while an average of 71% of secondary students report the same. These results show the overall perceptions of students; our next steps include engaging students in understanding what factors contribute most to their sense of school connectedness through conversations with counselors, assemblies, and classroom educators. Practices like community circles and homerooms at secondary will be used to further these opportunities for connectedness." Not Met 10/11/2022 2022 43694190000000 Cupertino Union 6 "During the 2021-2022 school year, CUSD administered the California Healthy Kids Survey (CHKS) to students in Grade 8 and the Panorama Social-Emotional Learning Survey to students in Grades 3-8. Additionally, we collected parent perspectives via the LCAP Survey and staff perspectives via Leadership Team surveys. We utilized data to identify focus areas for our LCAP including improving indicators of School Connectedness, School Safety and a Sense of Belonging. These areas connect to commitments outlined in our Strategic Plan, including a focus on personalizing learning and developing the whole child. We provided flexible funding to all school sites to continue their work in supporting social-emotional learning and developing a positive school climate. We also implemented Second Step SEL curriculum TK-8. In the 2022-2023 LCAP, we will continue our focus in these areas and provide staff training as well as parent education opportunities to support goals. Based on our data, focal students include English Learners, Students with Disabilities, Black/African American students and Hispanic Students. Site SPSA goals will include plans regarding how each school site will address areas of need. The following areas of need emerged for 2022-2023: Developing a sense of connectedness and belonging for all students - This is particularly true following the isolation that occurred during the COVID-19 pandemic. Also, our CHKS data revealed that middle school students need more mental health support. As a result, we continue to expand our focus on SEL and mental health across our schools. Additionally, the Board recently adopted a new suicide prevention policy which includes professional development as well as curriculum to support students safety and well-being. Highlights from our Metrics on School Climate: 67% of Students in Grades 3-5 and 45% of Students in Grades 6-8 reported a strong sense of belonging on the March 2022 Panorama Survey. 65% of Students in Grade 8 reported a positive sense of school connectedness on the 2021-2022 CHKS Survey. Results were lower for Hispanic students (49%) and African American students (52%). 76% of Students in Grade 8 reported feeling Safe or Very Safe at school on the 2021-2022 CHKS Survey. Results were lower for Hispanic students (59%) and White students (66%)." Met 6/16/2022 2022 55723550000000 Curtis Creek Elementary 6 "These results inform us that we must continue to improve our connections to our families. We will continue that training with the support of our counselor. The possibilities of parent engagement with our counselor spearheading parental meetings and support groups is invaluable to our community connectedness. We need to continue to monitor and refine clear systems and procedures to address behavioral supports and implement inclusive strategies within each classroom. Additional education on drug, alcohol, vaping and cyber bullying will be a priority for our 7/8 grade students. Professional Development opportunities for behavioral management, PBIS and trauma informed practices will be made available to all staff. Adjustments within our LCAP goals support the changes that are necessary to make an impact on our student connectedness and safety" Met 6/21/2022 2022 54718600000000 Cutler-Orosi Joint Unified 6 "DATA: Cutler-Orosi Joint Unified School District administered the California Healthy Kids Survey in the Spring of 2022 to students in grades 1-12.Administration results of the Spring assessment period are anticipated to be made available in July of 2022. The most recent CHKS data available for analysis is from 2020-2021. The Summary of Key Indicators provides key indicators of school climate and student well-being based on responses from students. The results from the data show students at the elementary level, grade 5, have a tremendous improvement in School Connectedness as 73% feel connected to school as compared to 34% in 2018. In the area of School Safety 79% of students feel safe as compared to 66% in 2018. The most recent data shows that students in grade 5 are more well-behaved with a 48% improvement from the last data results. Lifetime Substance Use has demonstrated a 3% decrease in alcohol or drug use for these students as well. At the secondary level, recent CHKS results indicate there has been a grand improvement in school connectedness as 53% of 7th grade students feel connected to school as compared to 13% in 2018. The recent ninth grade data demonstrates 47% of students feel connected to school as compared to 12% in 2018. In the area of School Safety, 78% of students in grade 11 perceive school as very safe or safe as compared to 41% in 2018. Students in grade 7 demonstrate a 17% increase with 64% perceiving school as very safe or safe as compared to 2018 data results. In the area of Mental and Physical Health the recent results indicated students in grades 7, 9, and 11 demonstrate less alcohol or drug use with 4%, 4% and 6%, respectively as compared to 9%, 12% and 15%, respectively, in 2018. MEANING: The recent CHKS data demonstrates the efforts made at all schools to improve school climate has been effective. However, despite the increase in students feeling safe on campus on the most recent CHKS survey, the district is acutely aware of the impact of the pandemic, traumatic experiences, economic hardship, anxiety, and depression could be life changing factors for students while they were not in the classroom. USE: To address these concerns the District developed an action plan to incorporate SEL lessons during the pandemic. Professional development on trauma informed training and Social Emotional Learning was provided to all certificated and classified staff.The training for elementary and middle school staff was provided by the Committee for Children, creators of the Second Step SEL program. All staff were provided with resources, training, and curriculum to incorporate SEL and bullying prevention practices to use during Distance, Hybrid, and modified In-Person learning. At the high school level, staff completed SEL professional development provided by School Connect; designed to improve high school students’ social, emotional, and academic skills and strengthen relationships among students and between students and teachers." Met 6/9/2022 2022 12627450000000 Cutten Elementary 6 "Student input is collected through a student survey. Of 336 third through sixth grade students, 228 responded. The following percentages represent the students who selected OFTEN/ALWAYS as their response: 70% I like school 80% I do well in school. 97% School wants me to do well. 91% There are clear rules for behavior. 89% My teacher treats me with respect. 73% Good behavior is noticed. 87% I get along with other students. 90% I feel safe at school. 70% Students treat each other well. 92% There is an adult at school who will help me. 64% Students behave so the teacher can teach. Students participate in the California Healthy Kids Survey in 2021. Student input was low - only 32 responded. This was likely a result of the unusual circumstances of the pandemic. The summary results revealed the following responses from students: 92% - Feel safe at school 81% - Feel connected to school 74% - Feel there are caring adults in school 100% - Feel facilities are in good condition Overall, the results are overwhelmingly positive. The pandemic did impact School Climate and the relationship students and families have with the school sites and the district as a whole. The areas of concern or that declined as per student response on the survey were in relation to student behavior. Since all students returned to in person learning after a year and a half of distance learning, more behavior challenges have been evident in many grade levels. In response to this data, we have added: a school Social Worker (1 at each site), a part time School Psychologist, a part time counselor, and an additional School Principal to support the social and emotional learning (SEL) for all students. Both sites have an SEL curriculum we utilize in classroom lessons, we use Restorative Practices to support conflict management, and we implement Positive Behavior Intervention Support (PBIS) strategies in all classrooms." Not Met 10/10/2022 2022 42750100000000 Cuyama Joint Unified 6 "The ESE Climate Survey was administered to grades 6-8 by the LEA during the spring of 2022. 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. 61% 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. 70% of students say they feel safe at school." Met 6/16/2022 2022 30664800000000 Cypress Elementary 6 "The Cypress School District administers an annual school climate survey to all students annually. The survey administered during the 2021/22 school year yielded the following findings: Regarding relationships, connectedness, and engagement, 85.8% of students reported that the learning environment was positive at their school, 82.2% of students reported that they felt connected to their school community, and 81.7% reported that their school creates a welcoming environment for all families in the community. Regarding safety, 85% of students reported that they felt their school was safe, and 91.9% reported that if an emergency happened at school, the staff and students would know what to do. The Cypress School District continues to prioritize ensuring the safety and connectedness of all students. Districtwide, all school sites are implementing the Sanford Harmony Social-Emotional Learning curriculum. Additionally, the district offers part-time counselors at all schools as well as growth mindset strategies." Met "Engagement At least 70% of students responded that they agree /strongly agree with statements that the district uses to determine student engagement and connectedness: 72% know the school expectations (rules) 70% believe the consequences are fair 80% know the rewards and consequences 74% feel they are recognized for positive behavior 86% believe the learning environment is positive at the school Relationships and Connectedness At least 59% of students responded that they agree/strongly agree with statements that the district uses to determine student perceptions of relationships between the district and families: 74% believe school staff works to develop trusting relationships with families 73% feel connected to my school community 82% believe their school creates a welcoming environment 62% believe there are a variety of family involvement opportunities at my school 79% have a least one adult they are comfortable talking to about problems or asking for help 59% feel the school staff learn about family strengths, cultures, languages, and goals for their children Safety At least 85% of students responded that they agree/strongly agree with statements that the district uses to determine student perceptions of safety and cleanliness: 92% reported if an emergency happens at school, students know what to do 85% feel the school is safe" 6/9/2022 2022 57726780119578 Da Vinci Charter Academy 6 "DVCA utilizes the Youth Truth Student Survey to assess aspects of school culture and climate including but not limited to academic rigor, engagement, relationships, safety and college readiness. The survey is administered annually to all DVCA students but is separated into a middle school survey for grades 7-9 and a high school survey for grades 10-12. The results are not aggregated between the two surveys. The survey results are viewed annually by a small group of students, DVCA staff, the DVCA Advisory Board and DJUSD District Office Administrators. Results of the survey can be disaggregated into subgroups and allow for comparison against a range of other schools, including those in DJUSD. Results are used to inform changes and/or improvement in policy and practice at each site. At DV High School, the 2020-21 Youth Truth Survey Results demonstrate highest ratings in Belonging and Peer Collaboration as well as Culture. The lowest ratings are in Engagement and College and Career Readiness though these have increased front the year prior. This feedback has informed DVCA’s decisions to increase opportunities for students and families to connect in-person with counseling staff and add additional parent engagement events to promote post-secondary planning for both juniors and seniors. At DV Junior High, the 2020-21 Youth Truth Survey Results demonstrate highest student ratings in Belonging and School Collaboration and lowest ratings in Academic Challenge and Engagement. Da Vinci Junior High School will continue to maintain a strong school culture with our Where Everyone Belongs (WEB) orientation and transition program, Restorative Practices community building and response to student conflict, and ASB Leadership activities throughout the school year. DVJH will continue to align curriculum to the California state standards, ensuring students have access to the highest level of rigor. In addition, DVJH will take steps to incorporate opportunities for students meeting the content standards to advance in more challenging curricular activities to increase academic rigor for the appropriate students. A focus area for staff collaboration will be in implementation of high quality PBL toward increasing student perception of challenge and engagement." Met 6/24/2022 2022 19768690131128 Da Vinci Communications 6 "School culture survey indicators at Da Vinci Communications remain strong with positive survey responses in all areas in Spring 2022. 97% 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 consistent with previous years responses. Good, very good, and excellent ratings on how well Da Vinci Communications created an environment of high integrity, respect, and trust were also high at 94%. The Fall 2021 student survey asked a new series of questions on diversity & inclusion. DV Communications students responded to these questions with a weighted average above 4 for all questions, where 4 represents frequently and 5 represents almost always, which tells us that our students feel that students from different races, ethnicities, and cultures are treated fairly and integrated into the social fabric of the school. Nearly all Da Vinci Communications students consistently report feeling safe on campus, with 98% of students reporting feeling safe at school in Spring 2022." Met 6/22/2022 2022 19768690128728 Da Vinci Connect 6 "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 97% rating in Spring 2022. 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 with a 90% rating in Spring 2022. The Fall 2021 student survey asked a series of questions on diversity & inclusion. DV Connect students responded to these questions with a weighted average above 4.5 for all questions, where 4 represents frequently and 5 represents almost always, which tells us that our students feel that students from different races, ethnicities, and cultures are almost always treated fairly and integrated into the social fabric of the school. Da Vinci Connect students also consistently report feeling safe on campus, with 99% of students reporting feeling safe at school in Spring 2022." Met 6/22/2022 2022 19768690119636 Da Vinci Design 6 "School culture survey indicators at Da Vinci Design revealed some challenges in our first year back post-pandemic. Our Spring 2022 student survey revealed that 70% of Da Vinci Design students felt that the school creates a compassionate and caring learning community (ratings of Excellent, Very good, and Good), a rate down 20% from previous years. Positive ratings (Strongly Agree, Agree, Somewhat Agree) on how well Da Vinci Design created an environment of high integrity, respect, and trust were also lower than usual at 85% in Fall 2021, and dropped further to only 60% in Spring 2022. Da Vinci Design has focused on increasing diversity and inclusion practices across the school and curriculum over the past two years. The Fall 2021 student survey asked a series of questions on diversity & inclusion where a rating of 4 represents frequently and 5 represents almost always, and DV Design students responded to these questions with a weighted average above 4 for the entire section, and for all questions but one. This tells us that our students feel that students from different races, ethnicities, and cultures are treated fairly and integrated into the social fabric of the school. In addition to cultural and DEI responses, nearly all Da Vinci Design students consistently report feeling safe on campus, with 93% of students reporting feeling safe at school in Spring 2022, a rate consistent with previous years." Met 6/22/2022 2022 19101990138669 Da Vinci RISE High 6 "School culture survey indicators on the Spring 2022 CORE Student Survey at Da Vinci RISE remain strong with positive survey responses in all areas near or above 90%. 100% of students replied positively (ratings of Strongly Agree, Agree, or Neutral) that they feel like they are a part of the school. Similarly, 99% of students responded that they are happy to be at this school, and 91% of students reported that they feel close to people at the school. Nearly all Da Vinci RISE students consistently report feeling safe on campus (Strongly Agree, Agree, or Neutral), with 95% of students reporting feeling safe at school." Met 6/27/2022 2022 19768690119016 Da Vinci Science 6 "The number of students reporting that they feel safe at school on the Spring 2022 student survey of all grade levels remains high at 99%. 87% of students shared positive ratings (Excellent, Very Good, Good) on how well Da Vinci Science created an environment of high integrity, respect, and trust. In evaluating connectedness, 91% of students report that they feel that DVS does an Excellent, Very Good, or Good job creating a compassionate and caring learning community. On questions on diversity & inclusion on our campus on the Fall 2021 student survey, DV Science students responded with a weighted average above 4.5 for all questions, where 4 represents frequently and 5 represents almost always, which tells us that our students feel that students from different races, ethnicities, and cultures are treated fairly and integrated into the social fabric of the school. These responses all indicate that our work in school culture, connectedness, and inclusion are working to generate the outcomes that we want to see and should continue to be implemented and improved to maintain a positive climate moving forward." Met 6/22/2022 2022 37683386039457 Darnall Charter 6 "Darnall Charter School administered the Panorama Survey to students in TK-8. The following reflects the TK-2 student survey summary results in the following 4 areas: - Classroom Effort: 66% - Self-Efficacy: 49% - Self-Management: 62% - Social awareness: 74% The following reflects the student survey summary results for grades 3-5, in the following 4 areas: - Emotion Regulation: 46% - Self-Efficacy: 48% - Self-Management: 61% - Social Awareness: 63% The following reflects the student survey summary results for grades 6-8, in the following 4 areas: - Emotion Regulation: 38% - Self-Efficacy: 33% - Self-Management: 57% - Social Awareness: 49%" Met 6/21/2022 2022 57726780000000 Davis Joint Unified 6 "One of our instruments used to measure school climate is the annual YouthTruth Survey. DJUSD has prioritized YouthTruth since 2015. Each year we survey all students in grades 3 through 12, our families and our staff. The survey occurred in November of 2021 and data across all participating schools and districts (regionally and nationally) were compared and disaggregated by particular student groups, grades, sites, and circumstances, which is an important data lens in our equity work. The most general observation we can make is that student experiences have varied since 2019, and that during distance learning some measures were experienced more positively. This was when we prioritized social emotional wellbeing and community building. Most notable in this aggregate is the culture bar for elementary, which on the surface can be explained as many of our 3rd-6th graders perceived their classmates as staying busy, better behaved, and respectful of the teacher more of the time during distance learning than they did or do in person. When disaggregated by site, there is much variability. Each school has its own strengths and challenges, and can present a very different student experience than another school across town. For this reason the value of Youthtruth is dependent on the depth of site discussions, analyses and inquiry. Socio-economically disadvantaged students, who make up 15 and 17 percent of the junior and senior high respondents to YT, in very broad terms report experiencing schooling in ways similar to students who are not socio-economically disadvantaged. One example of a difference, and in an area we can continue to improve, is the reporting that issues of technology and internet access are obstacles to learning–16% of SED students report access to the internet as an obstacle to learning. In secondary schools, students reported more distractions at home and Family Obligations as well as internet and technology access as obstacles to learning. Of concern is that we saw an increase in self-reported depression and suicidal ideation scores. Engagement and belonging is notably lower for students in special education than non-special education students. Interesting is that in our secondary schools English Learners reported higher Engagement, Culture and Academic Challenge than non-English learners. In our secondary schools we saw lower qualities in Engagement (absolute bottom of the scale). Junior High LGBTQ+ students agree or strongly agree to the statement: When I’m feeling upset, stressed, or having problems,there is an adult from school who I can talk to about it. LGBTQ+ students report being more sad, more stressed, less happy, less relaxed and less content with their lives than non-LGBTQ students. DJUSD leadership will be working with site leaders to continue listening tours, enable student leadership, and seek student perspective on policy, practices, and instruction." Met 6/24/2022 2022 14632710000000 Death Valley Unified 6 "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 buses travel up to 70 miles one way. Students welcome trips to different places and enjoy engaging in extracurricular activities. Surveys indicate that interscholastic competition is not as important as attending a professional soccer game or spending the night sleeping in an aquarium just inches from the fish. Of note is the desire of high school students to work in the different district funded jobs, ranging from museum docents to translators to elementary aides to groundskeepers. They keys for DVUSD, as is rather constant, is being able to staff and maintain the services DVUSD provides in this very lightly populated region of California. Results show DVUSD is on the right track for stakeholders, and we seek to maintain that." Met 6/14/2022 2022 37680490000000 Dehesa Elementary 6 Staff Survey Results 2022 Overal 3.56 Staff Connectedness 3.9 Structure for Learning 3.86 School Safety 3.82 Physical Environment 3.72 Peer/Adult Relationship 2.99 Parent Involvement 2.89 Family Survey Results 2022 Overall 3.39 Teaching Learning 3.6 School Safety 3.07 Interpersonal Relationships 3.5 Institutional Environment 3.82 Parental Involvement 3.04 Met 6/29/2022 2022 37680560000000 Del Mar Union Elementary 6 "The Del Mar Union School District administered the DMUSD Student Wellness Survey (based on the CORE Survey) in the spring of 2022 to grades 3-6. An analysis of the survey's indicators is as follows: (1) Self-Efficacy (Very High Performance) - Students believe they can earn strong grades in class and meet learning goals set by their teachers. Some students reported limited confidence in learning the hardest topic in class. (2) Growth Mindset (Very High Performance)- Student responses indicate their belief that their abilities can grow with effort, and that they can learn anything. Some students may need reminding that this applies to all subjects at school, even if they are not ""naturally"" good at the subject. (3) Self Management (Very High Performance) - Students report coming to class prepared, and they also remember and follow directions. Some students may benefit from learning strategies for paying attention when there are distractions. (4) Social Awareness (High Performance) - Students indicate a belief that they listen carefully to the viewpoints of others and that they complement the accomplishments of others very often. Some student responses indicated needing further support in describing their feelings. (5) Culture and Climate (Very High Performance)- Overall, students report positive experiences at their schools. Students report that their belongings are respected and safe. They report limited experiences with teasing about their physical appearance and that they are physically safe at school. Students experience support for academic learning via adults' encouragement to work hard and assistance with schoolwork when needed from teachers. Some students may benefit from more clarity about school rules. Each school site reviews the results of this survey and incorporates specific goals into school site plans annually. In addition, school counselors review this data to inform their support to students and teachers." Met 6/22/2022 2022 08100820000000 Del Norte County Office of Education 6 "Castle Rock Charter School gives a climate survey at least every other year. The survey indicated students and staff feel safe while on campus. In addition, our attendance rate usually is in the high 98% range." Met Met 6/9/2022 2022 08618200000000 Del Norte County Unified 6 "In 2021/2022, the District facilitated a Climate Survey to correspond with the LCAP input process. This survey addressed the issues of safety and connectedness from the perspective of parents, students, and staff. The survey had 798 respondents- 73.1% were students and 26.9% were parents or community members (non-employees). The results of this study found that 56% of the students surveyed agreed or slightly agreed that their school provided a positive climate for students. The (student) survey also found that 57.2% agreed or slightly agreed that students are actively engaged in their school (and are able to complete their course requirements). Additionally, 62.1% of students agreed or slightly agreed that their school encourages parents to be involved and participate in school activities. The highest priorities from the student survey were as follows: (24.4%) Increase student engagement (attendance and graduation rate) • (19.8%) Maintain a positive school climate • (18.0%) Help students to earn good grades in core subjects. • (17.2%) Support the basics • (12.4%) Provide challenging and relevant learning material. On the parent side of the survey, of the 215 reported respondents, (95=44%) agreed or strongly agreed that Students feel safe and connected at school; • (156=73%) agreed or strongly agreed that Students have access to high-quality instructional materials. • (200=93%) agreed or strongly agreed that students have access to technology to assist them with learning. • (86=40%) agreed or strongly agreed that school facilities are generally in good repair • (138=64%) agreed or strongly agreed that our schools encourage parents to be involved and participate. • (118=55%) agreed or strongly agreed that our schools provide students with access to a curriculum that prepares them for high school, college, and/or careers. • (128=60%) agreed or strongly agreed that students who are struggling academically have access to additional support when needed. Data from this survey has furthered the District’s commitment to funding Positive Behavior Interventions and Supports (PBIS), Multiple-Tiered Systems of Support (MTSS), and Universal Design for Learning (UDL). It has also informed the importance of improving home-to-school communication and working harder to engage parents and family members so that they feel they are valued members of the school community." Met 6/30/2022 2022 15634046009369 Del Vista Math and Science Academy 6 "According to the spring 2021 California Healthy Kids Surveys, Del Vista had a 55% fifth grade participation rate. The results indicate that 99% of the student population that completed the survey feel that there are caring adults in school; 93% indicate that adults in school have high expectations; 86% reported to be academically motivated. In addition, 79% of the students indicated that parents are involved in their schooling. The results of the spring 2022 PBIS School Climate student survey are the following (the highest rating being a 4). Del Vista Math & Science Academy scored a 3.79 in My school wants me to do well; a 3.83 in My school has clear rules for behavior; a 3.69 in Teachers treat me with respect; and a 3.66 in There is an adult at my school who will help me if I need it. The area scoring the lowest among all students is with the statement of I feel like I do well in school. This question scored a 2.84. The survey also indicates that Females enjoy school more than boys and both females (2.76) and males (2.79) do not believe that they do well in school. To help our students with Social Emotional Learning the school implemented a 30 minute block where teachers provide daily SEL lessons. The school uses Sown to Grow every Tuesday for students to check in emotionally via a prompt. The administrative team and the school social worker receives alerts on any student that uses trigger words in their responses. The team checks in on the students immediately. In addition, the school social worker has created various student groups to help meet the SEL needs of our students." Met 6/13/2022 2022 15634120000000 Delano Joint Union High 6 "A local climate survey was administered in November 2021 to students, parents, and teachers. The results were reviewed and evaluated by parents, students, school administrators, other staff, and each of the collective bargaining units. All stakeholders concurred with the current actions of the LCAP. The results of this survey indicate that 91% of students, 93.4% of parents and 89% of teachers have a sense of school safety. This survey also reflects that 74% of students, 98% of parents and 98.3% of the teachers have a sense of school connectedness." Met 6/23/2022 2022 15634040000000 Delano Union Elementary 6 "District schools are making a concerted effort to create an environment where students feel valued and respected. According to our most recent administration LCAP student survey, 84.7% of students believe that their school works with parents and guardians to help them do their best at school and 89.1% of students believe they are being supported to meet their instructional needs. In the 2022 LCAP Survey, 95.5% of parents believe that the district provides a safe, healthy, and secure learning environment for their child. 92.9% of parents believe that the social emotional learning needs of their child at school, and 92.9% of parents believe that the district works with parents and guardians to help students do their best at school. We are a district that’s at 84% socioeconomically disadvantaged. However, with a percentage that high, we still have one of the lowest chronic absentee rates at less than 3%, and were able to maintain an average of a 95% percent student engagement rate during the pandemic in a virtual setting. That is due largely to our intentionality and our efforts to create a safe and positive culture for students. We currently employ a social worker at each school site as well as academic counselors at our four middle schools. There are school psychologists serving each of our twelve schools, and each site has a mental health team that monitors and addresses the needs of students who are struggling with their social and emotional health. Each day begins with a lesson focused on social/emotional health, and students respond to an SEL survey each week." Met 6/13/2022 2022 24753660000000 Delhi Unified 6 "The surveying of students in relation to school climate provided insightful themes that will provide direction to further action planning. In regards to connectedness, survey results showed that 73% of students felt that adults make it clear that bullying is not allowed in school. Only 7.59% of students strongly disagreed with the statement ""The school is a safe place,"" while only 2.53% strongly disagreed with the statement ""The school is welcoming to and facilitates parent involvement."" Although most respondents express a considerate level of safety at school, 59% expressed that physical fighting is a problem at school. Additionally, 60% of respondents expressed that depression or other health problems are of significant concern. Based on this information, we have learned that actions are needed to address coping strategies and enhanced immediate access to mental wellness support. Using these results our mental health counseling program will continue to be led by board certified behavior analysts and psychologists, with a new emphasis on providing students opportunities for drop-in support and anonymous venues to report possible conflicts or peer socio-emotional crises. Additionally, the mental health counseling program will also facilitate aligned preventative measures such as conflict resolutions, alternatives to simple punitive measures that will better address the repairing of harm within the learning community." Met 6/7/2022 2022 47702270000000 Delphic Elementary 6 "School surveys indicate that 98% of families strongly agree that students feel connected with the school and feel safe while at school. The LEA will continue to implement actions that promote school connectedness and safety. Additionally, the LEA will reflect on new implementations that will further support a positive school climate including student attendance awards, student leadership opportunities, and social-emotional support through school counseling." Met 6/15/2022 2022 44698234430187 Delta Charter 6 "Every year Delta surveys staff, parents, and students as part of our LCAP goal revision and development. Delta's most recent climate survey highlights the students' strong sense of safety and connectedness in our community. 60% of the students surveyed said that making the change to Delta has led them to feel safer in school. Students feel that the curriculum is inclusive of races, ethnicities, religions, abilities, income levels, gender identities, and sexual orientations. 85% of students stated that they have one or more adults on campus that they feel they can talk with if they have an academic or personal issue. The parent survey echoes these same results with regard to safety and connectedness. The survey positively emphasized Delta's efforts to provide a supportive learning environment based on safety and strong relationships. Delta's areas of growth include: creating more opportunities for parents to meet and socialize, providing more parent learning opportunities about relevant issues affecting teens, and connecting students more with vocational and college options. In response to the survey, Delta increased the hours of both our social-emotional counselor and Lead Teacher of College/Career, has invited more guest speakers to attend our parent meetings, and has increased the number of college and career events offered." Met 6/14/2022 2022 39686276119309 Delta Charter 6 "During the Fall of 2021 administration of the Grades K-5 Student Climate Survey, there were 68 students who responded. Results from Fall 2021 Student Climate show that: 75.54% of students Agree and Strongly Agree that facilities are clean and good working condition. 36.76% of students Agree and Strongly Agree their school as safe or very safe. 83.82% of students Agree and Strongly Agree the climate at their school feels good. 85.78% of students Agree and Strongly Agree the academics is up to date. 87.75% of students Agree and Strongly Agree the communications at the school are effective. During the Fall of 2021 administration of the Grades 6-8 Student Climate Survey, there were 101 students who responded. Results show : 73.27% of students Agree and Strongly Agree that facilities are clean and good working condition. 33.99% of students Agree and Strongly Agree their school as safe or very safe. 69.87% of students Agree and Strongly Agree the climate at their school feels good. 73.51% of students Agree and Strongly Agree the academics is up to date. 77.72% of students Agree and Strongly Agree the communications at the school are effective. During the Fall of 2021 administration of the Grades 9-12 Student Climate Survey, there were 157 students who responded. Results show: 58.48% of students Agree and Strongly Agree that facilities are clean and good working condition. 77% of students Agree and Strongly Agree their school as safe or very safe. 69.43% of students Agree and Strongly Agree the climate at their school feels good. 67.70% of students Agree and Strongly Agree the academics is up to date. 77.23% of students Agree and Strongly Agree the communications at the school are effective. Identified Areas of Strength include: 1. Relations with students are positive and meaningful 2. School Climate at the school feels positive among Parents and Students Identified Areas of Need or Desired Improvements include: 1. Increased academic rigor 2. Increased communication 3. Relations among students needs improvement to avoid mean and disrespectful behavior In response to the data, the LEA plans to: 1. Address needs in LCAP Goal #2 that reads: Strengthen our participation with families and Educational Partners in a variety of strategic opportunities to deepen family partnerships in order to build engaging and safe learning environments. 2. The actions within this LCAP Goal #2 goal are designed to promote, build and support meaningful relationships amongst parents, students, teachers, community members and other relevant educational partners. Feedback and a review of survey data will provide evidence of the impact of engagement efforts and community partnerships by monitoring and evaluating student attendance and chronic absenteeism." Not Met 10/18/2022 2022 39686270136135 Delta Charter Online 6 "Delta Charter Online Student Climate Responses During the Fall of 2021 administration of the Student Climate Survey, there were 104 students who responded. Results from Fall 2021 Student Climate Show that: 94.23% of students Agree and Strongly Agree that facilities are clean and good working condition. 30.45% of students Agree and Strongly Agree their school as safe or very safe. 80.25% of students Agree and Strongly Agree the climate at their school feels good. 82.69% of students Agree and Strongly Agree the academics is up to date. 90.38% of students Agree and Strongly Agree the communications at the school are effective. Identified Areas of Strength include: 1. Relations with students are positive and meaningful 2. School Climate at the school feels positive among Parents and Students Identified Areas of Need or Desired Improvements include: 1. Increased academic rigor 2. Increased communication 3. Relations among students needs improvement to avoid mean and disrespectful behavior In response to the data, the LEA plans to: 1. Address needs in LCAP Goal #2 that reads: Strengthen our participation with families and Educational Partners in a variety of strategic opportunities to deepen family partnerships in order to build engaging and safe learning environments. 2. The actions within this LCAP Goal #2 goal are designed to promote, build and support meaningful relationships amongst parents, students, teachers, community members and other relevant educational partners. Feedback from educational partners and a review of survey data will provide evidence of the impact of engagement efforts and community partnerships by monitoring and evaluating student attendance, chronic absenteeism, to measure the impact of actions specific to increasing school connectedness, safety and collaborative relationships." Not Met 10/18/2022 2022 34674130114660 Delta Elementary Charter 6 "Percent of students who feel socially an emotionally safe, engaged, and empowered at school as measured by annual survey was: • Safe – 80%, • Expected to do their best – 89%, • Can go to with a problem – 73%, Percent of families who feel their students are socially and emotionally safe, engaged, and empowered at school as measured by annual survey was: • Safe – 98% • Environment where children succeed – 94% An area of growth is to focus on student safety and student connectedness. River Charter Schools in 22-23 will be working in those areas. Our students have been faced with insecurity during the pandemic as well as the rash of gun violence plaguing our nation. The students also face tremendous struggles with the pressures of social media, which has contributed to their declining mental health. River Charter Schools will ensure that we have appropriate staffing levels and programs to provide support for the students where they need it." Met 6/20/2022 2022 39686270129890 Delta Home Charter 6 "During the Fall of 2021 administration of the Grades K-5 Student Climate Survey, there were 2 students who responded. Results from Fall 2021 Student Climate show that: 100% of students Agree and Strongly Agree that facilities are clean and good working condition. 50% of students Agree and Strongly Agree their school as safe or very safe. 87.50% of students Agree and Strongly Agree the climate at their school feels good. 100% of students Agree and Strongly Agree the academics is up to date. 83.33% of students Agree and Strongly Agree the communications at the school are effective. During the Fall of 2021 administration of the Grades 6-8 Student Climate Survey, there were 5 students who responded. Results from Fall 2021 Student Climate show that: 40% of students Agree and Strongly Agree that facilities are clean and good working condition. 40% of students Agree and Strongly Agree their school as safe or very safe. 57% of students Agree and Strongly Agree the climate at their school feels good. 45% of students Agree and Strongly Agree the academics is up to date. 50% of students Agree and Strongly Agree the communications at the school are effective. Identified Areas of Strength include: 1. Relations with students are positive and meaningful 2. School Climate at the school feels positive among Parents and Students Identified Areas of Need or Desired Improvements include: 1. Increased academic rigor 2. Increased communication 3. Relations among students needs improvement to avoid mean and disrespectful behavior In response to the data, the LEA plans to: 1. Address needs in LCAP Goal #2 that reads: Strengthen our participation with families and Educational Partners in a variety of strategic opportunities to deepen family partnerships in order to build engaging and safe learning environments. 2. The actions within this LCAP Goal #2 goal are designed to promote, build and support meaningful relationships amongst parents, students, teachers, community members and other relevant educational partners. Feedback from educational partners and a review of survey data will provide evidence of the impact of engagement efforts and community partnerships by monitoring and evaluating student attendance, chronic absenteeism, to measure the impact of actions specific to increasing school connectedness, safety and collaborative relationships." Not Met 10/18/2022 2022 39686270136028 Delta Keys Charter 6 "Delta Keys Charter Student Climate Responses During the Fall of 2021 administration of the Student Climate Survey, there were 18 students who responded. Results from Fall 2021 Student Climate show that: 36.11% of students Agree and Strongly Agree that facilities are clean and good working condition. 9.26% of students Agree and Strongly Agree their school as safe or very safe. 29.37% of students Agree and Strongly Agree the climate at their school feels good. 33.33% of students Agree and Strongly Agree the academics is up to date. 41.67% of students Agree and Strongly Agree the communications at the school are effective. Identified Areas of Strength include: 1. Relations with students are positive and meaningful 2. School Climate at the school feels positive among Parents and Students Identified Areas of Need or Desired Improvements include: 1. Increased academic rigor 2. Increased communication 3. Relations among students needs improvement to avoid mean and disrespectful behavior In response to the data, the LEA plans to: 1. Address needs in LCAP Goal #2 that reads: Strengthen our participation with families and Educational Partners in a variety of strategic opportunities to deepen family partnerships in order to build engaging and safe learning environments. 2. The actions within this LCAP Goal #2 goal are designed to promote, build and support meaningful relationships amongst parents, students, teachers, community members and other relevant educational partners. Feedback from educational partners and a review of survey data will provide evidence of the impact of engagement efforts and community partnerships by monitoring and evaluating student attendance, chronic absenteeism, to measure the impact of actions specific to increasing school connectedness, safety and collaborative relationships." Not Met 10/18/2022 2022 19642461996537 Desert Sands Charter 6 "In the spring of 2022, the local school survey questions were 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: * 100% of the students reported that they felt safe * 94% reported that they felt connected to an adult at the school 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 our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 100% reported that they felt safe, and 100% reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals." Met 6/1/2022 2022 33670580000000 Desert Sands Unified 6 "Key Learnings Elementary Schools (Grades 3-5): Survey results indicate that elementary students have a strong connection with their teacher as 77% responded favorably, with 88% saying their teacher is respectful towards them; however, 68% feel their teacher would be concerned if they walked into class upset. 66% of students shared that they feel they are valued members of the school community, with 78% saying adults at school provide support and 58% saying students show other students respect. 64% of students believe they are attentive and invested in class, with 74% stating they are focused and interested in class, and 40% said they talk about ideas from class outside of class. 63% of students indicated a positive social and learning climate at the school, with 48% stating that the behavior of others helps their learning, but 71% state their teacher is excited to teach their class. 56% of students feel they are physically and psychologically safe at school, stating that 31% feel others are respectful to others at school, and more than 70% stated they think it is likely that someone from school would bully them or get in a physical fight at school. Key Learnings Middle and High School (Grades 6-12): Survey results indicate that secondary school students struggle with having a connection with their teacher. Although 84% state that their teachers are respectful towards them, less than 40% feel the teacher would be concerned if they walked into class upset, their teacher would be excited to have them in class again in the future or that the teacher would be excited to see them, if they came to visit in three years. 35% of students feel they are valued members of their school. Responses show very low favorable responses to feeling connected to adults at the school, feeling that people at school understand them, and that they matter to others at the school. 25% of secondary students feel they are attentive and invested in class with few feeling eager to participate in class or talk about ideas from class outside of school. 42% of students perceive a positive social and learning climate at school, with 27% stating that the behaviors of others help their learning. 55% of students perceive physical and psychological safety at school, with 27% stating that others are rarely or never disrespectful. More than 60% of students feel that it is likely they will be bullied, worry about violence at school, and feel that adults treat students unfairly. Response to Key Learnings: Our Multi-tiered system of support continues to grow and strengthen. We are working on a platform within the DSUSD Data warehouse to provide our MTSS teams not just with data but a means of tracking the academic and behavioral progress of students. Desert Sands has increased offerings for students and families that need mental health support. Our Panorama lead scheduled meetings with schools to review their Panorama data and provide school leaders with options for resources to support." Met 6/21/2022 2022 36103636111918 Desert Trails Preparatory Academy 6 "On May 3, 2022, a school climate survey was administered to scholars in grades 3, 5, and 7 at Desert Trails Preparatory Academy. The School Climate Survey was adapted from the California Healthy Schools survey. The data provided insight on how scholars feel about their safety and relationships with staff and peers. The information gathered from the survey provided evidence that scholars are nurtured and their social-emotional needs are addressed in order to provide a conducive environment for learning. Based on the information provided by our scholars, 78.20% believe that DTPA wants them to do well. This stands out as a strength. It provides evidence that the administration and staff at DTPA promote and nurture student learning and academic success. This is further supported with the evidence of 65.33% of scholars believing that teachers treat them with respect and 62.16% of students believing that the school has clear rules for behavior. 56.00% of scholars believe that there is an adult at school who can help them, further providing evidence of the care that is provided to scholars at DTPA. The data also provides us with areas for improvement. Based on the survey results, classroom behavior seemed to be identified by scholars as an area of concern. 9.21% replied ""Never"" to ""Students in my class behave so that teachers can teach."" This is a major area of concern as poor classroom management and poor behavior can be distracting to learning. Administration has also identified that returning to school after COVID has been a significant social-emotional transition. Therefore, DTPA has increased the Student Support Services department by increasing the number of counselors, school psychologists, and social workers on campus to support scholars' emotional needs. Teachers are also provided more professional development and training in the SEL and growth mindset in order to manage classroom behavior and scholar motivation." Met 6/27/2022 2022 41690470129759 Design Tech High 6 "1. DATA: Reflect on the key learnings from the survey results and share what the LEA learned. 86% of d.tech students (N=312) responded that the feel safe all or most of the time at Design Tech and 64% of d.tech students feel that they have an adult that they feel confident confiding in. In the past these numbers have been higher, so we are learning how much work we have to do in rebuilding the connections that were lost during the pandemic. 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? In general our community is a strength, but the data shows that the bonds have frayed particularly in the 10th and 11th grades, as those grades had the highest percentage of their d.tech experience take place during distance learning. 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? For the 2022-23 school year, we will have a much bigger focus on building common ground among students and staff. We will focus more on this in advisory and helping our students and staff get to know each other more, and build more empathy." Met 6/8/2022 2022 15634200000000 Di Giorgio Elementary 6 "The most recent California Healthy Kids survey data showed that 56% of 7th graders surveyed felt very connected to the school and 51% reported they have an adult at school that truly cares about them. These scores are much lower when compared to the 2018-2019 CHKS. The California Healthy Kids Survey will be conducted every year with fifth and seventh graders, and results will be shared with all stakeholders. Local data reflects that Di Giorgio's Engagement/Attendance Rate stayed consistent at 92% throughout the 2021-2022 school year." Met 6/8/2022 2022 44697994430245 Diamond Technology Institute 6 "Key Findings from Youth Truth Survey: STUDENT RESULTS 1. Engagement is in the 57th percentile. 2. Academic Challenge is in the 50th percentile. 3. Culture is in the 75th percentile. 4. Belonging and peer collaboration is in the 82nd percentile. 5. Relationships are in the 67th percentile. 6. College and Career Readiness is in the 92nd percentile. 7. School Safety is in the 89th percentile. FAMILIES 1. Engagement is in the 93rd percentile. 2. Culture is in the 84th percentile. 3. Communication & Feedback is in the 96th percentile. 4. Relationships are in the 79th percentile. 5. Resources is in the 97th percentile. 6. School Safety is in the 89th percentile. STAFF 1. Engagement is in the 71st percentile. 2. Culture is in the 85th percentile. 3. Professional Development & Support is in the 70th percentile. 4. Relationships are in the 75th percentile. 5. Culture is in the 85th percentile. Engagement areas for growth: Taking pride in schoolwork and students delivering their best work Academic Challenge: Reflections of learning and assignments that better help students to understand subject matter Culture: Feeling safe during school and wanting to do well in class. Belonging & Peer Collaboration: Feeling comfortable collaborating with others. Relationships: Fairness in grading, knowing resources available, connection with empathetic staff. socio-emotional supports College & Career Readiness: Understanding the steps to college LCAP goals to address identified areas: Goal #1: Student Achievement -Rigorous and relevant standards based curriculum -Targeted academic intervention -Student centered Instruction -Integration among disciplines -Above and beyond the classroom experiences -Monitoring student growth -Collaboration and professional development Goal #2: Equitable Learning Environments -Highly qualified teachers -Instructional materials -Facilities -Equitable access -Healthy living environments Goal #3: Meaningful Partnerships -School climate -Parent communication and participation -Industry and community partnerships -Student efficacy -Save environment and behavioral supports" Met 6/20/2022 2022 37680490136614 Diego Hills Central Public Charter 6 "In the spring of 2022, the local school survey questions were 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: * 100% of the students reported that they felt safe * 95% reported that they felt connected to an adult at the school 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 our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 100% reported that they felt safe, and 100% reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals." Met 6/9/2022 2022 37681630137109 Diego Valley East Public Charter 6 "In the spring of 2022, the local school survey questions were 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: * 100% of the students reported that they felt safe * 96% reported that they felt connected to an adult at the school 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 our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 100% reported that they felt safe, and 100% reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals." Met 6/9/2022 2022 37103710137752 Dimensions Collaborative 6 "Dimensions Collaborative School annually measures the school climate of students and their perceptions on programs, events, safety, and activities.Results from the student survey are shared wwith all educational partners. Communication has consistently been shown as an area of growth, and the usage of Parent Square and the Aeries Parent Portal have helped mitigate some of these concerns." Not Met 9/28/2022 2022 54755310000000 Dinuba Unified 6 "Each year Dinuba Unified staff and Board of Trustees meets with students from throughout the district in a Student Voices Forum to hear their thoughts and opinions on school climate, school safety and other relevant topics. During the most recent Student Voices Forum, students overwhelming report that Dinuba Unified’s schools are clean, well-kept and that students feel safe. Students indicate that they are proud of their schools and that administration and all other school staff support them and their success. Students feel that district and school rules are fair and well communicated to everyone. Students also feel that students are treated fairly and that students who choose to break rules are dealt with in a timely and fair manner. Students feel comfortable reporting incidents of bullying, both in person and through the anonymous tip line. The results of the discussions during our Student Voice Forums have generated discussion about how to more closely monitor school climate in order to set school and district goals and have measurement tools designed to provide safe, consistent and secure learning environments. Dinuba Unified is addressing school climate by providing students with clean, well kept campuses as well as by providing co-curricular and extra-curricular activities that help to motivate students to do well academically. After school sports programs are offered in grades 6-12 to all students. Participation is encouraged and students' grades are monitored to make sure they are in good academic standing. Being a ""Student Athlete"" is Dinuba's goal - being a student first, then athlete." Met 6/23/2022 2022 39754996118665 Discovery Charter 6 "The majority of parents who responded to the survey had positive remarks about the school. Eighty three percent of responding parents rated the school highly overall. The specific areas of improvement identified by the survey were parent outreach and communication. Respondents were highly satisfied with instruction, quality of the program and teacher effectiveness. The school is formulating a plan to have better parent outreach by adopting a model that is being used by our high school which appears to have a more effective connection with parents. The school hopes this will help to increase parent involvement, understanding and contribution to the overall school success." Not Met 10/10/2022 2022 43104390111880 Discovery Charter 6 "The 2022 annual student survey indicates that 86% of students feel safe and connected to the school community. Our School Counselor will provide professional development to all staff and provide parent education sessions to support the mental health and social and emotional well-being of all students. The School Counselor will also provide school-based counseling to individual students based on identified needs. To effectively support the social and emotional well-being of students and staff during the school year, Social Emotional Learning (SEL) lessons are developed by our teachers and implemented at all grade levels. Resources are provided to support families in fostering their child’s social and emotional well-being. Additionally, since cyberbullying is a continuing concern, we train students, staff, and parents on internet safety. Discovery implements a Positive Discipline Approach that includes the following components: • Training for Staff and Families • Problem Solving and Conflict Resolution • Curriculum implemented by classroom teachers • Recess/playground" Met 6/22/2022 2022 37680236111322 Discovery Charter 6 "Last school year Discovery admin gave a survey to all 3rd - 8th grade students that captured a valid measure of student perceptions of school safety and connectedness. When reflecting on the survey results, we learned that 70% of students in 3rd-8th grade feel connected to school and 77% of students surveyed in grades 6th-8th feel safe at school. We believe that the Social Emotional Learning, No Place for Hate curriculum, and the implementation of PBIS is supporting the climate and culture of our school. While overall it is a strength that most of our students feel connected and safe at school, there is still the challenge of a concerning small population that does not yet feel safe and/or connected to school. From the Hannover Survey it was noted that a large percentage of our LGBTQ youth do not feel either safe or connected to the school. Discovery is continuing the work of our Cultural Proficiency Committee this year. We have partnered with Dr. Luffborough to provide Professional Development on Culturally Responsive Teaching and the Brain. Our teachers are developing the practice of getting to know their students' ethnicities, backgrounds and cultures better so as to better represent them in the classroom and lessons provided. We have also partnered with Dr. Pompeii to continue to provide Professional Development on the rights of LGBTQ youth and strategies and practices to help them feel included, safe, and welcome in school." Met 6/28/2022 2022 43104390127969 Discovery Charter II 6 "The 2022 annual student survey indicates that 90% of students feel safe and connected to the school community. Our School Counselor will provide professional development to all staff and provide parent education sessions to support the mental health and social and emotional well-being of all students. The School Counselor will also provide school-based counseling to individual students based on identified needs. To effectively support the social and emotional well-being of students and staff during the school year, Social Emotional Learning (SEL) lessons are developed by our teachers and implemented at all grade levels. Resources are provided to support families in fostering their child’s social and emotional well-being. Additionally, since cyberbullying is a continuing concern, we train students, staff, and parents on internet safety. Discovery implements a Positive Discipline Approach that includes the following components: • Training for Staff and Families • Problem Solving and Conflict Resolution • Curriculum implemented by classroom teachers • Recess/playground" Met 6/22/2022 2022 19647330115253 Discovery Charter Preparatory #2 6 "Surveys were given during the school year to parents, students, and staff in order to assess the success of the school in a variety of categories including; knowledge of the school’s SLOs and expectations, effectiveness of the teachers’ curriculum, and perception of campus safety. Overall, survey results remained positive across the board. Key findings of the student survey are as follows: 37.6% strongly agree and 40% agree that they felt the LEA was doing a great job with safety protocols regarding COVID-19. 38.8% strongly agree and 35.3% agree that their counselor is available to answer questions 47.1% strongly agree and 35.3% agree the office staff is available to answer questions and provide support as needed. 44.7% strongly agree and 34.1% agree teachers are available to answer questions and provide support as needed 15.3% strongly agree and 51.8% agree discipline is administered in an effective and consistent manner. According to parents from their survey: 12.5% strongly agree and 62.5% agree that students are involved in a challenging learning experience at the LEA site. 37.5% strongly agree and 50% agree that the administration provides good leadership that focuses on student achievement. 375.% strongly agree and 50% agree that the LEA provides a nurturing learning environment. 50% strongly agree and 37.5% agree that all students have the opportunity to participate in extracurricular activities. 37.5% strongly agree and 37.5% agree that the LEA’s discipline implementation is fair and consistent. Strengths: The LEA’s positive environment is one of its greatest assets. Students feel supported through the relationships they develop with the staff, as well as by their individual Advisors. Through the Advisory program, students learn study skills, participate in college preparatory activities, and most importantly, cultivate a relationship of trust and consistency with an adult who can help mentor them. Advisors and teachers monitor student performance carefully and become a teacher advocate when students have issues whether they are social or academic. In order to help foster our SLO goals, the LEA has the security team also take part in coaching roles. By doing so, students feel a strong connection to the security personnel. Developing a bond between the students and coaches/security team promotes respect and value for all members of the school community. Areas of growth: The LEA has a positive culture overall, but there are a couple of areas which could use some fine-tuning. First, the school would like to increase the amount of electives and honors level courses offered. While we do not currently offer more than a handful of A-G approved electives and AP Classes, students may supplement their elective courses by taking college classes at LAMC." Not Met 9/29/2022 2022 48705320122267 Dixon Montessori Charter 6 "Dixon Montessori surveys our students every other year. Our last survey was conducted in the 2020-2021 school year, and our next survey will be conducted this year. Our survey results are shared with staff in a closed meeting, and our Governing Board in a public meeting. DATA: Key learnings from our data showed that our students feel safe at school. They know that the adults at their school care about them, and that they are happy to be part of this school community. We have very low numbers for reported bullying (96.2% say they have not felt harassed or bullied for any reason during the past 12 months). One significant area for growth is the need for after school clubs and activities. Our students participate in outside clubs (baseball, karate, cub scouts, etc), but our after school programs only work for 24% of our student population. Many of our students said that they spend at least one hour at home without adult supervision, and that they spend that time online. MEANING: Our community and climate building efforts are working. Students feel safe, and they feel that they belong. We need to extend our efforts into after school hours where we can. USE: We have increased our 2/3 time by 30 minutes per day to help students in need. We have brought back after school volleyball, basketball, cross country, robotics, events and other activities to help keep students engaged." Met We will revisit this data and analyze our new data during the March Governing Board meeting of 2023. 3/8/2022 2022 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 2, which states we will “Engage all students in social-emotional and behavioral learning which ensures safe, healthy, and culturally responsive schools.” 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 for our District is to take a more proactive approach to school behavior so as to reduce the number of suspensions, especially students who come from backgrounds traditionally over-represented in these data, such as students with disabilities and socioeconomically disadvantaged pupils. Under the direction of the Coordinator of Student Services, the District has committed to implement Positive Behavior Interventions and Supports (PBIS) at all our school sites. To support initiatives related to school climate, the District implemented the California Healthy Kids Survey in both the Fall and the Spring, using this data to create goals and monitor progress specifically in the area of School Connectedness. Based on the California Healthy Kids Data, 77% of our fifth grade students reported Agree on Strongly Agree on the School Connectedness ratings scale, our middle school average was 43% and high school average was 43.5%. While these scores show an increase from 2020, they are still below the state average and continued area of focus for Dixon Unified. In addition to supporting using the California Healthy Kids and Local Priorities 5 and 6 to measure school climate , the following initiatives are in place for the 2022-24 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. This service has been expanded in 2022-23 school, but we continue to struggle to fill these positions. -Coaching for Site PBIS Teams to refine their Tier 1 and 2 systems -Ongoing monitoring of student attendance data -Increased student supervision -Social-Emotional Learning Curriculum for Elementary Grades and our Comprehensive High School -An At Promise Counselor to target our unduplicated students in grades 6-10 to ensure they remain on track to graduate high school college and career ready." Met 6/2/2022 2022 24753170000000 Dos Palos Oro Loma Joint Unified 6 "1. The parent, student, and staff results indicated that the response to the COVID-19 pandemic caused partners to feel less connected to the school and also less safe. 2. The District's areas of strength continue to be that school and community partners feel that students' learning needs are being addressed with appropriate offerings, supports and resources. The District continues to see the response to COVID-19 and the unintentional consequences of learning loss and in-person instruction as the biggest barrier to improving student outcomes. 3. The District has increased its response to academic and social-emotional outcomes by addressing areas of its system that produce specific outcomes. In particular, the District, through an evaluation of its current system through a needs analysis model, identified parent outreach efforts and school culture as two areas of increased response. As a result , the District has increased support personal for both academics and behavior through the addition of counselors, behavior clinicians, and support teaching staff. The District has also increased parent outreach opportunities at each school site and District-wide." Met 6/30/2022 2022 53716960000000 Douglas City Elementary 6 The results of a school-wide survey showed that over 95% of students feel safe at school and 94% of students have or feel a high level of connectedness at school. The majority of students surveyed felt that their concerns were heard and that there were adults on campus who cared about them. One challenge identified is how to effectively communicate school events and news with all parents and families. The school will be implementing more targeted approaches to reaching all students and their families. 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. Not Met 9/12/2022 2022 19644510000000 Downey Unified 6 "Downey Unified seeks input from students grades 3 – 12 through the Annual Stakeholder Engagement survey. The key finding from the survey provide the district feedback around the five (5) LCAP Goal Areas and embedded State priorities: 1) Student Achievement; 2) Whole Child; 3) Best Staff; 4) Parent Engagement; 5) Infrastructure. Based on the data, DUSD has consistently maintained a positive school climate in its schools. Despite the challenges of the pandemic, students continue to see schools as places where they are safe, cared for, and respected. Meaning: The results of the survey demonstrate that despite the challenges the pandemic posed for all schools, DUSD has maintained positive and strong relationships between staff and students. Students see their teachers as supporting their learning and generally feel safe at school. The data also demonstrates that there may be a need to focus on students treating each other with respect. Use: Downey Unified recognized the impacts of the pandemic and continues to observe the effects of the school closures. To address the mental health and wellness needs of students, we have established wellness centers in all secondary schools to ensure students have a location where they can receive support when needed. DUSD recognizes the need to continue to provide all teachers and staff with the strategies to foster strong student relationships. The next step for the district is to strengthen our PBIS initiatives and character education programs." Met 6/21/2022 2022 43104390123257 Downtown College Prep - Alum Rock 6 "GOAL: Downtown College Prep 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 engages in the following to support this goal: 1) Provide clean and safe facility, 2) Implement Restorative Practices and alternatives to suspension, 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 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, average ratings for engagement at the high school were 3.34, culture 3.36, belonging 3.40, and relationship summary 3.50 For the middle school - On the annual survey, average student positive ratings for engagement were 40% while families were 74%, relationships students 44% and families 85%, and culture students 27% and families 84%, PROGRESS: DCP Alum Rock Middle School and Alum Rock High School achieved progress in this goal area as follows: RESTORATIVE PRACTICES - Alum Rock continues to implement elements of restorative practices and alternatives to suspension when appropriate. Staff training was provided throughout the school year. SOCIO-EMOTIONAL WELLNESS - The site allowed for increased on site individual and small group counseling from both outside providers and social work interns. The middle school continued to staff a PT school social worker and increased use of social work interns from various programs. Additionally, social emotional and coping skills resources were provided to students and families in the wake of the COVID-19 pandemic. INCREASED RESOURCE REFERRALS - The school increased case management support and resources referrals for families CO COACHING OF AP: The Director of Student Services Position continued to provide coaching and culture support to Assistant Principal." Not Met 10/25/2022 2022 43696664330585 Downtown College Preparatory 6 "GOAL: Downtown College Prep 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 engages in the following to support this goal: 1) Provide clean and safe facility, 2) Implement Restorative Practices and alternatives to suspension, 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 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, average ratings for engagement were 3.5, culture 3.45, belonging 3.33, and relationship summary 3.56 PROGRESS: DCP El Primero achieved progress in this goal area as follows: ALMA CENTER IN FIFTH YEAR OF OPERATION - 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 - EPHS continues to implement elements of RP and alternatives to suspension when appropriate. In addition, the school dedicated considerable staff time to professional development to refine routines and procedures in classrooms and through transitions to reduce opportunities for negative student behavior and to improve staff skill in mitigating potential disruption. SOCIO-EMOTIONAL WELLNESS - EPHS continues to provide individual and small group counseling from both outside providers and social work interns. The school continued to staff a PT school social worker and increased use of social work interns from various programs. Additionally, social emotional and coping skills resources were provided to students and families in the wake of the COVID-19 pandemic. INCREASED RESOURCE REFERRALS - The school increased case management support and resources referrals for families CO COACHING OF AP: The Director of Student Services Position continued to provide coaching and culture support to Assistant Principal." Not Met 10/25/2022 2022 43696660129718 Downtown College Preparatory Middle 6 "Downtown College Prep 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.DCP engages in the following to support this goal: 1) Provide clean and safe facility, 2) Implement Restorative Practices and alternatives to suspension, 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. DCP 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. On the annual survey, average student positive ratings for engagement were 36% while families were 68%, relationships students 46% and families 73%, and culture students 21% and families 61%. DCP El Camino achieved progress in this goal area as follows: ALMA CENTER IN FIFTH YEAR OF OPERATION - 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 - ECMS continues to implement elements of RP and alternatives to suspension when appropriate. In addition, the school dedicated considerable staff time to professional development to refine routines and procedures in classrooms and through transitions to reduce opportunities for negative student behavior and to improve staff skill in mitigating potential disruption. SOCIO-EMOTIONAL WELLNESS - The new site allowed for increased on site individual and small group counseling from both outside providers and social work interns. The school continued to staff a PT school social worker and increased use of social work interns from various programs. Additionally, social emotional and coping skills resources were provided to students and families in the wake of the COVID-19 pandemic. INCREASED RESOURCE REFERRALS - The school increased case management support and resources referrals for families. COACHING OF AP: The Director of Student Services Position continued to provide coaching and culture support to the Assistant Principal" Not Met 10/25/2022 2022 19647336119903 Downtown Value 6 "In the spring of 2022, Value Schools administered a survey to all stakeholders: Parents, Students and Staff. For the student survey, 265 students responded to the survey which is about 63% of the student body. From questions 84, 123, 124, 125, and 126 for students: 57% of the students who responded that they feel they belong to the school 65% of the students who responded feel safe at the school 63% of the students feel the rules a the school are fair for all students 76% of the students feel the staff makes it clear that bullying is not tolerated 72% of the students are aware of counseling services at the school In the survey on question 14, 82% of the parents expressed their child feels safe at school. While we value that 82% of the parents feel their children are safe at school, we would like a higher percentage of students to feel they belong and feel safe at our school. Our hope is that as safety restrictions for COVID 19 are lifted and we have more opportunities for activities, events, and field trips students' sense of belonging and safety will increase as well as their peer relationships and school behavior. Another area of growth noted by the students was options in the taste of food. Our nutrition program vendor is now again providing family style serving options, so we hope these options increase the rating in food." Met 6/24/2022 2022 31668030000000 Dry Creek Joint Elementary 6 "The District has been focused on increasing student connectedness and engagement for the last several years. Within our Multi-tiered System of Supports (MTSS) we have implemented Positive Behavior Intervention and Supports (PBIS) District-wide. Social-Emotional Learning (SEL) has been a priority with a focus on Restorative Practices, ToolBox strategies, school-based counseling, mental health counseling, District-wide tiered levels of support, parent education and numerous other resources and programs for students. Given the data below, we will continue to implement community building circles and strategies such as ToolBox, with a focus on building positive relationships, expressing feelings and how to handle feelings of overwhelm or stress. The District worked closely with Hanover Research to develop a comprehensive social-emotional survey in order to gather feedback and perceptions of school engagement from our students. Students in grades 4-8, were administered a survey divided into the following constructs: Self-Awareness, Growth Mindset, Self-Management, Responsible Decision-Making, Social Awareness, Relationship Skills, Civic Mindset, Social Support, Emotional Well-Being, Bullying and Peer Pressure, School Environment, and Demographics. Strengths include: Both elementary and middle school students generally rate themselves well on many of the constructs explored in the survey. More than 75% in both groups agree with most of the items related to self-awareness, growth mindset, self-management, and social awareness. Students have especially high agreement (close to 90% or higher) on the following items: Social Awareness: 95% agree it is important to treat people with respect,Self-Management: 86% agree that they know right from wrong.Growth Mindset: 85% think they can learn from their mistakes.Self-Awareness: 84% believe they can do most things if they try. Ninety-one percent (91%) of students 4-8 grade agree that they have friends at school. Our elementary students have a positive perception of the adults at school who are part of their social support system. Eighty-nine percent (89%) agree that their teachers believe they will be successful, eighty-one percent (81%) believe that adults at school care about them, seventy-nine percent (79%) say they have at least one trusted adult at school and seventy-nine percent (79%) report that adults at school listen when they have something to say. Areas of focus: Less than half of students or fewer (35% elementary vs. 43% middle school) agree they can explain their feelings to others. Half of students or fewer (50% elementary vs. 46% middle school) agree that they know how to handle stress. Middle school students (6th-8th) feel less connected to adults at school than elementary: 72% report that they have at least one adult at school that they trust, 65% believe that adults at school care about them, 64% believe that adults at school listen to them when they have something to say." Not Met 9/15/2022 2022 19644690000000 Duarte Unified 6 "Duarte Unified uses the California Healthy Kids Survey (grades 5, 7, and 9) to measure school climate. The responses for students in grade 5 were strongest in the areas of academic motivation (90%) and high expectations (83%). By contrast, responses were weak in meaningful participation (41%). Secondary students also responded the strongest about academic motivation (67% grade 7 and 62% grade 9) and high expectations (73% grade 7 and 70% grade 9). Across all secondary grade levels, students responded the least favorably to the questions that address meaningful participation. Duarte schools have been building new programs that promote positive connections with school, including arts integration, CTE pathways, internships and early college. By providing increased pathway options and extracurricular activities, student engagement is more meaningful, aligned with student interests, and connected with real life experiences. An area of growth is to provide students with more input on school activities or school rules. In terms of school safety, students in grade 5 responded strongly that they feel safe at school (90%). These same students’ greatest concern was being called bad names or mean jokes (37%) as compared to their least concern was cyberbullying (23%). Students responded favorably (94%) to feeling treated with respect. To address some of the specific areas related to discipline and safety, Duarte schools continue to focus on implementation of Positive Behavior Intervention and Support (PBIS). For secondary students, 68% of grade 7 perceived their school as safe or very safe. Although students’ sense of safety was lower for students in high school (62% grade 9 and 54% grade 11), the responses indicated improvement from the last time the students completed the survey in 2019. The most significant safety concern at the secondary level was related to harassment and/or mean rumors as compared to physical fights and/or weapons. Grade 7 experienced harassment or bullying (29%) or had mean rumors or lies spread about them (31%). These responses have improved significantly since 2109. Those same areas were also relatively high for grade 9 who experienced harassment or bullying (21%) and/or had mean rumors or lies spread about them (18%). The lowest area of concern was related to seeing a weapon on campus (10% Grade 7, 3% Grade 9, and 5% Grade 11). Another relatively low area of concern was related to being in a physical fight or being in a physical fight (8% Grade 7, 5% Grade 9, and 9% Grade 11). While all of these areas had significantly improved since 2019, Duarte will maintain a focus on security measures that are integrated into a school wide PBIS approach. Mental health services are available for students to address many of the challenges they face with social-emotional interactions. Safety plans are developed to include a broad range of components that ensure both the physical and the social-emotional well-being of our students." Met 6/23/2022 2022 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 school 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: 2017 - 59%, 2018 - 61%, 2019 - 59%, 2021 - 66%, 2022 - 61%. At grade 9, the results have been: 2017 - 67%, 2018 - 65%, 2019 - 65%, 2021 - 63%. 2022 - 61% At grade 7, the results have been: 2017 - 68%, 2018 - 73%, 2019 - 61%, 2021 - 68%, 2022 - 68%. At the 5th grade level, data are only available for the last three years: 2017 - 74%, 2018 - 79%, 2019 - 75%, 2021 - 80%, 2022 - 82%. These and other data are shared annually with the school board and with site administration. We use the data to inform our decisions about areas of need and where support resources need to be deployed. *The CHKS was not administered for the 2020-2021 school year during the COVID pandemic. ** We are transitioning to the implementation of the Panorama survey instead of the CHKS for the 2022-2023 school year." Met 6/28/2022 2022 54718940000000 Ducor Union Elementary 6 "Ducor School administered the California Healthy Kids Survey in January-February 2022 to students in Grades 5 and 7. Only 11 students responded to the survey. Since the response rate was so low, no data could be produced for Ducor School. By providing the data, it would have compromised the anonymity of the survey. As previously reported in the 2021 CA School Dashboard: 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 to conclusions that must continue to 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. Further, we have invested in professional assistance with support for students academic and personal growth to ameliorate the high-risk factors that challenge our students. Staff and parents continue to report through surveys and interviews a high degree of confidence in the safe and welcoming school climate at Ducor School." Met 6/28/2022 2022 49706720122440 Dunham Charter 6 "An annual student survey was administered in the spring to garner student input. 100% (91.10% yes, 10.9% sometimes, 0.0 % No) of the students reported feeling safe around the outside of the school, 95.77% (89.32% yes, 5.45% sometimes, 3.23 % No) reported feeling safe in their classrooms, and 100% (72.19% yes, 27.81% sometimes, 0.0 % No) of the students reported feeling safe in the bathroom and hallways." Not Met 9/13/2022 2022 49706720000000 Dunham Elementary 6 "An annual student survey was administered in the spring to garner student input. 100% (91.10% yes, 10.9% sometimes, 0.0 % No) of the students reported feeling safe around the outside of the school, 95.77% (89.32% yes, 5.45% sometimes, 3.23 % No) reported feeling safe in their classrooms, and 100% (72.19% yes, 27.81% sometimes, 0.0 % No) of the students reported feeling safe in the bathroom and hallways." Not Met 9/13/2022 2022 47702430000000 Dunsmuir Elementary 6 "1. According to our local student survey, 66% enjoy coming to school . 71% believe that their teachers have high academic expectations. 61% say that staff members other than their teacher give them encouragement . 58% say that teachers always or usually make learning fun . 62% of students believe that students always or usually treat each other with respect. 14% say rarely. 89% of students feel that teachers treat them with respect while 4% answered rarely.85% of students feel there is an adult they can go to when they are having a problem. According to the CHKS given to 5th and 7th graders: Do you feel like you are part of this school? No, never 20% Yes, some of the time 10% Yes, most of the time 40% Yes, all of the time 30% Do teachers treat students fairly? No, never 10% Yes, some of the time 20% Yes, most of the time 20% Yes, all of the time 50% Do you feel close to people at/from this school? No, never 0 Yes, some of the time 80% Yes, most of the time 20% Yes, all of the time 0 Do you feel safe at school? (In-School Only) No, never 10% Yes, some of the time 20% Yes, most of the time 40% Yes, all of the time 30% 2. We are proud of our work to reengage our students after the 1.5 years of distance learning. Our focus in the 21-22 school year has been to create an inclusive, welcoming school culture where our students feel a true sense of belonging. A group of staff members have been engaged with the NorCal ELC project. We have engaged in work with a Problem of Practice (PoP) which involves strategies to engage our students with their learning including goal setting. Multiple resource have been implemented to achieve our PoP.. Time has been extended to staff our Sensory Room from 3 hours to 4.5 hours. This allowed more time for students to visit when they needed help regulating their emotions. Working with the tools available and talking with the coordinator enabled them to be able to return to class ready to learn. We have also increased the number of students involved with the Check-in/Check-out system. This system which is part of PBIS involves staff mentors who help students set goals and check-in with them each day at the beginning and end of each day. This connection with an adult made a big difference with some of our Tier 2 students. In addition we maintained our 2 counselors who were available for our Tier 2 and 3 students. One of these counselors taught our Second-Step SEL program to our 2-6 students. Our 7/8 students were serviced by an organization who provided an additional counselor and mentors who were available once a week. The counselor also taught these students life-skill strategies. Seven staff members engaged in a 20 hour on-line SEL P.D. this year. They learned strategies to support our students and themselves through difficult times. These skills will continue to be useful in the coming years." Met 6/28/2022 2022 04614320000000 Durham Unified 6 "In general, the most troubling trend revealed by the CHKS for DUSD is students become less connected to school as they grow older within the district. At the third grade level, 87 percent of students reported feeling connected to school, but beginning in eighth grade that number never exceeds 60 percent. Despite these numbers, overall the school climate is generally very positive. The elementary continues to work on and strength it's PBIS system after some struggles through the COVID period. The intermediate school is launching a campaign regarding making the right choices under the direction of Mister Brown. The high school now has returned to incorporate more rallies and student spirit activities. We have also hired a social emotional counselor to serve both the intermediate school and high school. Additionally, the district has created a social emotional learning team which includes the Director of Student Supports and Services, the district nurse, two counselors, the district psychologist, an elementary guidance classified positions and support from all administrators. This team is building resources for support, including strategies for students to reach out for help." Met 6/22/2022 2022 37683380127647 e3 Civic High 6 "e3 Civic High administered the ""Staff, Parent, and Scholar Satisfaction & Climate Survey"" to e3 stakeholders in the Spring of 2022. We received the climate survey results prepared by Dr. Potter of San Diego State University. Overall, the survey respondents rated e3 Civic High positively. Despite the continuing impact of Covid-19, in most areas responses from staff, parents, and scholars were similar to the responses from 2021. Both parents and scholars rated the environment at e3 positively. Parents and scholars feel that the school is a safe place, and most scholars indicated that there were leadership opportunities. In the open-ended responses, parents and scholars listed school climate as one of the things they liked most about school. Staff rated the working conditions at e3 very highly. Almost all felt that they had a clear understanding of their job responsibilities and that they had adequate resources to do their job. Staff and parents rated the items related to the academic program very highly. Parents were also very positive about the learning facilitator effectiveness. Scholars rated the learning facilitators favorably with the majority of scholars agreeing with all of the statements related to the learning facilitator effectiveness. The responses to the open-ended items also showed that the scholars think highly of the learning facilitators. When asked what they like most about their school on the open-ended questions, scholars listed the learning facilitators most frequently, followed by the academic program. The staff at e3 were favorable towards the leadership team. Parents were very positive about the leadership team agreeing with statements that they communicate well and rating them as very effective. Overall, the responses from stakeholders indicate that Staff, parents, and scholars have a positive perception of the school. e3 Civic High is clearly working towards it mission to engage, educate, and empower scholars. The majority of scholars feel that the school is a safe and welcoming place to learn and that they are being prepared for college or career. Areas that saw decreases in ratings, such as (1) communication with the Leadership Team or (2) Learning Facilitators and consistency with discipline, will be areas of focus for improvement. It will be important for the staff at e3 Civic High School to continue to work on building a positive school climate and find ways to engage all scholars so that they feel connected to the school." Met 6/14/2022 2022 07617546118087 Eagle Peak Montessori 6 "Each year we conduct a Parent Satisfaction survey that includes questions on how families feel included in the school community, if they feel their child is safe at school, and if they feel their child will be prepared academically as well as socially/emotionally upon matriculating from the school." Met 6/30/2022 2022 54719020000000 Earlimart Elementary 6 "A local survey was administered to students during the 2021-2022 school year at Alila Elementary (grades 3-5), Earlimart Elementary School (grades 3-5) and Earlimart Middle School (grades 6-8). At Alila Elementary School, 60% of 3rd grade students, 79% of 4th grade students and 65% of 5th grade students felt connected to the school. At Earlimart Elementary School, 86% of 3rd grade students, 84% of 4th grade students and 70% of 5th grade students felt connected to the school. At Earlimart Middle School, 69% of 6th grade students, 67% of 7th grade students and 58% of 8th grade students felt connected to the school. Students feel connected to our schools. To further improve upon connectedness, lunchtime activities, after school sports, ""Fun Friday's"", and activities to encourage student participation will be implemented. School Safety (""Yes, most of the time"" or ""Yes, all of the time"") At Alila Elementary School, 60% of 3rd grade students, 78% of 4th grade students and 64% of 5th grade students felt safe at school. At Earlimart Elementary School, 84% of 3rd grade students, 89% of 4th grade students and 70% of 5th grade students felt safe at school. At Earlimart Middle School, 78% of 6th grade students, 62% of 7th grade students and 60% of 8th grade students felt safe at school. Safety is a priority at our schools. To further improve upon our school safety, schools will utilize radios to communicate, Classified staff members will be trained on active supervision and staff will be strategically placed in areas where students do not feel safe." Met 6/21/2022 2022 51713730000000 East Nicolaus Joint Union High 6 "ENHS has really focused on creating a positive climate and culture. All of our school educational partners have committed to making sure that our climate and culture change for the better. We are deeply proud of our efforts that our climate and culture has remained relatively positive even in the face of the complexity and chaos of the Covid-19 Pandemic. East Nicolaus High School being a small rural school with roughly 300 students allows us for frequent interaction with and input from all educational partners. The administrative team (Superintendent, Principal, and Director of Student Guidance) are deliberately accessible on campus during the school day and at all events and input is solicited for our school at these events. Our school site council which meets to inform our school work and to discuss our site goals. Students have been surveyed and asked to give input on the school community/environment. Staff is able to come and have meaningful conversations with the administrators on topics of their interest that can better support the school for ongoing improvement. ENHS has a leadership class (student government) that is made up of all the grade levels and during this class the students plan and come up with ways to promote student involvement. During this class the students are able to meet with the leadership teacher and school administration whenever needed to discuss school rules, events, or ideas that they have to further the school. ENHS students feel that the level of academic rigor is moderately high and challenging. ENHS students are aware that there are mental health offerings and social emotional services for them at ENHS.90% of ENHS students take at least one AG and CTE course in their four years in high school. Our main challenge is growing our ever increasing and popular CTE programs alongside the core content classes. Enrollment, appropriate CTE personnel and master scheduling will have an impact on this challenge and potential barrier. We have seen significant results of our actions in regards to master scheduling and course offerings. We have developed a dependent charter academic, school within a school, as well as receiving significant strong workforce grant funding to grow and augment our CTE programs. This has led to the flexibility in order to mirror our academic rigor and CTE enrichment offerings without financial hardship. The ability to reduce class sizes with our class offerings and slowly imbed advanced classes will produce a high A-G rate and potentially more four year bound students while also adhering to the career ready dynamic of CTE pathways in AG, Manufacturing, Welding, and Culinary. Interest level and class interest in our CTE classes is at the margin." Not Met 10/19/2022 2022 43694270000000 East Side Union High 6 "The East Side Union High School District has administered the Panorama survey since 2018. The results of the 2021-22 survey show 20% of students feel connected to an adult at school, which is a 3 percentage point improvement. The results show that 83% of students feel safe at school which is a 4 percentage point decrease from last year. 70% of students agree or strongly agree that their school has a positive climate for academic support which is a 1 percentage point decrease from last year. 60% of students responded positively to knowledge and fairness of discipline rules and norms which is a 7 percentage point decrease from last year. The 2020-21 school year was the first year back from distance learning due to the COVID-19 pandemic. This data indicated to the district the need for adults to reconnect to students and create welcoming environments in their classes and campuses. The data shows a need to build relationships between adults and students, implement instruction focused on student needs, and respond equitably to student behavior by focusing on the implementation of our Uniform Behavior Response System. With this in mind The district is in the process of implementing both a Multi Tiered System of Support and a Uniform Behavior Response System. With this work we hope to focus on improving academic and social emotional support for students and consistent and fair student discipline responses." Met 6/23/2022 2022 19644850000000 East Whittier City Elementary 6 "East Whittier City School District utilized the standardized California Healthy Kids Survey (CHKS) and a locally developed Local Control Accountability Plan (LCAP) survey to assess school climate during the 21-22 school year. CHKS surveys were completed by students in the 5th and 7th grade to assess student perceptions of school safety and student connectedness. 77% of fifth-grade students reported high levels of school connectedness. Survey results also indicate that 64% of 7th-grade students report high levels of school connectedness. The CHKS survey also captured students' perceptions related to a school’s ability to build positive school climates by teaching conflict resolution, empathy, responsibility, and respect. In 21-22, 80% of 5th-grade students reported high levels of social and emotional learning support. In addition, 79% of 5th-grade students reported their school had an anti-bullying climate “most or all of the time”. Additionally, 19% of 5th graders and 28% of 7th graders reported incidents of cyberbullying this school year. EWCSD continues to use the plan-do-study-act approach to ensure we are responsive to our diverse populations. The social workers, teachers, principals, and District support staff continuously update individualized intervention plans for each site. Each school develops a plan that addresses the specific needs identified during data reflection meetings and determines which course of action the school needs. In an effort to improve social-emotional learning and school connectedness we have increased the number of counseling staff from nine District counselors to 14. This addition resulted in full-time counseling support for four of our Title I schools and middle schools. With intern support, the counseling staff was able to create daily SEL lessons for all grade levels. The SEL lessons were designed using the Collaborative for Academic, Social, and Emotional Learning (CASEL) five competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Lessons also included information from the Olweus Bullying Prevention program. Districtwide, all school sites are now implementing Positive Behavior Intervention and Supports (PBIS). Several professional development opportunities were provided throughout the year to administrators, and classified, and certificated staff focusing on building positive relationships and self-care. Increasing school connectedness and feelings of school safety is an empirical outcome for all of these programs. When students feel safe and connected to their schools, it will increase their willingness to collaborate, communicate, create, think critically and build a broader community." Met 6/15/2022 2022 26736680000000 Eastern Sierra Unified 6 "According to the CHKS survey, as well as the senior exit survey the district administers, most of our students feel that they are learning in school, they know where to go for support, and they feel heard. ESUSD wants to continue to provide SEL opportunities as some of our students still have outside struggles either at home or in dealing with peers. The district has created an SEL team with staff that, in turn, work with students to promote better social and emotional health. ESUSD plans to continue to grow our SEL program." Met 6/15/2022 2022 19644770000000 Eastside Union Elementary 6 "To gather data regarding school climate and social emotional learning, the Panorama Education School Climate and Social Emotional Learning Surveys are given to students in grades 3 – 8 at the beginning and ending of each school year. The School Climate survey (grades 6 – 8 administered in Fall of 2021) addressed the following categories. The percentage represents the percent of favorable responses: • School Teacher-Student Relationships 58% • School Rigorous Expectations 66% • School Belonging 43% • School Climate 54% • School Engagement 44% The Social Emotional (grades 6 – 8 administered in Fall of 2021) addressed the following categories. The percentage represents the percent of favorable responses: • Self-Management 67% • Social Awareness 56% • Self-Efficacy 46% • Growth Mindset 51% • Emotion Regulation 45% Across the district measures of school belonging, school engagement, and self-efficacy are areas. The survey was given in the first few weeks of the 21-22 school year, just after a year of school closures due to the pandemic and may reflect the disconnect students were feeling during virtual instruction. As we return to campus for in-person learning, a clear focus on building relationships to address school engagement and belonging will be integrated into the school day. We have extended the school day by 20 minutes to allow more time for social emotional learning and restorative practices. Students will open and close the day with the Move This World social emotional learning program and all teachers and office staff has received additional training to use restorative practices to build school community. Both programs will build on and support our Positive Behavior Intervention Supports (PBIS) and the Olweus Bully Prevention Program. We will leverage our School Teacher-Student Relationships as a strength to build trusting relationships and improve overall school climate." Met 10/6/2021 2022 50757390124669 eCademy Charter at Crane 6 "Turlock USD administered the California Healthy Kids Survey (grades 5, 7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2020-2021 school year, and administered the California Healthy Kids Survey (grades 7, 9, and 11) in the 2021-2022 school year. Data from the survey(s) provided valuable feedback that support the District's LCAP Goals and District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community. Meaning of the Data (Secondary - 2020-2021 to 2021-2022): The average response rate was 78% (passive consent) for the past two years. School Connectedness decreased at 9th (10%) and 11 (12%) grades from the previous year. Caring Adult Relationships increased by an average of 4.5% at 11th grade and at our Equity schools. Promotion of Parent Involvement decreased by 8% at grade 9 from the previous year. School Safety had a decrease from the previous year. Experienced any Harassment or Bullying improved by an average of 6% from the previous year. Substance Use (alcohol, marijuana, and vaping) remained relatively the same from the previous year. Social-Emotional decreased by 11% from the previous year. This aligned to both national and state data have shown that adolescent mental health and wellness declined dramatically, especially after the onset of the COVID-19 pandemic. Through the district LCAP stakeholder engagement process, social-emotional support was indicated as a top priority. TUSD hired one elementary counselor for each TK-6 site. The counselors had 1,764 student contacts. Additionally, student support clinicians were expanded to support individual students and groups. As of January 2022, 632 referrals for individual support and 252 group participants were serviced by the clinicians. TUSD expanded training in Positive Behavior Intervention Supports, Restorative Justice, No Bully, and other means of corrections. All schools will implement a systematic monitoring process to identify students who are performing below grade level and/or demonstrating credit deficiency. Early identification will provide more time to determine specific concerns and remedy through academic or social emotional intervention. eCademy's data is included in the Turlock Unified School District reporting of local indicators." Met 6/7/2022 2022 15634380000000 Edison Elementary 6 "The 2019–2020 California healthy kids survey data showed that 77% of testers felt very connected to the school and 85% of testers that they felt safe at school they California healthy kids survey will be conducted every year with fifth and seventh graders, and result will be shared with all stakeholders. Local data shows that in the fall of 20 20–2021 we had 250 students on the low/no engagement list. In the spring of 2020–2021 this number decreased to 18 students." Met 6/21/2021 2022 10101086085112 Edison-Bethune Charter Academy 6 "DATA: We administered the Campus Survey and the summary of key indicators including School Engagement and Support, School Connectedness, Academic Motivation, Caring Adult Relationships, High Expectations, Facilities Upkeep, Parent involvement in schooling, Meaningful Participation, School Disciplinary Environment, Students well-behaved, Students treated fairly when break school rules, and Students treated with respect. The results of the following groups were as follows: Parents: 67% Positive, 18% Neutral, and 15% Negative overall. Results for the student group are as follows: 61% Positive, 19% Neutral, and 17% Negative overall. Results for the staff group are as follows: 67% Positive, 19% Neutral, and 14% Negative overall. 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. MEANING: The dis-aggregated results of the survey revealed the following areas of strength or growth, challenges and barriers: Areas of Strength or Growth: Overall results from both groups of students shows positive feedback. Challenges: Bullying Barriers: None USE: We feel that there is a need to provide more intervention through Joint Opportunities – Hand to Hand Mentoring, hiring a School Counselor and a Student Mentor. These resources will help us implement the additional support needed by students and staff and hopefully better meet the needs of our students." Met 6/17/2022 2022 19647330135723 Ednovate - Brio College Prep 6 "In the 2021-2022 school, Brio College Prep administered quarterly surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, as well as shared with the Board through our Strategic Plan dashboard. Our priority focused on safety, belonging, and connectedness for both students and staff, given the unique challenges of returning to in-person instruction after over a year of virtual learning. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community. On average across the four surveys administered over the course of the 2021-22 school year 82.97% of students responded favorably to the question “I feel like I belong at this school (I have a sense of belonging at this school).” All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible." 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. Additionally, we have followed all health and safety protocols to ensure when our students and staff came into campus that everyone would be in a safe environment." 6/15/2022 2022 19647330132282 Ednovate - East College Prep 6 "In the 2021-2022 school, East College Prep administered quarterly surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, as well as shared with the Board through our Strategic Plan dashboard. Our priority focused on safety, belonging, and connectedness for both students and staff, given the unique challenges of returning to in-person instruction after over a year of virtual learning. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community. On average across the four surveys administered over the course of the 2021-22 school year 83.13% of students responded favorably to the question “I feel like I belong at this school (I have a sense of belonging at this school).” All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible." 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. Additionally, we have followed all health and safety protocols to ensure when our students and staff came into campus that everyone would be in a safe environment." 6/15/2022 2022 19647330135715 Ednovate - Esperanza College Prep 6 "In the 2021-2022 school, Esperanza College Prep administered quarterly surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, as well as shared with the Board through our Strategic Plan dashboard. Our priority focused on safety, belonging, and connectedness for both students and staff, given the unique challenges of returning to in-person instruction after over a year of virtual learning. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community. On average across the four surveys administered over the course of the 2021-22 school year 81.6% of students responded favorably to the question “I feel like I belong at this school (I have a sense of belonging at this school).” All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible." 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. Additionally, we have followed all health and safety protocols to ensure when our students and staff came into campus that everyone would be in a safe environment." 6/15/2022 2022 30103060133983 Ednovate - Legacy College Prep. 6 "In the 2021-2022 school, Legacy College Prep administered quarterly surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, as well as shared with the Board through our Strategic Plan dashboard. Our priority focused on safety, belonging, and connectedness for both students and staff, given the unique challenges of returning to in-person instruction after over a year of virtual learning. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community. On average across the four surveys administered over the course of the 2021-22 school year 84.88% of students responded favorably to the question “I feel like I belong at this school (I have a sense of belonging at this school).” All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible." 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. Additionally, we have followed all health and safety protocols to ensure when our students and staff came into campus that everyone would be in a safe environment." 6/15/2022 2022 19647330140129 Ednovate - South LA College Prep 6 "In the 2021-2022 school, South LA College Prep administered quarterly surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, as well as shared with the Board through our Strategic Plan dashboard. Our priority focused on safety, belonging, and connectedness for both students and staff, given the unique challenges of returning to in-person instruction after over a year of virtual learning. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community. On average across the four surveys administered over the course of the 2021-22 school year 81.61% of students responded favorably to the question “I feel like I belong at this school (I have a sense of belonging at this school).” All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible." 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. Additionally, we have followed all health and safety protocols to ensure when our students and staff came into campus that everyone would be in a safe environment." 6/15/2022 2022 19647330125864 Ednovate - USC Hybrid High College Prep 6 "In the 2021-2022 school, USC Hybrid High administered quarterly surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, as well as shared with the Board through our Strategic Plan dashboard. Our priority focused on safety, belonging, and connectedness for both students and staff, given the unique challenges of returning to in-person instruction after over a year of virtual learning. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community. On average across the four surveys administered over the course of the 2021-22 school year 88.42% of students responded favorably to the question “I feel like I belong at this school (I have a sense of belonging at this school).” All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible." 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. Additionally, we have followed all health and safety protocols to ensure when our students and staff came into campus that everyone would be in a safe environment." 6/15/2022 2022 30666700101626 Edward B. Cole Academy 6 "Edward B. Cole Academy administered the Panorama SEL, evidence-based survey to 168 students in grades 3-5. The following are the overall findings: - 60% School Climate: Perceptions of the overall social and learning climate of the school. - 71% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. - 56% School Safety: Perceptions of student physical and psychological safety at school. - 77% School Teacher-Student Relationships: how strong the social connection is between teachers and students within and beyond the school." Met 6/29/2022 2022 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 survey that was administered to 23 4-6th grade students. The class was made up of 15 4th graders, 4 5th graders, and 4 6th grade students. 52% are male and 48% are female. 57% are English Learner students. The average years attending Eel River Charter School was 4.75 years. 100% of the students answered yes to feeling safe at the Eel River Charter School (ERCS). 96% of students reported teachers treated them with respect, the teachers would do something if a student told them about being bullied, the school staff told students when they were doing a good job, and when the schoolwork was hard the school staff would help them. 92% were happy to be at ERCS and 4% were happy sometimes, with 4% not happy to be at ERCS. 91% said ERCS teachers encouraged them to think about the community outside of school and 9% answered no. 87% of the students reported knowing and following the school rules most or all of the time and 13% said some of the time. 86% of the students reported that they tried hard to learn at school most or all of the time and 14% said some of the time. 83% reported the school helped students resolve conflicts with each other most or all of the time and 17% said some of the time. 82% said a parent at home told them to do their best at school most or all of the time and 18% said some of the time. 64% of students reported that other students treated them nicely at school most or all of the time. ERCS was troubled to learn that 36% of students felt they were treated nicely some of the time. The flip side of this is that 87% of the students said they treated others nicely most or all of the time and 13% said some of the time. ERCS has found that the effects of COVID are still disrupting students. 61% of the students reported doing interesting activities at school most or all of the time and 39% of the students reported interesting activities only some of the time. These past few pandemic years have eliminated monthly parent/family events at school and field trips out of town which the students and staff looked forward to. ERCS will be working hard to re-instate the monthly family events and offer some field trips next year since the COVID pandemic has been very manageable for ERCS in the 2021-22 school year. ERCS would like to have the students feeling safe, respected by adults at the school, happy, and doing interesting things 100% of the time, or at least most of the time.These types of surveys should direct thoughtful, meaningful discussion and brainstorming at the staff and Board level, and that is what ERCS is committed to doing on an annual basis. ERCS is hoping that school closures are behind us and the school and staff can get back to doing our best to educate the students and regain learning that was lost or slowed during pandemic." Not Met 8/11/2022 2022 37679910108563 EJE Elementary Academy Charter 6 "EJE Elementary Academy administered the Panorama SEL Survey to 242 students in grades 3-5, assessing 5 components: Survey findings are as follows: - 44% Emotional Regulation: How well students regulate their emotions. - 58% Growth Mindset: Student perceptions of whether they have the potential to change those factors that are central to their performance in school. - 62% Self-Management: How well students manage their emotions, thoughts and behaviors in different situations. - 61% Social Awareness: how well students consider the perspectives of others and empathize with the. - 86% Supportive Relationships: How supported students feel through their relationships with friends, family, and adults at school." Met 6/30/2022 2022 37679910119255 EJE Middle Academy 6 "EJE Middle Academy administered the Panorama SEL Survey to 198 students in grades 6-8 assessing 10 components: Survey findings are as follows: - 48% Emotional Regulation: How well students regulate their emotions. - 47% Growth Mindset: Student perceptions of whether they have the potential to change those factors that are central to their performance in school. - 64% Self-Management: How well students manage their emotions, thoughts and behaviors in different situations. - 56% Social Awareness: how well students consider the perspectives of others and empathize with the. - 83% Supportive Relationships: How supported students feel through their relationships with friends, family, and adults at school. - 45% School Belonging: How much students feel that they are valued members of the school community. - 54% School Climate: Perceptions of the overall social and learning climate of the school. - 34% School Engagement: How attentive and invested students are in school. - 64% School Safety - 63% School Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the school?" Met 6/30/2022 2022 19647331932623 El Camino Real Charter High 6 "School safety and student connectiveness is a high priority at El Camino. 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, 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. 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 Progress Team (SSPT) for struggling students." Met 6/23/2022 2022 13631230000000 El Centro Elementary 6 "The district administered the Panorama SEL Survey to all 3rd-8th grade students in April of 2022. 1,476 students in grades 3-5 and 1,501 students in grades 6-8 participated in the survey. In measuring how supported students feel through their relationships with friends, family, and adults at school 88% of 3rd-5th grade students and 80% of 6th-8th grade students responded favorably. In measuring how much students feel that they are valued members of the school community, 59% of 3rd-5th grade students and 44% of 6th-8th grade students responded favorably. In measuring school safety, 56% of 3rd-5th grade students and 62% of 6th-8th grade students had favorable perceptions of student physical and psychological safety at school. This was the first year the district administered this climate survey and will continue to administer the survey twice a year to help support our students’ social-emotional well-being. Each school analyzes their data and creates an action plan based on their individualized results. The district continues to invest heavily in school counselors, school psychologists, focus on social-emotional learning, and school safety measures such as increased pupil supervisors, campus security officers, and trainings for teachers, staff, students, and parents." Met 6/28/2022 2022 09100900000000 El Dorado County Office of Education 6 "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. The student survey results regarding school climate showed that 90% of students felt that the school is neat, clean and a safe learning environment; 97% of students felt the teachers supported their learning needs; 95% of students felt the school was preparing them academically for college and a career; 95% of students felt that the education programs help support students in growth and rehabilitation, and 100% of students felt satisfied with enrichment opportunities at Blue Ridge." Met 6/21/2022 2022 09618530000000 El Dorado Union High 6 "On an annual basis, the El Dorado Union High School District administers the California Healthy Kids Survey to all 9th and 11th grade students. In considering the key indicators from the survey, several data points stand out from the 21/22 administration of the survey, specifically: - A 5% decline in overall school connectedness - A 5% decline in caring adult relationships - Decreases in perceived school safety of approximately 10% - Meaningful participation reached a 5 year low at only 23% - Students experiencing chronic sadness and considering suicide were relatively unchanged. - Alcohol, Marijuana, and vape use among students was unchanged. The District saw a rise in student mental wellness needs as we emerged from the challenges presented by the pandemic. Oftentimes, students' mental wellness struggles manifested themselves behaviorally resulting in a rise in student discipline, specifically in suspensions related to substance use, altercations, and bullying/harassment. While the supports provided through the actions noted were fully implemented, it is clear that students need additional resources and supports following the unprecedented challenges posed by the pandemic. The District plans to increase our staff and services to improve school culture and climate so that we may increase student engagement and prevent negative behaviors. The district will address the mental wellness and behavioral needs of our students going forward by adding targeted supports through additional staffing, programs, and data analysis. As noted in the actions above, the district will be adding a Dean of Students position at each comprehensive school site whose primary role will be early intervention with students experiencing behavioral challenges. As a part of the responsibilities for these positions, the Dean of Students will work closely with Wellness Center staff to develop wrap-around services for students returning from suspension or experiencing chronic behavior or attendance issues." Met 6/7/2022 2022 19645010000000 El Monte City 6 "Over the past five years, El Monte City School District has administered the California Healthy Kids Survey to fifth and seventh-grade students. 59 percent of 7th-grade students and 73 percent of 5th-grade students indicated that there is a teacher/adult who cares. 74 percent of 7th grade and 86 percent of students report that teachers/adults have high expectations. 75 percent of fifth-grade students feel safe at school all or some of the time, and 63 percent of 7th graders felt safe for most or part of the time at school. At the fifth-grade level, data is disaggregated by gender in the area of school safety. 75 percent of female students report feeling safe at school, while their male counterparts stand at 76 percent. Thus, we see no significant difference based on gender. Similarly, seventh-grade results demonstrate non-discernable differences based on gender-related to the question of school connectedness (58 percent female, 68 percent male); and to the question of school safety (56 percent female, 68 percent male). Moreover, data disaggregated by race/ethnicity reveal insignificant differences on these two indicators. Our two largest ethnic groups, Hispanic/Latino and Asian report 58 percent, and 63 percent in 7th grade, respectively in the area of school connectedness. In the area of school safety, 61 percent of Hispanic/Latino students report feeling very safe at school, while 58 percent of Asian students report the same. The district recognizes the importance of school connectedness for students and launched a major initiative around the theme of building relationships and social-emotional wellness. To support staff in building relationships, the district provided professional development to school and district administrators, classroom teachers, and school support staff. The training is based on identifying and implementing simple, low-impact strategies meant to improve interactions with students, and with other adults. The district will be hiring a team of counselors and social workers to help address the behavioral, social, and emotional needs of students. Additionally, they will work with families on increasing school connectedness via MTSS workshops for parents and push-in lessons for students. We are implementing the Leader In Me Curriculum, aligned to Franklin Covey’s Seven Highly Effective Habits, on a district-wide basis, emphasizing both the academic and the social, emotional learning components of the curriculum. To increase student safety, the district is developing comprehensive school safety plans that systematically address areas where school safety can be improved. The emphasis is on the development of Tier 1 strategies around school climate and prevention programs, classroom management techniques, school discipline, intervention support, and staff training." Met 6/20/2022 2022 19645190000000 El Monte Union High 6 "Each year, the EMUHSD administers the Youth Truth survey to all students. Over 86% percent of students completed the Youth Truth survey in February 2022. The survey results indicated that about 56% of students ""feel safe during school"". This is a decrease from the prior year of 63% but a reflection of students' ongoing concern with the pandemic. Safety protocols continue to be implemented to support safety on campus. Additional hours were provided to current campus supervisors to support safety on campus. Student responses also indicated that only 67% of English learners, Foster Youth, and low-income students, felt engaged in school. This highlighted the need to increase the number of afterschool enrichment and extra-curricular activities available for students to participate in. Survey results also showed a slight increase in the number of students who felt depressed, stressed, or anxious from the prior year (48% to 50%). As a result, each school now has a wellness center with a wellness coordinator available to meet with students on a daily basis. Coordinators also provide site-level and district-level workshops that address how to support the social-emotional needs of students." Met "The EMUHSD continues to address the needs identified through student responses and parent input. Additional staff has been hired to support both the academic and emotional well-being of students. The number of opportunities for parents and families to be engaged continues to increase, based on input, and are provided at different times and days (including evenings and Saturdays), to support the request from our working parents who might not be available during the day." 6/27/2022 2022 24656800000000 El Nido Elementary 6 "El Nido Elementary School District annually administers a survey so as to ascertain evidence of student perceptions of school safety and connectedness. Results are shared with stakeholders including the local governing board, parent committees (SSC & DELAC), staff, and student groups such as the student council. This data overall appears to show a strength in students' feelings of connectivity to both their school and to one another. In addition, it shows that our work in positive school culture is having a great effect on the atmosphere of the school as far as connectedness. The following results denote the area of school safety and connectedness: School Safety I feel safe in my classroom - 97.6% Agree/Strongly Agree I feel safe outside my classroom (hallways and playground) - 95.3% Agree/Strongly Agree My school disciplines students fairly - 93.1% Agree/Strongly Agree Students treat one another with respect - 97.7% Agree/Strongly Agree Do students get harassed or bullied at school - 44.8% said NO Do students often physically fight at school - 75.9% said NO Is there racial/ethnic conflict among students at school - 54% said NO Is there gang related activity at school - 69%% said NO Is there vandalism (including graffiti) at school - 66.7% said NO Connectedness: I feel that I belong (am liked) at school - 89.7% Agree/Strongly Agree I feel important in my classroom - 91.9% Agree/Strongly Agree I like my school - 97.7% Agree/Strongly Agree In review of results, students feel both safe and connected to the school. The survey asked students to rate their connectedness on either a 5 point scale or a 2 point scale. This difference, although allowed for a Neutral choice, does not give a true picture of a response. For future surveys, all questions will be on the same scale and require a more definite response so as to attain clearer representation of student feelings and define the questions more so as to give students a better understanding of question asked. Based on survey results, an area of continued focus will be monitoring student behavior and bullying. We will enhance our social emotional instruction and supports to facilitate this." Met 6/14/2022 2022 30666216094874 El Rancho Charter 6 "Tools such as the Local Control and Accountability Plan survey and a quarterly student check-in survey will be used to gauge the local school climate. El Rancho provides a variety of school programs to encourage student participation in order to promote a positive school culture and connect them to our school. A school-wide assembly starts the school year off on a positive note of kindness and personal responsibility. Various activities such as homework club, math academy, chess, robotics, running club and after school sports provides an opportunity for students to connect to an area of interest. Friday lunch activities and student/teacher competitions provides a positive school spirit. El Rancho promotes positive recognition of students through various activities throughout each month. The social and emotional support of each student is a high priority to the staff at El Rancho. If there is an area of concern by staff or students, our two school psychologists immediately provide support. Our goal is to support all students daily with a safe and positive learning environment." Met 6/1/2022 2022 19647330140004 El Rio Community 6 El Rio Community School administered the Panorama SEL Survey to students in grade 3-4 with a 95% participation rate. The following is a summary of the LCAP survey that focused on the following 4 Key areas: - School Belonging: 72% (How much students feel that they are valued members of the school community?) - School Climate: 68% (Perceptions of the overall social and learning climate of the school) - School Engagement: 58% (How attentive and invested students are in school) - School-Teacher Student Relationships: 82% (How strong the social connection is between teachers and students within and beyond the school. Met 6/22/2022 2022 19645350000000 El Segundo Unified 6 "At the opening of the 20-21 school year, just 46% of secondary students reported feeling a sense of belonging and 29% felt engaged in their classes. These numbers represented a drastic drop. In addition, at the elementary level, students reported decreased levels of emotion regulation at just 42%. These data illustrated that our RULER implementation would need to take priority. At the elementary level, educators checked in with students daily using the Mood Meter as a warm-up activity. Students quickly began to build a more sophisticated vocabulary related to emotions. Discussion would ensure and students could consider why they were at a different point on the chart then others. This word bank was valuable as they took time to identify an individual emotion and consider strategies that would allow them to better regulate their emotion when they were having a rough time. At the secondary level, a strategic change in the bell schedule built in a set daily time specifically allotted for teachers to conduct daily check ins, build relationships with students, and discuss emotions. With all students learning from home, families were encouraged to develop a Charter as well. The Charter is a RULER tool that identifies the group norms on how all within the family want to feel. A Charter serves as an independent tool to deepen our families’ understanding of emotions while students remained in distance learning. Conversation about emotion allows for all to untangle the feeling and begin to strategize how best to reframe ourselves." Met 6/14/2022 2022 30666706119127 El Sol Santa Ana Science and Arts Academy 6 "El Sol’s Academy school climate remain consistent with the prior year’s priorities and include a focus on the socio-emotional needs of the school community. The data shows that when we continue to support our students with programming while having measurable and attainable goals, our school climate is trending in a positive direction. Our addition of our sports programming, as well as new school wide clubs have reengage our students that were missing during the COVID-19 period. Monitoring our students socio-emotional needs became a top priority once again. An increase of students having “check in’s” increased almost 8%. The increase has shown that we must continue to visit with our kids ensure that they are in a good stable environment. In addition to the check in numbers, we’ve increased our partnership with Western Youth Services to ensure that we continue to develop staff to student meaningful relationships. Students have the support and know about the support on campus. Utilizing are Restorative mindset we will continue to foster and grow our relationships on campus. It is key and critical to our climate on campus that we are building relationships between one another in a positive and meaningful way. Having a strong connectedness to one another we will continue to build with one another on campus. Systems in place along with interventions, continue to develop our students as well as work with our students overall socio-emotional health. Being present, and continuing to discipline in a way that gives our students a voice, and believe in the process. The understanding that climate starts with staff. Providing opportunities to meet, and have faculty check ins are important. Understanding where teachers are at, and how they need to be supported is instrumental to our progress. Giving them the tools to be successful, as well as being able to block and tackle obstacles that may hinder them from providing students with what they need to be successful is critical to breaking barriers. We will continue to monitor our students and ensure that have all the tools to be in a happy and healthy environment. Understanding that we must all work together to ensure that the whole child is being look at, evaluated, and being cared for. Using our programming, partnerships, and intervention tools, we will continue to evaluate what we are doing. In addition to the growth, look for opportunities to that will position us to have continued progress in the right direction. Through constant programming, partnerships, and collaboration, we are seeing our school climate thrive. Programming with sports have brought a new form of accountability to our students, as well as developed a sense of belonging with our students through school spirit. Partnering with local universities and other outside agencies have helped developed visual opportunities now that our students can see themselves becoming or being a part of one day." Met 6/9/2022 2022 15751680000000 El Tejon Unified 6 "While analyzing the Health Kids Survey data we have found that under the School Climate and Student Well-Being a large percentage of all 7, 9, and 11th grade students felt that teachers had high expectations for them, had Academic Motivation, and caring adult relationships. Students felt that facilities needed more upkeep in junior high, and a low percentage felt that they had meaningful participation. There is a larger percentage of students who feel their parents are involved in the school than 9th and 11th grades. Junior high students also had a higher perception of their school being very safe, but there was a low percentage across the board of students being afraid of being beat up or have been in a fight. There is a higher percentage of student with substance abuse over junior high. Under Social Emotional Health a large percentage of students across the board had belief in themselves, belief in others, emotional competence, and a growth mindset." Not Met 10/12/2022 2022 54105466119291 Eleanor Roosevelt Community Learning Center 6 "ERCLC did not have the opportunity to administer a traditional local climate survey, however, students were back on campus for the majority of the school year. ERCLC consciously added Healthy Mind Habits for students, Respect Agreements and positive rallies, and other opportunities to reteach social interaction expectations. Through surveys, one on one meetings and gathering of information, students felt relatively safe on campus however many reported sadness and worry due to the world stresses. Our high school students shared through several meetings, surveys and interviews that overall ERCLC was the first place they felt connected, safe, and free to learn and grow in the manner that best supports their needs. The students shared they hope that more community camp trips, maker fairs, performing arts, college like campus and local events continue as that’s how they best felt connected and really missed that connection in-person over the COVID19 school closures. Due to the feedback from our families and students this year, the following new supports will be in place: more family friendly learning spaces, more tutoring support in reading and writing, parent enrichment, sports, more project based learning, work based learning, more enrichment classes in math and science, and additional professional development for parents in social emotional learning and math." Met 6/14/2022 2022 37683380129395 Elevate 6 "Elevate School administered a student survey that focused on 3 elements: Leadership, Culture, and Academics with the following scores: Student Leadership: - Personal Development: 73 - Positive Wellbeing: 70 - Self-Advocacy: 72 - Interpersonal Development: 74 - Prosocial Behaviors: 71 Culture: - School Climate: 86 - Student Empowerment: 78 - School Belonging: 76 - Trusting Relationships: 71 Academics: - Supportive Teachers: 73 - Academic Self-Efficacy: 73" Met 6/23/2022 2022 36750510136960 Elite Academic Academy - Lucerne 6 "During the 21-22 school year we continued to focus on monitoring ongoing student wellness, school climate and connection. The Student Support Team sent out Elite Cares Surveys to all student stakeholders. The surveys were primarily designed to measure how students were feeling, whether they were engaged in school, and whether they felt connected to the school and/or the staff. Each survey response was followed up with an email or phone call by the teacher, MTSS Director or school counselor depending on the student's needs. We had a very significant and consistent response from our middle and high school students. Through their responses we became even more aware of the importance of listening to our students' voices. We made the following changes based on their answers: Students expressed feeling lonely and bored which resulted in a variety of clubs and enrichment opportunites. Some students were feeling overwhelmed in their courses which resulted in extended content teacher meetings and tutoring services. We identified that some students felt disconnected from their teacher and/or the school. Our Support Team reached out and it resulted in the students feeling valued and their academic progress improved." Met 6/9/2022 2022 37682130136978 Elite Academic Academy - Mountain Empire 6 "During the 21-22 school year we continued to focus on monitoring ongoing student wellness, school climate and connection. The Student Support Team sent out Elite Cares Surveys to all student stakeholders. The surveys were primarily designed to measure how students were feeling, whether they were engaged in school, and whether they felt connected to the school and/or the staff. Each survey response was followed up with an email or phone call by the teacher, MTSS Director or school counselor depending on the student's needs. We had a very significant and consistent response from our middle and high school students. Through their responses we became even more aware of the importance of listening to our students' voices. We made the following changes based on their answers: Students expressed feeling lonely and bored which resulted in a variety of clubs and enrichment opportunites. Some students were feeling overwhelmed in their courses which resulted in extended content teacher meetings and tutoring services. We identified that some students felt disconnected from their teacher and/or the school. Our Support Team reached out and it resulted in the students feeling valued and their academic progress improved." Met 6/9/2022 2022 48104880139030 Elite Public 6 50% of students in grades 4-5 agreed that this is a safe school. 34.1% of students in grades 6-8 agreed that this is a safe school. 50% of students in grades 9-11 agreed that this is a safe school. Met 6/14/2022 2022 34673146112254 Elk Grove Charter 6 "EGCS’s practice aligns with the district’s to annually survey students, parents, and school staff to capture school climate perception data. EGCS’s education partners have historically low participation rates in district and schoolwide surveys. The following captures both the climate and LCAP needs survey data. For the climate survey, there were 89 responses with the highest number of responses from Hispanic, white, and African American students. All other groups had less than 10 respondents. As for the structure of the survey, there are 4 main components that include, school connectedness, support for academic learning, fairness, and safety. Of the 4 areas, safety had the highest rating at 78% and connectedness at 55%. The other 2 areas were above 75%. Areas of strength were: teachers treating students with respect (74%), teacher encouragement to work hard (85%), teacher expectations (88%), and feeling of physical safety on campus (79%). Areas for growth include: feelings of connectedness (32%), and students treating teachers with respect (61%). For the district’s LCAP needs survey for 2022, 36% of parents responded, 2 of the school’s 16 teachers responded, and no students responded. According to parents/guardians, the following components were ranked as the highest level of importance: good teachers, safe school, mental health, counselors to guide college/career. The lowest priorities were: late school start, instruction related to cultural background, and athletics. The parents' satisfactory ratings for each component were: good teachers – 90%, Safe school – 88%, mental health – 85%, and counselor – 92%. As for lowest ratings: late start at 56%, instruction related to background at 93%, VAPA at 92%, and Athletics at 93%. Staff discussed these rankings and there is a strong feeling that many of these lower ranked components do not accurately demonstrate what parents feel are important and were more than likely ranked as a low priority because they are not strong components of the school's program. For example, EGCS already has a late start time and has no athletics program. Parents of Hispanic, white, and African American students were the largest groups of parent responses. African American and white parents ranked good teachers and safe school, as the #1 priority. Hispanic parents ranked safe school, mental health, and teacher feedback as the #1 priority. African American families ranked home language communication as the lowest priority, Hispanic parents rated athletic programs lowest, and white families ranked home language communication and late start as the lowest priority. Parents of English learners ranked college career, teacher feedback, security, and regular communication highest. Parents of students with disabilities ranked college/career planning as the highest. The lowest ranking of parents of English Learners and students with disability was late start, small class sizes, and instruction related to culture." Met 6/28/2022 2022 34673140000000 Elk Grove Unified 6 "After a pause due to COVID-19, student, parent, and staff climate surveys were administered in 2021-22. The student survey received 30,000+ responses (grade 3-12). Staff and parent surveys will be analyzed in Summer 2022. The overall student climate favorability rating was 74%, ranging from 70% for American Indian students to 76% for Asian and Filipino students. It was 71% for EL and foster students, 69% for homeless students, 73% for socio-economically disadvantaged (SED) students, and 70% for students with disabilities (SWD). The following three items stood out as strengths: 1) teachers treating students with respect (91%), 2) knowing class rules (91%), and 3) knowing expectations for behavior in class (93%). The two items with the lowest ratings are: 1) having feelings hurt on campus (55% indicating they have) and 2) feeling close to people in class (51% indicating they do). The primary districtwide initiative designed to improve school culture and climate is Positive Behavioral Interventions and Supports (PBIS), which EGUSD monitors and evaluates annually. PBIS implementation has increased across the district and was found to be associated with improved student outcomes. In 2022-23 and 2023-2024, district efforts will focus on sustaining full implementation of the first tier of PBIS at sites and transitioning to the next tier of training and implementation. Another key districtwide initiative to improve school climate is promoting educational equity. In the 2021-2022 school year, the District expanded several targeted equity programs to prioritize the creation of a sense of belonging for prioritized groups. The Black Excellence programs have consisted of building affinity spaces for Black students (e.g., Black Student Unions, including extending to elementary schools), families (e.g., the continuation of the Families of Black Students United), and staff (e.g., the development of the Black Alliance for Educational Equity group). Additional contracted support has been provided to attend to the socioemotional needs of students of African ancestry. The Native American Education Program has continued to provide culture classes/webinars and has extended to developing high school Native Student clubs. The Young Men of Color program has been piloted at two schools to be expanded in 2022-2023 and incorporates goal setting, mentorship, brotherhood, and support. In addition to supporting the sustaining of the Gay-Straight Alliance (GSA) clubs at the secondary level, a Rainbow Club program was developed to support the development of welcoming environments for students and adults identifying as LGBTQ+ in elementary schools. Additional support has been provided to high schools to develop and support their Student Equity Councils, where students and staff work together to recognize inequities and partner to create a more welcoming environment. Student Equity Councils will be extended to the middle schools in 2022-2023 and elementary schools in 2023-2024." Met 6/28/2022 2022 15634460000000 Elk Hills Elementary 6 "EHSD administered a school climate survey through WestEd in spring 2022. Student results indicated that over 70% of students agreed that EHSD provided adequate engagement in cultural and linguistic competence. Over 80% students indicated that teachers have good relationships with them; however, only 50% of students showed respect for one another. Due to this lower percentage, stronger SEL block instruction in building healthy peer relationships has been implemented. An average of 82% of students participate in school activities. EHSD will continue to host and communicate such activities to keep participation high. In regard to emotional safety, 70% of students agreed that they felt that they belong, 74% indicated that they are happy to be at school, 77% indicated that they feel a part of the school and 72% indicated that they feel socially accepted. In regard to students getting along with one another, talking about the importance of their feelings with peers, and listening to others an average of 54% agreed with these indicators. EHSD will support this indicator through SEL curriculum and presentations by the school social worker, EHSD will address peer relationships. While 86% of students indicated that they feel safe at school and going to and from EHSD, 45% of students indicated that they sometimes stay home because they do not feel safe at school at times. EHSD will mitigate this safety concern by providing additional school safety training to staff and students, enhancing PBIS and mentorship programs, and parent workshops about school safety. 78% of students agreed that they did not feel bullied/cyberbullied and 60% of students agreed they are not picked on about race, ethnicity, cultural background, or religion. Over 85% of students agreed they felt the school is prepared for emergencies and would report a threat to student safety. Almost 70% of students agreed that the school grounds are clean and comfortable year round and that broken items get fixed quickly. In response to this result, EHSD will undergo new HVAC filtration, completed plumbing repairs, and have completed all maintenance repairs. 75% of students agreed that teachers praised them when they work hard and give them attention when needed. For mental health, 74% of students agreed that teachers care about them and they can talk to their teachers about problems. However, only 47% of students agreed that they stop and think or before reacting to problems or try to work out disagreement with their peers. Through enhanced PBIS and SEL instruction, EHSD will aim to support coping skills and peer relations. An average of 82% agreed that discipline and school rules are fair and equal, positive behavior is reinforced, and behavioral expectations are clear. EHSD will continue to enhance the PBIS, MTSS, SWIS, and mentorship programs to support all of these indicators." Met 6/16/2022 2022 01611680000000 Emery Unified 6 "EUSD conducts CA Healthy Kids Survey annually, instead of biannually, to collect data regarding students’ perceptions of school safety. Below are some of the findings from the CHKS 2021: 61% of students felt that they have caring adults at school 60% of children experienced school connectedness at ESS and 56% at AYES and AYMS 75% of students perceived school as very safe or safe at ESS and 65% - at AYES 43% of students at ESS experienced chronic sadness/hopelessness 18% of children at the high school considered suicide 70% of 5th graders felt academically motivated. Based on this data, the district plans to double up on our efforts to provide social-emotional and mental health supports for students. To this end, EUSD applied for and has been awarded the CalHope SEL Grant this year, and we will collaborate with the Alameda County Office of Education to strengthen the social-emotional and mental health support for students and adults. Concomitantly, the district will provide professional development for teachers to enhance their expertise in fostering students’ social and emotional skills such as mindfulness, self-regulation, and positive thinking. Additionally, we shared resources and available outside partnerships for students and families on the district website and will acquire tools for diagnosing social-emotional needs and strengthening available supports, including developing closer relationships between adults and children." Not Met 8/10/2022 2022 36677360128439 Empire Springs Charter 6 "In 2021-22, as part of the 2022 LCAP Educational Partner Survey, all students were asked to complete 25 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). 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 where students follow rules and are treated fairly. Students in grades 3-12 were surveyed. On average, students responded positively to 56% of the questions, responded neutrally/I don't know to 29% of the questions, and responded negatively to 14% of the questions, indicating an overall positive perception of the school’s climate with room for growth and targeted efforts. The two statements with the highest ratings were: “I get along with people who are different than me,” (83% of students responded ""yes"" and “I think my teachers tell me if I did a good job"" (79% of students responded ""yes""). The two statements with the highest negative ratings were: “I think this school has helped me learn about colleges” (32% of students responded ""no""), and “I have seen problems between people who look different,” (34% of students responded ""yes"" - there may have been some confusion because this was the only question where a negative response was ""yes""). These and more detailed results were reported to departmental leadership during the LCAP process in June 2022. The school plans to include a segment of the CHKS again in the 2022-23 school year, meeting the State Priority 6 requirements. In response to the results, and in an effort of continuous improvement, the school plans to further develop and increase social-emotional learning lessons for students, including an available database of SEL lessons and activities, curated by counselors and available to all teachers. School leaders also expanded the Mental Health Services Department, increasing the number of school counselors and psychologists." Met 6/9/2022 2022 50710760000000 Empire Union Elementary 6 "Results are taken from the 2020-21 California Healthy Kids Main Report prepared by Health & Human Development Program at WestEd. School Engagement and Supports. 70% of students feel connected to school. 79% of elementary students and 70% of middle school students feel academically motivated. 79% of elementary students and 59% middle school students have relationships with caring adults. 87% of elementary students and 70% middle school students have high expectations. 60% of elementary students have meaningful participation in school. School Safety 79% of elementary students feel safe at school. Nearly all percentages are less favorable than the previous survey, but that attributed to distance learning and the lack of relationships resulting from COVID-19 practices and guidelines. 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 safe and connected to school. 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. Since the implementation of PBIS within the district, emphasis has been placed more specifically on the areas identified in the survey. Counselors have been hired for every school site within the district, and students are provided with direct instruction related to Anti-Bullying, Kindness, and Conflict Resolution." 6/9/2022 2022 19753090134619 Empower Generations 6 "Empower Generations believes that developing both academic and social-emotional skills are critical to school, career, and life success. We use the Panorama Education survey platform to create and distribute an assessment tool to help measure learners' perceptions of their academic and social-emotional growth, their relationships with their Educational Facilitators, as well as their leadership and self-management skills. In March 2022, 34 learners took the Empower Generations Learner Survey, with the following results: 1. Academic Engagement: Learner perceptions about their level of academic engagement at the school. For example, are they excited to learn new things? Are they self-directed learners? 67% Favorable Responses Overall 42% of Empower Generation learners felt strongly that they are excited to participate in school each day. In addition, 42% of the learners felt their lessons, assignments, and projects were interesting to them. 77% of the learners felt that the school creates a friendly and welcoming learning environment and provides engaging activities. 86% of learners reported that they have many opportunities to share their ideas and help make decisions about their learning experiences; for example, projects, learning activities, internships, field studies, service projects, etc. 88% of Empower Generations's learners felt that their school helps them grow as self-directed learners. They identified communication, counselors, and Restorative Circles as the most important things the school does to create a positive school community. 2. School Facilitator-Learner Relationships: Student perceptions of how strong the social connection is between iLEAD educators and learners within and beyond the school. 94% Favorable Responses Overall 97% of learners feel that their Guide is excited to help them meet their learning goals, and 90% feel connected to at least one adult (academic coach, facilitator, counselor, tutor, etc.) at Empower Generations. The score in this domain has risen 4 points since the previous year. 3. Self-Management How well learners manage their emotions, thoughts, and behaviors in different situations. 79% Favorable Responses Overall 79% of the learners feel that they are developing self-management skills through our social-emotional program (7 Habits, SLOs, etc.) that will help them become effective leaders." Not Met 10/27/2022 2022 37683380129387 Empower Language Academy 6 "Empower students, parents, and staff take annual surveys to measure perceptions of school safety and connectedness. A detailed analysis of the survey data took place by all advisory committees, representing all stakeholders. Rates of positive perceptions of school safety were 79% for students in grades 5-6, 98% for parents/guardians; and 100% for staff. School connectedness satisfaction rates among students was 72%. 98% of parents report adults at school really care about students. The LEA learned that our consistent implementation of the Restorative Practices approach was considered effective in promoting school safety and that our school culture has remained an area of strength despite the pandemic. The Accrediting Commission for Schools Western Association of Schools and Colleges (ACS WASC) report affirmed that Empower Charter School has a strong and positive school culture in place during its Fall 2021 visit." Met 6/21/2022 2022 57105790132464 Empowering Possibilities International Charter 6 "EPIC annually implements multiple school culture surveys to students (Grades 2-8) and staff, and parents through the Flippen Group Capturing Kids' Hearts National Showcase School Survey as well as the Hanover Group School Climate Survey. EPIC has been honored as a Flippen Group Capturing Kids' Hearts National Showcase School for the past three years. Student responses to the survey were extremely positive and indicative of EPIC's positive school climate and culture. There were over 200 responses to the survey. Key points from the survey: 96% of students believe their teachers care about them; 92% of students believe that EPIC teachers treat them nicely; 90% of students like their teachers at EPIC; 90% of students like coming to school on most days; 95% of students feel safe at school. Based on the survey data, stakeholders believe that EPIC has an outstanding school climate. We will continue to implement our belief that through positive incentives, affirmations, and recognition - that negative type discipline can be avoided. This focus on positive incentives combined with a strong progressive discipline system has led to a positive climate at EPIC. Based on the student responses to these surveys, areas of focus for 2022-2023 will be trying to provide some type of special activities for our advanced students, working with staff to better connect class lessons to life outside of the classroom, providing more extra curricular activities to students (responses were likely affected by COVID 19)." Met 6/22/2022 2022 37680800000000 Encinitas Union Elementary 6 "EUSD surveys K-6th grade students every Spring. In Spring 2022, students shared the following feedback: * 63% of students ask questions they want to answer in class * 67% of student read more for pleasure this year than last year * 87% of students learned at the right pace for them * 85% of students enjoyed coming to school * 86% of students know that someone cares about them at school * 80% of students prefer to learn collaboratively with teacher and peers * The majority of students prefer paper when reading (books) and drawing and worksheets. * Students do not have a preference between digital and print with writing. * 50% of students believe that their personal interests matter in school EUSD continues to support Educational Technology and Information Technology, Library Media Assistants, and professional development for staff to support students' interests and needs." Not Met 1/10/2023 2022 10621660140038 Endeavor Charter 6 "Student Responses from March 2022 Survey: I receive encouragement from teachers and other school staff. (TK-8 64% rated Excellent; 31% rated Above Average) (9-12 30% rated Excellent; 30% rated Above Average) The school works with my parent/guardian to help me do my best in school. (TK-8 50% rated Excellent; 38% rated Above Average) (9-12 34% rated Excellent; 31% rated Above Average) My school is clean and in good condition. (TK-8 67% rated Excellent; 24% rated Above Average) (9-12 52% rated Excellent; 36% rated Above Average) I feel safe when on campus with the COVID safety measures that have been implemented. (TK-8 98% responded YES) (9-12 100% responded YES) How emotionally safe do you feel with staff and students at our school? (TK-8 64% rated Excellent; 21% rated Above Average) (9-12 33% rated Excellent; 24% rated Above Average) My school provides textbooks and other learning materials to meet my educational needs. (TK-8 70% rated Excellent; 19% rated Above Average) (9-12 42% rated Excellent; 36% rated Above Average) I feel my Advising Teacher (and other classroom teachers) take the time to discuss my grades, academic progress and success, or areas for improvement with me and my parents. (TK-8 48% rated Excellent; 38% rated Above Average) (9-12 42% rated Excellent; 33% rated Above Average) I feel welcomed, valued, and connected to others in my school community. (TK-8 65% rated Excellent; 23% rated Above Average) (9-12 45% rated Excellent; 18% rated Above Average) How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? (TK-8 13% rated Almost all the time; 45% rated Often; 39% rated Sometimes; 4% rated Never) (9-12 27% rated Almost all the time; 33% rated Often; 30% rated Sometimes; 9% rated Never) Did you participate in any of our teacher-led class offerings? (TK-8 94% responded YES) (9-12 95% responded YES) How well did the school support your education-related technology needs? (TK-8 45% rated Excellent; 34% rated Above Average) (9-12 33% rated Excellent; 33% rated Above Average) 9-12th grade question - It is Endeavor’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? 82% responded YES; 0% responded NO; 18% responded, “I don’t know”" Met Endeavor Charter School’s 2022-23 LCAP speaks to our ongoing commitment ensuring that we are meeting the diverse needs of our student population. The 3 Goals of the 2022-23 LCAP address improving student guidance and instruction and improving student engagement within a positive school climate. The above information contains the results of our Student Survey from March 2022 of this school year. The feedback from this survey contributed to our LCAP goals and actions for the 2022-23 school year. 54 students responded to our local school survey on a variety of topics. The results were then broken into student responses for TK-8 (with 58) and 9-12 (with 33): 6/14/2022 2022 45699710000000 Enterprise Elementary 6 "Overall, students' responses are positive in terms of school safety and connectedness. 72% of students answered ""yes"" or ""most of the time"" to the question, ""I like my school."" 83% of students answered ""yes"" or ""most of the time"" to the question, ""My school is a safe place."" 72% reported that if another student was involved in unsafe or dangerous behavior they would tell an adult and 87% stated that adults at school would help if they reported bullying. The results indicate strengths in feeling safety but also a need to continue to foster nurturing staff-student relationships. We would like to see more students feel that staff care about them and would help them if they reported bullying. 62% of students said they get to do fun and interesting activities at school and another 32% said they ""sometimes"" do as well. Some of the barriers this year may be related to required quarantines for sickness, but there was an increase in student responses about feeling connected to school and activities due to the release of health guidelines from the pandemic. For purposes of improvements, the district is investing in staff development for goal-setting with Franklin Covey and the ""Leader In Me."" We are also training new teachers in Capturing Kids' Hearts and using My Best Me and Second Step for social/emotional learning. The district will maintain previous offerings of students' sports and activities to increase engagement." Met 5/25/2022 2022 36678760136952 Entrepreneur High 6 "Some of the Key positive learnings from the survey results are: - Our school emphasizes in the academic success for all students - Our students are treated with respect by our staff - Our students are provided with quality counseling and support to help such social/emotional needs - Our school is an inviting place to learn - Our parent/Guardian communication about keeping the parents informed about the students’ progress in school - Our school respecting cultural beliefs of our students Some of our Key learnings as far as improvements are: - Encouraging our parents to be an active partner with the school in educating our students - Communicating with parents about specific concerns that parents may have - The safety and security of our students After disaggregating the data the results highlighted specific areas of strength, growth and barriers. Our areas of strengths are: - Adaptability - Teacher Growth - CTE Programing - Hands-on and Project Based Learning Our areas for Growth: - Newer teachers - Curriculum development theory - School systems - Better alignment of our curriculum to our course outcomes Our barriers: - Administrative Turnover - Academic and Operational Systems being developed The actions that the LEA will implement in response to the results for continuous improvement purposes will be to communicate continuously with all of our stakeholders to notify them of any changes or improvements that will be happening at our school. By using transparent communication we will be able to get everyone’s input and see if the improvements are causing a positive or negative effect for our student population." Met 6/22/2022 2022 36103630140012 Entrepreneur High Fontana 6 95% of our students feel safe and supported according to our internal survey results. We continue to enhance and practice our protocols for maximum return which is for all our students to feel safe in school. Challenges include growing enrollment. We have added education support personnel to enhance the feeling of safety and increased academic achievement. In addition we have added an additional security guard-parents have reacted positively to the additions. Met 6/22/2022 2022 19101990140681 Environmental Charter High - Gardena 6 "As a founding school, we are proactively trying to develop systems that ensure the well-being students and staff. Given that this is ECHSG’s first year, there is no previous data to refer to. However, below are some initial steps we are taking to support the student body and all of the subgroups within: - Calibrating with staff advisory expectations and providing advisory support - Promoting student agency and collecting feedback for after-school programming, as well as promoting and supporting student-generated clubs - Creating school-wide rituals and celebrations such as pep rallies, academic celebrations, etc - Providing digital access to ECHS’ Incident Form for students to report unfair treatment, problematic behavior, or unsafe situations. - Distributing a student bulletin with announcements, updates, and useful links - Hiring a school counselor to teach that provides socio-emotional support for all students as they navigate the college application process and work towards graduation. - Sending key staff to comprehensive Restorative Practices training to increase local expertise - Will administer students course evaluations at the end of each semester - Will provide training for counselors and admin in restorative practices - Will monitor classroom conditions of learning to ensure equitable student treatment through admin walkthroughs aligned to our best practices rubric" Met 6/23/2022 2022 19646911996438 Environmental Charter High - Lawndale 6 "Our student responses on annual climate surveys indicate that school connectedness remains elevated compared to pre-pandemic levels. 66% reported a high level of connectedness this year, whereas only 62% of students had a high level of connectedness in Spring of 2020. ECHSL has implemented and monitored actions directly related to School Connectedness. The following actions include: - Calibrating with staff advisory expectations and providing advisory support - Promoting student agency and collecting feedback for after-school programming, as well as promoting and supporting student-generated clubs - Creating school-wide rituals and celebrations such as FAFSA Submission Celebration, College Commitment Day, Senior Week, etc. - Providing digital access to ECHS’ Incident Form for students to report unfair treatment, problematic behavior, or unsafe situations. - Distributing a student bulletin with announcements, updates, and useful links - Hiring a school counselor to teach Senior Seminar, a course that provides socio-emotional support for seniors as they navigate the college application process and work towards graduation. - Sending key staff to comprehensive Restorative Practices training to increase local expertise Once broken down by cohorts, 11th and 12th graders had lower connectedness than 9th and 10th graders. This is in line with a three-year trend that ECHSL has noticed where school connectedness decreases in 11th grade. In order to address this trend, 11th-grade advisories are rooted in addressing elements of the school experience that pertain to School Connectedness and focus on mental health and community building during second semester of 11th-grade year. Our student responses on the California Healthy Kids Survey indicate an overall increase in perception of school safety for all students from 2020 to 2021—69% of students responded “very safe” or “safe” in 2020 compared to 87% of students who responded “very safe” or “safe” in 2021. One notable difference is in our African American students, of whom only 68% have replied that they feel “very safe” or “safe”. As a result, ECHSL administration is monitoring discipline log entries for responsive intervention prior to escalation to referrals. Furthermore, to address perception of school safety and perception of fairness, ECHSL has also implemented the following actions over the 2021-2022 school year: - Provided training for counselors and admin in restorative practices - Monitored classroom conditions of learning to ensure equitable student treatment through admin walkthroughs aligned to our best practices rubric" Met 6/23/2022 2022 19101990121772 Environmental Charter Middle 6 "The school observed a sharp increase in school connectedness in quarter 1 as students returned to in-person schooling. Over the course of the year there has been a small decline in overall connectedness, measured quarter-by-quarter. The CHKS indicator our school scored highest in during the course of the year was whether students agreed with the statement “I am happy to be at this school.” The area of focus for growth is the CHKS indicator in which we scored the lowest, which was whether they agreed with the statement “I feel like I am a part of this school.” We aim to pay special attention to the experience of our Black/African American students who reported feeling less a part of our school than their non-Black/African American peers. As part of this, we will track a subset of climate questions on a monthly basis and build in time for students, teachers, and parents to analyze the results and provide feedback." Met 6/23/2022 2022 19101990127498 Environmental Charter Middle - Inglewood 6 "The California Healthy Kids Survey is administered yearly and analyzed by key school personnel for the purpose of planning and staffing programs in response to key data. According to our 2022 student climate survey, students generally feel both safe and connected to school. 74% of students reported that there are adults in school who really care about them, notice when they are absent, and listen to them when they have something to say. 76% of students report feeling connected to the school - an increase from 68% before the pandemic. These data indicate that more students are connecting with teachers and adults at our school than ever before. We emphasize this value through our program, which keeps students with the same teachers for the first two years, and with our emphasis on classroom community building. Safety -- 68% of students feel safe or very safe at school. The campus is completely secured during the school day with only one point of ingress/egress. Eight cameras monitor activity on campus. Monthly emergency drills and yearly active shooter training ensure all adults understand processes and roles. 10% of students have reported having experienced bullying or some sort of harassment. We pay particular attention to bullying or the perception of bullying because middle school is a time when students experience several transitions and during this difficult time bullying increases. Since 18-19, we have hired a Dean of Student Culture who provides leadership in creating and sustaining a positive school culture, implements restorative justice practices, and supports teachers’ classroom management and pedagogy. They also work to educate students on a host of challenges facing middle school students, including bullying, drug awareness, integrity, stewardship, and conflict resolution." Met 6/23/2022 2022 01100170112607 Envision Academy for Arts & Technology 6 "At Envision Academy we are focused on improving our school climate and fostering a positive sense of community. We regularly survey our stakeholders to monitor how they are feeling about their sense of safety and belonging. In February 2022, the majority of students felt Envision Academy was safe and reported they could access teacher support if needed. Similarly the majority of respondents reported positively about their sense of school belonging." Not Met 11/10/2022 2022 30103060134239 EPIC Charter (Excellence Performance Innovation Citizenship) 6 "EPIC Charter School consults with education partners to gather feedback on school climate. Education partners include students, teachers, staff, parents, board members and community members. Education partner surveys are sent annually as part of the feedback process. EPIC teachers frequently meet with students and their families and are encouraged to collaborate with administration regarding any issues or suggestions that are identified by parents or students. Feedback is part of each all-staff meeting to allow for input and feedback from teachers and staff. The overall summary of EPIC’s educational partners feedback is that educational partners are greatly satisfied with the school and support of students, families, and staff. 96.2% of families agreed that EPIC preparing their student(s) to be proficient in the California State Standards. 97.5% of parents believe EPIC teachers care about their child and help them to be successful. 94.9% of parents believe EPIC is a positive learning environment for their child. EPIC’s school climate survey results and teacher feedback showed that all though EPIC is a non-classroom based school, families and students would like more opportunities for organized field trips to learn in the communities EPIC serves. Feedback also showed that more resources and support for A-G students and teachers would improve our outcomes for learners on the A-G track. Educational partner input provided EPIC with our identified areas of focus, all of which promote student success. Student achievement and scholar/parent engagement/involvement were the top two areas of opportunity." Met 6/16/2022 2022 29102980130823 EPIC de Cesar Chavez 6 "Strengths: A person of any age has the opportunity to go to school for free (5); Teachers are dedicated, helpful, patient, motivational, and supportive (48); Flexible schedules allow for working students to attend classes (11); Classmates are supportive (3); Classes on the schedule are tailored to the students needs (2); staff members are friendly (2); Student indicated they were happy and enthusiastic to come to class (2); Access to meals (2); Clean buildings (2) Challenges: A need for more time to communicate with the counselor (13); A desire to finish credits sooner (3); Better facilities (5); security for evening classes(3); more support for English Language Learner (7), More instructional aides needed (16); New Student Orientation is needed to help students feel more comfortable with going back to school (3) Based on the student survey outcomes, it is important to recognize the significance of supportive teacher relationships with students. Students need to feel the connection between themselves and the teaching staff in order to feel supported in their journey toward completion of a diploma. It was also important for students to have a class schedule that met their course needs and was flexible to allow them to attend class around their work schedules. It is important to continue investing time and resources into training teachers with new strategies for English Language Development across the curriculum. Areas of need include more time spent by counselors at the school sites to meet with students about credits, transcripts, and graduation status. Students also identified a need to have more instructional aides available to support the demands of the classes and completing assignments. There were students who felt that better facilities were needed with better carpet and more electrical outlets. Three students mentioned a need for security during the evening classes. Based on this feedback, providing more counseling and instructional aide help will be a priority. Consideration and resources will be focused on facilities that are in good repair and have safety equipment installed such as cameras and doorbells." Met 6/25/2022 2022 19647330126169 Equitas Academy #2 6 "The school got a rating of 79% positive for school safety. Areas of strength include: response to bullying (both for parents and students), how safe the student feels about school, and lack of drug use. The area of growth is around students fearing of violence will at school. Added network psychologist to give more network attention to all students. Improved access to transportation (via bus) to avoid students to walking to and from school. Focus on classroom management, rigor and discipline techniques at school to enhance engagement which will likely spill into safety." Met 6/23/2022 2022 19647330129650 Equitas Academy #3 Charter 6 "We are improving in student school teacher relationships, valuing of school, school learning strategies. We are seeing areas of growth in school belonging. We need upgrade how teachers and students are mutually showing respect. We also want to increase understanding of our teachers with the students." Met 6/23/2022 2022 19647330133686 Equitas Academy 4 6 "Our students had positive movement in Grit, and Commitment to Rigorous Expectations, but fell in school learning strategies, school engagement and teacher-student relationships. In order to move these things we will focus on: in class strategies for rigor, and supporting challenging subjects in class, as well as building the classroom environment. We will also create programs to improve school engagement through garnering excitement and participation and accountability for learning with the students." Met 6/23/2022 2022 19647330139121 Equitas Academy 5 6 "Our school scored highly on school climate and school belonging, and have areas of growth in school engagement. Our students are only grades 1, 2 last year, and there were challenges with engagement with the curriculum, and the commitment to rigorous classroom achievement. Students responded unfavorably in comparison to previous years to ""I like to answer questions in class"". We will be working on engaging our English learners (a majority population) in different ways in order to address this as well as upgrading the curriculum to equipping our students to speak and respond in the classroom." Met 6/23/2022 2022 19647330138883 Equitas Academy 6 6 Our greatest strengths school belonging and school climate and school engagement. We do not have areas of growth in this regard our school was just K-1 last year. Met 6/23/2022 2022 19647330119982 Equitas Academy Charter 6 "The school climate for our youngest students grades, K-2 is at 93%, but that drops off at the older age groups. School engagement is an area of growth for our older students, with a 55% positive response. School Learning Strategies is the second lowest category for grades 3-4 with 61% positive. The school has revamped the curriculum and addressed priorities for student engagement and belonging that evolves as does student development. It's clearly effective at the younger ages, but is being upgraded to meet the needs of our older students on campus. Brought in more academic leadership in order to guide the rigor and implementation of the curriculum to improve student learning strategies." Met 6/23/2022 2022 48705730135095 Ernest Kimme Charter Academy 6 Climate surveys are distributed to families and data analyzed to inform decision-making at least annually. Kimme participates in the CHKS annually. School Site Council meets regularly to discuss school and family needs which drive decision making. Met 6/9/2022 2022 39685020126011 Escalon Charter Academy 6 "Escalon Charter administers the California Healthy Kids Survey every other year. The survey was most recently administered during the 2021-2022 school year. Results from the survey indicated 86% of the students in 5th grade reported they felt safe at school ""all of the time,"" or ""most of the time."" Relatedly, 70% of the 7th graders, 59% of the 9th graders and 72% of 11th graders reported feeling safe at school ""all of the time,"" or ""most of the time."" Prior to the 2021-2022 administration of the California Healthy Kids Survey, the survey was last administered in the 2019-2020 school year. During the 2019-2020 administration, 87% of 5th grade students (that completed the survey) indicated that they felt safe at school “most of the time or all of the time.” The survey was not administered at other grade levels (including 7th, 9th, and 11th grade) due to school closures and the COVID-19 pandemic. 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 charter is exploring further why there may be a drop in reported perceived safety and school connectedness as the students matriculate to higher grade levels." Met 6/21/2022 2022 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 2021-2022 school year. Results from the survey indicated 86% of the students in 5th grade reported they felt safe at school ""all of the time,"" or ""most of the time."" Relatedly, 70% of the 7th graders, 59% of the 9th graders and 72% of 11th graders reported feeling safe at school ""all of the time,"" or ""most of the time."" Prior to the 2021-2022 administration of the California Healthy Kids Survey, the survey was last administered in the 2019-2020 school year. During the 2019-2020 administration, 87% of 5th grade students (that completed the survey) indicated that they felt safe at school “most of the time or all of the time.” The survey was not administered at other grade levels (including 7th, 9th, and 11th grade) due to school closures and the COVID-19 pandemic. 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. On a related note, during the 2020-2021 school year, the student suspension rate for the district was 0.7%. This was a significant drop from the 2019-2020 school year, which was at 3.7%. The district continues to expand Positive Behavior Intervention Supports at all school sites within the district." Met 6/21/2022 2022 37681063731023 Escondido Charter High 6 "Escondido Charter High School (ECHS) administered a school climate survey to the 12th grade class based on portions of the California Healthy Kids Survey (CHKS) dealing directly with school safety and connectedness. The questions focused on three main areas: 1) safety and condition of the facilities, 2) relationships with teachers, and 3) academic opportunities. 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 4.2 out of 5. In regards to questions pertaining to the safety and condition of facilities, 88% of the students believe the school is doing a good job. Reviewing student comments, this slight dip appears to stem from student apprehension regarding school shootings and the strain of being back on campus full time. The relationships between students and their teachers is one of the most important categories in the survey and the school performed well in this area. Nearly nine out of ten students assert that their teachers care about them and want them to do their best. In addition, 95% of students state that their teachers notice when they are not at school. The school believes 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. Moreover, in regards to standards for conduct and discipline being clearly defined and applied, the school received a 4.2 out of 5. The overall rating for academic opportunities and support was 4.5 out of 5. Students reported a high level of satisfaction in regards to the opportunities for additional learning outside of class, 4.7 out of 5. More than 96% of ECHS students expressed with certainty that the school provides all of the courses required to meet both the University of California and California State University entrance requirements. With the return to campus full time, student sentiment regarding counseling rebounded from 3 out of 5 to 4.2 out of 5. In regards to having the appropriate instructional materials, textbooks, and access to learning, 100% of ECHS students reported this to be the case. Emerging from what appears to be the most difficulty period of the pandemic, it is evident that students are craving connection and social emotional support with 70% of students expressing a desire for more social and emotional support. Overall, returning to the normal full-time student schedule has provided significant gains over last year’s survey." Not Met 9/28/2022 2022 37680980000000 Escondido Union 6 "The Escondido Union School District annually administers the California Healthy Kids Survey for fifth and seventh grade students. EUSD has utilized the District School Climate Report Card to help to identify trends in school climate indicators from 2017-2018 through the 2021-2022 school year. The school climate indicators provide district-level descriptions of several factors that are known to influence learning success in schools. The trends in elementary school show a decrease from 2018 through 2022 in students feeling connected to school, having caring relationships, and perceived school safety. In post-pandemic 2022, we see a significant decrease in these same domains. Our 2022 percentages in each of these domains are all below the state average. The trends in middle school show an increase from 2018 through 2020 in students feeling connected to school, having caring relationships, and perceived school safety. In post-pandemic 2022, we see a significant decrease in these same domains. Our 2022 percentages in each of these domains are also well below the state average. In 2020, the domains of caring adult relationships, high expectations, and meaningful participation all exceeded state averages. EUSD will continue to support all sites in implementing school-wide PBIS. This work is supported by PBIS teams at each site composed of administrators, social workers, and teacher leaders. These participants review climate and discipline data for their sites and plan their social emotional learning program. EUSD will also continue to offer professional development to all staff in the areas of trauma-informed systems and restorative practices. EUSD also employs a comprehensive MTSS model. Our school social workers have received training on our data management system that allows our MTSS teams to identify students at risk for academic, attendance and behavioral challenges. This allows sites to offer proactive support through the site interventionists, which include the intervention teachers, as well as school social workers and counselors. Our family liaisons connect families to school and host a series of workshops based on parent feedback." Met 6/23/2022 2022 37681060000000 Escondido Union High 6 "Escondido Union High School District administers the California Healthy Kids Survey (CHKS) every year in the fall to all 9th and 11th grade students. 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. The following are the percentages of grade 9 students' responses on the CHKS: in School Engagement and Supports: School connectedness In-School Only (53%), Remote Only (57%), Academic motivation (61%), Caring adult relationships (47%), High expectations (63%), Meaningful participation (21%). The following are the percentages of grade 11 students' responses on the CHKS in the same domain(s): School connectedness In-School Only (53%), Remote Only (35%), Academic motivation (61%), Caring adult relationships (53%), High expectations (66%), Meaningful participation (23%). The following are the percentages of grade 9 students reporting in School Safety and Substance Use: School perceived as safe or very safe (54%), Experienced any harassment or bullying (25%), Been in a physical fight (6%), Seen a weapon on campus (8%), been drunk or “high” on drugs on school property, ever (4%). The following are the percentages of grade 11 students reporting in the same domain: School perceived as safe or very safe (58%), Experienced any harassment or bullying (24%), Been in a physical fight (3%), Seen a weapon on campus (7%) been drunk or “high” on drugs on school property, ever (7%). Overall, 2020-21 results demonstrate the impact of the worldwide pandemic. Numbers from this most recent survey should likely serve as a new baseline for schools going forward. Numbers, virtually across the board dropped, a natural response to dealing with remote and in person schooling. EUHSD will refocus efforts to get a larger percentage of students connected to school by refining the MTSS process. MTSS will be focusing on social emotional learning and promoting caring adult relationships." Met "EUHSD's 2020-21 California Healthy Kids Survey results demonstrate the impact of the worldwide pandemic. Numbers from this most recent survey should likely serve as a new baseline for schools going forward. Numbers, virtually across the board dropped, a natural response to dealing with remote and in person schooling. EUHSD will continue to focus their efforts in getting a larger percentage of students connected to school by refining the MTSS process. MTSS will be focusing on social emotional learning and promoting caring adult relationships." 6/21/2022 2022 43694274330726 Escuela Popular Accelerated Family Learning 6 "At Escuela Popular we believe, and research shows that good teaching and a suitable learning environment that supports our unique school culture are necessary prerequisites for student academic and social success. The teaching qualities valued within our school culture are defined by the community of educators, students, and families from our school. To determine the teaching qualities that define our school culture, Escuela Popular communicated with stakeholders in their primary language and provided opportunities to provide feedback in various ways such as online surveys, phone calls, home visits, Facebook, Google Classroom and Hangouts, and ParentSquare. Specific school staff such as our Student & Family Services Lead and Student & Family Services Specialist are a direct contact to families with additional needs. Based on the feedback provided by the Spring survey, families provided rated what they valued in the following categories, Relevance, Relationships, and Responsibility. We learned that families valued teachers who build trusting relationships, prepare students for college, connect learning to the culture of students and families, maintain an organized and vibrant classroom, and support students outside of class time. Escuela Popular continues to strive to be a safe learning environment for families and a place where a student's culture and language are appreciated and celebrated. Collecting feedback in diverse approaches will be a practice that is continued and used to inform our LCAP priorities." Met 6/21/2022 2022 43694270107151 "Escuela Popular/Center for Training and Careers, Family Learning" 6 "At Escuela Popular we believe, and research shows that good teaching and a suitable learning environment that supports our unique school culture are necessary prerequisites for student academic and social success. The teaching qualities valued within our school culture are defined by the community of educators, students, and families from our school. To determine the teaching qualities that define our school culture, Escuela Popular communicated with stakeholders in their primary language and provided opportunities to provide feedback in various ways such as online surveys, phone calls, home visits, Facebook, Google Classroom and Hangouts, and ParentSquare. Specific school staff such as our Student & Family Services Lead and Student & Family Services Specialist are a direct contact to families with additional needs. Based on the feedback provided by the Spring survey, families provided rated what they valued on the following categories, Relevance, Relationships, and Responsibility. We learned that families valued teachers who build trusting relationships, prepare students for college, connect learning to the culture of students and families, maintain an organized and vibrant classroom, and support students outside of class time. Escuela Popular continues to strive to be a safe learning environment for families and a place where a student's culture and language are appreciated and celebrated. Collecting feedback in diverse approaches will be a practice that is continued and used to inform our LCAP priorities." Met 6/21/2022 2022 57726860000000 Esparto Unified 6 Not Met 9/28/2022 2022 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/guardian permission during the month of January. In the 2021-22 school year, 5,973 students from the grade span enrollment of 9,064 completed the survey. The survey consists of thirty questions. The 2021-2022 student survey results indicate 90% of students agree they feel welcomed and cared for at their school, 90% agree their teacher makes class interesting, 94% agree teachers encourage students on a regular basis, 97% agree teachers promote collaboration and cooperative learning, 92% agree teachers value their background and culture, 95% agree counseling services are available at their school, and 92% 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 from different cultural backgrounds become friends as 95% of students responded positively. School connectedness is supported through the districtwide implementation of Positive Behavioral Intervention and Supports (PBIS), a variety of character education programs, and the inclusion of annual family involvement events at each school. In the area of school safety, 89% of students strongly agree or agree 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 5/26/2022 2022 12755150000000 Eureka City Schools 6 "Priority 6 – School Climate (Engagement) LCAP Focus Goal: Increase the level of student physical, mental, and social/emotional health through a multi-tiered system of supports. Increase to 59% in elementary and raise secondary to 43% for perceived safety based on spring 2022 CHKS survey results Elementary: 18/19 = 66%, 19/20 N/A, 20/21 = 43%, 21/22 = NEED Secondary: 18/19 = 58%, 19/20 N/A, 20/21 = 16%, 21/22 = NEED Increase to 70% in elementary and raise secondary to 65% for connectedness based on spring 2022 CHKS survey results Elementary: 18/19 = 63%, 19/20 = N/A, 20/21 = 69%, 21/22 = NEED Secondary: 18/19 = 57%, 19/20 = N/A, 20/21 =59%, 21/22 = NEED The desired outcome for current the LCAP cycle ending with 2023-2024 LCAP are as follows for student connectedness and safety according to the CHKS: Attain70% in elementary and raise secondary to above 70% for connectedness Attain at 75% in elementary and raise secondary to 70% for perceived safety 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. Maintain positive school climate and engagement through Positive Behavior Interventions & Supports and Restorative Practice implementation d. Provide Board Certified Behavior Analysts (BCBA) 4.0FTE e. Provide CPI Training/De-escalation techniques and training for staff f. Provide CARE Specialists with .50 TOSA to each elementary site. g. Maintain level of Staff supervision of students (over 2018-2019 levels) during unstructured times of the school day (e.g. before-school, recess, lunch, after-school) h. Implement mental health services for students and families through Humboldt Bridges Mental Health grant. District Well Center and elementary social worker. i. Utilizing funding from Learning Communities for School Success Program (LCSSP) grant provide a 1.0 FTE TOSA CARE Specialist to coordinate PBIS activities in the District. j. Implement strategies specified in school safety plans and SPSAs" Not Met 9/15/2022 2022 31668290000000 Eureka Union 6 "EUSD administered the California Healthy Kids Survey to all Grades 5 and 7 students. CHKS results indicate strong to high levels of school connectedness among students (77% of fifth graders and 75% of seventh graders). Students also indicated feeling safe (86% of fifth graders and 79% of seventh graders) and having access to caring adults at school (73% of fifth graders and 74% of seventh graders). As the last CHKS survey was pre-pandemic, the next CHKS survey will be conducted in Fall 2022 in which the data will be reviewed and studied to address next steps for school climate." Not Met 9/12/2022 2022 41690620119503 Everest Public High 6 "- Students responding 'agree' or 'strongly agree' to 'I feel emotionally safe at school' = 81% - Students responding 'agree' or 'strongly agree' to 'I feel physically safe at school' = 92% - Students responding 'agree' or 'strongly agree' to 'Students at my school respect each other' = 73% - Students responding 'agree' or 'strongly agree' to 'I believe the adults at my school care about me as a person' = 90% - Students responding 'agree' or 'strongly agree' to 'There is at least one adult at school that I trust' = 84% 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 6/16/2022 2022 19647330129858 Everest Value 6 "In the spring of 2022, Value Schools administered a survey to all stakeholders: Parents, Students and Staff. For the student survey, 265 students responded to the survey which is about 63% of the student body. From questions 84, 123, 124, 125, and 126 for students: 59% of the students who responded that they feel they belong to the school 74% of the students who responded feel safe at the school 73% of the students feel the rules a the school are fair for all students 81% of the students feel the staff makes it clear that bullying is not tolerated 71% of the students are aware of counseling services at the school In the survey on question 14, 82% of the parents expressed their child feels safe at school. While we value that 82% of the parents feel their children are safe at school, we would like a higher percentage of students to feel they belong and feel safe at our school. Our hope is that as safety restrictions for COVID 19 are lifted and we have more opportunities for activities, events, and field trips students' sense of belonging and safety will increase as well as their peer relationships and school behavior. Another area of growth noted by the students was options in the taste of food. Our nutrition program vendor is now again providing family style serving options, so we hope these options increase the rating in food." Not Met 9/24/2022 2022 43694350000000 Evergreen Elementary 6 "Key Learnings: Evergreen School District used data collected from the California Healthy Kids Survey and results from a Safe School Survey (locally developed) to inform decisions and next steps from the student perspective about feelings they have regarding the school climate and their connectedness to school in general. The Key Findings were: 62% - 70% of students in Evergreen School District are happy at school, as indicated by their responses in the categories of School Connectedness and School Engagement. Students mentioned that they feel close to people at school and try to do a good job on homework and classwork. 85% of Elementary respondents reported they were academically motivated, however that number dipped to 67% in middle school. This data indicates a need to determine why students feel less motivated in middle school to excel academically. Another area to be closely monitored is the area of Caring Adults. While 74% of elementary students responded that they felt there were caring adults on campus, this number dropped to 62% for middle school students. Making Meaning: An area of strength for Evergreen is the anti bullying climate scores. 82% of elementary students felt safe at school and had no fear of being physically assaulted and 84% of middle school students responded similarly. This area of strength may be attributed to the addition of Advisory classes in the middle school in order to build community and strengthen peer relationships through social emotional learning. The addition of the Second Step social emotional learning curriculum for all students in preschool through grade eight has strengthened peer relationships as well as connected students to a caring adult. In the area of classroom culture however, only 65% of elementary students and 65% of middle school students rated their classroom cultures as positive and accepting. 43% of elementary students indicated they meaningfully participated in interesting activities while only 33% of middle school students indicated the same. One of the barriers to this can be that students who are English Language Learners may not be able to fully access the curriculum and may feel isolated. One challenge in middle school is that our schools have traditional, 50 minute class periods and students move between six classes daily. For seventh graders, this is a vast and jarring difference from the self-contained sixth grade classroom and they often struggle to connect to so many teachers, particularly if the content area is one in which they are not interested or are lacking efficacy. Revisions/Decisions/Actions/Continuous Improvement: Professional development for all staff is ongoing and continuous in the areas of English Language Development, Social Emotional Learning, and Culturally Responsive instructional practices. The district Wellness Team has been expanded to include more social work and counseling interns in an effort to support students socially, emotionally a" Met 6/14/2022 2022 52715220132597 Evergreen Institute of Excellence 6 "Evergreen Institute of Excellence (EIE) is a Personalized Learning, non-classroom based public 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 operates under the school site's Safe School Plan, of the campus we reside on, to ensure student and staff safety. Due to COVID restrictions, there was limited opportunities to interact and participate in school wide activities. This was a barrier that we expect to be improved and/or removed in the coming school year. 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. The most recent School Climate Survey given Spring 2022 revealed: 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 93% expressing grown ups at school care about them. The Parent Climate results report 96% of their children feel safe while at school." Not Met 10/11/2022 2022 52715220000000 Evergreen Union 6 "Evergreen Union School District annually administers the CA Healthy Kids Survey (CHKS) to analyze students' perceptions of school safety and connectedness. For the 2021-2022 academic year, the following surveys were administered: Core Survey, Physical Health and Nutrition, Resilience and Youth Development, and Social/Emotional Health. The CHKS was not administered in 2020-2021 due to Covid and school closures. Data: In the focus area of School Engagements and Supports, a decreased percentage of students noted School Connectedness (55%, down from 78% in 2019) and Relationships with a Caring Adult (65%, down from 76% in 2019). In the focus area of School Safety, a decreased percentage of students noted Feeling Safe at School (64%; down from 86%). In the new focus area of Social and Emotional Health, data from two areas stood out: Social Emotional Distress (45% of students believe this to be true) and Experience Chronic Sadness/Hopelessness (56% of students believe this to be true). Meaning: Students at EUSD, as at all other schools across the nation, are feeling less connected and safe at school coming out of the Covid pandemic. In addition, we see students who are experiencing more distress and sadness than in the past. Our greatest challenge ahead is to rebuild students' relationships with caring adults in schools during in person learning opportunities that engage them in learning and help them develop increased skills across the content areas and in their mental health. Use: In response to this data, we will continue to implement looping across our District to provide students with a consistent teacher for two years in a row so that the focus is on building a strong student-teacher-family relationship; preliminary data suggests that this practice is significantly impacting both social/emotional and academic connectedness/progress, respectively. We will continue to offer our strong Health curriculum to all students in 5th-8th grade in support of their physical and mental health as we know from the positive CHKS data that our students are responding to the the teaching regarding physical health and nutrition and substance abuse. We have added a TOSA at our Middle School who will support the work of the classroom teachers there to foster an asset-based school culture. We will continue to provide mental health supports for our students through our site counselors and additional mental health learning opportunities through Elevate (which helps students elevate their life skills so they can grow confident, emotionally, and thrive, socially) as the results from using this program during our Summer School session were very positive. We will continue to regularly use the Second Step Program with students across all grades and campuses so that students build their social emotional learning capacity, as we know from an analysis of our local data that the skills students develop are bringing positive changes to the yard and classrooms." Met "While the above data on school connectedness and school safety may have been impacted by Covid and the out-of-school time that occurred, we have seen some glimmers of positives with our students as gathered through the additional CHKS on Resilience and Youth Development and Social Emotional Health. 64% of students believe they have internal assets; 65% of students believe in a growth mindset, and 71% of students have goals they want to achieve. So while the outward student to student and student to staff connectedness may have suffered during Covid, students' internal compasses and foundational success mechanisms that we have worked so hard to build with them throughout their years in our programs, are holding strong. These assets will be the pillars of our work forward." 6/28/2022 2022 37754160139386 Excel Academy Charter 6 "The results of the Excel Academy Charter School (EACS) Educational Partners' input surveys provided our staff with an opportunity to identify trends in what stakeholders are saying about EACS, and to collaborate on best practices to continue to support student success. Educational Partners' Input: 97.7% of survey respondents ""agree"" that EACS' vision and mission are clear and understandable. 97.3% of survey respondents ""agree"" that the overall school organization lends itself to efficiency and student achievement. 98.2% of the survey respondents “agree” that EACS provides students access to rigorous core content curriculum and resources for students to access and master grade level standards. 98.2% of the survey respondents “agree” that EACS and teachers clearly communicate academic expectations and encourage academic excellence. 90% of survey respondents “agree” that their student(s) set personal academic achievement goals. 93% of the survey respondents “agree” that the WIN (What I Need) intervention program provides supplemental support that helps students improve in academic areas they may be struggling with. 98.2% of survey respondents “agree” that there is school/teacher communication of opportunities for them to be actively involved in their child’s education. 93.6% of survey respondents ""agree"" that EACS uses assessment data to modify and monitor curriculum and instruction of students. 95.5% of survey respondents “agree” that they feel connected to the school, valued, and respected. 97.7% of survey respondents “agree” that they feel safe and welcome to meet with their child’s teachers or school staff to discuss student progress. 97.7% of survey respondents “agree” that there is regular communication of their student’s progress. 97.7% of survey respondents “agree” that their child’s school has developed a partnership with them to support their child’s academic learning and achievement. 98.2% of survey respondents “agree” that the school demonstrates good effort in providing opportunities for involvement and input. 94% of high school parent survey respondents “agree” that the school provides support for high school students to be on the correct path to graduate from high school and become college and career ready. 93% of high school parent survey respondents “agree” that the school provides opportunities for high school students to participate in CTE courses or graduation pathways. 96.4% of survey respondents overall agree that the school supports students in their academic goals. 98.2% of survey respondents overall agree that the school provides opportunities for parents to give input and participate in student’s education. Student survey results: 100% of student survey respondents ""agree"" their Teacher of Record (ToR): is available to speak when they need guidance, cares about their education and is committed to helping them succeed, and makes them feel safe and welcome to meet to discuss their progress." Met "In response to the survey input, the survey results are shared with Educational Partners to address trends in the input. The response to input was shared during the ELAC, SSC, and all staff meetings in February. There was no input that directly affected the LCAP goals and actions. Besides clarifying questions about the program, the most consistent trend we found was praise for our school and appreciation for all of the resources provided to families. Educational Partner Input Trends: ""Excel Academy does an amazing job at achieving their outcomes and goals."" ""We are very pleased with Excel and our ToR. We feel that we have great support for the successes of our kids in their academic achievements!"" ""We love Excel Academy! Our ToR is the best! We found in Excel a great school, not only because it helps to get the best academic development of each student, but because Excel worries about improving the social-emotional condition of the kids."" ""Excel is amazing and we are extremely grateful for Excel Academy."" ""Thank you for all your educational support to our children."" ""I feel my child has exceeded expectations since attending Excel."" ""We love the teacher-led courses! We are very happy with the school!"" ""We absolutely love Excel Academy and the support we have received from day 1 and continue to receive.""" 6/23/2022 2022 36677360139576 Excel Academy Charter 6 "The results of the Excel Academy Charter School (EACS) Educational Partners' input surveys provided our staff with an opportunity to identify trends in what stakeholders are saying about EACS, and to collaborate on best practices to continue to support student success. Educational Partners' Input: 97.7% of survey respondents ""agree"" that EACS' vision and mission are clear and understandable. 97.3% of survey respondents ""agree"" that the overall school organization lends itself to efficiency and student achievement. 98.2% of the survey respondents “agree” that EACS provides students access to rigorous core content curriculum and resources for students to access and master grade level standards. 98.2% of the survey respondents “agree” that EACS and teachers clearly communicate academic expectations and encourage academic excellence. 90% of survey respondents “agree” that their student(s) set personal academic achievement goals. 93% of the survey respondents “agree” that the WIN (What I Need) intervention program provides supplemental support that helps students improve in academic areas they may be struggling with. 98.2% of survey respondents “agree” that there is school/teacher communication of opportunities for them to be actively involved in their child’s education. 93.6% of survey respondents ""agree"" that EACS uses assessment data to modify and monitor curriculum and instruction of students. 95.5% of survey respondents “agree” that they feel connected to the school, valued, and respected. 97.7% of survey respondents “agree” that they feel safe and welcome to meet with their child’s teachers or school staff to discuss student progress. 97.7% of survey respondents “agree” that there is regular communication of their student’s progress. 97.7% of survey respondents “agree” that their child’s school has developed a partnership with them to support their child’s academic learning and achievement. 98.2% of survey respondents “agree” that the school demonstrates good effort in providing opportunities for involvement and input. 94% of high school parent survey respondents “agree” that the school provides support for high school students to be on the correct path to graduate from high school and become college and career ready. 93% of high school parent survey respondents “agree” that the school provides opportunities for high school students to participate in CTE courses or graduation pathways. 96.4% of survey respondents overall agree that the school supports students in their academic goals. 98.2% of survey respondents overall agree that the school provides opportunities for parents to give input and participate in student’s education. Student survey results: 100% of student survey respondents ""agree"" their Teacher of Record (ToR): is available to speak when they need guidance, cares about their education and is committed to helping them succeed, and makes them feel safe and welcome to meet to discuss their progress." Met "In response to the survey input, the survey results are shared with Educational Partners to address trends in the input. The response to input was shared during the ELAC, SSC, and all staff meetings in February. There was no input that directly affected the LCAP goals and actions. Besides clarifying questions about the program, the most consistent trend we found was praise for our school and appreciation for all of the resources provided to families. Educational Partner Input Trends: ""Excel Academy does an amazing job at achieving their outcomes and goals."" ""We are very pleased with Excel and our ToR. We feel that we have great support for the successes of our kids in their academic achievements!"" ""We love Excel Academy! Our ToR is the best! We found in Excel a great school, not only because it helps to get the best academic development of each student, but because Excel worries about improving the social-emotional condition of the kids."" ""Excel is amazing and we are extremely grateful for Excel Academy."" ""Thank you for all your educational support to our children."" ""I feel my child has exceeded expectations since attending Excel."" ""We love the teacher-led courses! We are very happy with the school!"" ""We absolutely love Excel Academy and the support we have received from day 1 and continue to receive.""" 6/23/2022 2022 36103633630761 Excelsior Charter 6 "To fully engage our stakeholders Excelsior Charter Schools solicited and promoted stakeholder feedback and engagement through a series of site meetings, Zoom meetings, surveys, phone calls, public meetings, social media posts, parent and community notifications. Our intent was to fully understand our stakeholder needs in order to influence the academic and operational plans along with the associated budget planning. Staff, Parent, Student and community surveys were administered in October of 2021 through December 2021. A second survey to parents, students, and staff was administered between March 2021 through end of April 2021. The school's website, Facilitation meetings, board meetings and social media platforms were used to solicit survey completion from all stakeholder groups. Community input was provided during the first survey of the academic year. The feedback was overwhelmingly positive in all school functions. A suggestion was made to continue our teaching and learning professional development around the levels of questioning when checking for understanding during instruction." Not Met "Parents and students both communicated the preference for Excelsior to provide distance learning, live instruction over the previously offered Independent Study for core subjects. Parents and students also communicated a preference to continue the usage of the Zoom platform for parent meetings, board meetings and Education Team meetings. Parents and students communicated the preference for Excelsior Charter Schools to add breakfast to the NSLP nutritional program. Parents desired increased support to address student learning loss. Excelsior Staff Excelsior staff communicated the preference to lower the teacher/student ratios in order to provide better instruction and feedback. Excelsior staff communicated the preference to improve the distance learning teaching technology in order to better support our students that learn from home. Excelsior staff communicated the preference to separate the roles of Workshop Teacher and Facilitator. Excelsior staff communicated the preference to provide expanded opportunities for the Special Education credentialed staff to co-teach and train on qualifying conditions and instructional best practices. Excelsior staff communicated the request to have additional, ongoing English Learning support professional development to better support our English Learner population." 9/13/2022 2022 33103300137869 Excelsior Charter School Corona-Norco 6 "To fully engage our stakeholders Excelsior Charter Schools solicited and promoted stakeholder feedback and engagement through a series of site meetings, Zoom meetings, surveys, phone calls, public meetings, social media posts, parent and community notifications. Our intent was to fully understand our stakeholder needs in order to influence the academic and operational plans along with the associated budget planning. Staff, Parent, Student and community surveys were administered in October of 2021 through December 2021. A second survey to parents, students, and staff was administered between March 2021 through end of April 2021. The school's website, Facilitation meetings, board meetings and social media platforms were used to solicit survey completion from all stakeholder groups. Community input was provided during the first survey of the academic year. The feedback was overwhelmingly positive in all school functions. A suggestion was made to continue our teaching and learning professional development around the levels of questioning when checking for understanding during instruction." Not Met "Parents and students both communicated the preference for Excelsior to provide distance learning, live instruction over the previously offered Independent Study for core subjects. Parents and students also communicated a preference to continue the usage of the Zoom platform for parent meetings, board meetings and Education Team meetings. Parents and students communicated the preference for Excelsior Charter Schools to add breakfast to the NSLP nutritional program. Parents desired increased support to address student learning loss. Excelsior Staff Excelsior staff communicated the preference to lower the teacher/student ratios in order to provide better instruction and feedback. Excelsior staff communicated the preference to improve the distance learning teaching technology in order to better support our students that learn from home. Excelsior staff communicated the preference to separate the roles of Workshop Teacher and Facilitator. Excelsior staff communicated the preference to provide expanded opportunities for the Special Education credentialed staff to co-teach and train on qualifying conditions and instructional best practices. Excelsior staff communicated the request to have additional, ongoing English Learning support professional development to better support our English Learner population." 9/15/2022 2022 54768360000000 Exeter Unified 6 "In spring 2022, the CA Healthy Kids Survey was administered to parents and students in grades 5-12 and a local survey was administered during the same time to students in grades 4-11. Data related to school safety reveal 65% of students respondents report a sense of safety at school; 71% of secondary students (grades 6-12) disclose experiencing no harassment or bullying at school, and 62% elementary respondents (grades 4-5) disclose their school has an anti-bullying climate. Among survey parents respondents, 83% of respondents agree school is a safe place for their child, 85% report school campuses are clean and well-maintained, and 81% indicate school is a supportive and inviting place for students to learn. Survey questions related to students’ sense of connectedness reveal 55% of student respondents report a sense of connectedness to school. 56% of student respondents state they feel happy to be at school, 50% indicate feeling close to an adult at school, and 48% report they feel a part of the school. These data suggest a positive response to the increased social/emotional support provided the district. The placement of one School Psychologist and one Social/Emotional Counselor at each school site has expanded the number of wellbeing checks, social/emotional contacts, and mental health support experienced by students. Furthermore, the District’s commitment to daily (elementary) or weekly (secondary) instruction in social emotional learning has provided all students access to build social/emotional skills. The implementation of a wellbeing survey has enabled staff to differentiate social/emotional support and target social/emotional interventions for students. Nonetheless, lingering effects of the COVID-19 pandemic continue to serve as a barrier for Exeter Unified School District, heightening student and staff sense of isolation and connectedness to school/work. The CA Healthy Kids Survey (spring 2022) data reveal 22% of student respondents reporting meaningful participation in their learning. In response, Exeter Unified School District will continue to fund the placement of one School Psychologist and one Social/Emotional Counselor at each comprehensive school site. It will expand teacher and staff professional learning to include trauma-informed instruction, and it will assemble an Exeter System of Supports Team which will collaboratively develop and institute a multi-tiered support system responsive to student attendance, behavior, academics, social/emotional wellbeing, and mental health needs." Met 6/8/2022 2022 19647330124198 Extera Public 6 "Extera Public School adapted and administered the LAUSD School Experience Survey (SES) during the Fall of 2021. We anonymously administered the survey in order to secure more student participation, thus we do not have student group data that is segregated out. Our findings are documented below and will aid in steering and measuring LCAP goals. In addition, Extera Public School administered an anonymous end of the year survey through Panorama to students grades three through eight. The LAUSD SES data highlighted many strengths in our students’ experience attending our LEA. In the area of Academics, a majority of students rated the statement “Teachers give students a chance to take part in classroom discussions or activities,” in the Academic Focus category the highest and the statement, “In my classes, I work on projects or assignments with other students,” in the Cognitive Engagement the highest. In the area of Social & Emotional Learning and Self-efficacy, the statement, “I can earn high marks/grades in my classes,” was rated the highest. When looking at School Climate, students rated Connectedness very high and a majority responded positively to the statement, “I am happy to be at this school.” Under the category of Bullying a majority of students reported not being bullied online. Based on the Panorama survey, strengths include supportive relationships, classroom teacher-student relationships, and classroom climate for K-5. The areas of strength indicated by the SES data demonstrate how our LEA is achieving its mission to, “prepare students for 21st century life and careers...children attending Extera Public Schools engage in learning that provides real world relevance and nurtures self-empowerment in order to develop students from local to global citizens.” Our students feel connected to their peers and teachers, they are working collaboratively, they embrace multiple perspectives, they are engaged in their learning and future, and they believe they can achieve excellence. The areas of improvement highlighted by the SES data indicated that improvements need to be made to our educational program and more supports in the area of social and emotional learning need to be put into place. Students reported that our Academics don’t push them to solve problems in new ways. Under Social & Emotional Learning, the biggest concern was with a majority of students reporting that they were not able to clearly describe their own feelings. Lastly, the area of concern highlighted under School Climate was the lowest rated statement “Kids at this school are kind to each other.” Areas of improvement identified by the Panorama survey include emotional regulation and positive feelings. Our LCAP aligns with these priorities as funds are being allocated to project-based learning and a school counselor and social/emotional supportive programs. Extera PS plans to address these areas of concern through a comprehensive PBIS roll-out this year." Met 6/27/2022 2022 19647330128132 Extera Public School No. 2 6 "Extera Public School No.2 adapted and administered the LAUSD School Experience Survey (SES) for grade 5 during the Fall of 2021. We anonymously administered the survey in order to secure more student participation, thus we do not have student group data that is segregated out. Our findings are documented below and will aid in steering and measuring LCAP goals. In addition, Extera Public School No.2 administered an anonymous end of the year survey through Panorama to students grades three through five. The LAUSD SES data highlighted many strengths in our students’ experience attending our LEA. In the area of Academics, a majority of students rated the statement “Teachers give students a chance to take part in classroom discussions or activities,” in the Academic Focus category the highest and the statement, “In my classes, I work on projects or assignments with other students,” in the Cognitive Engagement the highest. In the area of Social & Emotional Learning and Self-efficacy, the statement, “I can earn high marks/grades in my classes,” was rated the highest. When looking at School Climate, students rated Connectedness very high and a majority responded positively to the statement, “I am happy to be at this school.” Under the category of Bullying a majority of students reported not being bullied online. Based on the Panorama survey, strengths include supportive relationships, classroom teacher-student relationships, and classroom climate for K-5. The areas of strength indicated by the SES data demonstrate how our LEA is achieving its mission to, “prepare students for 21st century life and careers...children attending Extera Public Schools engage in learning that provides real world relevance and nurtures self-empowerment in order to develop students from local to global citizens.” Our students feel connected to their peers and teachers, they are working collaboratively, they embrace multiple perspectives, they are engaged in their learning and future, and they believe they can achieve excellence. The areas of improvement highlighted by the SES data indicated that improvements need to be made to our educational program and more supports in the area of social and emotional learning need to be put into place. Students reported that our Academics don’t push them to solve problems in new ways. Under Social & Emotional Learning, the biggest concern was with a majority of students reporting that they were not able to clearly describe their own feelings. Lastly, the area of concern highlighted under School Climate was the lowest rated statement “Kids at this school are kind to each other.” Areas of improvement identified by the Panorama survey include emotional regulation and positive feelings. Our LCAP aligns with these priorities as funds are being allocated to project-based learning and a school counselor and social/emotional supportive programs. Extera PS No.2 plans to address these areas of concern through a comprehensive PBIS roll-out this year." Met 6/27/2022 2022 20652430107938 Ezequiel Tafoya Alvarado Academy 6 "Based on the data, we see positive signs of the impact of our efforts to foster a positive culture and climate in support of students both holistically and academically. Key components of these additional efforts include providing Social Emotional Learning opportunities and mental health support to support the well-being of our students and remove additional barriers to learning and engagement. We have added extensive training in Positive Behavior Intervention Supports (PBIS). We also provide student activities such as sports and enrichment opportunities which foster belonging, develop the whole child, and promote attendance and investment. We provide specific supports for our Foster Youth and Homeless students through our Liaison and our SST process. Mental Health/Social emotional learning action adds staffing and resources to create and implement a comprehensive program in Social Emotional Learning and mental health supports to ensure that our low-income students, English learners, and foster youth are supported not just academically but holistically, and that mental health support is available to them as needed. The Positive Behavioral Intervention and Support action provides additional support to our low- income students, English learners, and foster youth by ensuring a positive school climate with clear expectations and rewards for meeting the expectations. The student activities action brings additional opportunities to our low-income students, English learners, and foster youth by adding opportunities for learning beyond the core curriculum and in the community. The attendance initiatives action provides additional support to our low-income students, English learners, and foster youth by monitoring attendance and intervening quickly to provide support before a child becomes chronically absent. The student supports provide additional supports to our Homeless and Foster Youth by providing a Liaison to support their specific needs and our low-income students, English learners, and foster youth all benefit from the additional supports provided through our SST process." Met 6/16/2022 2022 15634610000000 Fairfax Elementary 6 "The Fairfax School District administers an annual Student Survey to all students in grades fourth through eighth. The survey provides a valid measure of perception of school safety and connectedness. The survey was administered in March of 2022 and the participation rate is as follows: 1,153 student surveys completed which represented 83% of the student population in grades 4-8. The School Climate results are as follows (Agree): ""I look forward to coming to school everyday"" (62%), a a decrease from 87% at last data collection. ""My school provides me with a good education"" (87%), a decrease from 93% at last data collection. ""I feel safe at school"" (65%), a decrease from 84% at last data collection. ""I can talk to a staff member at school if I have an issue"" (60%), a decrease from 71% at last data collection. ""My school offers extra help outside the regular school day"" (67%), a a decrease from 74% at last data collection. Information was provided to the Fairfax Board of Trustees on June 10th, 2022. As this data is analyzed, it is imperative to understand that students have not had a ""regular"" school year in 2 years. This school year has presented numerous challenges as we have brought students back on campus in a full-time capacity. Student behavior overall has been challenging both in the classroom and the playground. Fairfax is dedicated to re-teaching and re-training students on behavior and academic expectations. 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. Additionally, each school site has a school counselor to support the needs of students and their families. The focus on student engagement is visible in the School Wide AVID Program and the implementation of Character Strong (SEL curriculum). Weekly grade level collaboration meetings focus on the use of data to drive instruction and give teachers the opportunity to share best instructional practices." Met 6/23/2022 2022 48705400000000 Fairfield-Suisun Unified 6 "The findings below are specific to the 2021-22 CHKS component of CalSCHLS. School Connectedness: Results indicate that as students promote their perception of school connectedness decreases. These results are consistent with prior years. The below rates are calculated based on the number of students reporting that either “most of the time” or “all of the time” they felt connected to school. • 71% of 5th, 53% of 7th, 44% of 9th, 41% of 11th, and 39% of students at the non-traditional schools (NT) Additional survey measures used to determine student perceptions of school connectedness are: • Caring Adult Relationship: 70% of 5th, 55% of 7th, 44% of 9th, 50% of 11th, 44% of NT • Meaningful Participation: 43% of 5th, 23% of 7th, 17% of 9th, 19% of 11th, 15% of NT • Parent Involvement: 77% of 5th, 51% of 7th, 35% of 9th, 33% of 11th, 33% of NT In addition to feeling less connected to school than they did in 2019-20, students report an overall decline in Caring Adult Relationships, Meaningful Participation, and Parental Involvement in School. School Safety: Results show that as students promote their perception of school safety decreases: • 78% of 5th, 53% of 7th, 43% of 9th, 42% of 11th, 42% of NT reported feeling very safe or safe at school either “most of the time” or “all of the time.” The overall perception of school safety in the 5th grade increased by 3% points from the 2019-20 school year, 7th grade remained unchanged, 9th grade decreased by 4% points, and 11th grade decreased by 3% points. There are no comparison data from students attending the NT schools. Additional survey measures used to determine student perceptions based on experience of school safety are: • Been in a physical fight (or been hit/pushed for 5th grade): 36% of 5th, 16% of 7th, 7% of 9th, 4% of 11th, 10% of NT • Experienced harassment or bullying (or mean rumors spread about you for 5th grade): 34% of 5th, 42% of 7th, 26% of 9th, 21% of 11th, 16% of NT • Seen a weapon on campus: 12% of 5th, 12% of 7th, 11% of 9th, 10% of 11th, 14% of NT When comparing the 2021-22 survey to the 2019-20 data, students report a significant decrease in their experiences of being in a physical fight. In addition, reports of being harassed/bullied and seeing a weapon on campus either decreased or remained relatively unchanged. Of interesting note is that students perceived the schools to be less safe, but reported a decline in experiencing what would be unsafe student behaviors. Improving school climate remains a priority. The District’s first LCAP Goal speaks to implementing a tiered social emotional program to support the well-being of all students and staff; and the fourth LCAP Goal is specific to creating safe, inclusive, and welcoming learning environments where students are connected to their schools. Further, every school mirrors these goals in their Single Plans for Student Achievement and works with their school community to implement programs and action plans." Met "FSUSD annually administers the California School Climate, Health and Learning Surveys (CalSCHLS). The data informs the metrics and actions associated with Goal 1 (Social-Emotional Support) and Goal 4 (Safe, Inclusive, and Welcoming Learning Environments). To view the full Local Indicator Self-Report, please visit https://www.fsusd.org/domain/5017." 6/16/2022 2022 45699890000000 Fall River Joint Unified 6 "According to the FRJUSD 2021-2022 Healthy Kids Survey Main Report, School Engagement and Supports results revealed that 41% of seventh graders, 35% of ninth graders, and 62% of eleventh graders agree there is an adult that cares about them, and an average of 56% feel that adults have high expectations, and avg 52% are motivated to do their best in school. An average across the three grades of 59% showed students were satisfied or very satisfied with life. Looking at the same survey, students' perceived safety at school reveals that 65% of students feel safe at school. These are areas of strength in the district. Areas of concern include substance abuse: While the seventh graders showed single-digit percentage responses, those increased dramatically in the ninth grade, and dropped slightly by the eleventh grade. Vaping is definitely on the rise. The district has made school climate an overall priority and has had several trainings to address these subjects. The staff has had extensive training in trauma and trauma-informed practices. Vaping presentations start at the elementary school. Vape sensors are installed in high school bathrooms. The LEA has implemented ALICE training further insuring school safety. An intercom system has been installed at all school sites that will enable the district's safety protocols to be the same throughout the district. Safety training is continuing and each site participates in ALICE and evacuation drills. A new survey will be conducted during the 2023-2024 school year to update current data." Not Met 10/12/2022 2022 37681140000000 Fallbrook Union Elementary 6 "Fallbrook Union Elementary School District (FUESD) annually surveys its 5th and 7th graders using the California Healthy Kids Survey (CHKS) and all students TK-8 using Panorama. CHKS survey measures students’ perceptions of school climate, safety, and school connectedness. While Panorama surveys measure student social-emotional skills, well-being, and their perception of the school climate. Comparing our most recent survey to the results from the 18-19 school year, FUESD made significant growth in the areas of school engagement and school safety. Our 5th graders' scores on school connectedness percentages grew from 64% to 71% and students' perceptions of feeling safe at school grew from 71% to 82% over the course of two years. In 7th grade, students' school connectedness percentages increased from 50% to 63%, while their belief that school was perceived as very safe or safe grew from 50% to 68%. We believe that an intentional focus on social-emotional learning (SEL) while emphasizing staff relationships with students, and utilizing our restorative practices model, has led to an increase in positive perceptions. FUESD also prioritized the hiring of full-time school counselors on all of our campuses. Our school counselors’ primary responsibility is to provide classroom lessons teaching SEL skills while making connections and building relationships with students. The data shows that this focus is evident in the results and is a strength of ours in Fallbrook. FUESD will continue to build on our successes in addressing SEL and caring adult relationships as a means to engage students and maintain a positive school climate. We will look to find additional ways to increase student participation through meaningful engagement as our data indicate minimal growth in this area. Including opportunities for student voice and choice will only help to increase school connectedness." Met 6/21/2022 2022 19643520128488 Family First Charter 6 "The school engaged in a continuous self-reflective process through solicited feedback throughout the year via formal anonymous surveys, presentations, and informal feedback Sessions from multiple stakeholders including, students, staff, and leadership. Key learnings from the survey results include: -100% of staff agreed that the school's climate is safe and that there is a high level of connectedness across school sites and departments 87% of staff agreed that they have been properly trained to meet students' emotional needs (within the learning environment). 80% of staff felt positive about how they are taking care of their own emotional needs as it relates to addressing and coping with challenges in the classroom The data shows that the trauma-informed approach that the school has adopted has not only created a safe, collaborative, and nurturing environment for students but it has also increased student outcomes and staff appreciation. The school will continue to apply this model to whole school operations and explore additional evidence-based supports to sustain a positive school climate." Met 6/23/2022 2022 42691120111773 Family Partnership Charter 6 "In 2020-21 Family Partnership Charter School conducted school climate surveys to families in grades K-12. The results of the surveys will be shared with various stakeholder groups at the start of the 2021-22 school year. 154 families participated in the survey - about 45% of enrollment. Approximately 35% of survey participants were in grades 9-12, 30% in grades 6-8, and 35% in grades K-5. Results from the survey indicate that families overwhelmingly feel safe at the school and have had a positive experience with staff and students. The following are examples of families' responses to the prompts provided in the survey: FPCS is a supportive and inviting place for my child to learn. All Students (99.4% agree/strongly agree), Hispanic Students (100% Strongly agree), Two or More Races (100% agree/strongly agree) FPCS sees me as a partner in my child's education. All Students (98.7% agree/strongly agree), Hispanic Students (100% agree/strongly agree), Two or More Races (97% agree/strongly agree) FPCS utilizes parent input to make important decisions. All Students (96.7% agree/strongly agree), Hispanic Students (100% agree/strongly agree), Two or More Races (100% agree/strongly agree) FPCS staff are responsive to my child's social and emotional needs. All Students (93.5% agree/strongly agree), Hispanic Students (93% strongly agree), Two or More Races (97% agree/strongly agree) FPCS has high expectations for all students. All Students (96.7% agree/strongly agree), Hispanic Students (100% agree/strongly agree), Two or More Races (100% agree/strongly agree) FPCS communicates the importance of respecting different cultural beliefs and practices. All Students (100% agree/strongly agree), Hispanic Students (100% agree/strongly agree), Two or More Races (100% agree/strongly agree) The overall survey data indicates that all families feel the school culture is positive and safe. While there was not a disparity between subgroup responses, the overall participation rates need to increase in the future. Additional efforts will be made to reach families and obtain responses." Met "FPCS communicates the importance of respecting different cultural beliefs and practices. All Students (100% agree/strongly agree), Hispanic Students (100% agree/strongly agree), Two or More Races (100% agree/strongly agree) The overall survey data indicates that all families feel the school culture is positive and safe. While there was not a disparity between subgroup responses, the overall participation rates need to increase in the future. Additional efforts will be made to reach families and obtain responses." 6/14/2022 2022 43693856046445 Fammatre Elementary 6 "PBIS School Climate Survey - Administered in Spring 2022 - All students in Grades 3-8 - Number of Student Responses: 1853 - School Climate Survey Results Spring 2022 - Percentage of Students in grades 3-8 Who Responded “Often” or “Always”. Survey Questions (Responses from Spring 2021 to Spring 2022, respectively) & the Change (from Spring 2021 to Spring 2022 is the percent of responses): 1. I like school - (76% to 84%) +8% 2. I feel like I do well in school - (78% to 77%) -1% 3. My school wants me to do well - (86% to 88%) +2% 4. My school has clear rules for behavior - (93% to 91%) -2% 5. Teachers treat me with respect - (95% to 91%) -4% 6. Behavior in class allows the teacher to teach - (95% to 80%) -15% 7. Good behavior is noticed at my school - (77% to 73%) -4% 8. I get along with other students - (88% to 82%) -4% 9. I feel safe at school - (87% to 83%) -4% 10. Students treat each other well - (92% to 73%) -19% 11. There is an adult who will help me if I need it - (81% to 84%) +3% Cambrian School District has been implementing Positive Behavior Interventions and Supports (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." Met 6/16/2022 2022 54753250000000 Farmersville Unified 6 The district conducted a California Healthy Kids survey for K-12 students to assess perceptions of school safety and connectedness during the 2022-23 school year. The data was used to assess emotional safety and mental health needs of students during the 2021-2022 school year. Data results reveled that a significant percentage of students (32%) needed further support to self-regulate their emotions. School counselors developed classroom lessons using Apex 360 SEL curriculum to address self-regulation areas identified in the survey. The district will continue to focus on this action for the 2022-23 school year. Met 6/14/2022 2022 43693856046452 Farnham Charter 6 "PBIS School Climate Survey - Administered in Spring 2022 - All students in Grades 3-8 - Number of Student Responses: 1853 - School Climate Survey Results Spring 2022 - Percentage of Students in grades 3-8 Who Responded “Often” or “Always”. Survey Questions (Responses from Spring 2021 to Spring 2022, respectively) & the Change (from Spring 2021 to Spring 2022 is the percent of responses): 1. I like school - (76% to 84%) +8% 2. I feel like I do well in school - (78% to 77%) -1% 3. My school wants me to do well - (86% to 88%) +2% 4. My school has clear rules for behavior - (93% to 91%) -2% 5. Teachers treat me with respect - (95% to 91%) -4% 6. Behavior in class allows the teacher to teach - (95% to 80%) -15% 7. Good behavior is noticed at my school - (77% to 73%) -4% 8. I get along with other students - (88% to 82%) -4% 9. I feel safe at school - (87% to 83%) -4% 10. Students treat each other well - (92% to 73%) -19% 11. There is an adult who will help me if I need it - (81% to 84%) +3% Cambrian School District has been implementing Positive Behavior Interventions and Supports (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." Met 6/16/2022 2022 51714560133934 Feather River Charter 6 "The LCAP survey was provided to all students. The results from the survey indicated the majority of the respondents agreed or strongly agreed that they felt connected to school. The 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, virtual meeting platform ( i.e. Zoom) or in-person, while having access to assistance as needed from school administration, certificated, and classified staff. The students stated they felt connected to school through the educational field trips, enrichment activities, and other social events offered virtually and in-person through the school such as adventure academy, community clubs, and chess club etc. To increase students’ perceptions that they are cared for and capable, we are working toward increasing active participation in online class discussions. While we recognize that this can be particularly challenging in an independent learning environment, we believe that it is absolutely critical to ensuring student’s academic success. We use a variety of virtual meeting platforms to allow for student/teacher interactions to increase connectedness and safety." Met 6/6/2022 2022 19647336017016 Fenton Avenue Charter 6 "The Charter School 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. The Charter School provides families with school climate surveys. Key learnings from surveys conducted reflect that the school's various mediums for teacher, student and parent engagement pair with our comprehensive and well- balanced governance model provide all stakeholders with a sense of belonging within our community and a desire for continued growth and success. The Charter School’s comprehensive website serves as a great resource, ready and easily accessible to all stakeholders that includes 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. Input received through our surveys and interactions are incorporated into school plans, such as the LCAP, to establish priorities which reflect and meet the needs of the school community." Met 6/23/2022 2022 19647330131722 Fenton Charter Leadership Academy 6 "The Charter School 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. The Charter School provides families with school climate surveys. Key learnings from surveys conducted reflect that the school's various mediums for teacher, student and parent engagement pair with our comprehensive and well- balanced governance model provide all stakeholders with a sense of belonging within our community and a desire for continued growth and success. The Charter School’s comprehensive website serves as a great resource, ready and easily accessible to all stakeholders that includes 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. Input received through our surveys and interactions are incorporated into school plans, such as the LCAP, to establish priorities which reflect and meet the needs of the school community." Met 6/23/2022 2022 19647330115048 Fenton Primary Center 6 "The Charter School 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. The Charter School provides families with school climate surveys. Key learnings from surveys conducted reflect that the school's various mediums for teacher, student and parent engagement pair with our comprehensive and well- balanced governance model provide all stakeholders with a sense of belonging within our community and a desire for continued growth and success. The Charter School’s comprehensive website serves as a great resource, ready and easily accessible to all stakeholders that includes 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. Input received through our surveys and interactions are incorporated into school plans, such as the LCAP, to establish priorities which reflect and meet the needs of the school community." Met 6/23/2022 2022 19647330131466 Fenton STEM Academy: Elementary Center for Science Technology Engineering and Mathematics 6 "The Charter School 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. The Charter School provides families with school climate surveys. Key learnings from surveys conducted reflect that the school's various mediums for teacher, student and parent engagement pair with our comprehensive and well- balanced governance model provide all stakeholders with a sense of belonging within our community and a desire for continued growth and success. The Charter School’s comprehensive website serves as a great resource, ready and easily accessible to all stakeholders that includes 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. Input received through our surveys and interactions are incorporated into school plans, such as the LCAP, to establish priorities which reflect and meet the needs of the school community." Met 6/23/2022 2022 12753740000000 Ferndale Unified 6 "According to the local survey (Healthy Kids Survey) administered in the spring of 2019, 94.5% of parents surveyed strongly agreed or agreed that the schools are safe, 100% of staff surveyed strongly agreed or agreed that the schools are safe and 72.25% surveyed felt very safe or safe at school. The goals were to maintain 95% for parents and staff and reach 72% for students. All goals were met this year. These results suggest that the PBIS and School Climate Measures (Restorative Practices, Mindfulness, etc.) are helping to maintain and even increase the feeling of safety and belonging at our sites. Many world events are (mass shootings, increasing suicide vents, etc.) are affecting the feeling of safety for some students and staff. Increased awareness and training for staff and students have been implemented in hopes of increasing a feeling of safety. Our commitment to providing counseling onsite for students as well as working with outside agencies when needed for additional support for our students and families has increasingly successful. Outreach coupled with anti-bullying and kindness campaigns and guest presenters are the tools we are using in response to student survey results. We have also increased staff training and awareness on positive behavior strategies and practices in place of punitive discipline measures as well as increased awareness and training for recognizing depression and beginning intervention when necessary." Met 6/21/2022 2022 12627940000000 Fieldbrook Elementary 6 "1. 66% of families responded the Climate survey, 2022 1a. 92 % felt school was safe 1b. 88 % felt connected 2. 92% of students responded the Climate survey, 2022 2a. 88 % felt school was safe 2b. 92 % felt connected 3.92% of staff responded the Climate survey, 2022 3a. 100 % felt school was safe 3b. 90 % felt connected The data reflects that a vast majority of all respondents feel safe and secure on campus while maintaining meaningful relationships with the school community. However, the district would like to see a higher percentage of individuals feeling connected to the school. The District is focusing efforts on restorative practices and MTSS in order to address the needs and concerns of all educational partners. The district plans to offer trainings and support PD in these areas for staff to utilize and help make changes to our school culture and climate." Met 6/13/2022 2022 56724540000000 Fillmore Unified 6 "FUSD surveyed 612 students in grades 5, 8, and 11, in April 2022. The survey was created in collaboration with the Ventura County Office of Education. 62% of students reported “Agree” or “Strongly Agree” to feeling school connectedness. 75% reported that their school has high expectations for them. 62% reported having teachers or other adults at school who care, help and support them when they have academic or personal problems. 27% reported having meaningful participation in school. 42% reported that it is hard to stay focused when doing schoolwork. 63% reported that they feel safe in school and classes. 58% reported being happy with/to be at their school. 73% responded ""Agree"" or ""Strongly Agree"" that their teachers treat students fairly. Students reported that there is a teacher or some other adult who: - really cares about me (63%) - listens to me when I have something to say (64%) - believes I will be a success (72%) Thematically, a majority of students feel supported by adults & feel safe on campus. 81% of grade 5 students reported knowing where to go for help with a problem. Approximately 76% of students in grades 8 and 11, reported knowing where to go for help/access to mental health services and 14% reported not having a way to pay for mental health services. 60% “Agree” or “Strongly Agree” that their school promotes parent involvement. LCAP Goal 2 focuses on providing safe and secure environments for all students and staff. FUSD maintains initiatives focusing on Social-Emotional Learning, cultural proficiency, and restorative practices. Key learnings from the survey results data show both growth and decline in school connectedness and caring relationships demonstrating the continued need to implement initiatives to support student mental health. FUSD added supports for students to address school connectedness and student mental well-being that have been expanded. We discovered barriers to accessing mental health were cultural stigmas and not having a way to pay for mental health services therefore, FUSD opened a student wellness center at Fillmore High School and Fillmore Middle School and staffed both centers with a Social Worker and counselor. The district will leverage a variety of state and federal funding to promote and provide greater access to counselors, ASCA-aligned lessons and training, coordinated student activities, providing elementary sites with counselors, partnering with local agencies to reduce barriers to mental health services, and utilize enhanced data student information systems to monitor related metrics. FUSD continues to commit to the implementation of Positive Behavior Intervention and Supports (PBIS) and Social and Emotional Learning (SEL) to provide conditions for greater academic gains and an all-inclusive educational experience." Met 6/21/2022 2022 10738090000000 Firebaugh-Las Deltas Unified 6 "DATA: 74%, 5th graders feel safe to/from school and safe at school most/all of the time; 50%, 7th graders feel safe at school most/all of the time. 63%, 9th and 62%, 11th graders reported feeling safe/very safe at school. 78%, 5th graders reported an anti-bullying climate at school most/all of the time; 30%, 7th graders reported school violence victimization in the past 12 months 1 or more times; 70% reported 0 times. 76%, 9th graders and 86%, 11th graders reported 0 incidents of school violence victimization. 97%, 5th grade students reported alcohol use is a little bad or very bad and 84% of 5th grade students reported that marijuana, (smoke, vape, eat, or drink) is a little bad or very bad. 14% of 7th graders; 57% of 9th graders and 50% of 11th graders reported alcohol is easy or very easy to obtain. 10% of the 7th graders; 32% of 9th graders and 41% of 11th graders surveyed reported that it was “fairly easy” and “very easy” to obtain marijuana. MEANING: CHKS results show students benefit from positive, safe learning environments and alcohol and marijuana use increases as students get older. The District acknowledged that in order to more effectively meet the academic, behavior, social and emotional needs of ALL Students additional supports and services were needed. USE: CHKS results are used to identify and monitor progress in areas of need. The District focuses on early prevention and intervention through the implementation of a Multi-Tiered System of Support (MTSS). The District has also implemented the All for Youth Program in partnership with the Office of the Fresno County Superintendent of Schools; specifically, the SELPA. The All For Youth program was designed to help youth and their families access behavioral health services at school, in the community and in the home. Children ages 0-5 with frequent tantrums, difficult playing with others, following directions, or persistent nightmares will be served. Youth age, 6-22 years old, with difficulty coping with problems and daily activities; excessive worry or anxiety (i.e. refusing to go to school); feelings of sadness and hopelessness; frequent outbursts of anger and difficulty with behavior and frequent suspensions will also be served." Met 6/9/2022 2022 38684780101774 Five Keys Charter (SF Sheriff's) 6 "Five Keys School Staff School Climate Data Plus/Growth Staff are highly connected to the mission and are committed to improving the outcomes for all students Teacher and Students services staff have positive connection to local supervisors When used, resortaive justice has positive impact for people at all levels of the school Challenges/Barriers Impacts of the budget, layoffs, and bargaining to overall morale Communication and connection between leaders-teachers and teachers-teachers due to the number and distance of sites There is a disconnect with executive-level leadership across the school Teachers feel their jobs have become very heavy is administrative tasks and less about teaching Next Steps Return of the Academic Committee as the School Improvement Team to bring more stakeholders together on a regular basis to monitor the progress of the school as well as provide more collaboration time between teachers Organization wide chart shared with all staff Transition to a new student information system to ease the administrative burden of teachers Retun to an emphasis on Restorative Justice throughout the school Five Keys Students School Climate Data Plus/Growth Students really value their teachers–they are the reason they come to school each day and continue to come back even when they are facing hardships in their life Students are deeply appreciative of the services that Five Keys provides The expansion of digital curriculum (Canvas and other modalities) have increased students ability to do more school work Challenges/Barriers Illness, appts, and work are large barriers for students trying to attend school Second language students do not always feel supported or understood Access to technology continues to be a barrier for students–both in obtaining the technology and being able to use it Next Steps Increase technology access for all students Return to more in-person classes (as COVID restrictions allow), especially for second language acquisition Continue to offer extend learning hours so that students can attend school despite busy schedules" Met 6/24/2022 2022 38684780118141 Five Keys Independence HS (SF Sheriff's) 6 "Teachers/Staff Plus/Growth Staff are highly connected to the mission and are committed to improving the outcomes for all students Teacher and Students services staff have positive connection to local supervisors When used, resortaive justice has positive impact for people at all levels of the school Challenges/Barriers Impacts of the budget, layoffs, and bargaining to overall morale Communication and connection between leaders-teachers and teachers-teachers due to the number and distance of sites There is a disconnect with executive-level leadership across the school Teachers feel their jobs have become very heavy is administrative tasks and less about teaching Next Steps Return of the Academic Committee as the School Improvement Team to bring more stakeholders together on a regular basis to monitor the progress of the school as well as provide more collaboration time between teachers Organization wide chart shared with all staff Transition to a new student information system to ease the administrative burden of teachers Retun to an emphasis on Restorative Justice throughout the school Students Plus/Growth Students really value their teachers–they are the reason they come to school each day and continue to come back even when they are facing hardships in their life Students are deeply appreciative of the services that Five Keys provides The expansion of digital curriculum (Canvas and other modalities) have increased students ability to do more school work Challenges/Barriers Illness, appts, and work are large barriers for students trying to attend school Second language students do not always feel supported or understood Access to technology continues to be a barrier for students–both in obtaining the technology and being able to use it Next Steps Increase technology access for all students Return to more in-person classes (as COVID restrictions allow), especially for second language acquisition Continue to offer extend learning hours so that students can attend school despite busy schedules" Met 6/24/2022 2022 52715300000000 Flournoy Union Elementary 6 "Data: The key learnings from our students, families, and staff is that they all enjoy and respect the family-like atmosphere that our school creates. Students, parents, and staff all have feel like they have a sense of belonging, 100% feel welcomed at school, 86% feel a sense of self-worth and belonging in the school community, and 100% are satisfied with the school, feels the school performs well academically. Key areas of improvement are providing students and families more opportunities to participate in decision-making. Also, there was concern about the level of challenge associated with the current curriculum. Another common theme was the lack of consistency of staff applying the rules. There was a concern in the state of the current condition of the blacktop. Meaning: The results of the survey suggest that our areas of growth is the personal connection we create with our students, parents, and staff. The areas of growth include more parent/student involvement in decision making, more consistent behavior management system, and a higher level of challenge associated the the current curriculum. Luckily, we have been provided funding that will help support new curriculum adoptions at our school. Some of the challenges/barriers might be finding the means to purchase new security system upgrades to our school and having enough parents/students/community members becoming involved in the parent group. Use: We would like to grow in the areas of concern as mentioned above. This Fall, a new parent group will be forming at our school. All parents will be welcome to join and the focus of the group will include a multitude of items. For example; improved school security system, curriculum adoption, LCAP input, and many more topics that arise. Also, another area we will be addressing will be adopting new standard based state adopted curriculum. It will be a three year process. Year 1 will be the adoption of social studies, year 2 will be Mathematics, and Year 3 will be English Language Arts. Parents, staff, and students will be part of the screening and adoption process. This will also help address providing a more challenging curriculum for our students. For addressing the inconsistent discipline measure, there will be behavior management focus meetings for staff and a consistent step-by-step process we will follow as a school staff. The survey results were very helpful and insightful. Results of the survey did seem consistent with our areas of concern, and our efforts will be made in order to make improvements in the above mentioned areas of concern." Met 6/22/2022 2022 34673300000000 Folsom-Cordova Unified 6 "The 2021-2022 California Healthy Kids Survey (CKHS) Core Modules were administered to 5th, 6th, 7th, 9th, and 11th-grade students in FCUSD. The CHKS is an anonymous assessment designed for students as young as 10 years of age. The CHKS is designed to access five areas to drive decision making: 1. Student connectedness, learning engagement/motivation, and attendance 2. School climate, culture, and conditions 3. School safety, including violence perpetration and victimization/bullying 4. Physical and mental well-being and social-emotional learning 5. Student supports, including resilience-promoting developmental factors (caring relationships, high expectations, and meaningful participation). Additionally, the core modules were ""expanded for the 2020-2021 school year in order to help districts better understanding the impact of COVID-19 and how best to support students' social, emotional, and academic needs"" (CalSCHLS, 2021). The adaptive survey generated questions based on whether students were participating in hybrid or in-person learning. Indicators of school climate and substance assess school engagement and support, school safety, and substance use. The school engagement and supports indicators measured participants' various elements such as connectedness, academic motivation, absences, focus on schoolwork, caring adult relationships, and social-emotional support, as appropriate for their age. Supports and engagement play an important role in creating a positive school climate. The CKHS data identified that school connectedness, high expectations of adults, the belief in caring adults in school, and academic motivation are strongest at elementary school and decrease as students transition to middle school and continue to decline in high school. For example, 75% of our elementary participants indicated there are caring adults at their schools, while only 51% of 9th grade and 56% of 11th grade students indicated they had caring adult relationships. Further, 63% of participants reported they feel their campus is safe. Distance Learning and COVID have impacted our data and will make it more challenging for longitudinal analysis. To support the whole student, we have learned that we need to utilize research-backed Social Emotional Learning (SEL) assessments for students and adults. The District will implement “Panorama” during the 2021-2022 school year. Panorama will expand our data collection to measure multiple areas for SEL, school climate, and safety. School safety was measured in various aspects of participants' perceptions of safety, for example, experiencing harassment or bullying, physical altercations, and fear related to physical altercations. Ninety percent of elementary participants reported feeling safe at school, whereas this rate drops significantly to fifty-one percent for secondary students. The CKHS data identified that feeling safe at school is strongest in elementary schools and decreases as students transit" Met 6/23/2022 2022 36677100000000 Fontana Unified 6 "FUSD administers a climate survey to all students in grades 5, 7, 9, and 11 annually. This survey typically occurs in the fall, but in the 2020-2021 school year, it was administered in the Spring. So, the two latest points of comparison are from Spring 2021 and Fall 2021. The data from the Fall 2021 survey indicates that although there was a slight increase in the percentage of students who felt connected at school from Spring of 2021 to Fall of 2021, the gains still represented a significant decline from pre-pandemic levels in Fall of 2019 across all grade levels. Additionally, the return to in-person learning in the Fall of 2021 resulted in a significant improvement in student perceptions about school safety as compared to Spring 2021 during distance learning. Distance learning resulted in increased feelings of safety and although there was a decline in the perception of safety upon a return to in-person learning in Fall of 2021, perceptions remained stronger than pre-pandemic levels. For High School on the other hand, the Fall 2021 perceptions about school safety represented a slight improvement from the distance learning year but remained significantly greater than the pre-pandemic levels in Fall 2019. The data also indicate that the higher the grade level, the less connected students feel, but that feelings of safety are mostly consistent across all grade levels with middle school being slightly below the elementary and high school levels. As a result of this data, significant resources and continued focus are being placed on addressing the Social-Emotional needs of all students. To address student feelings of school safety and connectedness, FUSD is providing increased support staff to focus on health and wellness and assessing facility needs districtwide. Specific actions and services are outlined in the Local Control Accountability Plan (LCAP)." Met 6/8/2022 2022 29102980126219 Forest Charter 6 "1. Each year Forest Charter School conducts an annual student survey, family survey and staff survey. Many of the eight state priorities, such as academic achievement, school safety and parental involvement are perennial topics in our surveys. The staff survey, student survey, and the parent survey were conducted in February 2022. Approximately 27% of our families (183 respondents), 25% of our students and 86% of the staff participated in these surveys. FCS also takes into account the findings produced by the California Healthy Kids Survey adding to the information provided from the annual, student, parent and staff surveys. FCS continues to have a highly positive climate based on the surveys. The staff survey revealed that the intervention process was working and helping students get the support needed to succeed. The main difference from this year to last were the impacts of Covid-19. Although FCS is an Independent Study program and well suited for distance learning it was obvious from our surveys that everyone was excited to return to more in-person services.1. 2. School climate continues to be an area of strength for Forest Charter School. Survey results and the healthy kids survey indicate that students feel happy, supported and safe at Forest Charter School. The healthy kids survey shows that 71% of Parents feel FCS treats all students with respect (2022) and aht 65% of parents feel FCS has adults who really care about students (2022). The FCS Survey shows that 85% of parents strongly agreed or agreed that their child is safe/supervised at the Learning Center - (14% were neutral or did not know) (2022). 3. Actions FCS is taking to maintain its strong school climate is to provide ongoing SEL training to staff. Additionally, we are building more club options to support student social opportunities and the school community and developing a welcome-back program for students on the first day of school." Met 6/14/2022 2022 43693936046577 Forest Hill Elementary 6 "Survey Administration and Measurement: In 2021.2022, CUSD administered a Student Engagement Survey to students in grades 3-8. The statements below were used to measure student perception of school climate across CUSD campuses using a five-point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree): I feel safe at my school School rules are fair My school is clean Students are nice to each other at my school I like going to my school each day CUSD will use the baseline results from the Student Engagement Survey to determine desired outcome for Top Box scores (percent of students reporting 5 'Strongly Agree') in 2022.2023, with a goal of achieving an Overall Mean of 4.5 for questions by 2023.2024. Winter 2022 Survey Results: The Overall Mean (average) and Top Box scores for each of the selected questions are reported below. Overall Mean and Top Box by Question (January - February 2022) I feel safe at my school: 3.8; 27.44% School rules are fair: 3.68; 23.36% My school is clean: 3.21; 11.39% Students are nice to each other at my school: 3.20; 12.36% I like going to my school each day: 3.63; 29.97% Number of Responses: 2641 “I feel safe at my school” was the highest rated, with four schools with a Mean of 4.0 or higher, and five schools with a Mean of 3.8 to 3.9. Ratings were lower for, “My school is clean” and, “Students are nice to each other at my school” with no schools reporting a Mean of 4 or higher. Generally, elementary school ratings were higher than those from 6-8 and K-8 sites. Decisions, Actions, and Next Steps: Student Engagement Survey data was shared with site administrators in March 2022, and schools reviewed results and discussed next steps. In April 2022, CUSD results were shared with staff as part of the Superintendent’s share out on themes from the staff, community, and student surveys. In this session, staff had the opportunity to provide input on how to address opportunities for improvement. In 2021.2022, CUSD professional development for schools and staff focused on Multi-Tiered Systems of Support (MTSS) and Tier 1 interventions with an emphasis on Social-Emotional well-being, including trainings on Insights to Behavior, Zones of Regulation, Character Strong, 4Cs, and Behavior Bootcamp. For 2022.2023, schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on student kindness and peer interaction, and each school has developed a Fall plan that includes school-wide strategies for Social Emotional Learning. We continue to fund a Behavior Specialist to support all schools." Met 6/23/2022 2022 04614240118042 Forest Ranch Charter 6 "Typically students take our detailed climate survey every year in the spring by logging into an anonymous survey during class. This is proctored by the School Director, ratherthan the classroom teacher, as some students don’t feel comfortable expressing concerns with their teacher present. They also spend time talking with School Director about concerns and areas needed for improvement. This year a few small group discussion sessions were held, including multiple Middle School Town Hall meetings regarding improvements needed. The Student Survey was delivered in May to all students in 2nd – 8th grades. There was a 2-5th grade Elementary Survey and a slightly modified 6th-8th grade, Middle School Survey. Across both group, approximately 98% of the students participated in the survey. Overall 53% students were satisfied with the school with 43% being very satisfied and only 4% of students reporting that they were unsatisfied.What we learned was that despite the challenges in Middle School this year most 6-8th grade students were very satisfied with their primary teacher, felt they had made adequate progress, felt safe and supported at school and were generally positive about their overall experience. Areas of concern were: that 20% of students did not like the on-line portion of our new Science program and 16% reported they were unsatisfied with Afterschool Sports, 16% unsatisfied with Fine Arts and 16% unsatisfied with Equipmentand Materials. For the Elementary Survey most students (74%) were very satisfied with their teachers and only 1 reported being dissatisfied with their teachers. Overall students were very satisfied with all campus staff with the exception of Yard Duties (30% very satisfied, 44% satisfied and 26% not satisfied. The area of greatest concern was in school climate; bullying was mentioned by a few students in the comments, 19% reported not feeling comfortable or welcome at school, and 14% feel that they don’t feel safe at school. Most of these claims came from a classroom dealing with some specific social issues, however as it is an area of significant concern and plans will be made to provide greater support, continue to raise awareness and frequently resurvey student cohorts that were included." Met 6/28/2022 2022 31668370000000 Foresthill Union Elementary 6 "The summary results from the district's local school climate survey, lists notable indicators and percentage of students who Agree/Strongly Agree. Each indicator percentage is in 6th, 7th, and 8th grade order. I feel connected to others at school: 87 / 71 / 84 Academic motivation: (this survey question was not given in 2021/22) Caring adult relationships: (this survey question was not given in 2021/22) High expectation by adults: (this survey question was not given in 2021/22) School perceived as safe: 85 / 77 / 84 Experienced harassment/bullying: (this survey question was not given in 2021/22) Current vaping: (this survey question was not given in 2021/22) Experienced chronic sadness: (this survey question was not given in 2021/22) The data reflect a need for the district to return to a more comprehensive survey in future years to highlight important indicators regarding school climate and the social emotional needs of our students as well as to capture input on these important elements from parents and teachers, as well." Met 6/20/2022 2022 49706800000000 Forestville Union Elementary 6 "School Climate-- Suspension rate (2021-22 data): Grades K-1-- 0% suspension rate Grades 2-8--less than 1% suspension rate (16 incidents total with 90% of suspensions coming from grades 7-8) Zero expulsions in grades Tk-8. Using the Youth Truth Survey data, the overall satisfaction of the school program was about 86% Average daily attendance is at 90% and the chronic truancy rate was 22%. This is a decrease in the overall average daily attendance rate by 2% and a rise in chronic truancy by 2%. This has been contributed to the increased number of days students missed due to COVID-19 cases, exposures, and instructions to stay home when not feeling well. Analysis: Forestville Union School District continues to maintain a safe campus with an overall positive climate for students, staff, parents and community. Related to the suspension data, our English Learners and Hispanic students were not suspended, thus a 0% suspension rate. Socioeconomically disadvantaged students were suspended (5 out of the 16 incidents) at 30%. The suspension rate remains below the County average of 3.4%. The attendance rate is currently at 90% with the chronic truancy rate of 22%, in need of improvement." Met 6/23/2022 2022 49706980000000 Fort Ross Elementary 6 "Due to our small enrollment, disaggregated data for specific groups is not reportable due to confidentiality. LOCAL SURVEYS • All students report feeling safe at school. • 100% of students have a sense of emotional well-being. • 100% of students reported their school respects people from different backgrounds. • 100% of students, staff, and families reported that COVID has changed their lives. • 100% of families reported feeling valued by their school. STRENGTHS • The culture of our school is welcoming, safe, and supportive. CHALLENGES / BARRIERS • Access to in person social-emotional supports NEXT STEPS • Build connections with local social-emotional support systems through multi-district consortium and county behavioral health grant" Met 6/22/2022 2022 18750360000000 Fort Sage Unified 6 "MLCS participates in the California Healthy Kids Survey as part of their chartering authority Fort Sage Unified School District. Elementary Students Results: 73% respond that there are caring adults in school. 81% respond that the adults in school have high expectations. 64% respond that they feel connected to the school. 67% respond that parents are actively involved in school. 2022-23 Local Control Accountability Plan for Mt. Lassen Charter School Page 21 of 85 42% respond that they have had chronic sadness and hopeless feelings in the last 12 months. 86% respond that they feel they are self-efficacious. 82% respond that they have peer supports. 88% respond that there are caring adults at home. 78% respond that they feel safe at school. 15% respond that they have experienced school violence (fight, weapons). 90% respond that they have never smoked a cigarette. 80% respond that they have never used a vape products. 22% respond that they do not eat breakfast. Secondary Students Results: 61% respond that there are caring adults in school. 64% respond that the adults in school have high expectations. 33% respond that they feel connected to the school. 27% respond that parents are actively involved in school. 73% respond that they have had chronic sadness and hopeless feelings in the last 12 months. 70% respond that they feel they are self-efficacious. 63% respond that they have peer supports. 57% respond that there are caring adults at home. 41% respond that they feel safe at school. 23% respond that they have experienced school violence (fight, offered drugs, weapons). 86% respond that they have never used a drug, pill, or medicine to get ""high"" for reasons other than medical. 71% respond that they have never smoked a cigarette. 54% respond that they have never used a vape products. 67% respond that they do not eat breakfast. Staff Results: 40% respond that there are caring adults in school. 40% respond that the adults in school have high expectations. 35% respond that students feel connected to the school. 40% respond that parents are actively involved in school. 28% respond that students have supports for social emotional learning. 30% respond that they have a positive staff working environment. 40% respond that they have peer supports. 57% respond that there is fairness and rule clarity at school. 40% respond that they feel safe at school. 20% respond that alcohol and drug use is a moderate/severe problem. 40% respond that tobacco use is a moderate/severe problem. 47% respond that vaping is a moderate/severe problem. 27% respond that student depression is a moderate/severe problem. The results of the California Healthy Kids Surveys indicate that there are needs to address social emotional learning for student health and well-being, student and teacher relationships, increased parent involvement, increased positive school climate and culture, increased education about tobacco, vaping, drugs, and school connectedness." Met 6/15/2022 2022 12768020000000 Fortuna Elementary 6 "On an annual basis, students are surveyed and asked to provide their general feelings on basic questions regarding the school climate at their site. The following are the collective responses from students across the district: 1. I feel close to people at my school: 80% Strongly agree / agree 19% Neither agree or disagree 2. I am happy to be at my school: 75% Strongly agree / agree 18% Neither agree or disagree 3. I feel like I am part of my school: 74% Strongly agree / agree 21% Neither agree or disagree 4. The teachers at my school treat 62% Strongly agree / agree students fairly: 13% Neither agree or disagree 8% Strongly disagree / disagree 5. I feel safe at my school: 84% Strongly agree / agree 8% Neither agree or disagree" Met 6/7/2022 2022 12628100000000 Fortuna Union High 6 "The Fortuna Union High School District utilizes the California Healthy Kids Survey annually and spends extensive time going over the data in district administration and site staff meetings. With an average response rate of 77% at Fortuna High (FHS) and the Academy of the Redwoods (AR) (down from 2021), the school connectedness rate for 2022 was 70%, down from 77% in 2021. The average response rate from East High was 100% and the school connectedness rate was 52%, in line with previous years. Perceived school safety was 73% at FHS and AR, down from 84% in 2021. 92% of students at FHS and AR and 89% of students at East High attested that they were not involved in or witness to substance abuse at school, up 7% and 9% from previous years, respectively. 85% of students at FHS and AR and 89% of students at East High expressed that they had no fear of being physically harmed by other students at school, similar to 2021 at FHS and AR and and improvement of 9% at East High. As an outcome of the findings in these data, FUHSD has continued to promote and develop its Wellness Center, sending one of the contracted behaviorists to AR and East High weekly to supplement student support services at those sites." Not Met 9/14/2022 2022 34103480136275 Fortune 6 "DATA We administered an anonymous, locally-designed survey to scholars in grades 5-8 during early June 2022. Almost two thirds (65%) of scholars reported feeling quite or extremely safe at school, and three-quarters (75%) of scholars reported feeling quite or extremely connected to school. Most of the questions are in categories similar to those from the California Healthy Kids Survey. Our scholars scored highest on questions related to School Connectedness, Academic Motivation, and High Expectations. We were thrilled that our scholars felt to strongly connected to our school. We also were pleased that our scholars have internalized one of our five pillars - High Expectations - and express the academic motivation to strive to meet those expectations. MEANING Our scholars scored lowest on questions related to Meaningful Participation in the structure and content of their learning. We are working to improve is this area. USE We plan for future surveys to ask questions about participation in their communities. We want to ensure that scholars are learning to advocate for important causes and push for positive change." Not Met 10/20/2022 2022 30664980000000 Fountain Valley Elementary 6 "Fountain Valley School District is committed to providing a safe, supportive, and nurturing environment that promotes the engagement of parents and students, as well as school connectedness. During the 2021-22 school year, the District administered the California Healthy Kids Survey to students in 5th grade and 7th grade. The California Healthy Kids Survey is a confidential survey of youth resilience, protective factors, and risk behaviors that is completed anonymously by students during the school day to ensure maximum participation. 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 attendance data to derive a more comprehensive school site analysis of student engagement. On the 2021-22 California Healthy Kids Survey of Elementary Students (5th Graders), 87% of students reported that they “feel safe at school,” and 89% of students feel that a teacher or staff member will “do something to help if they report bullying.” In addition, 86% of elementary students reported that “grown-ups at school treat students with respect,” and 81% of students reported feeling that “teachers and grown-ups at school care about them.” Finally, 74% of students reported that they “feel part of the school” indicating a very high level of school connectedness across FVSD’s seven elementary schools. On the 2020-21 California Healthy Kids Survey of Middle School Students (7th Graders), 64% of students reported that they “feel safe at school,” 51% of students feel that “adults at school treat students with respect,” and 54% of students reported feeling as if “there are caring adults in school.” Finally, 55% of students reported that they “feel part of the school” indicating that school connectedness should be an area of focus for FVSD middle schools during the 2021-22 school year. As FVSD continues to navigate the impacts of the COVID-19 pandemic, improving school climates and ensuring students feel connected to their schools continue to be areas of focus. Throughout the 2022-23 school year, the district leadership team will be working closely with principals, school counselors, and school staff to improve school climates on each campus. Professional learning opportunities throughout the school year will include formative data related to attendance and suspension, and schools will be sharing practices that they identify through the school leadership team process for improving social-emotional outcomes for students." Met 6/23/2022 2022 10621580000000 Fowler Unified 6 "DATA: 50.3% of students surveyed responded that they feel connected to school. 47.9% of students surveyed responded that they feel safe at school. Student survey data suggests that our actions to build school connectedness and feelings of safety have not been as successful as planned. Fifth through twelfth grade students who responded to the survey showed double-digit declines in feeling safe at school and connected to school, confirming anecdotal data from educational partners' input that indicate that the traumatic effects of the pandemic continue to linger in students' attitudes. The impacts of the school closures and distance learning on students' academic progress are still being felt, as well, and it will take time to recoup those losses for our children. The 52.1% of respondents to our student survey who did not agree that they feel safe at school were 81% Low-Income students, 18% English Learners, and less than 1% Foster Youth, demonstrating a strong need to engage in activities that will help those students feel safer at school. The 49.7% who did not feel connected reflected similar percentages of Low-Income students, English Learners, and Foster Youth. The need to address those feelings is clear from these data. Research shows that Social Emotional Learning activities not only improve achievement by an average of 11 percentile points, but it also increase prosocial behaviors (such as kindness, sharing, and empathy), improve student attitudes toward school, and reduce depression and stress among students (Durlak et al., 2011). Our experience as educators confirms that students who experience prosocial behaviors help establish positive relationships, which, in turn, cause students to feel safer and more connected to school. Additionally, students who feel increased school connectedness are less likely to be chronically absent. Increased attendance rates will also have a positive impact on graduation rates, as Low-Income students, English Learners, and Foster Youth need to be in school to increase the likelihood of their graduating. Considering the unusual circumstances surrounding the data used to evaluate the effectiveness of the actions in Goal 2, we believe that our best course is to continue the actions developed by the District and its educational partners. We expect to see increased connectedness to school, increased feelings of safety, declines in chronic absenteeism, increases in attendance rates, and increases in graduation rates for our Low-Income students, and Foster Youth, including those with exceptional needs, as a result of the programs implemented in this action. We believe that the plan created for 2021-24, implemented with integrity and carefully monitored, can produce and exceed that level of success for our students." Met 6/15/2022 2022 01612590132514 Francophone Charter School of Oakland 6 "Student survey: 78% of students surveyed stated that the school environment was positive or very positive 83% Stated that they either belong quite a bit or they belong completely Students are not concerned about violence at school, feel respected by classmates, experience quite a bit of support from adults at the school, and feel understood quite a bit or completely by people at the school. School energy is experienced as positive. Francophone will sustain student leadership committees including library, campus beautification, yearbook, arts, and communication. We will recruit and train new student leaders entering 6th grade to participate in existing committees. Francophone will also update diversity and inclusion themes for 22-23 based on student and staff feedback, and determine if COVID protocols allow for whole school gatherings such as assemblies which were conducted via Zoom in 21-22 to avoid cohort mixing." Met 6/28/2022 2022 51713810000000 Franklin Elementary 6 "Data: In March 2022, 437 students in grades K-8th responded to a survey. The results of this survey were shared with Site Council and our LCAP Advisory group and used in developing the 2022/23 LAP. Results include: • Our school is safe and clean: 94.96% • There are caring adults on campus that I know I can talk to: 89.7% • Overall, I like coming to our school: 83.98% Meaning: Students view Franklin School as welcoming, supportive, and safe. There is a strong connection between the students and the staff/school. Like many schools, we are faced with the challenge of supporting our students’ social- emotional health and well-being. Use: At the suggestions of educational partners, we have added, well-being, to our 2022/23 LCAP Goal 2, FESD will maintain a safe, healthy learning environment that welcomes and engages students and families to promote student success and well-being. In addition to rewarding attendance, we will also reward citizenship and good behavior. Our SEL committee has developed the PAWS (Practice respect, Act responsibly, Work together, Show kindness) initiative that focuses on character education and character traits." Met 6/22/2022 2022 43694500000000 Franklin-McKinley Elementary 6 "The Franklin-McKinley School District has a targeted focus on attendance, behavior, and social-emotional learning of our students. One of the ways we measure students' social-emotional well-being is through the California Healthy Kids Survey and the Panorama LCAP annual survey. During the 2021-22 school year, 7th and 8th grade students completed the California Healthy Kids Survey. A total of 585 7th grade and 575 8th grade students completed the survey. The following are some key indicators from that survey: 64% grade 7; 51% grade 8 agreed or strongly agreed to feel connected to school 66% grade 7; 52% grade 8 agreed or strongly agreed to feeling safe The Panorama Survey which was administered to all grade 3-8 students showed that 66% of students feel connected to school. According to the survey, 8th grade students felt least connected to school. Of all the social skills, student self-efficacy was the lowest at 45%. As a result of the data, an area of growth is around the need to strengthen students' feeling safe at school. We have increased our student support systems including hiring school social workers and implementing social-emotional learning curriculum scaling supports and resources through 8th grade. This helps us better target student needs and address the perceived unsafe feelings across the grade levels. In addition, we are in the initial implementation stages for the Multi-Tiered System of Supports across the district. A continued focus for the district is prevention and early intervention therefore we continue to focus on early learning providing professional development for teachers to design rigorous and engaging learning experiences as well as a focus on Tiered Intervention as represented in the Pyramid Model. The district is considered to have met the standard as a survey was distributed to at least one grade level in all available grade spans and results were analyzed and reported." Met 6/14/2022 2022 01611760000000 Fremont Unified 6 "In accordance with the standard expected for Priority 6, FUSD administered the California Healthy Kids Survey (CHKS) in 2021-22 to students in grade 5 and contracted with Challenge Success to administer the Stanford Survey of Adolescent Experiences to secondary students in FUSD. The purpose of both surveys was to capture a valid measure of student perceptions of school safety and school connectedness and summarize the results of those queries onto the California School Dashboard. In the 2021-22 administration of the CHKS, the total number of surveyed students by grade level was as follows: - 5th grade: 1,402 - Junior High School/Middle School students: 5,135 - High School students: 6,849 What strengths and challenges did these surveys reveal about students in FUSD? Strengths: CA Healthy Kids Survey (grade 5): - Very high measurements of school safety - Adults at schools treat students with respect - Adults have high expectations for students Challenge Success: - % of students who students are actively disengaged in school *FUSD JHS/MS students: 7% *FUSD HS students: 10% Although any disengaged student is cause for intervention, these levels are higher in comparison to CHKS measurements of secondary students pre-pandemic. Challenges: CA Healthy Kids Survey: - Measures of School Connectedness have dropped from measurements pre-pandemic Challenge Success: - Survey questions on the topic of school belonging produced a result that showed that FUSD students are behind the national averages *FUSD JHS/MS students: 62%; national average: 75% *FUSD HS students: 68%; national average: 81% - % of students who report anxiety and depression are a major source of stress *FUSD JHS/MS students: 20% *FUSD HS students: 35% - % of students who report being often or always stressed by schoolwork *FUSD JHS/MS students: 55% *FUSD HS students: 74% How will this data be used? - The results of the surveys are an important metric for LCAP Goal 4. This data was shared at LCAAC meetings and LCAP informational sessions as goals are developed for next year. - District results will be shared with site principals along with their individual school reports. These will be shared with School Site Councils as they develop their schools' Single Plan for Student Achievement (SPSA) goals. - The CHKS will be administered in the 2022-23 school year to the typical grade levels (5, 7, 9, and 11)." Met 6/29/2022 2022 43694680000000 Fremont Union High 6 "FUHSD LCAP Goal 3: every student will feel safe, cared about, and both academically and socially engaged in school. During the 2018-19 school year the District Wellness Council provided input on implementation of the Student Wellness Survey, worked on creating a plan for review of the data, and then reviewed an initial round of data. In January 2019 the District administered a Student Wellness Survey to 10,021 students across all grades, and 6 sites. Results from the Student Wellness Survey include 54% of students found their coursework interesting (increase from 51.2% in 2016); 3% of students experienced bullying or harassment (physical, verbal or online/cyber) (decrease from 4.2% in 2016); and 61% of students felt adults at their school care about their emotional well-being (significant increase from 37.6% in 2016). The District’s decision to adopt and implement new bell schedules for the 2018-2019 school year which included a later start time and three tutorial periods per week continues to be carefully monitored. Survey data shows that more students are sleeping between 6-8 hours per night. The District Wellness Council met during the 2019-20 school year to review areas of the survey data: the relationship between the anxiety score, the depression score, the resiliency score and student comfort asking for help and the relationship between the anxiety score, the depression score, the resiliency score and number of Advanced Placement courses a student was taking. There was a relationship between level of reported anxiety, depression and resilience and student comfort asking for help: students reporting symptoms of anxiety and depression and/or endorsing less traits of resilience were more likely to say they did not feel comfortable asking for help. However, there is not a statistically significant relationship between level of reported anxiety or depression and number of AP courses a student is taking. The last meeting for the Council was January 30, 2020. District administrators were in the process of preparing for the final two meetings of the year when Emergency Learning began: April 23, 2020 to study the relationship between the anxiety score, the depression score, the resiliency score and the amount of time spent on homework on an average school day; and June 11, 2020 to discuss a plan to communicate findings and next steps with the community. The Task Force did not meet again in the 19-20 school year and has remained on hiatus through the 21-22 school year. In connection with discussions from the District Wellness Council, the School-Based Therapist Lead began working on the Social-Emotional Learning (SEL) integration across FUHSD. The focus has been to reframe the staff perspective on how SEL is integrated currently even if it is not called out as such. There has been an emphasis on classroom support to create a culture/community of validation and caring. The message has also emphasized that equity and SEL are inextricably linked (cont)" Met "During the 2021-22 school year the administrators from each school site in charge of campus climate continued to meet monthly with district administrators. Agenda items included issues specific to return to campus. FUHSD continued to implement the Chronic Absentee Intervention (CAI) process developed in 2017. This process includes a Letter 1 sent to all students whose attendance meets or exceeds the limit for chronic absenteeism. Continued non-attendance earns a student another letter and a pro-attendance check in with a caring adult. The third letter is an invitation to a meeting with the District Attorney and key district support staff. The fourth letter is an invitation to a school site level Student Attendance Review Team (SART) meeting that draws several key staff members together with the student and family to address any barriers to attendance. The fifth letter is an official summons to a district-level Student Attendance Review Board (SARB) meeting. This meeting includes the Deputy District Attorney, a representative from the City of Sunnyvale and several key district staff members. The purpose of the SARB is to bring together the resources of the district and larger community to support a student’s return to positive attendance. All of the student-facing letters and other materials in this process include positive, pro-attendance language. Return to in person school, COVID quarantines and community illness presented a significant challenge to tracking and (cont)" 6/23/2022 2022 12628286116289 Freshwater Charter Middle 6 "School Climate – Student Survey Freshwater School and Freshwater Charter Middle School administers the California Healthy Kids Survey (CHKS) every year. In 2020-21 the CHKS was modified as a result of being in Distance Learning for most of the year. Many questions were related to learning being disrupted by COVID-19 and the safety protocols we had in place when returning on a Hybrid Learning Schedule. In 2020-21 the CHKS was administered and the results are as follows: Students agree that an adult at school cares for them = 85% Elementary School Students agree that an adult at school cares for them = 71% Charter School In 2020-21, School safety was not measured due to Distance Learning Model. School Climate – Parent Survey Freshwater School and Freshwater Charter Middle School administers the California Healthy Kids Parent Survey (CHKS) every year. In 2020-21 the CHKS was modified as a result of being in Distance Learning for most of the year. Many questions were related to learning being disrupted by COVID-19 and the safety protocols we had in place when returning on a Hybrid Learning Schedule. In 2020-21 the CHKS was administered and the results are as follows: Encourages parent partners: 93% Elementary School Encourages parent partners: 100% Charter School Seeks input before decisions: 64% Elementary School Seeks input before decisions: 95% Charter School Feels welcome to participate at school: 77% Elementary School Feels welcome to participate at school: 90% Charter School School Climate – Staff Survey The California Healthy Kids Staff Survey is given to staff at Freshwater School District annually. In 2020-21, 96% of Freshwater Elementary staff responded that they agree/strongly agree that Freshwater School is a safe place to work. In 2020-21, 80% of Freshwater Charter Middle School staff responded that they agree/strongly agree that Freshwater School is a safe place to work." Met 6/21/2022 2022 12628280000000 Freshwater Elementary 6 "Freshwater School and Freshwater Charter Middle School administers the California Healthy Kids Survey (CHKS) every year. In 2020-21 the CHKS was modified as a result of being in Distance Learning for most of the year. Many questions were related to learning being disrupted by COVID-19 and the safety protocols we had in place when returning on a Hybrid Learning Schedule. In 2020-21 the CHKS was administered and the results are as follows: Students agree that an adult at school cares for them = 85% Elementary School Students agree that an adult at school cares for them = 71% Charter School In 2020-21, School safety was not measured due to Distance Learning Model. School Climate – Parent Survey Freshwater School and Freshwater Charter Middle School administers the California Healthy Kids Parent Survey (CHKS) every year. In 2020-21 the CHKS was modified as a result of being in Distance Learning for most of the year. Many questions were related to learning being disrupted by COVID-19 and the safety protocols we had in place when returning on a Hybrid Learning Schedule. In 2020-21 the CHKS was administered and the results are as follows: Encourages parent partners: 93% Elementary School Encourages parent partners: 100% Charter School Seeks input before decisions: 64% Elementary School Seeks input before decisions: 95% Charter School Feels welcome to participate at school: 77% Elementary School Feels welcome to participate at school: 90% Charter School School Climate – Staff Survey The California Healthy Kids Staff Survey is given to staff at Freshwater School District annually. In 2020-21, 96% of Freshwater Elementary staff responded that they agree/strongly agree that Freshwater School is a safe place to work. In 2020-21, 80% of Freshwater Charter Middle School staff responded that they agree/strongly agree that Freshwater School is a safe place to work." Met 6/21/2022 2022 10101080000000 Fresno County Office of Education 6 "The LEA administered the California Healthy Kids Survey (CHKS) for grades 7-12 in the spring of 2021 and 81 students completed the survey. The CHKS captured informative student perceptions of school safety and connectedness especially reflective of the time of periodic COVID outbreaks. Overall, 55% of students felt that the adults cared personally for their success, and that they were academically motivated, including during remote instruction during COVID-19. During distance and in-person learning, 36% of students believed they had opportunities for meaningful participation, 53% of students felt staff had high expectations for their achievement in school, 55% perceived their school as very safe; only 11% were afraid of being victimized by physical violence, though 35% reported having been in a physical altercation, 14% of students stated experiencing social/emotional distress, 16% chronic hopelessness, and 6% had considered suicide, including during the COVID-19 crisis. Thirty-nine percent felt adequately supported by their peers, and 39% of students admitted to current usage of alcohol or drugs. Specific items of relevance to school safety and connectedness include reasons that may be correlated with truancy as 9% of students reported being absent several times each month. Thirty-nine percent of students reported being sleep-deprived, and 13% felt those reasons interfered with the ability to attend school. Although 58% claimed sufficient adult support, only 19% of students believed that their parents were connected to their academic progress, increasing the likelihood of truancy. Analysis of the data demonstrates the supports and resources that the LEA will provide to support our students' overall wellness. The LEA will continue to provide relevant professional learning for school staff in social emotional learning practices, trauma-informed practices, and culturally responsive teaching practices. The LEA will continue to partner with collaborative agencies and appropriate school-based staff for tiered levels of support and planning with students and their families. The LEA will continue to implement and monitor safety measures and obtain feedback from parents and students as to measures the LEA may take to improve perceived safety and school connectedness. In addition, counseling and mentoring services from LEA staff and collaborative agencies will continue to be necessary to support students and to equip school staff in meeting the needs of our students and families. In addition, student perception of low parent involvement mirrors data collected during the LCAP process. The LEA is exploring additional outreach opportunities we will provide to welcome essential parent input and planning. The LEA will continue to collaborate with parent outreach services from the district in order to assist with increased family and community engagement to a greater degree. These measures have resulted in benefits for students enrolled for 90 days or more." Met 6/16/2022 2022 10621660000000 Fresno Unified 6 "To align with the strategic plan, the local climate survey was revised (2021-2022) with the development of domains which allow the analysis of data between measures as well as articulate change between administrations. Positive ratings within the student survey ""Student Engagement"" domain is 79.9%. Questions in this domain include, ""I feel like I belong at my school"", ""I have a voice and feel heard at my school"", and ""Students at this school care about each other"". Positive ratings within the student survey ""School Environment"" domain is 73.2%. Questions in this domain include, ""Adults at my school treat all students fairly"", ""I feel safe at school"", and ""I know the school rules and what is expected of me"". These domain ratings are considered baseline due to the survey revision, and will be used as comparison for strengths and areas for growth in future administrations." Met 6/15/2022 2022 16639900116699 Frontier Elementary 6 "The District administered a student survey addressing school connectedness and a sense of safety in the spring of 2022. It was administered to students in grades 4-8 with 775 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 from school staff with issues or problems they may face; and if the teacher talks to them about areas of strength and improvement. 88.4% of 4th and 5th graders expressed positive responses in the area of connectedness. 80.9% of 6th through 8th graders gave positive responses to a sense of connectedness. All school sites work to create a sense of connectedness and school engagement amongst the students. They provide clubs, activities, social-emotional lessons, and supports. The survey also sought information regarding the sense of safety students have through questions relating to knowledge of school rules for behavior, whether they felt that inappropriate behavior had consequences; if they felt safe while at school; and if the school was in good, clean condition. 4th and 5th graders gave 97.2% positive responses to questions regarding a sense of safety. 93.2% of 6th-8th graders gave positive responses. School sites and the District worked diligently to ensure that health and safety guidelines were adhered to during the COVID-19 pandemic. Additionally a variety of services and programs are in place to support a sense of safety such as providing health care staff, counseling staff, Positive Behavior Intervention and Support (PBIS), and a Multi-Tiered System of Support (MTSS). The District surveyed families about school climate and safety as part of its annual parent survey given in the spring of 2022. Overall, 97.9% of parents and families responded positively to their sense of school connectedness, and 97.4% responded positively that they felt their children were safe while at school. Pioneer has a MTSS as a unifying approach to student services and programs to meet all areas of student education, both academic and social-emotional. MTSS allows the District to leverage resources and services for all students; strategize effective supports for student success; and provide evidence-based, data-driven, district-wide, and school-wide supports for academic, behavior, and social-emotional learning (SEL). Participation in MTSS has resulted in the addition of SEL instruction; in-depth self-assessment of site and district level programs, policies, and needs to support students and staff which are guiding an ongoing system of improvement; and the plans to implement more SEL professional development and supports for students. Additionally, the district uses the PBIS model to improve school climate for all students. These programs are supported by action items in the Local Control and Accountability Plan and professional development for staff." Met 6/22/2022 2022 15634790000000 Fruitvale Elementary 6 "The District surveyed students from grades 3-8 regarding the local climate, school safety, and school connectedness. Elementary student results revealed: 77% state their school provides different opportunities for students to be successful 86% state their teacher and school has high expectations for students to learn and succeed 78% state they feel safe at school (17% do not know) 73% state they feel safe while working online and in Zoom (11.3% disagree) 88% report their teacher cares about them (1.7% disagree) 79% feel safe in the library 81% like our daily SEL curriculum, Positivity Project and feel it is good for students 77% state they know how to get help from the counselor if they need it Elementary Survey Quotes: ""I like how when there is a problem the teacher or anyone else is there to help you,"" ""I like that all the teachers are kind and they push me to succeed and I also enjoy the fun activities they provide,"" ""I like that every staff member shows up for work with a smile on their face and the teachers that I have had were really nice to me and they helped me when needed. I like that it is a good environment for children to learn and grow."" Junior High Student 7th - 8th Grades) Responses: 69% state their school provides different opportunities for students to be successful 79% state their teacher and school has high expectations for students to learn and succeed 56% state they feel safe at school (17% do not know) 80% state they feel safe while working online and in Zoom (11.3% disagree) 63% report their teacher cares about them (1.7% disagree) 48% feel safe in the library 79% like our daily SEL Advisory Class/curriculum and feel it is good for students 70% state they know how to get help from the counselor if they need it Jr. High Survey Quotes: All of the teachers are really nice. It seems that they genuinely want to help us students. The principal seems to be really involved, and participates in a lot of activities."" I really like all of the teachers and students at Fruitvale. I think it is a really great community that I've grown to love. I also really like that Fruitvale has lots of different academic opportunities."" It is important to note that the surveys were deployed during the 2020-21 Pandemic Year, while some elementary students were back in-person and most Jr. High students were still off campus and online. This is noteworthy as 1/2 of the Jr. High enrollment (all 7th-grade students), had NEVER stepped foot on the campus, therefore their answers were strictly through a digital perspective, and 8th graders were working off memory of their 7th-grade year combined with virtual learning. The District recognized that there is a population of students, in both elementary and Jr. High, who do not know how to access a counselor. Additionally, as students returned to sites for in-person instruction, the staff and admiration recognized students are returning with a high level emotional and behavioral support needs." Met "The District hired additional counselors, school psychologists, as well as a District Social Worker and a Student Safety Intervention Liaison. The Social Worker was employed prior to the end of the 2020-21 school year and has made a tremendous impact on our community through community support connections for homelessness, mental and medical health supports, as well as food insecurity. The District surveys also revealed Library conditions to be a place students feel safe. With the coming year and student mental health concerns, the District is taking measures to ensure the Libraries are open to our families through Library Community Center Programs and Summer events targeted to give families and students a safe place to connect with the school. The student surveys supported the District's continuation of our Social Emotional Daily Curriculum, Positivity Project for elementary and Advisory class for Jr. High." 6/16/2022 2022 12626790109975 Fuente Nueva Charter 6 "The school climate at Fuente Nueva as reported by parents has always been rated highly on our annual school surveys. 1. The school maintains open and clear communication about school-wide information. 97.2% of respondents agree or strongly agree 2. I am provided an opportunity to participate in the school's decision making process. 94.3% agree or strongly agree 3. Fuente Nueva demonstrates a commitment to meet my child's individual needs. 95.8% agree or strongly agree We also asked what their top priorities were for the school year 2022/2023 and the parents overwhelmingly reported - social emotional student well-being was the number one priority. This relates directly to the school climate. To help inform our process of scaling up our current social emotional well-being practices, we surveyed the third through fifth graders with a selection of questions. The survey questions focused on student connection with staff and peers. Students were given the survey through a google form on their Chromebooks. The school counselor worked with each grade to provide instruction on how to complete the survey and a discussion around the basic meaning of the questions. Students were then given a chance to work quietly on their own to answer the survey. Below are the questions and results. 1. I feel close to people at this school: 51.5% Agree or Strongly Agree, 45.6% Neutral 2. I am happy at school: 82.3% Agree or Strongly Agree, 14.7% Neutral 3. I feel like I am part of this school: 75.9% Agree or Strongly Agree, 17.9% Neutral 4. The Teachers at this school treat students fairly: 76.5% Agree or Strongly Agree, 16.2% Neutral The results demonstrated that student connectedness at school is an area of growth. Also, while the students report being happy at school, there remains a number of students who do not feel connected. These results are remarkably different from last year's school climate. As a school, we will continue to prioritize mental health and well being. We plan to offer this survey twice next year so that we can address problem areas early on in the year. 1. The certificated staff were also asked questions regarding school climate. The questions and responses are below. 2. Teachers feel connected to other staff and regularly collaborate with other teachers 8 out of 9 agree or strongly agree, 1 disagrees 3. Teachers feel connected to each of their students. 9 out of 9 agree or strongly agree 4. Teachers feel safe at school: 8 out of 9 agree or strongly agree, 1 disagrees While the majority of teachers report connectedness and safety at the school, one even one disagrees it is a cause for pausing to reflect on how we can do better. The leadership will continue to offer opportunities for input and constructive feedback for the leadership and the team as a whole to increase safety and collaboration for all." Met 6/15/2022 2022 30665060000000 Fullerton Elementary 6 "The Fullerton School District partnered with WestEd, which is a California non-profit organization that provides research and evaluation services, among other products for education. This partnership involved administering valid, reliable, and reading-level appropriate school climate student surveys. Administered in March 2022, the surveys gathered feedback from students in the 4th through 8th grades across all school sites - including students in the distance learning platform. Students were given a linear scale of 1.0 to 4.0 to rate each question, with any score above 3.0 considered favorable. The following data represents median data for a given theme or question. In the area of academic rigor, students were asked to evaluate the extent to which assignments and activities were relevant, thought-provoking, and engaging. Overall, all students averaged a categorical mean score of 2.91. More specifically, when asked about how much whether or not students feel they have opportunities to participate in activities and discussions, the average score was 3.10. Additionally, students were asked to indicate their confidence in being able to receive support when they don’t understand a concept, to which the average response was 3.11 on the 4-point scale. Students were also asked to evaluate the degree of connectedness they experience at school, which includes the level of care from staff, their enjoyment and sense of belonging, and the school’s ability to prepare them for future endeavors. When asked if there are adults at school who care about them, students averaged 3.18 in their level of confidence out of 4.0. Additionally, students averaged 3.04 when asked if their school was preparing them for the future. Overall, the categorical mean score for connectedness was 2.82 for all students. Safety was the third domain by which students were surveyed, and responses from all students averaged 3.03 across all questions. When asked if they feel safe at school, students averaged 3.13 on their level of confidence. Students were also asked to rate their preparedness if any school-wide emergency occurred, to which the average score was 3.52 on a 4-point scale. The Fullerton School District will continue to partner with research-based experts to refine the survey process for parents, students, and staff. In addition, the district will also broaden the number of opportunities for community members to share their input and feedback, including online and in-person platforms." Met 5/10/2022 2022 30665140000000 Fullerton Joint Union High 6 "The District utilizes two measures, the annual Local Control Accountability Plan (LCAP) survey, and the FJUHSD Wellness Survey, to garner input from students in relation to their perceptions of school climate, related to school safety and connectedness. Based on the data here is a summary of the findings of the student climate surveys: Most students feel safe at school (94%). Most students (80%) indicate they know the procedures to report bullying at school. The District has implemented annual and ongoing training for all staff on the prevention of sexual harassment, their responsibilities in reporting suspected child abuse reporting, and in the identification and prevention of discrimination. An area for continued growth, anti-bullying training for staff and students, is part of each school's professional development efforts every year. Anti-bullying and related cyber security/social media bullying have been discussed in all English classes in the past. However, the systematic practice of presenting anti-bullying lessons dropped off during Distance Learning. The District will work with school administration to encourage anti-bullying instruction for all students. Most students feel they have an adult at school they can count on (77%) Most students feel their school cares about them (72%) Most students feel like the school facilities and grounds are neat, clean, and kept in good repair (82.6%) Most students feel mentally/emotionally safe at school (72.9%). However, 43% of students report that stress almost always or frequently makes them feel like giving up on their goals. There is room for growth in making students mentally/emotionally safe and resilient at school. Three additional Mental Health Specialists have been hired for a total of five Mental Health Specialists serving the District school sites with a plan to hire a sixth Mental Health Specialist. This is in addition to the 21 school psychologists supporting students across the District. A majority of students agree they feel welcomed at school (87%). However, 30% of students indicated that they do not feel connected to the school community. After analysis of the student responses, it became clear that there is a difference between offering opportunities and students joining them. Schools will work with students and staff to address the two most identified barriers to student participation: cost and time after school." Met 6/21/2022 2022 50757390131185 Fusion Charter 6 "In Spring 2022 Fusion students participated in the Healthy Kids Survey of perceptions of school safety and overall feelings of connection to school within the past 12 months. Grades 7-11 responded with 29 students at the high school level, 38% of the total 77 surveyed. Data was not available for students in grades 7- 9, due to group sizes less than 10. Due to the low number of students surveyed, we will administer the survey again in the Spring of 2023. Overall, students report a positive climate at Fusion. They feel safe, connected to caring adults at the school and feel their teachers are fair and have high expectations for them. Small school size and high staff to student ratio provides help for students struggling with health and safety issues. A campus supervisor and full time school counselor are available daily, with a therapy dog on campus a couple days a week. 50% of 10th graders felt that the school has high expectations and 67% felt that there were caring adults in the school. 90% of students in grades 10 and 11 agreed or strongly agreed that teachers treat students fairly. Chronic Absence continues to be a concern. During the pandemic, 50% of 10th graders and 30% of 11th graders cited illness as a reason for absence in the past 30 days. Although 30% of all students cited feeling “sad, hopeless,anxious, stressed or angry” as a reason for absence, no students cited being bullied or mistreated. In order to foster more feelings of connectedness and participation in school activities, Fusion has expanded on campus electives and field trips to accommodate a variety of interests again after a pause due to pandemic restrictions." Not Met 11/18/2022 2022 34765050101832 Futures High 6 "Futures uses multiple tools to measure school climate throughout the year. The school administered surveys to the parents and students to gather feedback and input on the school culture's improvement and program implementation. It should be noted that survey participation was low. The surveys indicated high scores (85%) for the welcoming and positive culture at the school. The majority of parents (100%) are satisfied with the level and the manner of communication that the school provides to them about students' progress (100%), school's policies and procedures (83%), and opportunities for parental engagement such as committees and volunteer opportunities (88%). The parents expressed that they had access to supplementary resources to help them with students' learning (100% are satisfied). The students' survey results indicate similar trends - high satisfaction with the positive culture in the classrooms and the school overall (100%). In addition, the students feel that the staff cares about them (100%), listens to them (100%), and provides valuable strategies that are helpful in their learning (82%). Interestingly to note, that 11th and 12th grade students show higher satisfaction with the school's culture than 9th and 10th grade students. In the past year, these two grade levels struggled the most during distance learning by being unable to have in-person instruction and a closer connection with the staff and peers. Futures plans to continue to integrate social-emotional learning instruction into academics school wide and provide additional support to students. The school was successful in re-integrating students back to in-person instruction, however, this continues to be an area of need. Next year, to continue improving school climate, Futures will actively engage the student leadership to provide voice in school activities. Based on their feedback, next year the school is adding three new sports, having school dances, cultural clubs, adding rallies/assemblies, spirit days and additional field trips." Met 6/22/2022 2022 19647330108886 Gabriella Charter 6 "In the spring season of 21-22, students in 4th and 7th grade took the California Healthy Kids Survey. This was the third year of implementation of the survey at Gabriella Charter School. Overall, the results were positive and aligned with other historical school experience data. Data was used to identify strengths and weaknesses in the school’s culture and the socio-emotional well-being of the student body during distance learning. 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 21-22: -74% of elementary students surveyed felt happy most or all of the time they are at school; for middle school, 51% of students agreed or strongly agreed that they felt happy with or to be at GCS most or all of the time. -60% of elementary students surveyed reported they felt they did interesting activities at school, and 42% of middle school students reported that they engaged in interesting activities. -94% of elementary students surveyed felt that teachers and other grownups care about students and only 60% of middle school students felt that there was a teacher or some other adult at my school who really cares about them. These data points reveal that generally, students felt they are part of a positive school community during this year of distance learning, though it should be noted that middle school students did not feel care as strongly as elementary students, which is an area of growth for 22-23." Met 6/21/2022 2022 19647330135509 Gabriella Charter 2 6 "In the spring season of 21-22, students in 4th and 6th grade took the California Healthy Kids Survey. This was the third year of implementation of the survey at Gabriella Charter School 2. Overall, the results were positive and aligned with other historical school experience data. Data was used to identify strengths and weaknesses in the school’s culture and the socio-emotional well-being of the student body during distance learning. Key results of this survey displayed below show the strong and positive culture created at GCS 2, highlighting that our students feel GCS 2 is a place that encourages them to solve problems, treat others with compassion, and reach out for assistance when needed. In 21-22: -86% of elementary students surveyed felt happy most or all of the time they are at school; for middle school, 59% of students agreed or strongly agreed that they felt happy with or to be at GCS 2 most or all of the time. -79% of elementary students surveyed reported they felt they did interesting activities at school, and 35% of middle school students reported that they engaged in interesting activities. -76% of elementary students surveyed felt that teachers and other grownups care about students and only 36% of middle school students felt that there was a teacher or some other adult at my school who really cares about them. These data points reveal that generally, students felt they are part of a positive school community during this year of distance learning, though it should be noted that middle school students did not feel care as strongly as elementary students, which is an area of growth for 22-23." Met 6/21/2022 2022 34673480000000 Galt Joint Union Elementary 6 "The California Healthy Kids Survey (CHKS) was administered annually over the last three years to 5th-8th grade students. In 2022, 869 students completed the CHKS.The survey results are providing us with great insight into areas of strength and areas that we need to strengthen. Based on the patterns of engagement from distance learning during the spring 2020-21 school closure we learned that many low-income students, foster or homeless youth and English learners were less likely to participate daily in the live virtual learning sessions and access the other online learning programs. Lack of participation and engagement will lead to significant learning loss for high needs groups of students. Barriers to participation and engagement included lack of connectivity, technology issues, parent/caregiver support and unfamiliarity with navigating the learning management platform. The shift to full-time online learning in the wake of the coronavirus pandemic also brought social emotional change and challenges for all of the district’s 3,350+ students. The results from the CHKS demonstrate that children are very resilient. Many of the indicators or school climate actually dropped very little from the prior year's results. Overall, elementary students average percentages were higher than middle school average percentages. Areas of relative strengths included: • High expectations of adults in school- elementary 84%, middle 73% • Caring adult relationships- elementary 68%, middle 56% • Parent involvement in schooling- elementary 74%, middle n/a • Feel safe at school- elementary 60%, middle 71% Some areas of concern that are being addressed through LCAP actions and services: • 29% of 7th and 39% of 8th grade students reported ""Experienced chronic sadness/hopelessness"" in the past 12 months and only 25% of middle school students reported ""meaningful participation"" pretty much or very much true. • 21% of 5th & 6th graders reported ""frequent sadness"" and Approximately 39% of elementary students reported having ""Meaningful Participation"" pretty much or very much true. Informing LCAP Developmet: CalSCHLS Survey results, feedback from multiple stakeholder groups and the recent district assessment data have contributed greatly in the development of the 21-22 through 23-24 LCAP. This ongoing analysis and reflection of successes and challenges shaped the two broad goals proposed in the new LCAP: • Engaging learners in PreK-8 through a focus on equity, access and academic rigor with inclusive practices in a variety of learning environments. • Promoting PreK-8 whole learner development through social and emotional learning opportunities in a variety of learning environments. All Metrics on the District LCAP were developed to measure the growth towards meeting the two broad goals. All proposed actions and services were developed to address the understanding that ""Learning is social, emotional and academic""." Met 6/22/2022 2022 34673550000000 Galt Joint Union High 6 "In the spring of 2022, we administered the Panorama Education Secondary Student Surveys to students in all grade levels (9-12), which include questions specific to school safety and school connectedness. This year, 45% of our students participated in the survey. On this year’s survey, 61% of students indicated that they felt safe on campus. This is a 10% decrease from the previous year. This decrease was seen equally among students at both comprehensive sites and among student groups. There were small differences between schools (64% at Galt High vs 59% at Liberty Ranch High) and very minor differences between student groups (58% of English learners, 61% of students with disabilities, 63% of low-income students). Looking more deeply at the results, we saw similar decreases in favorable responses across all six questions that were asked. The two questions that saw the greatest decreases related to people disrespecting others and physical fights on campus. 35% of students reported that people are generally respectful toward others. This is a 15% decrease from the prior year. These results were similar between schools (36% at Galt High vs 33% at Liberty Ranch High) and student groups (35% of English learners, 41% of students with disabilities, 38% of low-income students). Similarly, 54% of students reported that physical fights rarely occur on campus. This is a 13% decrease. With this question there was more variation between schools (58% at Galt High vs 51% at Liberty Ranch High) and student groups (54% of English learners, 61% of students with disabilities, 56% of low-income students). Regarding School Connectedness, 31% of students indicated that they felt a sense of connectedness and belonging to their school. These results were similar between schools (33% at Galt High vs 28% at Liberty Ranch High), but there was some variability between student groups (34% of English learners, 39% of students with disabilities, 29% of low-income students). This is similar to last year where 32% of students indicated a sense of connectedness. However, prior to the pandemic and distance learning, 57% of students reported feeling connected to their school. These results indicate that the school closures, distance learning, pandemic fatigue, and disagreements over masking and vaccinations have had a drastic negative impact on students and their sense of safety and belonging. While these declines are a predictable result of the challenges students faced over the past couple of years, this is of great concern to district staff. In response, the District will continue to increase access to mental health and counseling services for students and staff and support sites in their efforts to foster strong relationships among students and staff and reinvigorating the positive school climate and culture that has always been a defining characteristic of the high schools in Galt." Met 6/9/2022 2022 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 6, 7, 9, and 11. Both surveys measure perceptions of school safety and connectedness. The data below is from fall of 2021-22 administration of the Strategic Plan Survey and spring 2021 administration of the CHKS (grades 6, 7, 9 and 11 every other year). This is the most current data due to the COVID-19 pandemic. The Strategic Plan Survey contains similar items to CHKS, and collects responses from a much larger sample size, from over 24,000 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: 78% of students are happy at school (9% neutral) 81% are proud to attend their school (28% neutral) 74% feel a part of the school (11% neutral) 85% believe they have opportunities for meaningful participation (7% neutral) Results from the most recent CHKS shows a different trend presumed to be due to the COVID-19 pandemic and the cease of in-person instruction. 74% of students in grade 6 report a high to moderate level of school connectedness. 64% of students in grade 7, 58% in grade 9, 58% in grade 11, and 65% of non-traditional students reported a high to moderate level of school connectedness. In all grades surveyed, males have a higher percent than females in school connectedness. GGUSD has provided school sites with increased funding and opportunities to develop extended day and enrichment programs for students. Additional school-based mental health support time was also allotted to each school site to provide necessary resources for students post-pandemic. The Strategic Plan Survey results found that 82% of students in grades 3-12 agree and strongly agree feel safe at school. Another 8% neither agree nor disagree, which indicates a feeling of neutrality on the subject. On the item measuring perceived bullying, 11% 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: 84% of students in grade 6, 75% in grade 7, 71% in grade 9, 73% in grade 11, and 72% 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 offers 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 and the GGUSD Family Resource Centers." Not Met 9/20/2022 2022 12628360000000 Garfield Elementary 6 Key learning from Garfield's Annual Student Survey indicates that students feel emotionally and physically safe while they are at school. Students feel connected to their fellow students and staff members. Met The disaggregated results from our survey indicate that students would appreciate having academic choice in their learning while at Garfield School. Garfield School District will focus on creating additional academic choice via professional development. 6/23/2022 2022 19645500000000 Garvey Elementary 6 "Key Findings for Grade 5 Grade 5 Average Level (Points): 4.2 School Engagement & Supports ? School Connectedness (65%) ? Academic Motivation (74%) ? Caring Adult Relationships (73%) ? High Expectations (76%) ? Meaningful Participation (72%) School Safety ? Feel safe at school (71%) ? Been hit or pushed (6%) ? Mean rumors spread about you (31%) ? Saw a weapon at school (9%) Disciplinary Environment ? Students well-behaved (79%) Lifetime Substance Use ? Alcohol or drug use (1%) ? Cigarette smoking (1%) Key Findings for Grades 7 Grade 7 Average Level (Points): 4.3 School Engagement & Supports ? School Connectedness (57%) ? Academic Motivation (58%) ? Chronic truancy (twice a month or more) (15%) ? Caring Adult Relationships (45%) ? High Expectations (54%) ? Meaningful Participation (64%) ? Facilities upkeep (44%) School Safety & Substance Use ? School perceived as very safe or safe (64%) ? Experienced any harassment or bullying (19%;) ? Had mean rumors or lies spread about you (19%) ? Been afraid of being beaten up (23%) ? Been in a physical fight (4%) ? Seen a weapon on campus (7%) ? Been drunk or “high” on drugs at school ever (1%) Mental and Physical Health ? Current alcohol or drug use (1%) ? Current binge drinking (0%) ? Very drunk or “high” 7 or more times (1%) ? Current cigarette smoking (0%) ? Current electronic cigarette use (1%) ? Experienced chronic sadness/hopelessness (23%) During the 2021-22 school year, despite the prevailing Covid-19 challenges, the District was able to maintain an overall positive school climate at a level similar to the levels in previous years. However, the negative impact of Covid-19 was intense particularly in the areas of student engagement and supports (e.g., school connectedness, academic motivation, caring adult relationships, high expectation, and meaningful participation), and school safety (e.g., experiencing bullying and mean rumors). To address the challenges, the District has been strengthening the mental health and social-emotional supports as well as the safety supports. Both measures have produced positive results in improving school climate based on input from stakeholders. 1) For mental health and social-emotional supports, the District has been implementing a newly adopted social-emotional learning curriculum facilitated by counselors and teachers, establishing wellness centers at the schools, providing ongoing training for staff and parents, promoting Positive Behavioral Interventions and Supports (PBIS) and leadership development programs with the focus on high-needs students. 2) For safety supports, the District has increased student support staff and improved security system." Met 6/30/2022 2022 33103300139428 Garvey/Allen Visual & Performing Arts Academy for STEM 6 "Local Climate Survey Summary Goal 1 GOAL 1: Garvey/Allen will increase student achievement in ELA and Math as measured by CAASPP. My child's school provides a quality education that focuses on the academic success of each child. 93% Strongly Agree/Agree My child's school offers supports that help my child to be academically successful. 96% Strongly Agree/Agree My child's school provides a variety of activities for my child. 90% Strongly Agree/Agree My child's school promotes academic success for all students. 100% Strongly Agree/Agree My child's school offers effective supports for English Learners. 96% Strongly Agree/Agree My child's school offers activities that prepare my child for college. (Ex. Project-based learning, college readiness activities, STEM)). 90% Strongly Agree/Agree My child's school offers activities that prepare my child for careers. (Ex. Career Awareness Activities, Project-based learning, etc.) 86% Strongly Agree/Agree My child's school offers intervention for my child when they are struggling (Ex. Office Hours/Tutoring, etc.) 86% Strongly Agree/Agree GOAL 2: Garvey/Allen will ensure the social emotional well-being of all students so they can access and engage in the opportunities available. My child’s school focuses on improving student attendance. 90% Strongly Agree/Agree My child feels safe and connected to his/her school. 93% Strongly Agree/Agree My child’s treats all students with respect. 90% Strongly Agree/Agree My child’s school maintains school rules equally for my child and all students. 93% Strongly Agree/Agree My child’s school is safe place. 93% Strongly Agree/Agree My child’s school offers social emotional supports for my child. 93% Strongly Agree/Agree GOAL 3: Garvey/Allen will ensure that all students, parents, guardians, and stakeholders are actively engaged in the school community as measured by events, surveys, and meeting minutes. My child’s school seeks parent input. 93% Strongly Agree/Agree I feel welcome to participate in activities at my child’s school. 96% Strongly Agree/Agree My child’s school keeps me informed about school activities. 90% Strongly Agree/Agree My child’s school offers helpful parent education workshops and opportunities. 83% Strongly Agree/Agree I rely on phone-calls and text for information about my child’s school. 93% Strongly Agree/Agree I rely on emails for information about my child’s school. 96.5% Strongly Agree/Agree I rely on the school website for information about my child’s school. 93% Strongly Agree/Agree" Met "Garvey/Allen Academy is pleased to report such favorable survey results from our parents. The results are a testament to our CEO/Superintendent & Founder's mission of ""Being the Solution"" for the myriad of Achievers that attend Garvey/Allen. We will continue to increase our approval ratings in the areas of providing more opportunities for students to be prepared for careers; more educational workshops and training for parents and more intervention outside of the normal school day for students who are struggling. We are proud to transform students into Achievers." 6/30/2022 2022 33103300128777 Gateway College and Career Academy 6 "Students at GCCA were surveyed in April 2022 about their perceptions of their school in terms of Engagement, Academic Challenge, Culture, Belonging & Peer Collaboration, Relationships, and College & Career Readiness. In addition, students provided feedback about Emotional and Mental Health and Diversity, Equity, and Inclusion. In order to put student feedback into context, this report compares GCCA students' ratings to the ratings from students at 611 other high schools across the country. Compared to other participating high schools. GCCA's highest rated themes were: Culture, College & Career Readiness and the lowest rated themes were: Belonging & Peer Collaboration, and Relationships. Compared to other participating high schools, GCCA's highest rated question within the key themes was: Discipline in this school is fair. (which is in the Culture theme) and the lowest rated question within the key themes was: How often do you work with other students for your classes, even when your teacher doesn’t ask or tell you to? (which is in the Belonging & Peer Collaboration theme) Respondents also provided feedback about Emotional and Mental Health. For example, 49% of respondents responded positively to the question: Overall, how do you feel about your life? Respondents also provided feedback about Diversity, Equity, and Inclusion. For example, 58% of respondents responded positively to the question: My school has made me more interested in getting to know people of diverse backgrounds. Over all, GCCA rated in the 85th percentile or above in nearly all survey categories. Our lowest scored category was Belonging and Peer Collaboration. We believe our shift to an hybrid participation model and the effects of the pandemic contributed to our students' perceptions in this area. It was encouraging to see consistently positive responses in all other categories, particularly School Culture, we're we rated in the 97th percentile. Moving forward we want to continue to foster positive relationships and a strong school culture, while looking for strategies to help students in a hybrid program feel connected to each other. There will be new initiatives to increase student participation and opportunities for connection through our student advisory council events." Met 6/30/2022 2022 38684783830437 Gateway High 6 "As required, at Gateway High School we conduct a school climate survey at least every other year. We are reporting data from 2021-2022. 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, the vast majority responded that “There is a teacher who really cares about me at my school;” only 3% of students disagreed with that statement. Across all students at Gateway High School, the vast majority responded that adults hold high expectations for students and believe that they will be successful; less than 3% of students disagreed with those statements. Across all students at Gateway High School, the vast majority of students responded that “Teachers treat students fairly at my school;” less than 3% disagreed with that statement. Across all students at Gateway High School, the vast majority responded that they feel connected to school; less than 4% disagreed with that statement. We recognize that the pandemic and other events have impacted students’ social emotional learning and well being, so we continue to focus as a school on building opportunities for students to positively connect with peers and adults and opportunities to integrate social emotional learning into our classes and programs. We have integrated this focus on social-emotional learning into our school-wide goals, professional development and programs." Met 5/18/2022 2022 34674470128124 Gateway International 6 "DATA 2022 Stakeholder and Staff Survey Data: 85% agree the school’s program is of high quality and meets expectations of parents. 92% are well informed about their student’s progress 98% say the school is a safe place. 2022 Student Data: 92% say their teachers treat them nicely. 71% say students treat each other respectfully. 43% of students say teachers know more about them than just their grades. MEANING GIS provides a safe and welcoming environment for students and families. The academic program at GIS is rigorous and supportive of student outcomes. The data indicates that there is conflict between students that needs to be addressed and that students want to be recognized as people, not just for their grades. USE GIS currently has multiple support systems in place to promote a positive school climate. All staff are trained on Capturing Kids’ Hearts, the foundational program that promotes relational capacity between all members of the school community. The school has a PBIS, Positive Behavior Interventions and Supports, system that recognizes and rewards students on a regular basis for making good choices. GIS has a discipline policy that is reviewed with all stakeholders at the beginning of each year." Met 6/22/2022 2022 38684780123265 Gateway Middle 6 "As required, at Gateway Middle School we conduct a school climate survey at least every other year. We are reporting data from 2021-2022. 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;” less than 7% of students disagreed with that statement. Across all students at Gateway Middle School, the vast majority responded that adults hold high expectations for students and believe that they will be successful; less than 4% of students disagreed with those statements. Across all students at Gateway Middle School, the vast majority of students responded that “Teachers treat students fairly at my school;” 12% disagreed with that statement. Across all students at Gateway Middle School, the vast majority responded “I feel safe at my school;” 12% disagreed with that statement. Across all students at Gateway Middle School, the vast majority responded “I feel part of the school;” less than 10% disagreed with that statement. We recognize that the pandemic and other events have impacted students’ social emotional learning and well being, so we continue to focus as a school on building opportunities for students to positively connect with peers and adults and opportunities to integrate social emotional learning into our classes and programs. We have integrated this focus on social-emotional learning into our school-wide goals, professional development and programs." Met 5/18/2022 2022 45752670000000 Gateway Unified 6 "School Climate is measured at school sites through the use of student surveys. Survey results are reviewed by the School Site Councils and by staff. The survey asks questions that seeks to gain insight into sense of belonging, safety, connections with others on campus, and academic needs. We have found that on many sites students that are involved in school activities feel a stronger sense of connection to the school. Students expressed that they have some concerns for others being hurt emotionally by other students. Many students expressed the need for Socially Emotional Learning curriculum. The results of the survey is used to guide school sites in developing supports and programs that address the needs identified." Met 6/30/2021 2022 47703180000000 Gazelle Union Elementary 6 "School surveys indicate that 98% of families strongly agree that students feel connected with the school and feel safe while at school. The LEA will continue to implement actions that promote school connectedness and safety. Additionally, the LEA will reflect on new implementations that will further support a positive school climate including student attendance awards, student leadership opportunities, and social-emotional support through school counseling." Met 6/13/2022 2022 33670586031959 George Washington Charter 6 "Washington Charter School (WCS) administered the Panorama Education Survey in the Winter of 2022. The survey was given to 3rd-5th grade students. The impact of COVID on our students has been profound. With a school closure of 1 year and a modified return to school for some students in the spring of 2021 students were affected in a number of ways. Additionally, some students continued with remote learning and did not come back to in-person instruction until August 2021. Some students needed to learn or re-learn how to get along, share, be patient, have compassion and work as a team. WCS experienced an increase in the number of incidents that resulted in students being physical with one another. Of equal concern was the number of students that were using inappropriate language on the playground and in the classroom. The school took swift action when this information was shared. The actions included meeting with groups of students and discussing the importance of caring and compassionate behavior. Reviewing consequences for making ill-advised choices, communication with parents, having the school counselor make presentations in multiple classrooms, having and open door for students to freely share their thoughts and suggestions. One opportunity for student input came when administration and the schools instructional coach met with a cadre of fifth grade students on a number of items as they relate to LCAP. The forum attendees shared that they feel safe at school most of the time. This is in alignment with the Panorama Education survey results. Students also freely shared that coming back for in person instruction was not so difficult academically, but it was hard with regard to peer relations. They felt isolated from a year or more on zoom. The focus group discussed what they had been exposed to during the school closure and the need for additional digital citizenship lessons with the return to in person instruction. The adjustment was not easy for some. Peer relations were difficult to navigate and still are. Data from the Panorama survey is beneficial to educational partners. In most survey categories WCS students ranked in the 60-79th percentile or 80-99th percentile. The one exception was sense of belonging where 69% or the responses were favorable, but that only placed the school in the 40-59th percentile. School safety yielded an overall positive response rate of 67% placing the school in the 80-99th percentile. When digging deeper into the data on this set of questions White, Hispanic and Asian students responded more favorably than Black African American students. This is one area that warrants closer scrutiny. In comparison to DSUSD and CORE District data WCS has favorable results. WCS will continue to look at Panorama Education data. Administration and staff plan to spend time in June 2022 looking at and reflecting on disaggregated data that will be reviewed during a more detailed look at survey results with Panorama staff. Listening to" Met N/A 6/22/2022 2022 52715480000000 Gerber Union Elementary 6 "Gerber Elementary School administers the California Healthy Kids Survey (CHKS) to all 7th graders at least every other year. Results from the CHKS are reported to the local school board and are shared with advisory committees. According to the 2020-2021 CHKS report, on average 56% of students in the seventh grade reported they felt a high level of connectedness to the school.. In regards to school safety, 58% of students reported that they felt safe or very safe at school. Another noteworthy statistic is that 67% 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." Not Met 10/17/2022 2022 49707060000000 Geyserville Unified 6 "DATA: Youth Truth Data was administered January 2022 as part of a countywide pilot program. Students in grades 6th-12th were surveyed. School connectedness related student survey data was the overall categories of ""Belonging"" and ""Relationships"". -Belonging Summary Data: 6th-8th: 55% (an increase of 6% from January 2021 and 3% better than the county average). 9th-12th: 50% (an increase of 2% from January 2021 and 6% better than the county average) -Relationships Summary Data: 6th-8th: 44% (no change from January 2021 and 5% below the county average). 9th-12th: 44% (a decrease 9% from January 2021 and 1% lower than the county average) - ""I enjoy school most of the time"" 6th-8th: 55% (a decrease of 7% from January 2021 and 5% below the county average); 9th-12th: 47% (a decrease of 13% from January 2021 and 4% above the county average) -56% ""Are students friendly to you""(3rd-5th Grade, ""Yes, very often"") (3% better than county average) -78% ""Do you think your teacher cares about you"" (3rd-5th Grade, ""Yes, very often"") (4% lower than county average) -67% ""Do you fell like a real part of your school community"" (3rd-5th Grade, ""Yes, very often"") (8% better than county average) School Safety related student survey data was the question ""Do you feel safe during school?"" -6th-8th: 62% (a decrease of 10% from January 2021 and 2% lower than the county average). 9th-12th: 64% (a decrease of 19% from January 2021 and 2% lower than the county average). 3rs-5th: 89% (24% better than county average) MEANING: Students took the Youth Truth survey in January of 2022 and January of 2021. In both cases, there was a significant surge in COVID19 cases prior to taking this survey. This data provides us with a baseline moving forward to determine how our efforts during the 2022-2023 will impact student connectedness and school safety. USES: We will continue our LCAP goal 1: Provide a 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 to help improve school safety and school connectedness." Met 6/22/2022 2022 43694840123760 Gilroy Prep (a Navigator School) 6 "Gilroy Prep School administers the Panorama SEL survey to determine student perceptions of school safety and their connectedness to an adult, in addition to monitoring the skills of self-efficacy and self-regulation. The key learnings from the Panorama survey data are based on the following results: 93% of the 3rd-5th graders, and 82% of the 6-8th graders reported that they had supportive relationships or high levels of connectedness with an adult at school. An average of 79% of 3rd-5th graders, and 80% of 6th-8th graders, felt safe at school always or most of the time. When the data for supportive relationships was disaggregated by gender, grade level, and EL status, there was little difference in the percentages. When analyzing the data for areas of strength and areas of growth, the areas of strength were the high percentages of students who reported they had a positive connection to an adult and those who reported that they felt safe at school. The school identified areas of growth based on the data that revealed approximately 20% of students reported feeling safe only sometimes, rarely, or not at all. Because school safety is a primary concern of school leaders, they seek to have 100% of students reporting that they feel safe at school. An additional area of growth was identified in the disaggregated data related to connectedness to adults. Students who reported two or more races had significantly lower perceptions of having a connection to an adult when compared to other racial groups. To address school safety and subsequently increase the numbers of students who report feeling safe at school on the Panorama Survey, the school will implement several actions. All teachers in grades K-8 will administer weekly social emotional surveys that specifically ask students if they feel safe and if someone has committed an action that students consider harmful or inappropriate to them. This data will provide the site leadership, teachers, and counselors information so they can investigate any reports of unsafe situations, and intervene quickly and as appropropriate. The school will also use the weekly social emotional survey data to identify students who may be in need of more structured social skills support or who would benefit from a referral to an outside mental health agency. The school also plans to implement daily community meetings in each classroom using a structured social emotional learning curriculum to guide the meetings. These daily meetings, in addition to teaching students strategies to increase safety at school, i.e. how to identify and report unsafe behavior, will also serve to promote student connections to the adults at school." Met 6/29/2022 2022 43694840000000 Gilroy Unified 6 "Beginning in the 21-22 school year the district administered surveys through Panorama Education to monitor Social-Emotional & Climate needs. In addition, the district administered a School Climate Survey to secondary students and parents. District results are an average of elementary and secondary student survey results.. The results of the survey administered in the Winter of the 21-22 school year are: *80% of students reported at least one supportive adult relationships at school *89% at elementary, 70% at secondary *54% of students report they have a sense of belonging at school *70% at elementary, 39% at secondary *68% of students indicate a high level of self management (of emotions/behaviors) * 67% at elementary, 70% at secondary *52% of students indicate a high level of “grit” (persevering through setbacks) *56% at elementary, 48% at secondary *84% of secondary students/parents reported that they (their child) feels safe on campus in class and during breaks The four areas above have been selected by Gilroy Unified as key indicators related to the GUSD LCAP Goal 3 actions around student success and student engagement. The survey results support the district’s continued focus on these areas. The PBIS model will be fully in place at all K-8 schools and initiated at all high schools. During the 2021-22 school year the district implemented a social emotional curriculum (Second Step). Similar social emotional curriculum has been selected for grades 6-8 to be implemented in 2022-23. This is part of a larger MTSS plan to address school climate and student connectedness." Met 6/16/2022 2022 19647330133710 Girls Athletic Leadership School Los Angeles 6 "During the 2021-22 school year, GALS administered the School Experience Survey, an annual survey administered in the fall to all LAUSD schools. Survey results provide schools with important feedback from teachers, staff, students and parents. GALS has a positive, supportive environment. GALS starts each day with students and teachers in wellness teams working out together. The morning movement program ends with the community saying the GALS student pledge together that includes such lines as “I know who I am, I know that I matter, I make choices and decisions that are good for me, I stand up for what I believe in.” During the school day, each student takes a daily social emotional class called the GALS Series. This class is considered to be just as important as math or science and teaches the girls how to express themselves, coping skills, self-forgiveness and how to use their voice. Every week the class does Circle where the students are able to talk about challenges that they are having, make apologies and also shout out other students for positive things that they have done. Finally, GALS has a strong mental health program. There is a counselor available every day for students and there is also a success coach who works with students who have limiting beliefs about how amazing they are, are bullying or experiencing bullying, or just need a trusted adult to talk to. It is because of all of these structures, that GALS has a positive and supportive environment for both teachers and staff." Met 6/1/2022 2022 20764142030237 Glacier High School Charter 6 "Glacier High School’s 2022-23 LCAP speaks to our ongoing commitment ensuring that we are meeting the diverse needs of our student population. The 3 Goals of the 2022-23 LCAP address improving student guidance and instruction and improving student engagement within a positive school climate. The following information contains the results of our Student Survey from March 2022 of this school year. The feedback from this survey contributed to our LCAP goals and actions for the 2022-23 school year. 56 Glacier High School Charter students from the grade spans 9-12 responded to our local school survey on a variety of topics. The results were as follows: I receive encouragement from teachers and other school staff. 46% Excellent; 30% Above Average The school works with my parent/guardian to help me do my best in school. 43% Excellent; 34% Above Average My school is clean and in good condition. 54% Excellent; 34% Above Average I feel safe when on campus with the COVID safety measures that have been implemented. 96% YES How emotionally safe do you feel with staff and students at our school? 39% Excellent; 32% Above Average My school provides textbooks and other learning materials to meet my educational needs. 55% Excellent; 21% Above Average I feel my Advising Teacher (and other classroom teachers) take the time to discuss my grades, academic progress and success, or areas for improvement with me and my parents. 42% Excellent; 44% Above Average I feel welcomed, valued, and connected to others in my school community. 36% Excellent; 41% Above Average How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 21% Almost all the time; 36% Often; 41% Sometimes; 2% Never Did you participate in any of our teacher-led class offerings? 93% YES How well did the school support your education-related technology needs? 36% Excellent; 42% Above Average 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? 71% YES; 0% NO; 29% “I don’t know.” Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning? 29% Excellent; 42% Above Average Overall how would you rate your mental health? 23% Always good; 43% Usually good; 25% Sometimes poor; 9% Usually poor Have you had any problems this school year with your schoolwork or daily life due to any emotional difficulties, such as feeling depressed, stressed, or anxious? 42% YES What support/s have you used to help you this school year with your schoolwork or daily life due to any emotional difficulties, such as feeling depressed, stressed, sad, or anxious? 48% marked Reached out to a friend; 48% Reached out to a parent; 33% Didn’t ask for help; 14% Other; 14% attended counseling; 10% reached out to their Advising Teacher or other staff member." Met 6/14/2022 2022 19645680000000 Glendale Unified 6 "GUSD administers a local climate survey every other year that provides a valid measure of perceptions of school safety and connectedness. GUSD administered the California Healthy Kids Survey for students in grades 6, 7, 9 and 11. The 2020-21 survey results indicated that 70% of 6th graders felt safe at school/outside of school and 83% felt safe to and from school. A total of 98% of 6th graders reported not seeing any weapons on campus. Results also show that 80% of 6th graders reported that adults on campus make it clear that bullying is not allowed, and 74% stated that when reported, teachers offer assistance. The survey also recorded 78% of 6th graders indicated that they know where to go for help; 93% of 6th graders know smoking cigarettes and vaping are bad for a person's health; and 92% of 7th, 90% of 9th and 88% of 11th graders indicated that there is an adult on campus who cares about them. An area of focus will be that only 59% of 7th, 9th and 11th graders indicated that if they need help, they find someone to talk to. GUSD’s PBIS program is designed to support schools in developing safe and positive learning environments at all 30 school sites with more than 200 site administrative and certificated leaders. GUSD schools have earned Gold, Silver and Bronze Awards from the California PBIS Coalition for their fidelity in PBIS implementation as measured by the national framework. In Spring 2022, students in grades 4-12 participated in the Panorama Social Emotional Survey. This nationally normed survey assists in measuring students’ Sense of Belonging, Social Awareness, Self-Efficacy, Emotion Regulation, and Growth Mindset. The District’s greatest area of strength was Growth Mindset for 4th and 5th grade, which scored in the 80th - 99th percentile. In addition, the District is in the 60th - 79th percentile, or higher, in three of the five categories for grades 4 - 5 and in two of the five categories for grades 6 - 12. The District’s areas of growth are Emotion Regulation in grades 4 - 5 and Sense of Belonging, Self-Efficacy, and Social Awareness in grades 6 - 12. The Student Services department collaborates with other departments such as Student Wellness Services to develop and implement initiatives to educate students and develop policies and resources to ensure their safety. The District continues to support schools in developing initiatives and plans to ensure students know who they can speak to when they need help; address emotion regulation in elementary grades, and increase students’ sense of belonging and self-efficacy in secondary grades. This includes data analysis and planning sessions to support student groups as well as specific students with school teams. In addition, the District provides guidance on using the Playbook best practices offered by the Panorama system to address the specific areas of growth identified by the survey results." Met 6/14/2022 2022 19645760000000 Glendora Unified 6 "Glendora Unified School District collected a wide array of school climate data during the spring of 2022 to inform the development of the Local Control and Accountability Plan (LCAP) and other, related projects. Almost 3000 students from grades four through twelve responded. As a result a number of key areas of strength and growth as well as the related challenges and barriers emerged. Students' most positive answers included in order from highest to lowest: teacher use of technology, positive learning environment, access to the books and tools needed to learn, having friends at school and having the help they need to advance to the next grade level. Their most negative answers included in order from the lowest to fifth lowest: taking care of the social and emotional needs of students, getting along with all kinds of people, liking being at school and having something they enjoy each day, and a sense that their family is welcome at their school. Adult survey respondents also provided feedback on the most positive areas. These include in order of most positive to fifth most positive: Ensuring that students have access to core subjects that prepare them for college and careers; Ensuring that facilities are in good repair; Providing a learning environment that is physically safe; Preparing students to complete high school graduation requirements; and Communicating district and school information. Adult respondents' lowest scoring answers from the very lowest to the fourth lowest include: Preparing students appropriately for college and career; Ensuring campuses are safe and in good repair; Fostering positive behaviors in our students; and Communicating in an informative manner. Clearly, the reality of the pandemic during the last two years has impacted some of the results gained. This is especially likely in terms of the high scores in access to and the use of technology by teachers and students. It may also be a factor in the negative scores about the feeling of a lack of connection to the school and fostering positive behaviors in students. Nevertheless, the District responded quickly to begin improving any areas where the feedback received indicated a need for improvement. Additional communication processes and tools have been added, an executive director of student and family services and seven student support specialists have been hired, and a number of additional input-gathering practices have been put in place." Met "Glendora Unified began collecting data on parent/family engagement in training and/or engagement events and outreach provided by the student support specialists in the fall of 2021. This progress monitoring, as well as the bi-annual opportunity to administer the California Healthy Kids Survey and the annual commitment to administering the Youth Truth Survey and LCAP Community Engagement Survey to students in grades 4-12 and adult community members will further enhance the District's understanding of progress made on school climate." 6/22/2022 2022 11101160000000 Glenn County Office of Education 6 All of our classes are on different district campuses throughout the county. Our classrooms participate in all district activities and school climate surveys. This data is held with each of the hosting districts. Met 6/27/2022 2022 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." Not Met 10/25/2022 2022 19647330129833 Global Education Academy 2 6 The LEA through a series of surveys is able to identify the strengths and areas of growth that the school needs to focus for the year. To ensure that all stakeholders are involved in the input the office contacts all the parents to ensure that the survey is returned or feedback is provided and then recorded. The information is analyzed and used to develop a plan to make improvements and continue to strengthen areas that are for further discussion. Results from the surveys indicate that the stakeholders feel the school is providing a safe school environment. Parents would like to see the availability of more counseling support for their children specially because students have spent time away from school and are indicating some adjustment concerns. Not Met 10/25/2022 2022 54722560135863 Global Learning Charter 6 "Each year the LEA administers a school climate survey to grades 5-8 meant to capture important information about students’ socio-emotional well-being and sense of belonging in school. The survey uses specific measures to gather data on important constructs/domains, such as: • Emotional Safety • Physical Safety • Bullying/Cyberbullying • Substance Abuse • Emergency Readiness/Management • Physical Environment • Instructional Environment • Mental Health • Discipline • Cultural and Linguistics Competence • Relationships • Participation DATA: Key learnings from the last survey results include: • Students ranked the LEA remarkably similar from Fall 2021 to Spring 2022. • Areas of relative strength for the LEA include: the absence of substance abuse, emergency readiness and management, and the instructional environment. • Students ranked the physical environment of the school as a relative weakness, though the score was well within the range of acceptable. • Grade 7 students had the most positive view of the school with respect to the areas of inquiry. USE: The results of the school climate 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 have become standard practices since the school opened. These include, but are not limited to: weekly whole-school assemblies, morning meetings at all grade levels, positive and strengths-based discipline, and numerous opportunities for recognition and celebration (e.g., classroom compliments, SHINE tickets, student recognition assemblies). More recent additions to schoolwide practices that affect school climate include: Digital Citizenship week when all students receive instruction in digital citizenship, and Red Ribbon Week when students at all levels receive age-appropriate drug prevention and awareness instruction. Other programs and practices that impact school climate include, but are not limited to: grade 7-8 electives, sports for grades 5-8, a 0.5 FTE psychologist, a 1.0 FTE Behavior Intervention Technician (BIT), a 0.2 FTE social worker, student representation on the SSC and PTSA councils, and before and after school enrichment opportunities (e.g., library, Bluegrass Club, Art Club, etc.)" Met 6/28/2022 2022 19647330117978 Goethe International Charter 6 "PARTICIPATION RATE: Goethe International Charter School administered the Panorama Student Survey, an evidence-based student survey in order to measure various aspects of student experiences, including student perceptions of school safety and connectedness that also serves as a universal screener for social-emotional learning. SURVEY FINDINGS: A total of 115 students in Grades 3-5, and 114 students in grades 6-8 participated. The following are the percentage in favorable results by topic area: Grades: 3-5: - 68% Grit: How well students are able to persevere through setbacks to achieve important long-term goals. - 75% School Belonging: How much students feel that they are valued members of the school community. - 70% School Climate: Perceptions of the overall social and learning climate of the school. - 69% School Safety: Perceptions of student physical and psychological safety at school. - 86% School Teacher-student relationships: How strong the social connection is between teachers and students within and beyond the school. Grades: 6-8: - 82% Grit: How well students are able to persevere through setbacks to achieve important long-term goals. - 45% School Belonging: How much students feel that they are valued members of the school community. - 64% School Climate: Perceptions of the overall social and learning climate of the school. - 67% School Safety: Perceptions of student physical and psychological safety at school. - 67% School Teacher-student relationships: How strong the social connection is between teachers and students within and beyond the school." Met 6/23/2022 2022 09618790000000 Gold Oak Union Elementary 6 "The district has administered the Healthy Kids Survey to all students in grades 5-8 since the 2016-2017 school year. This has allowed the district to see areas of strength and areas of challenge over the years. An area of strength is with the number of students responding that they feel safe at school and that they are happy to be at school. While these numbers dropped over the pandemic years, they are starting to improve. The goal is to continue the work to build more inclusive schools where kids feel comfortable and where they belong. An area of challenge is the decrease in motivation during the pandemic years in the middle school. This is an area of focus as teachers are working on student engagement strategies. Since the return of in-person learning, the number of students reporting being bullied or made fun of has increased as the number of students who report that other students do not try to stop bullying when they see it happening. Survey results in 2017-2018 indicated that a growing number of students reported that they felt sad. This number has increased since the pandemic. The district has made counseling services a priority in the LCAP. In the 2021-2022 school year, the district increased counseling time at both school sites and the district has placed an increased emphasis on social-emotional learning and trauma informed practices." Met 6/6/2022 2022 55724130112276 Gold Rush Home Study Charter 6 No CA Healthy Kids Survey data is available for 21-22 due to limited participation. This year we will do a better job of informing parents and encouraging participation. A school culture survey will also be administered this year. Not Met "School climate is being addressed this year through an emphasis on relationships and connections, new Second Step strategies, awards assemblies, new implementation of PBIS, Monday Morning Meetings, high admin visibility and connections, achievement incentives, and PTO events. Success will be evaluated through California Healthy Kids Surveys, School Climate surveys, observations, office referrals, and attendance at school activities." 9/8/2022 2022 10621660140764 Golden Charter Academy 6 "Using results from the CHKS Staff Survey, a majority of 100% of teachers felt the school promoted personnel participation in decision-making that affects their practice and school policies and 94% agreed the school uses objective data in decision making. All staff also felt that the school emphasizes using instructional materials that reflect the culture or ethnicity of its students and 94% see the school’s high priority in closing the racial/ethnic achievement gap. 95% of staff report that this school is a supportive and inviting place for staff to work. 94% of staff report they have close professional relationships with each other. 90% say the school is a safe place for staff. Using CHKS data for students and families, 77% of students report that they feel connected at school and 96% of families feed like they are a part of the school; 71% of students report that they feel safe at school and 96% of parents. 56% of students feel that they are one of the best students. 66% of students feel like they have a chance to solve problems. 85% of students report that they get to do things that are helpful. 83% of students report feeling academically motivated. 79% of students report they feel responsible for how they act. 84% report that students care for each other and treat each other with respect. 78% of students report the school facilities as neat and clean; 95% of families and 100% of teachers report clean and well-maintained facilities and property. Over 95% of families state they feed respected by the school, that the school takes their concerns seriously and that they feel well-informed about school. 9 out of 10 families state that GCA offers quality instruction with materials that are representative of their child's ethnic/cultural identity. To grow from here, GCA instructional leadership team identified additional student supports including: (1) integrated Tier 2 and 3 supports for the deep amount of students still facing reading gaps exacerbated by the pandemic, (2) instructional supports for positive behavior and classroom management, and (3) better ways to meet the social, emotional and development needs of GCA students–especially through the lens of creating learning environments that elevate students over the obstacles of adverse childhood experiences. GCA increased mentor support on campus in addition to providing faculty and staff a deep dive into professional learning resources centered in equity, access, stewardship and restorative practice." Met 6/21/2022 2022 47104700117168 Golden Eagle Charter 6 "DATA: a survey was distributed to students in grades 6-12. An overwhelming majority of students agreed that they feel safe at school (95.9%), that GECS does not tolerate bullying (93%), teachers are helpful and caring (93.8%), the administrators are caring (92.3%) that teachers have high academic expectations for them (89.7%) and a majority agreed they feel connected to the school community (63.9%). In a separate survey, 87.6% of parents stated they feel their students are connected to the school community. MEANING: Overall, students feel safe and supported at school. Most students feel connected to the school community; parent perceptions of student connectedness are slightly higher than student perceptions. USE: As part of our Title IX plan Golden Eagle has implemented training for teachers to prevent, identify, and address bullying. We also put a great deal of effort into creating and maintaining safe and supportive learning environments. From student survey responses, it appears these efforts are working well. An area of growth is increasing students' feelings of school connectedness, particularly among our independent study students. Stakeholder input prompted the following changes/improvements to the school's services: Additional math instruction Access to more classes, including in person and online Additional math support including math labs and math tutoring Additional support for student mental health" Met 6/9/2022 2022 07100740730614 Golden Gate Community 6 "Data: 51% of students reported feeling connected to the school. (76) 63% of students reported academic motivation. (70) 60% of students reported having a caring adult relationship. (83) 73% of students reported the adults in school have high expectations. (93) 25% of students report meaningful participation. (39) 10% of students reported bullying or harassment. (14) Our challenge is providing all of the services we have available to our independent study students. Likewise, we are constantly exploring more ways to engage parents. Lastly, we are also working to improve our attendance rate. During the time of distance learning, our attendance rate dropped. Our strengths are that we have constructed a culturally relevant curriculum and now more students feel academically motivated. Moreover, our rating of 83% for caring adults is significant progress We consider this a relative strength given that many on our staff engage in additional PD opportunities to better their skills or desire to bring better services to Golden Gate. We will continue to create an environment where students feel connected and safe. Likewise, we will continue to help teachers to develop their skills to support their students academically and socially," Met 6/15/2022 2022 10752340000000 Golden Plains Unified 6 California Healthy Kids Survey HIGH SCHOOL SUPPORTS AND ENGAGEMENT School Connectedness: 48% Academic Motivation: 67% Two or fewer Absences per month: 76% Caring Adult Relationships: 54% High Expectations: 67% Meaningful Participation: 17% Perceived School Safety: 40% LOW VIOLENCE Low violence Victimization: 85% No Harassment: 84% No Mean Rumors: 80% No Fear of Getting Beat Up: 90% OTHER SCHOOL CLIMATE INDICATORS Promotion of Parental Involvement: 38% No Substance Use at School: 99% Facilities Upkeep: 29% MIDDLE SCHOOL SUPPORTS AND ENGAGEMENT School Connectedness: 44% Academic Motivation: 65% Two or fewer Absences per month: 76% Caring Adult Relationships: 50% High Expectations: 58% Meaningful Participation: 19% Perceived School Safety: 48% LOW VIOLENCE Low violence Victimization: 67% No Harassment: 79% No Mean Rumors: 57% No Fear of Getting Beat Up: 83% OTHER SCHOOL CLIMATE INDICATORS Promotion of Parental Involvement No Substance Use at School: Facilities Upkeep: ELEMENTARY SCHOOLS Too few students in grade 5 responded for inclusion Met 6/14/2022 2022 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 parents for their own students, GVCS does not administer a survey on school climate other than 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 5/16/2022 2022 34674470132399 Golden Valley Orchard 6 "GVOS administers an annual survey that includes school climate questions. Students in grades 6 through 8 participate in this annual survey. Based on the data from the survey, over 80% of the students at GVOS feel heard by their teacher, cared for, feel their cultural background and identity is accepted, feel safe and secure, and identify as having friends. Over 90% of the students reported that they learned a lot last year. Roughly 74% reported they were happy. About 50% of the students reported that they had been sad or worried over the course of the school year, this was similar to the previous year. It is clear from the student survey that there is still a need for behavioral and social-emotional interventions and supports for students as they adjust back to school in a post-pandemic era. The school has prioritized the hiring of a part time position to help students manage behaviors and feelings, and to learn healthy coping skills." Met 6/8/2022 2022 34674470114983 Golden Valley River 6 "GVRS administers an annual survey that includes school climate questions. Students in grades 6 through 8 participate in this annual survey. Based on the data from the survey, over 90% of the students at GVRS feel heard by their teacher, cared for, feel their cultural background and identity is accepted, feel safe and secure, and identify as having friends. 100% of the students reported that they learned a lot last year. Over 90% of students felt that they had made new friends at school. This was a large increase from the previous year where less than 75% reported that they had made new friends. Roughly 85% reported they were happy. About 50% of the students reported that they had been sad or worried over the course of the school year, this was a slight increase from the previous year. It is clear from the student survey that there is still a need for behavioral and social-emotional interventions and supports for students as they adjust back to school in a post-pandemic era. The school has prioritized the hiring of a part time position to help students manage behaviors and feelings, and to learn healthy coping skills." Met 6/8/2022 2022 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 55% of students like coming to school. 75% of students felt safe. These statistics have declined slightly this year. Another statistic that continues to be of concern - only 39% of students feel that students treat each other with respect. GVUSD will ramp up its focus on character development, and building a positive culture at all school sites. The climate data is included in goal 3 of our LCAP." Met 6/14/2022 2022 42691950000000 Goleta Union Elementary 6 "GUSD surveys 2nd and 6th grade students annually with to seek input regarding students' thoughts around school climate, safety, student learning, staff, and friendships. Spring 2022 survey data highlights include that students like school and believe their school is a good school. They believe teachers care about students and that students can learn. Students believe families believe in their children and that they support them. Suggestions for improvement from students include that students should be more kind and friendly. They feel that bullying should be reduced, along with less teasing. They would like to see trash better picked up and more choices in student learning. They would like more red balls and recess equipment. Based on the responses of students, staff began the school year with an emphasis on working collaboratively to ensure that their school is welcoming for all students, staff, and families. Staff seeks to ensure that all students feel their school represents them and that they are safe at school. Additional training for all staff in understanding standard expectations regarding diversity, equity, and inclusion in the workplace were conducted. GUSD schools continue to improve our efforts in becoming a professional learning community where we seek to continuously improve opportunities for learning for all students." Met 6/29/2022 2022 37683380119610 Gompers Preparatory Academy 6 "At Gompers Preparatory Academy (GPA) student, parent, teacher and staff perception of a safe school climate is reflected through regular WASC and LCAP surveys. According to the data, 96% of students/staff/families feel GPA is a safe school; 94% of students/staff/families shared they align with our mission, vision and college prep pathway; 97% of students/staff/families shared they feel GPA has high expectations for students; 93% of students/staff/families believe students are receiving a high quality education; and 90% of students reported they look forward to school each day. GPA growth areas include increasing parent perception about how well GPA supports students’ academic achievement. Data shows 92% of families believe GPA is doing a good/excellent job. GPA will focus on the perception of the 8% through continued communication during parent conferences, progress reporting, and sharing ongoing data from site-based and state-wide assessments. In addition, data shows that 71% of parents agree that GPA listens to concerns. Increasing this number by 15% is the goal. GPA will focus on this goal by implementing an updated survey that focuses on specific areas where parents feel improvements can be made. Survey results show that 87.5% of parents reported GPA is doing a good/excellent job meeting the social/emotional needs of their students. GPA will focus on increasing the perception of the 12.5% by continued communication during parent conferences, progress reporting, and sharing ongoing data. This goal will be implemented through continued SEL professional development, parent communication, and updated surveys." Not Met 9/20/2022 2022 27754730000000 Gonzales Unified 6 "Our School Climate data for local priority six is collected every other year via the California Healthy Kids Survey for students in grades 5,7,9, and 11. According to the results of the CHKS administered in SY 21/22, 58.25 % of students indicated a perceived safety at school, based on the percentage of Agree to Strongly Agree responses for “I feel safe in my school”. For the Measure on Physical Violence, while as a whole ranked higher at elementary, it is still generally low across all student respondents, and the same is also true for harassment and bullying Students at the elementary feel generally safer, but it shows a downward trend as students move up to secondary (92% elementary, 62% middle school, 51% high school). Student Engagement & Supports: The majority of students rank higher on Academic motivation and high expectations (87% elementary, 69% middle school, 64% high school indicated the staff have high expectations of them). Caring relationships, socio-emotional supports, and Parent involvement are higher in the lower grades, and student perception of these measures decline as they move up to secondary. School Environment: In general students in the lower grades rank higher than the secondary schools for the quality of facilities (82% elementary, 20% middle school, 23% high school). Administering this survey provided students the opportunity to confidentially communicate their perceptions and concerns about the school and its environment. Gathering this data is part of the process of identifying and addressing the needs of the district and is intended to be used to be part of the development of the district’s LCAP goals and actions with the overarching objective of improving the learning and teaching conditions that we provide our students. GUSD will continue to monitor the goals through the Student District Needs Assessment Survey. To ensure student safety, the district will continue to build the PBIS program to build positive student relationships district-wide in order to enhance a positive student climate and increase school safety." Met 6/28/2022 2022 19645841996305 Gorman Learning Center 6 "After seeing a two-year decline in agreement with statements concerning the school's effectiveness at delivering a quality learning environment, including issues related to discipline, bullying, and responsiveness to parent communication, the most recent GLC Satisfaction Survey shows that the efforts made over the last year have begun to positively impact community perception of the school on these issues. According to a survey of 88 students (grades 9th-12th), 70% felt that Gorman Learning Center ensures a positive learning environment. Out of 111 students (grades 7th - 12th), 59% expressed that Gorman's students are supported socially and emotionally. In contrast, 242 out of 313 surveyed staff members and parents (77%) felt students were adequately supported socially and emotionally. To increase the student satisfaction in regards to social and emotional support, the school is formalizing Positive Behavioral Intervention and Supports, including schoolwide social-emotional learning and readily available resources on the GLCares website." Met 6/23/2022 2022 36750510137794 Gorman Learning Center San Bernardino/Santa Clarita 6 "After seeing a two-year decline in agreement with statements concerning the school's effectiveness at delivering a quality learning environment, including issues related to discipline, bullying, and responsiveness to parent communication, the most recent GLC SBSC Satisfaction Survey shows that the efforts made over the last year have begun to positively impact community perception of the school on these issues." Met "According to a survey of 93 students (grades 9th-12th), 90% felt that Gorman Learning Center San Bernardino/Santa Clarita ensures a positive learning environment. Out of 106 students (grades 7th - 12th), 67% expressed that Gorman's students are supported socially and emotionally. In contrast, 227 out of 293 surveyed staff members and parents (77%) felt students were adequately supported socially and emotionally. To increase the student satisfaction in regards to social and emotional support, the school is formalizing Positive Behavioral Intervention and Supports, including schoolwide social-emotional learning and readily available resources on the GLCares website." 6/23/2022 2022 19647331933746 Granada Hills Charter 6 "In May of 2022, students, staff, and parents of Granada Hills Charter completed a satisfaction survey from Panorama Education that asked them to evaluate and provide feedback on the following: School Climate, School Safety, School Belonging, School Engagement, Professional Development, School Leadership, and Family Engagement. For students in TK-8, 98% of students hold a favorable view of the academic program, 93% hold a favorable view of communications, and 98% hold a favorable view of safety & discipline. For students in high school, 89% of students hold a favorable view of the academic program, 70% hold a favorable view of communications, and 85% hold a favorable view of safety & discipline. For parents of TK-8 students, 93% of parents hold a favorable view of the academic program, 95% hold a favorable view of communications, and 90% hold a favorable view of safety & discipline. For parents of high school students, 93% of parents hold a favorable view of the academic program, 83% of hold a favorable view of communications, and 85% hold a favorable view of safety & discipline. Overall, GHC continues to make gains with its academic programs. Students and parents share their concerns about the amount of homework assigned as well as how assignments and grades are calculated. Students also share their desires for more resources to assist them when struggling during the lesson. Parents voiced concern about the lack of physical textbooks and how most curriculum was accessed via online platforms. GHC is pleased with the responses it received regarding its safety & discipline policies and procedures. Students and parents voice their concern about the strict cell phone and dress policy. However, students and parents voiced their support of the school's approach to mitigating learning loss due to COVID-19 as well as implementing safety protocols regarding the spread of COVID-19. Based on local performance indicators GHC has identified student groups with identified areas of need of support both academically and behaviorally. Our African-American, English Learner, Students with Disabilities, Socioeconomically Disadvantaged and Hispanic student groups within the graduation rate indicator have been identified as struggling subgroups in local performance assessments as well as state indicators. Through our positive behavior intervention and Coordination of Services Team, we are addressing the suspension rate indicator where our foster youth, English Learner, African American and Students with Disabilities student groups demonstrate a targeted need. Steps to address these areas of need are aligned with our focused professional development which will continue to address academic growth, equitable access and social emotional support." Met "GHC will continue to offer and expand its resources to assist students, including: Improving services for Socioeconomically Disadvantaged, English Learners, Foster Youth, Hispanic and African-American through our tiered intervention approach, which address the need for academic and social/behavior interventions. Professional Development focusing on Canvas Learning Management System, unit planning, differentiation for struggling students, students with an IEP/504 plan, and English Learners, and continuing “Capturing Kids’ Hearts” professional development throughout the 2022-2023 school and beyond to build a welcoming and inclusive school culture. English Learner Focus - Sheltered courses in English 11 and Algebra I, Geometry and Algebra II and an Advanced ELD course. Algebra Plus Program for Grade 9 students who need additional support in Algebra. LINK Crew - Academic Mentor Program will integrate a Freshman “onboarding” program that focuses on social/emotional support and integration into the GHC community. Students with Disabilities focus - Structure of resource/skills classes as well as access to alternative course selection will provide more opportunity and intervention for identified students. Performance Indicator Review is attached. D/F Report – Monitoring student performance and grades every six-weeks and identifying supports for addressing students’ needs." 6/27/2022 2022 36750510139188 Granite Mountain Charter 6 "DATA: GMCS conducted an in-house multi-method survey that sought feedback from all educational partners about our school goals, staff and family satisfaction and opinions regarding our programs and systems. We had 70% of staff complete them, 17% of parents, and 18% of students complete the surveys. Survey responses this year have reflected similar themes as the ones given last year. Our families feel safe and supported at GMCS. They feel that they are active participants in their students' learning plans and have a voice in their students’ educational goals. Families shared that they would like to see more in person opportunities to come back now that the COVID 19 pandemic has lifted restrictions. Survey responses from staff also reflected similar themes as those from last year and revealed that staff also feel safe at our school and feel that their voices and opinions are sought out and respected at GMCS. MEANING: After reviewing the survey and feedback data from our parent groups, our data revealed that families are eager to begin in-person activities again. They are excited to see field trips and activities resume. Our families have also expressed a desire to have more freedoms in terms of curriculum and service assignments, however, as a public school we maintain strict guidelines in regards to curriculum and services in what we can offer and we will not make any changes to our guidelines. We did, however, create more informational documents to help with the understanding of what can and cannot be requested, so that staff and families can see the guidelines in a more user friendly format. USE: GMCS understands the importance of gathering feedback from all educational partners and will continue to elicit feedback from all educational partners. We feel that they are an essential component to understanding our school and strive to include them in evaluating our programs and making decisions to meet the current needs of the school. Our educational partners give great insight into perceptions of our school goals, programs, and systems and we plan to continue reaching out to gather this data through continued surveys, meetings, and committees. We have documented that our educational partners are currently very happy with our school and its operations, and we will strive to continue to have a constant temperature check on these perceptions by utilizing our parent group meetings, ELAC, and surveys sent throughout the school year." Met 6/9/2022 2022 45700030000000 Grant Elementary 6 "The December 2021 student survey was reviewed by Site Council and the key findings were that after student results showed bullied decreased last year they have increased this year. These results suggest character education and antibullying strategies remain an action plan in the LCAP. Grant is a single school district. Therefore, the data we receive is for the one school meaning we cannot compare data from multiple schools in the LEA. The increase in bullying reports from the most recent student survey suggest we need to look for ways to improve. One recommendation is to increase our education to upper grades in the area of social media. A Behavior Support Team was implemented last year and will continue to provide response and proactive support to student behavior needs." Met 6/2/2022 2022 29663326111140 Grass Valley Charter 6 "From March 12th to March 22nd 2022, GVCS shared a community stakeholder survey to inform our school planning and practices for the Local Control Accountability Plan (LCAP). This survey along with the California Healthy Kids Survey helped us more about our areas of strength, need and focus. From the LCAP survey we received 62 responses from parents and in a separate student survey we received 256 responses. Additionally we incorporated data collected through our Expeditionary Learning Implementation review which included internal surveys, students panels, and outside observations from EL Education. Unfortunately we did experience a decrease in engagement from the prior year's survey responses by parents. This is likely due to not communicating enough reminders to take the survey prior to the deadline. We will ensure that we increase engagement from these stakeholders next year. The student feedback and engagement was strong however. They gave us clear input on areas to improve our support namely in social emotional learning. We have spent considerable time analyzing feedback from all engagement partner groups. Our stakeholders shared the need to continue to support students with academic needs, continue to support students academically, continue to support the mental health of our school community, strengthen the implementation for our Expeditionary Learning program, and a desire to deepen and regain our strong connections among all constituents in our community. GVCS will continue to solicit staff and community to continually adapt to the realities and needs of our students. The overwhelming majority of our feedback from our partners indicated a need to continue working on our goals and actions already in place. However there were changes that came about due to feedback in the following areas: -Collecting and acting upon subgroup data to address an apparent achievement gaps -Evaluation of our curriculum, specifically for English Language Arts, to create a more consistent and coherent program We will continue to transparently address all of our supports and systems to ensure that students attain success and feel connected to school. We work to ensure transparency with all of our district data in an effort to build coherence and trust within our system. We believe that strong school systems continue to make changes to address their areas of need while leveraging the success of their strengths." Met 6/21/2022 2022 29663320000000 Grass Valley Elementary 6 "1. Our Annual District LCAP Survey as well as the California Healthy Kids Survey (CHKS) provides our district an opportunity to review and measure the perceptions of school safety and connectedness. Our 2021-2022 District LCAP survey was administered districtwide to 3rd-8th grade students as well as all district families. A total of 345 - 3rd to 8th grade students participated, and 226 - parents/families participated as well. Listed below is a summary of the results. Students - Welcoming and Friendly Environment- 77.5% Safe at School - 76.5% Respected by Students and Staff - 69.3% Comfortable Asking for Support - 64.6% Encouraged to share Ideas - 74.2% Help when needed - 82.4% Staff are Kind - 85.5% Challenged to Learn - 70% Access to Technology - 91.6% Parents - My family feels safe and connected to their school - 76.5% positive Sufficient learning resources - 88.5% positive Well Balance learning environment - 79.2% Effective Interventions - 72% SEL Support - 71.6% District Facilities - 80.1% Promotes Good Attendance - 90.2% 2. We have spent considerable time analyzing feedback from all engagement partner groups. Areas of Strength: Access to technology and Sufficient Learning Resources. Areas of Growth: Creating an environment where students are comfortable asking for support and providing Social Emotional Learning support. Challenges or Barriers: Transitioning from the COVID-19 pandemic has dramatically impacted connection and engagement. This is a strong area of focus for the upcoming school year. 3. We will continue to transparently address all of our supports and systems to ensure that students attain success and feel connected to school. We work to ensure transparency with all of our district data in an effort to build coherence and trust within our system. We believe that strong school districts continue to make changes to address their areas of need while leveraging the success of their strengths." Met 6/21/2022 2022 49707140000000 Gravenstein Union Elementary 6 "The California Healthy Kids Survey (CHKS) was administered to the 5th and 7th graders in our district in the fall of the 2019/20 school year, and again in the fall of the 21/22 school year. The data here is from the 19/20 survey, we are waiting for 21/22 results. Key data points from the survey indicate a very positive climate. 5th grade results showed 92% of students reported feeling safe or very safe at school, 82% indicated feeling connected to school, and 82% of students feel that there is at least one caring adult at school. 7th grade results were as follows: 71% of students reported feeling safe or very safe at school, 67% indicated feeling connected to school, and 67% of students feel that there is at least one caring adult at school. The CHKS data, combined with other data sources we are looking at (California Dashboard, local survey data, local academic assessments) indicate that GUSD has a very strong core program that enjoys a significant amount of parent engagement and support. The data also tells us that when disaggregating our results, we have student groups (Students with Disability(ies), Socioeconomically disadvantaged) that are performing below grade level, are absent more often, and experience more school discipline. To work toward continuous improvement, we will address these students using a Multitiered System of Supports framework and focus on early identification and developing a menu of best practice Tier II targeted interventions. This framework will be represented in our Board Vision, Mission, Goal, and Activity statements, in our Single School Plans, and in our LCAP plan." Not Met n/a 10/11/2022 2022 27660270000000 Graves Elementary 6 "The school climate was measured by the CDE School Climate Survey for Parents and Guardians. The survey resulted in 97% Strongly Agreed/Agreed that Graves ESD provides inviting, respectful, safe, and supportive learning environment that promotes academic success for all students. The following items resulted in a 100% response of strongly/agree: Is an inviting place for students to learn, Treats all students with respect, Has a supportive learning environment for my child, Has adults that really care about students, Promptly responds to my phone calls, messages or emails, Clearly tells students in advance what will happen if they break the rules, there is no student alcohol and drug use, vandalism is not present, and Gang-related activity is not present. The following items resulted in 90% or above response of Strongly Agree/Agree: Promotes academic success, Keeps me well informed about school activities, Communicates the importance of respecting all cultural beliefs and practices, Is a safe place for my child, Keeps me well-informed about my child's progress in school, Encourages me to be an active partner with the school in educating my child, Motivates students to learn, and Has a clean and well-maintained facilities and properties. The following items resulted in 10% or below of Disagree/Strongly Disagree: Provides quality activities that meet my child's interests and talents, such as sports clubs, and music, Has quality programs for my child's talents, gifts or special needs, and Provides students with healthy food choices. The LEA will explore local organizations that can provide services for sports, music, art, and gifted students for a minimal cost or on a volunteer basis. The LEA will explore healthy meals upon the implementation of the Universal Meal Program. The LEA is committed to the following objectives: provide an educational program that develops students' curiosity and creativity, to develop responsible and engaged learners, to foster tolerance, respect, and acceptance of others, to build each student's resilience and self-esteem, to provide curriculum that is rich and relevant and allows all students to succeed, to promote a strong, supportive partnership between home and the school and the wider community, and to have high expectations of ourselves and others." Met 6/13/2022 2022 37681556117303 Greater San Diego Academy 6 "GSDA administers a student survey for students in grades 7-12 at least every other year. Due to the pandemic, no student survey was administered in 19-20, however student feedback was gathered in 2021 during the WASC accreditation visit. The WASC team noted that during student group interactions, the students expressed the importance of the GSDA community to them and an overall consensus by students that they feel appreciated, safe, and respected at GSDA. The CA Healthy Kids Survey was sent out to students in grades 7-12 in 2022. Unfortunately, due to limited responses an overall score could not be generated. Plans are already being made to ensure better participation by students in the CA Healthy Kids Survey in 2023." Met 6/21/2022 2022 12628510000000 Green Point Elementary 6 60% of students agree that they feel safe at school; 20% neither agree or disagree; 10% disagree. 80% of students feel connected; 20% neither agree or disagree 100% of parents agree that they are welcome and teachers communicate with them. 100% of teachers feel safe and connected. Data indicates a need for Social Emotional Learning to improve connections and a feeling of safety for students. Met 6/9/2022 2022 15635030000000 Greenfield Union 6 "In 2021-2022, the Greenfield Union School District administered the annual Student District Needs Assessment Survey to 4,166 students in grades 4th through 8th. Results from the 2020-21 Student District Needs Assessment for grades 4th through 8th show that: 64% of our students report they look forward to participating in school each day. 2022 Local Performance Indicator Self-Reflection for Greenfield Union School District Page 12 of 16 68.2% of our students feel safe at school. 82.5% of our students report teachers keep them informed of their academic progress. *Results taken from the district’s 2021-2022 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 2021-2022 Needs Assessment Survey, 64% of 4th through 8th grade students look forward to participating in school each day. This is a 12% decrease from the 2020-21 survey results. The results of the 2021-22 survey show that 68.2% of our 4th - 8th grade students feel safe at school. This is a 6.1% decrease from the 2020-2021 survey results. A decrease in perceptions of safety and participation may be due to a return to in-person instruction with mitigating procedures in place such as social distancing and masking. Consequently, we will continue to monitor this goal through the Student District Needs Assessment Survey and as guidelines are revised. To ensure student safety, the district will continue to provide additional safety personnel trained in the PBIS program to build positive student relationships in the middle schools in order to enhance a positive student climate and increase school safety ( LCAP Action 2.2). In an effort to increase school connectedness and safety, the district will continue to implement and support Positive Behavior Intervention and Supports Program at all sites as well as provide a school social worker at each elementary school site (LCAP action 2.1 and 2.5) . Additionally, the Administrator of Student Supports will continue to monitor the PBIS program and school safety as stated in our LCAP action 2.7. The results of the 2021-22 survey show that 82.5% of our 4th-8th grade students report being informed of their academic progress. This is a 0.8% decrease from the previous year. Due to transition to in-person instruction with mitigating procedures in place like quarantining, academic progress communication was more challenging." Met 6/8/2022 2022 27660350000000 Greenfield Union Elementary 6 "Our School Climate data for local priority six is collected every other school year via the California School Climate, Health, and Learning Survey. The last sample collected was derived from our California School Climate, Health, and Learning Survey results in grades 5 and 7 during the 2021-22 school year. Our 5th graders and our 7th graders participated during the 2021-22 sample. It was discovered that 64% of our students felt as though they have a caring adult relationship with a staff member on campus and 71% of our students felt as though the adults on campus had high expectations of them. On average, 51% of our students felt school is a safe place, 65% of students indicated there is a respect for diversity on campus, and 68% of students indicated schools advocated for anti-bullying. We will be reviewing our Positive Behavior Intervention Supports (PBIS) implementation at both site and district level to ensure we demonstrate safety and fairness at all of our school sites. This information will continue to be shared on a quarterly basis and was last shared on June 9, 2022 at a School Board meeting." Met 6/9/2022 2022 04755070000000 Gridley Unified 6 "Gridley Unified School District administers the state-approved California Healthy Kids Survey yearly in the spring to students in grades 5, 7, 9, and 11. Parents and staff members each also are given the opportunity to report on their view of topics related to the schools through the parent and staff versions of the survey. Full survey results are publicly available documents that are available at this web address, and each year's data are published in the fall (November) for the previous administration: https://calschls.org/reports-data/search-lea-reports/ Elementary students reported 75% feeling that caring adults were present at school compared to 78% last year. They reported 88% versus last year's 91% feeling that there were high expectations on them. Upwards of 91% versus last year's 87% felt motivated academically and 83% versus last year's 82% felt connected to school. Fifth graders also noted 82% versus last year's 84% agreement that school provides them with socioemotional learning support. In the area of safety and school climate, 89 % this year and 87% last year reported feeling safe most or all of the time at school. In terms of bullying, 82% versus last year's 78% report sufficient anti-bullying climate at school and 80% versus last year's 78% report never being cyberbullied at all but about 40% have experienced some form of teasing or bullying from peers in other contexts, versus about 50% last year. In socioemotional health, 17% versus last year's 14% reported frequent sadness or depression some or all of the time. Secondary students reported about 58% feeling that caring adults were present in school (same as last year), and 64-73% felt that there were high expectations on them, almost identical to last year's 54-75% depending on grade level. All grade levels dropped somewhat on motivation, going to 54% compared to 60% agreement that they were motivated to do well in school last year, Almost identical to last year 49-63% felt connected to school, depending on grade level (lowest was 7th grade and best was 9th at 65%, with 11th graders down at 53%. Anywhere from 38 (grade 11)-46% (same for 7th and 9th grades) felt parent involvement in school was promoted, versus very similar numbers last year. In the area of safety and school climate, only 48% versus last year's 57% of 7th graders said they felt safe at school, 68% this year versus 74% of 9th graders reported feeling safe, and 62% versus 52% of 11th graders last year. In the area of bullying, middle schoolers reported this year 43% versus 36%, dropping into the mid 20s by 11th grade - consistent with last year. Students in this level report feeling sad or depressed chronically among 33% of 7th graders, 31% of 9th graders, and 45% of 11th graders compared to 35-39% last year. Students in the secondary grades also report decreasing rates of of marijuana, going down in 7th grade to 3% from 5% in grade 7, up to 19% from 17% in grade 9 and then down to 16% from 27% by grade 11." Met "Overall, data from the recent administration of the survey indicate that as students age, they feel less connected to schools, experience increases in absences, and increases in likelihood of engaging in unwanted behaviors whether that is substance use, bullying, or depressive episodes. Interpreting some of these results as being a trend is cloudy given the special circumstances and stressors that families experienced in the last two years. Most of this year's numbers indicate that some of the stress is waning, as some concerning potential trends came down somewhat for middle and high school students. No matter the reason though, some numbers such as the feelings of sadness and depression, instances of bullying, and feelings of being unsafe at school continue to be of concern and are addressed in the various district planning documents to address through continued counseling supports, and dedication to improving safety on campuses." 6/29/2022 2022 48705810139816 Griffin Academy High 6 We are using survey data to focus on our weaknesses. Not Met 9/30/2022 2022 40104050101725 Grizzly ChalleNGe Charter 6 "Parents and students are given a school survey, both in English and Spanish, biannually with each cohort of students. This provides valuable feedback for continuous school improvement. All of the school staff reviews these surveys and makes decisions based on stakeholder feedback. In addition to surveys and feedback from stakeholders through surveys, the School Site Council meets to discuss data, goals, and assist in creating goals and approving the SPSA. Surveys have had extremely strong results with students indicating that they are more than satisfied with education." Met 6/2/2022 2022 37770990136077 Grossmont Secondary 6 "Grossmont Secondary 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 influenced 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 achieve a 90% or higher safety satisfaction rating. In 2021-2022, GSS exceeded this metric. 98.9% of students reported that they felt safe at GSS and 98.8% of parents reported that they feel their child is safe at GSS. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2021-2022 GSS’s suspension rate was 0% and the expulsion rate was 0%. These metrics indicate that students’ needs are being met in a positive and supportive learning environment that protects and encourages their participation and engagement in school." Met 6/24/2022 2022 37681300000000 Grossmont Union High 6 "The Grossmont Union High School District (GUHSD) uses the California Healthy Kids Survey (CHKS) to measure and monitor school climate on an annual basis in grades 9 and 11. After suspending administration in 2021 because of COVID, the 2022 data is most recent. According to the most recent School Climate Index Report Card, the District has seen a decline in ratings associated with Overall Supports and Engagement. Our biggest area of weakness -- based on changes over the last four years -- is in opportunities for meaningful participation and school connectedness. Over the past several years, the District has focused multiple initiatives on increasing connectedness, increasing engagement, promoting safety, and addressing behavioral health for all students. The District has expanded student access to therapists and behavioral interventions. More recently, the District has invested in supporting students with the addition of new counseling positions devoted to building connectedness and supporting students." Not Met 9/13/2022 2022 36678433630928 Grove 6 "The California Healthy Kids Survey (CHKS) given in January of 2022 provided feedback from Educational Partners on overall school climate and issues affecting different groups. Overall the student CHKS survey showed students have a positive view of Grove and they feel they are provided with meaningful opportunities. The results did confirm the expected drop in students' academic motivation, connection to school, and an increase in absences. This self reported data matched Grove attendance records for the year, and reports by teachers. It also followed trends seen in the 2021 CHKS which was given when the school was virtual due to COVID19 safety procedures. Both middle and high school students indicated Grove holds them to high expectations, provides opportunities for meaningful participation, and they have positive caring adult relationships at school. There was also lower than 2017- 2019 state average reporting of substance use and abuse for both levels. High School students did report a level of mean rumors that was higher than the 2017-2019 state average, while middle school students reported a lower level. High School students also reported a high level of opportunity for parent involvement, while middle school students reported the opportunity for parent involvement was below the state average. Overall parents' responses to the CHKS showed a positive view of the Grove School. Parents indicated in the 2022 CHKS that they felt the school was responsive to their students' needs, was doing a good job promoting parent involvement, and providing social emotional resources for their students. Parents also indicated a more positive view of their students' academic motivation. While parents did overwhelmingly indicate they had attended a Grove event, less than forty percent indicated the had volunteered or served in a leadership position. Staff survey results indicated a positive view of the school with on average over 87% of results indicating strongly agreeing or agreeing with a positive statement about the school. Room for the most growth to move from agree to strongly agree was with questions concerning student academic motivation and behavior. Staff also indicated a strong concern with student mental health which was higher than parents or students indicated." Not Met 10/3/2022 2022 15101570124040 Grow Academy Arvin 6 "GA Arvin conducts SEL surveys throughout the year to assess student happiness, perseverance, self-efficacy, and perception of safety on campus. These surveys are analyzed throughout the year and used to drive initiatives geared toward school climate, as well as daily feelings checks, bi-weekly check-ins. DATA: Results from the Spring 2021 Student Distance Learning Survey trend toward an extremely positive school climate in the areas of Environment, Needs and Supportive Relationships. The results indicate that Grow Academy Arvin students hold positive perceptions about schoolwork and the support and care received from teachers and staff. School climate and culture surveys for the end of the 2021-22 school year are currently being administered, and results are pending. MEANING: The disaggregated data in the areas of Environment, Needs, and Supportive Relationships indicate areas of strength as well as challenges and barriers to student’s perception of how connected and secure they feel to the academic expectations as well as to the support received from their teachers and or other staff. Environment: Accessing schoolwork and staying focused were areas of strength while 25% of students indicated almost never having an adult at home to help them complete homework. Arvin is a community of working families which may indicate a challenge to students having help in completing work at home. Having and utilizing Distance Learning tools was another area of strength with 60% of respondents indicating easily being able to utilize the tools provided by the school. Connecting with classmates was not surprisingly an area of need with just over 50% of Grow Arvin students indicated regularly talking with their peers. Distance learning during a pandemic posed many barriers to students being able to connect with their classmates. Needs: Of the responses to the two questions related to student needs, 34% responded that their teachers were extremely helpful in supporting their learning and 43% responded that their teachers were quite helpful. Students were asked to select the easiest way for teachers to stay in touch. The email was the most popular mode of communication indicated, followed by phone calls and text. Ten percent of students indicated “Other” which could point to a lack of access to the aforementioned avenues of communication." Met 6/27/2022 2022 15635780135186 Grow Academy Shafter 6 "In partnership with Kelvin Education, GA Shafter implements a new survey platform to collect information on social emotional wellbeing. Kelvin offers an “all in one” solution through interactive pulse surveys (English and Spanish) made available in the school’s Single Sign-On (SSO) application Clever, which will soon be replaced by a new SSO ClassLink. Baseline data collected through Spring of 2022 survey yielded the following results: 53% favorable rate, 36% participation rate (N=302). The following dimensions were measured: Social Awareness/Social Competence=62% favorable; Self-Management=57% favorable; Growth Mindset=56% favorable; Perseverance=55% favorable; Self-awareness=53% favorable; Self-efficacy=50% favorable; Curiosity=43% favorable; Staff Culture and Climate Survey yielded a 56% favorable rate, 55% participation rate (N=83). The following dimensions were measured for staff: Environment=61% favorable; Students=57% favorable; Teachers=45% favorable student Culture/Climate and Equity & Inclusion Survey yielded a 57% favorable, 82% participation rate (N=685). The following dimensions were measured: Undefined (“At your school, how often do students from different races, ethnicities, or cultures hang out with each other?”=93% favorable; Rigorous Expectations=70% favorable; Diversity & Inclusion=70% favorable; Fairness=61% favorable; Teacher-Student Relationships=59% favorable; Learning Strategies=56% favorable; Cultural Awareness & Action=54% favorable; Sense of Belonging=50% favorable; School" Met 6/27/2022 2022 34674390135343 Growth Public 6 "GPS did not administer a climate survey to students this year, as we administered the survey in the 2020-21 school year. We will administer the next climate survey to students in the 2022-23 school year. We will report the same results on the dashboard that we reported in school year 2020-21." Met 6/28/2022 2022 42692030000000 Guadalupe Union Elementary 6 "California Healthy Kids Survey (CHKS): School Connectedness - made up of questions related to feeling close to people at school, happiness at school, feeling a part of the school, feeling that teachers treat students fairly, and feeling safe at school. 2021-22 CHKS Public Dashboard: SCHOOL CONNECTEDNESS- 5th Grade: 66% of students reported ""All"" or ""Most of the Time"". 7th Grade: 56% of students reported ""Strongly Agree"" or ""Agree"". School Safety - made up of questions related to perceptions of school as safe, experiences of harassment or bullying, rumors and lies, fear of being beat up, being in a physical fight, seeing weapons at school. 2021-22 CHKS Public Dashboard: PERCEIVED SCHOOL SAFETY- 5th Grade: 72% of students reported feeling safe at school ""All"" or ""Most of the time"". 7th Grade: 50% of students reported At least 75% of students taking the CHKS report ""All or Most of the Time"" (5th Grade) and ""Very Safe or Safe"" (7th Grade) in the area of Perceived School Safety. Caring Relationships - made up of questions related to teachers/adults who care about me, notice when I'm not there, and listen to me when I have something to say. 2021-22 CHKS Public Dashboard: CARING ADULT RELATIONSHIPS- 5th Grade: 62% of students reported ""All"" or ""Most of the time"". 7th Grade: 58% of students reported ""Very Much"" or ""Pretty Much True"". In addition to the CHKS, in user-friendly terms, a wide spread GUSD Community LCAP survey was conducted. Families, staff, students, and community partners were asked to rate and comment on aspects of our 2021-24 LCAP goal areas that are of most interest and relevance to them. 151 surveys were completed through a combination of hard copy, paper submissions and digital online input. Aspects of the LCAP that were influenced by specific input from educational partners were: 1. Continued focus on literacy development to support the overall academic achievement and success of students. 2. Specialized attention to the actions, services, and supports for students adding English and the development of English and bilingual proficiencies. 3. An Increase to local inclusive practices and the coteaching model have been influenced by input from educational partners. At the elementary school, coteaching will expand to all grade levels in the coming year and options for students in full inclusive models. 4. In the area of climate and engagement, special programs and enrichment opportunities through expanded learning services are of high interest in the community. Extended learning partnerships, ASES, afterschool athletics and student activities will continue to improve and be included in LCAP actions in the coming year The data will be continually reviewed and play a significant role in the identification of future goals, focus areas, actions and services to be included and emphasized in the 2022-23 LCAP." Met 6/22/2022 2022 37684520124917 Guajome Learning Center 6 "We offer the CHKS every other year with the most recent administration being in Fall 2021. In response to the results of the 2021 survey GLC has addressed areas of growth and continue to nurture its strengths. GLC’s 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. The areas ranked highest by students include: school perceived as very safe or safe, high expectations, and caring adult relationships. One positive indicator is that we had 0 suspensions in the 2021-22 school year, which is a testament to the positive relationships that we build with our students and the safe spaces we have created. One of the clearest areas of growth identified in the survey was in building connection and working with students to build confident students that are getting their mental health needs met. 37% of our students reported feeling chronically sad or hopeless in the past 12 months. 46% of our students that responded said that they had a connection to school. 51% of our students felt there was a caring adult at school. This is an area we will definitely focus on to increase these connections. Although it is understandable that the pandemic plays a large part in both of the declining areas in mental health and connection to school, we want to find various ways to help bridge this gap. We are exploring and adding in a multi-tiered approach to engaging with our student’s social emotional health to address these areas. We are looking at ways to help support students get into good habits to support learning. One area of strength in the survey is that we had a low number of students using alcohol in their lifetime alcohol. We found higher numbers in usage of marijuana (16%) and opioids (8%). We will continue to combat drug usage in our students in a variety of ways including education of the effects of drugs, counseling, and outside resource centers as needed." Met 6/14/2022 2022 37684523730942 Guajome Park Academy Charter 6 "Guajome Park Academy administers the California Healthy Kids Survey to grades seven, nine, and eleven every other year. The most recent administration of the survey was November 2021. The results of that survey and data comparison going back to 2016 was presented to the Guajome Park Academy board in March 2022. Student perceptions of school safety have remained high with 65% of seventh graders, 68% of ninth graders, and 76% of eleventh graders reporting feeling “safe or very safe” at school. Conversely, 4%, 1%, and 0% of respondents, respectively, reported feeling “unsafe or very unsafe.” The survey identified an area of growth for the 2022-23 school year in school connectedness and engagement. While the average scale score remained relatively flat from 2018-2022 on the connectedness scale, the meaningful participation scale dropped in grades seven and eleven. The average percentage of respondents reporting “agree or strongly agree” on the connectedness scale (“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 in my school”) was 65% for seventh grade, 66% for ninth grade, and 61% for eleventh grade. The meaningful participation scale (I do interesting activities; I help decide things like class activities or rules; I do things that make a difference; I have a say in how things work; I help decide school activities or rules) proved to be the lowest on our survey with 30% of seventh graders, 21% of ninth graders, and 17% of eleventh graders reporting “agree or strongly agree.” We believe this to be a direct result of distance learning, disconnect from the classroom, and a reduction of extracurricular activities during that time. To address this, we initiated a school-wide effort to begin the first two weeks of the 2022-23 school year with relationship building activities in all classrooms in all grade levels. This initiative was met with positive feedback from our students and staff. We have noticed improvement in attendance, tardies, and discipline over the start of last year. Our athletic teams have rebounded, with over 300 students actively participating in fall sports at the high school and middle school levels. Participation in on-campus clubs has dramatically increased. In fall 2021, there were 12 active clubs on campus. In fall 2022 there were 29 active clubs and counting. Additionally, we began implementing an annual summer “Camp Success” day in August 2021 to introduce 6th graders to campus life. Camp Success was held again in August 2022 with over 90% attendance and positive feedback from families. We have plans to extend a similar program for 9th graders in August 2023." Met 6/16/2022 2022 49707220000000 Guerneville Elementary 6 "DATA: Youth Truth Data was administered January 2022 as part of a countywide pilot program. 80 elementary students were surveyed (grades 3-5) and 90 middle school students were surveyed. It is important to note that students took this survey at the height of the pandemic which resulted in uneasy and stressful times in our district. School connectedness related student survey data was the overall categories of ""Belonging"" and ""Relationships"". -Belonging Summary Data: ES: 35% MS: 37% -Relationships Summary Data: ES: 36% MS: 49% -3rd-5th: ""Do you like attending your class"" 36% -6th-8th ""I enjoy school most of the time"" 47% School Safety related the student survey question ""Do you feel safe during school?"" -3rd-5th: 51% -6th-8th: 47% MEANING: Students took the Youth Truth survey in January of 2022. This was right after a significant surge in COVID19 cases had just happened. The percentages are must lower than expected. This data provides us with a baseline moving forward to determine how our efforts during the 2022-2023 will impact student connectedness and school safety. USES: School connectedness and school safety are important for students success. In order to improve these data points as well as students overall sense of connectedness and safety we will continue to focus on the following areas of our LCAP: Goal Area 2: Whole Student Health, actions: school engagement, school climate, and physical environment." Met 6/13/2022 2022 49707226051767 Guerneville Elementary (Charter) 6 "DATA: Youth Truth Data was administered January 2022 as part of a countywide pilot program. 80 elementary students were surveyed (grades 3-5) and 90 middle school students were surveyed. It is important to note that students took this survey at the height of the pandemic which resulted in uneasy and stressful times in our district. School connectedness related student survey data was the overall categories of ""Belonging"" and ""Relationships"". -Belonging Summary Data: ES: 35% MS: 37% -Relationships Summary Data: ES: 36% MS: 49% -3rd-5th: ""Do you like attending your class"" 36% -6th-8th ""I enjoy school most of the time"" 47% School Safety related the student survey question ""Do you feel safe during school?"" -3rd-5th: 51% -6th-8th: 47% MEANING: Students took the Youth Truth survey in January of 2022. This was right after a significant surge in COVID19 cases had just happened. The percentages are must lower than expected. This data provides us with a baseline moving forward to determine how our efforts during the 2022-2023 will impact student connectedness and school safety. USES: School connectedness and school safety are important for students success. In order to improve these data points as well as students overall sense of connectedness and safety we will continue to focus on the following areas of our LCAP: Goal Area 2: Whole Student Health, actions: school engagement, school climate, and physical environment." Met 6/13/2022 2022 24736190000000 Gustine Unified 6 "Data: Overall connectedness was 66%, which was an 8% decrease. The reporting by grade level was 4th and 5th grade was 75%, 6-8th grade was 61% and 9-12th grade was 66%. Overall safety was 53%, which was down 30% from previous surveys. The feeling of safety among the grade levels was fourth and fifth at 64%, sixth through eighth 50%, and 9-12th at 51%. Meaning: Overall, there were decreases in connectedness and safety. The lowest levels were at the middle school level. There was also an increase in suspensions (6-12) and expulsions during the 2021-22 school year. Areas for growth are to decrease fighting and suspensions. The district will survey students with specific questions to identity connectedness and safety issues. These issues will be analyzed and brought to the MTSS team to work on specific actions to improve overall safety and connectedness in schools. Use: Some of the areas of improvement will be to implement PBIS and restorative practices and track the results of that implementation. The district will bring in at-promise student support. Another addition would be to hire two mental health clinicians and BCBA to supplement counselor supports at all sites. Motivational speakers and additional activities will be included in school based activities. The data showed that many of the issues were a result of the transition from middle school to high school a new Success 101 for 9th grade students will be added." Met 6/22/2022 2022 19734450000000 Hacienda la Puente Unified 6 "The results of the 2020-21 California Healthy Kids Survey indicate a higher sense of safety and connectedness at school from the previous survey in 2018-19. 68.9% of students report a general sense of safety at school from 61.4% in 2018-19. 60.7% of students have an overall connectedness to school a slight increase from 59.5% in 2018-19. The perception of school safety is highest at grade 7 and 11 (74%), and lowest at Grade 9 (57%). For overall school connectedness, grade 5 is the most connected (69%) and grade 11 is the least connected (48%). The key data elements comprising school connectedness were also examined. 63.3% of students report feeling academically motivated. These numbers drop off from a high of 79% in grade 5, to a low of 57% in grade 9. 58.4% of students report having are working relationship with one or more caring adults. 70.2% of students report having high expectations placed on them, but when asked if they felt their participation in school was meaningful, only 34.4% agreed. 60% of student reported that their school facilities are well maintained. The percent of students report that parents are involved with schooling is 55%. These data suggest the need for the district to take the following actions: Strengthen MTSS implementation for consistency within and between all schools districtwide through Professional Development and supports based on sites’ specific areas of need. Positive behavior supports (PBIS) and the development of monitoring systems to be included in PD. Implement MTSS Dashboard to provide accessible and efficient method for administrators, counselors, teachers, and other staff to monitor MTSS interventions. Strengthen the clear articulation of existing comprehensive school safety plans to the student level to increase the perception of safety at school. Continue Equity & Access department support staff, including Student Support TOSAs/Counselors, and Foster-Homeless Liaison to increase effective coordination of services to at-risk students. Counselors will implement a districtwide system of tiered support services to effectively address unduplicated targeted students’ social emotional/behavioral and academic needs. Strengthen and enhance implementation of the Teen Workshops and Teen Summit for students in grades 7-12. Strengthen and expand the New Pedagogies for Deep Learning through regular and ongoing PD to make learning experiences more meaningful to students. The California Healthy Kids Survey was last administered in 2020-21 and will be administered next in 2022-23." Met 6/30/2022 2022 10624141030766 Hallmark Charter 6 "A district total of 7500 4th through 12th grade students completed the Panorama Survey in May 2022 regarding student perception of social-emotional learning topics including Student Competency Measures (SCM) and Student Supports and Environment (SSE). District selected topics with the domains of Student Competency were Social Awareness, Growth Mindset, Self-Efficacy, and Emotion Regulation. District selected topics within the domain of Student Support and Environment were Rigorous Expectations, Teacher-Student Relationships, Sense of Belonging, and School Safety. The total response rate for student competency measures was 84.4% of students, while total response rate for student supports and environment was 83.3%. SCM for 1817 students in grade 4 and 5 showed favorable endorsements ranging from 42% to 62%. When compared to survey reports from September 2021, students reported a 0% to 4% decrease in favorable responses in these domains. SSE responses were collected for 1794 students in grades 4 and 5 and showed favorable endorsements ranging from 58% to 78%. When compared to survey reports from September 2021, students report a 4% increase in favorable endorsements regarding rigorous expectations and a 2% to 7% decrease in favorable endorsements regarding school supports and student-staff relationships. SCM for 5755 students in grades 6 through 12 showed favorable endorsements ranging from 44% to 57%. When compared to survey reports from September 2021, students reported a 1% to 2% decrease in favorable responses in these domains. SSE responses were collected for 5699 students in grades 6 through 12 and showed favorable endorsements ranging from 37% to 64%. When compared to survey reports from September 2021, students report a 4% to 11% decrease in favorable endorsements regarding school support and student-staff relationships. Target group analysis revealed that students designated as English Learners (EL) students in grades 4 and 5 favorably endorsed SCM at 41% to 58% and students in grades 6 to 12 endorsed at 33% to 51%. These percentages are 1% to 11% lower than total student data. These data revealed that the district has an opportunity to work specifically with students designated as EL to improve self efficacy and social awareness. The district will continue actions focused on increasing a sense of belonging and teacher-student relationships through tiered SEL interventions and focus more specifically on actions to improve student emotion regulation and self-efficacy" Met 6/28/2022 2022 11765620000000 Hamilton Unified 6 "The District annually uses the Healthy Kids Survey to obtain specific guidance from our students on their social, emotional, and academic needs to receive further information regarding the needs of our community, HUSD has worked to survey our stakeholders via Google Forms due to COVID restrictions. 1. In order to seek input from parents/guardians for decisions regarding behavior supports for the development of our MTSS (Multi Tiered Support System), only 40% of respondents believed that their student is being provided extra academic support. MTSS training will be leveraged to improve these services for students. 2. HUSD has utilized the received data to modify supports for students throughout our District. At the elementary school, we have created a ""Zen Den"" that allows students a quiet space to relax as needed or de-escalate if a student feels anxious or agitated. At the high school, additional social/emotional support staff have been hired to meet the needs of our students. 3. During administrative meetings, as well as, Hamilton Unified Leadership Committee meetings, the obtained data is used to guide decision making to better serve our students." Met 6/27/2022 2022 16639170000000 Hanford Elementary 6 "1: Data: Students overwhelmingly support the district’s efforts to deliver a broad educational program: • I think it is important to have physical education activities at my school. (92.29% of students Agree/Strongly Agree) • I think it is important to have music at my school. (81.39% Agree/Strongly Agree) • Participating in music enriches my experience at school. (85.94% Agree/Strongly Agree) • Participating in Art motivates me to come to school ever day. (60.30% Agree/Strongly Agree) Students feel safe at school and connected to their school: • I feel safe at school. (77.61% Agree/Strongly Agree) • There is an adult I can talk to if I have a problem at school. (75.72% Agree/Strongly Agree) • I plan to go to college. (88.78% Agree/Strongly Agree) Students have some concerns about bullying, but feel that adults at the school are able to prevent most bullying. • There is a lot of bullying at my school (44.75% Agree/Strongly Agree) • Teachers, principals, learning directors, student specialists, counselors or other adults are able to prevent bullying at my school. (67.09% Agree/Strongly Agree) 2. MEANING: Students in grades 5 through 8, from all of the district’s schools, participated in the survey. There were 1,664 responses. The survey was conducted online. Results are not disaggregated by subgroup. The data show that students overwhelmingly support the district’s efforts to deliver a broad educational program and that students feel safe at school and connected to their school. Although students have some concerns about bullying, they feel supported by adults in the school and that adults at the school are able to prevent most bullying. 3. USE: The district will continue to deliver a broad educational program to its students. The district’s stakeholders have provided a mandate that says a good education is focused on reading and math, but is also well-rounded, providing science, history, art, music, and physical education. The district will continue its efforts to ensure that students learn in a safe, well maintained school where they are supported, engaged, and connected to their school. The district will continue to provide health and social/emotional support to students with health professionals, counselors, student specialists, learning directors and vice principals, a social worker, and other personnel and non-personnel support." Met 6/22/2022 2022 16639250000000 Hanford Joint Union High 6 "This analysis synthesizes feedback from 5,068 respondents across multiple stakeholder groups and school levels at Hanford Joint Union High School District. This snapshot of feedback will show high-level feedback for every survey theme asked of each stakeholder group. Next, the data illustrate themes evident from students, family, and staff, highlighting ratings across the groups and school levels for these themes: engagement, relationships, and culture. Finally, our report examines each piece and question asked across stakeholder groups in greater detail. This report does not include data on questions not asked of all three stakeholder groups (students, family, and staff members). The table below shows the proportion of positive ratings on each survey theme from each participating stakeholder group in your district. Student - Engagement - 52%, Academic Challenge - 62%, Relationships - 29%, Culture - 24%, Belonging - 41%, College & Career Readiness - 32% Family - Engagement - 45%, Relationships - 63%, Culture - 55%, Communication & Feedback - 55%, Resources - 56%, School Safety - 41% Staff - Engagement - 75%, Relationships - 84%, Culture - 71%, Professional Development & Support - 57%" Not Met 10/11/2022 2022 16639250137901 Hanford Online Charter 6 "DATA: Q1 - Becoming a self-directed learner - 100% of students agreed or strongly agreed to greater academic motivation. (YouthTruth) Q2 - Preparing students for college and career by teachers, counselor, or administration - 50% of students agreed or strongly agreed. (2022 Spring LCAP Survey) Q3 - Increasing parent engagement - 35.7% of students agreed or strongly agreed. (2022 Spring LCAP Survey) Q4 - Providing health and wellness services - 35.7% of students agreed or strongly agreed. (2022 Spring LCAP Survey) Q5- Supporting families with needs at home - 28.6% of students agreed or strongly agreed (2022 Spring LCAP Survey) MEANING: Strengths: - Becoming a self-directed learner (Q1) - Encouragement to attend college or trade school (Q2) Challenges: - Creating opportunities for parent re-engagement (Q3) - Defining the role of the new counselor as it relates to health and wellness and family needs. (Q4) - - Limited counselor hours to meet the diverse needs for college and career advising. (Q2) Barriers: - Creating opportunities for parent engagement during COVID or an inability or desire to socialize (Q3) - Having the appropriate staff to meet the health and wellness needs USE: - Maintain teaching self-directed learning and transitions to a trade school or college (Q1 & Q2) - Continue re-engagement activities, virtually and in person. (Q3, Q4, Q5) - Further develop/define the role of the new HOC counselor and addition of student specialist. (Q2, Q3, Q4, Q5)" Met 6/14/2022 2022 44697570000000 Happy Valley Elementary 6 "Two surveys were given in 2021-22, as there was a new administrator and schools were fully re-opened after the pandemic. The results in November and May were similar. 93% of parents feel the school newsletter and communications are informative and useful. 95% of parents said their child feels safe at school. 95% of parents who responded say they feel welcomed by the staff at Happy Valley. 96% understand how they can volunteer or help with fundraising. 95% of parents feel the teachers and staff respond appropriately to concerns or questions. 88% of students’ parents feel their child’s academic needs are met. 91% believe their social and emotional needs are met. 93% of parents responded that Happy Valley teaches respect, kindness, acceptance, and inclusion of all students. Ideas to increase and facilitate parent engagement include more volunteer opportunities, funneling communication through room parents, and holding events at the beginning or end of the day. Parents would like the school to provide after school care, lunch, Spanish, and more academic support. In 2022-23, lunch is being provided on a daily basis. All classes will receive instruction in Spanish at least once a week. The school will continue with a full time academic coach. The LEA is considering after school care in the future." Not Met "Over the last year, Happy Valley has increased school climate in a variety of ways. There are leadership opportunities for all students, with an emphasis on the 6th grade student council. There is a new dedicated library space, a certificated garden teacher, increased classroom volunteers, spirit days, big buddies, and Reader's and Writer's Workshop in every classroom. The entire school was painted over the summer with funds from the Parent Club, and new tables and benches were purchased. There is even a new mascot, the Happy Valley Hawk!" 10/12/2022 2022 45700110000000 Happy Valley Union Elementary 6 "1. DATA: * Parent, staff, and student surveys: Staff surveys (Classified and certificated)- Staff stated that they believe they do a great job of emphasizing academics and track students that struggle. They believe they have many layers of support to assist students who need additional support both academically and socially. Additionally, they appreciated having an active counselor that supports them. They also believe most families do not use Aeries or Parent Square. Finally, teachers indicated that there were lots of preps lost and staff took on other staff students to cover staff shortages during COVID. It was agreed that the year has been exhausting due to COVID quarantines and isolations.Staff would like the following: more extra-curricular activities like music, tutoring and study hall for grades 4-8, more instructional aides during reading time, make the purchase order process less cumbersome, and implement the KELSO curriculum school wide. Parent surveys- Parents would like to receive more feedback from their students’ teachers on student progress. Some parents expressed their appreciation for teachers that provide specific way to reinforce learning home. Additionally, some parents felt that since the pandemic parent teacher communication is much less. They don’t see weekly class letters/bulletins. The only feedback they believe they receive is through report cards or parent teacher meetings. They expressed that they have to get information from their child because there is not enough communication from the school. One parent found the kindergarten flier that lists kindergarten goals very helpful. Another parent expressed concerns about their child not understanding their homework while another parent wanted more homework so that their child was prepared for high school. Parents would like internet access since there is a high degree of web based learning. Parents liked the Independent Study Program and believe the teacher has done a wonderful job of providing support and has differentiated for each student’s needs. Most parents believed that the school handled disruptive student behavior. Parents were concerned about how the kitchen staff treat students. Parents believed that the staff has taught their students strategies to manage their stress. Parents would like to see more communication for teachers on the progress of their students. They believe they only receive feedback at parent conference and report cards. They would like the staff to use Parent Square with pictures or messages. They would like to see the school district show what children are doing. Social media could be used to showcase the great things happening in the classroom and on campus. They would like to see more positive feedback from staff besides parent/teacher conferences. Parents believe homework needs to be revisited so that it is engaging and provides variety." Met "2. Using our local survey data, we learned that the staff, students and parents believe we have the following strengths: We believe that we do a great job of emphasizing academics and track students that struggle. We are great at refining our system of support to ensure all students make growth. Continued learning during the pandemic with a continued focus on academics School staff deeply care about the students and their progress Students and parents believe their students feel safe at school Intervention program Academic coaches to support learning Independent Study program Teaching staff and support staff that are dedicated to ensuring students make progress Using our local survey data, we learned that the staff, students and parents believe we need to improve the following: It was agreed that the year has been exhausting due to COVID quarantines and isolations. Attendance rates took a huge hit due to COVID. Reengage parents for volunteering and reimplementing family engagement events Implement all school functions that we facilitated prior to the pandemic Increase social emotional learning Reinstate interventions Return electives Students would like to sit with their friends at lunch again instead of assigned seating due to COVID restrictions We are looking for a foreign language teacher for our middle school students. It has been especially trying staffing this part time position. We would like to reengage our families this next year and invite them to participate" 6/22/2022 2022 37681630128421 Harbor Springs Charter 6 "In 2021-22, as part of the 2022 LCAP Educational Partner Survey, all students were asked to complete 25 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). 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 where students follow rules and are treated fairly. Students in grades 3-12 were surveyed. On average, students responded positively to 56% of the questions, responded neutrally/I don't know to 29% of the questions, and responded negatively to 14% of the questions, indicating an overall positive perception of the school’s climate with room for growth and targeted efforts. The two statements with the highest ratings were: “I get along with people who are different than me,” (83% of students responded ""yes"" and “I think my teachers tell me if I did a good job"" (79% of students responded ""yes""). The two statements with the highest negative ratings were: “I think this school has helped me learn about colleges” (32% of students responded ""no""), and “I have seen problems between people who look different,” (34% of students responded ""yes"" - there may have been some confusion because this was the only question where a negative response was ""yes""). These and more detailed results were reported to departmental leadership during the LCAP process in June 2022. The school plans to include a segment of the CHKS again in the 2022-23 school year, meeting the State Priority 6 requirements. In response to the results, and in an effort of continuous improvement, the school plans to further develop and increase social-emotional learning lessons for students, including an available database of SEL lessons and activities, curated by counselors and available to all teachers. School leaders also expanded the Mental Health Services Department, increasing the number of school counselors and psychologists." Met 6/9/2022 2022 36678760122317 Hardy Brown College Prep 6 "DATA We administered an anonymous, locally-designed survey to scholars in grades 5-8 during early June 2022. Almost two thirds (65%) of scholars reported feeling quite or extremely safe at school, and three-quarters (75%) of scholars reported feeling quite or extremely connected to school. Most of the questions are in categories similar to those from the California Healthy Kids Survey. Our scholars scored highest on questions related to School Connectedness, Academic Motivation, and High Expectations. We were thrilled that our scholars felt to strongly connected to our school. We also were pleased that our scholars have internalized one of our five pillars - High Expectations - and express the academic motivation to strive to meet those expectations. MEANING Our scholars scored lowest on questions related to Meaningful Participation in the structure and content of their learning. We are working to improve is this area. USE We plan for future surveys to ask questions about participation in their communities. We want to ensure that scholars are learning to advocate for important causes and push for positive change." Met 6/16/2022 2022 54755230116590 Harmony Magnet Academy 6 "Recent California Healthy Kids Survey outcomes of parents, students and faculty reveal that all three groups agree that the learning environment and culture of Harmony Magnet Academy does meet a high standard for curriculum and instruction, a-g completion, academic rigor, and career preparation. One area noted for improvement is in student services, particularly in the post-pandemic phase. Interventions for struggling students rated high while one on one personal counseling for more academically advanced students scored lower. That is a result of targeted intervention resources directed towards ""At-Risk"" students within the various sub groups. Also noted in the survey is that students suffered through social emotional issues as a result in distance learning contributing to an overall lack of engagement and learning loss. Teachers also noted a gap in the level of services they normally provide because of student disengagement. Parents and Staff rated culture and safety higher than that of students. Since returning to in-person instruction, teachers report a much higher level of engagement and student well-being." Met 6/23/2022 2022 37683386040018 Harriet Tubman Village Charter 6 "School Culture: 69%. Students feel safe and able to build sense of community, establish culture, empower students’ application of learning, and supports the school’s mission. that allows students to feel empowered during learning. Students feel that teachers empower learning through high academic expectations. Students sense of belonging and learning engagement decreased during distance learning. Students are not as motivated to work towards their goals. Happiness also decreased this year and some students do not feel well understood." Met "HTVCS is looking into hiring an additional school counselor to support students’ emotional well-being. We will provide additional in person extracurricular activities and school-wide events. Students are longing to be around other students. We are looking forward to resuming sports. Prior to the pandemic, school-wide implementation of the Leader in Me was showing strong results at improving school climate and culture, but the transition to distance learning halted that progress temporarily. We plan to get back on track with our Leader in Me program next year to support the development of our students as leaders in all areas of their lives." 6/22/2022 2022 31668520121608 Harvest Ridge Cooperative Charter 6 "The goal for students to continue to demonstrate strong resiliency in making appropriate decisions is a constant and active goal for the school. A Student Safety Climate survey was administered in the winter of 2021 to all students in grades 3 through 8. Student survey results from the school's student survey indicated 97% of students feel strong school connectedness. The student survey indicated that 100% of students found that school was perceived as safe or very safe. In looking at student indicators for students feeling safe and respected on the playground, the survey showed that 100% of students felt that they were respected by others on the playground. Growth opportunities were identified in the survey surrounding the relationships between adults and students, and the ability of students to make friends. While still very positive, some students indicated issues of fairness, respect, constructive feedback, and problem-solving. To help close the gap between desired results and student feedback, there will be emphasis put on community, kindness, and integrity for the next school year. 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 6/8/2022 2022 37684110126086 Hawking S.T.E.A.M. Charter 6 "Student participation rate: 40% Grade levels surveyed: 3rd-8th Hawking 1: Family-School Survey Elementary: • Climate: overall social and learning climate is 81% favorable • School Safety: 75% favorable • Family Efficacy: 74% favorable • School Fit: 73% favorable • Family Support: academic and social support provided outside of school is 70% favorable • Family Engagement: 18% favorable Middle School: • School Climate: overall social and learning climate is 65% favorable • School Safety: 75% favorable • Family Efficacy: 72% favorable • School Fit 60% favorable • Family Support: academic and social support provided outside of school is 71% favorable • Family Engagement: 10% favorable Student Competency & Well-Being Survey 3rd- 5th grade: • Self Management: ability to manage emotions, thoughts, and behaviors in different situations is 64% favorable • Social Awareness: ability to consider the perspectives of others and empathize with them is 65% favorable • Growth Mindset: 57% favorable • Emotion Regulation: 42% favorable • Self-Efficacy: belief they can succeed in achieving academic outcomes is 51% favorable 6th-8th grade: • Self Management: ability to manage emotions, thoughts, and behaviors in different situations is 62% favorable • Social Awareness: ability to consider the perspectives of others and empathize with them is 55% favorable • Growth Mindset: 44% favorable • Emotion Regulation: 41% favorable • Self-Efficacy: belief they can succeed in achieving academic outcomes is 35% favorable Hawking 2 Family-School Survey Elementary: • School Climate: overall social and learning climate is 83% favorable • School Safety: 72% favorable • Family Efficacy: 84% favorable • School Fit: 77% favorable • Family Support: academic and social support provided outside of school is 77% favorable • Family Engagement: 17% favorable Middle School: • School Climate: overall social and learning climate is 77% favorable • School Safety: 66% favorable • Family Efficacy: 70% favorable • School Fit: 57% favorable • Family Support: academic and social support provided outside of school is 69% favorable • Family Engagement: 14% favorable Student Competency & Well-Being Survey 3rd-5th grade: • Self Management: ability to manage emotions, thoughts, and behaviors in different situations is 67% favorable • Social Awareness: ability to consider the perspectives of others and empathize with them is 72% favorable • Growth Mindset: 68% favorable • Emotion Regulation: 48% favorable • Self-Efficacy: belief they can succeed in achieving academic outcomes is 58% favorable 6th-8th grade: • Self Management: ability to manage emotions, thoughts, and behaviors in different situations is 66% favorable • Social Awareness: ability to consider the perspectives of others and empathize with them is 55% favorable • Growth Mindset: 50% favorable • Emotion Regulation: 44% favorable • Self-Efficacy: belief they can succeed in achieving academic outcomes is 45% favorable" Met 6/23/2022 2022 19645920000000 Hawthorne 6 "In the Spring of 2021-22, District administered the HSD version of the California Healthy Kids Survey to all eligible students in grades 5 and 7. Participation in the survey was dependent upon authorization by a student's parent or guardian. In the 2022 school year, the sample group of participants was 442 out of 718 fifth graders and 630 out of 645 students, resulting in a response rate of 62% in 5th and 98% in 7th grade. 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. Thus, the student's responses yielded the following results: 90% of 5th graders responded they feel proud to belong to their school. 92% of 5th graders responded they feel a sense of belonging at their school. 94% of 5th graders responded they feel staff treat them fairly. 96% of 5th graders responded they feel staff treats students with respect. 91% of 5th graders responded they feel safe at school. 88% of 7th graders responded that they feel close to people at school. 84% of 7th graders responded that felt happy being at school. 82% of 7th graders responded they feel like they are part of the school. 85% of 7th graders responded they feel teachers treat them fairly. 82% of 7th graders responded they feel safe at school. In analyzing the data associated with the survey, the District is studying any significant differences reported between grade level 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 7 compared to grade 5)." Met "The District maintains a comprehensive model of Positive Behavioral Intervention and Supports (PBIS), with multiple layers of intervention provided by teachers, administrators, deans, support staff, counselors, social workers, and families. The District maintains a counselor and a dean of students at each school site to provide effective and proactive support for students, staff, and families. The focus for these individuals at the school sites is to further improve the school climate in regards to students feeler safe and connected in all schools. The district’s deans and counselors also serve as members of a broader school-based team, implementing behavioral supports, small group and individual counseling, incentives for positive behavior, and direct instruction to support anti-bullying efforts with the utilization of the Olweus Bullying Prevention Program (OBPP) and social-emotional learning with the district-wide implementation of Second Step in, and professional development for staff on effective classroom management practices. A district-wide focus on personalized learning and developing meaningful bonds with students is aimed at positively affecting feelings of school connectedness. The district will continue to work on studying the student, parent, and staff survey results, and input, and work on refining these practices so that students’ feelings of connectedness and safety are improved in the upcoming years." 6/29/2022 2022 19645920100354 Hawthorne Math and Science Academy 6 "HMSA administered the California Healthy Kids Survey to all eligible students in grades 9 and 11. In the 2022 school year, the target sample of students was students in grades 9 and 11. The final number of students who participated was132 9th graders (94%) and 111, 11th graders (91%). All of the students participated in in-person learning during the survey administration and it yielded the following results: 72% of 9th graders and 81% of 11th graders agreed that they feel safe in the school. 61% of 9th graders and 62% of 11th graders agreed that teachers in the school communicate student expectations. 87% of 9th graders and 91% of 11th graders agreed that school staff take parent/family concerns seriously. 88% of 9th graders and 89% of 11th graders reported “pretty much true” or “very true” to the question about having teachers that always want them to do their best. In analyzing the data associated with the survey results, HMSA is continuing to assess the impact of the school closure due to the Covid-19 pandemic on school connectedness. In the 2021-22 school year, data reports that 64% of 9th graders feel a connectedness to school and 62% of 11th graders feel school connectedness. In order to increase students’ attitudes toward school connectedness, HMSA will continue to offer weekly enrichment opportunities after the instructional day to allow for clubs and student groups to meet. Many teachers offer additional enrichment activities to support student learning outside of school hours. Link Crew leaders help with the Summer Bridge Program which is designed to engage incoming 9th-grade students during the summer break and offer a four-day orientation prior to their first day of school. The Link Crew leaders are upper-class mentors that provide support. The Summer Bridge program has been a key program in starting positive relationship-building early in the school year and allowing the venue for students to feel connected on campus. Link Crew leaders participate in monthly meetings to learn mentoring skills, have opportunities to connect with the 9th graders, and allow students to create positive bonds with their peers. For the first two weeks of school of the school year, daily school-wide informational webinars are held through homeroom classes designed to promote student engagement in school activities. A weekly homeroom is also held around Social and Emotional Learning activities. Additionally, CIF athletics continue to be active on campus allowing students the opportunity to participate in team sports. Weekly enrichment opportunities were offered after the instructional day to allow for clubs to meet, and some teachers hosted enrichment opportunities. Our Peer Advocates, a student group, hosted Wellness Week webinars to promote mental health and self-care. HMSA continues to offer school-wide and community events for students to engage with faculty, peers, and other families." Met "HMSA maintains three counselors and a transition specialist to provide effective and proactive support for students, staff, and families. The focus for these individuals at the school HMSA maintains three counselors and a transition specialist to provide effective and proactive support for students, staff, and families. The focus for these individuals at the school sites is to further improve the school climate. The counselors also serve as members of broader school-based teams, implementing behavioral supports, small group and individual counseling, incentives for positive behavior, direct instruction to support anti-bullying efforts and social-emotional learning, and professional development for staff on effective classroom management practices, Positive Behavioral Interventions and Supports (PBIS), Culturally-Responsive Teaching and Learning (CRTL) supports and Olweus Bullying Prevention Program (OBPP). A comprehensive model of Positive Behavioral Intervention and Supports (PBIS), with multiple layers of intervention, is provided by administrators, teachers, 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. Most recently, the district contracted with Care Solace to provide mental health support to the school community. HMSA will continue to work on studying the student survey results, and parent and staff input." 6/29/2022 2022 01100170138867 Hayward Collegiate Charter 6 "We have learned so much about our communication efforts during the Pandemic. Moving forward, we will make sure that we create priorities for when we need to send our voice-memos, personal phone calls, and when messaging is appropriate for disseminating information. We will continue to have monthly meetings with teachers and families in the form of a coffee with the principal and professional development for parent engagement." Met 6/29/2022 2022 01611920127944 Hayward Twin Oaks Montessori 6 DATA Students: Students generally rated their educational experience as positive. The students’ sense of belonging stayed consistent since the previous report…75% sense of belonging for elementary and 87.6% for secondary. MEANING Areas of Strength: Zero high school dropout rate; 100% graduation rate; 100% college acceptance; robust mental health program. USE There is an increased sense of belonging (to 95%) for both elementary and secondary. Mental Health staff focus on SEL. The Elementary levels for belonging are a bit lower due to coming out of pandemic and adjusting to being back in the classroom setting. Secondary levels for belonging are a bit higher due to the robust online community they were able to form during the pandemic and maintain when they returned to in-person learning. Not Met 9/22/2022 2022 01611920000000 Hayward Unified 6 "In accordance with the standard expected for State Priority Six, HUSD administered the California Healthy Kids Survey (CHKS) in 2019-20 to students in grades 5, 7, 9, and 11. The purpose of this survey is to capture a valid measure of student perceptions of school safety and school connectedness and summarize the results of those queries onto the California School Dashboard. This summary will indicate the differences among student groups in the results and report the overall score for all students and student groups. In the 2020-21 administration of the CHKS, the total number of surveyed students by grade level dropped significantly due the distance learning model and the number of students actually able to participate in the survey. The total number of students surveyed were as follows: • 5th grade: 420 • 7th grade: 596 • 9th grade: 547 • 11th grade: 182 Feeling Safe 5th Grade: 67% 7th Grade: 76% 9th Grade: 67% 11th Grade: sample data too small Feeling Connected 5th Grade: 64% 7th Grade: 71 % 9th Grade: 47% 11th Grade: sample data too small Meaning of data: This data shows an increase of feeling both safe and connected for 7th grade students compared to students in 5th grade. Then a decrease when looking at the students in 9th grade. The decline is significant for feeling connected. In 9th grade there is a significant difference for students feeling safe vs connected to school. The implication is that the distance learning model supports students feeling safe at school yet increases their disconnectivity. The impact of distance learning has yet to be fully studied or realized at the school sites. A comparison of the results of this survey by grade level from 2020 prior to pandemic to 2022 post pandemic will be important to truly analyze the impact on student feeling of connectedness and safety at school. Use: District results will be shared with site administrators along with their individual school reports. These will be shared with School Site Councils as they develop their schools' School Plan for Student Achievement (SPSA) climate and engagement goals. The CHKS was administered in 2019-20 and will again be administered in the 2021-22 school year. A comparison of the results pre and post pandemic will be made. The results of the CA Healthy Kids Survey are an important metric for Relationship-Centered Schools, metric 4." Met 6/22/2022 2022 49753900000000 Healdsburg Unified 6 "HUSD annually measures its progress by administering YouthTruth, a local climate survey at least once a year to students, parents and staff. This survey provides a valid measure of perceptions of school safety and connectedness. The reports the results of YouthTruth are presented at staff meetings and to the School Board Trustees at a regularly scheduled meeting and to stakeholders and the public through the Dashboard." Met 6/22/2022 2022 39686760123802 Health Careers Academy 6 "HCA’s staff believes in being nurturing and optimistic with our students. The culture of HCA is built and sustained through our PASSION acronym. We continue to evolve and improve in all areas that will increase student achievement. Our entire staff are dedicated to creating a learning environment for students to thrive in. We continue to work with students to improve awareness in regards to social and emotional needs, substance abuse, and appropriate use of social media. HCA’s counseling team continues to evolve. Counselors are creating more opportunities to work with students individually, and in groups to address the academic and social/emotional needs of our students. Teachers have scheduled parent conferences for all students during each Term. HCA student leadership group, and PLUS program continue to provide support for all students to help them feel included in HCA. Data from a survey reported over 86% of HCA students feel that a teacher or adult care about them. Over 82% feel that they are connected to the school. The HCA Counseling team, teachers and administration work to support students' growth academically and emotionally. HCA continues to evolve with students’ needs. The HCA counseling team, teachers and administration have an effective referral process to address students academic and emotional needs." Not Met 10/25/2022 2022 37683380114462 Health Sciences High and Middle College 6 "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. HSHMC measures school climate through the use of the MyVoice Survey (Quaglia Institute for School Voice and Aspirations – QISVA) Disaggregated survey data is shared schoolwide and key learnings are used to drive and inform practices and procedures to enhance teaching and learning. Survey data revealed HSHMC’s strength in maintaining a welcoming, inclusive climate and culture that honors student voice and family engagement. Increased support for the use of Restorative Practices and Social-Emotional Learning school-wide to maintain a welcoming school climate and culture is an identified area for growth. In order to meet this need, we have targeted professional development to support teacher implementation of restorative practices. Teachers receive feedback from administration and coaches. In addition, we have implemented a formal restorative practices team, led by our Dean of Students. These members attend to the needs of our staff and students. They check-in with teachers and students daily to help foster a safe learning environment. They do this by having impromptu conversations and formal restorative conversations. The RP Team logs these interactions to create a more accurate form of data collection for student behaviors that drive conversations with parents and disciplinary outcomes. The RP Team meets at least quarterly to discuss best practices for supporting our school-wide restorative efforts." Met 6/7/2022 2022 04100410430090 Hearthstone 6 "Hearthstone uses the research-based PBIS School Climate Student Survey. The data is based on a four-point rubric. The goal for Hearthstone School is to maintain an average overall climate survey rating of at least 85%. Due to low participation rate, the validity of the data should be considered with caution. WINTER 2021 STUDENT CLIMATE SURVEY Elementary 90% (-2%) Average Overall with lowest ranking areas: 80%- Students treat each other well (-7%) 82%-I feel like I do well in school. (+1%) Middle-High 77% (-5%) Average Overall with lowest ranking areas: 70%- I like school. 70%- I feel successful at school. 79%- I feel my school has high standards for achievement. 74%- The behaviors in my class allow my teacher to teach. 78%- Students are frequently recognized for good behavior. 74%- I know an adult at school that I can talk with if I need help. While overall the elementary student responses indicate above the minimum standard, peer to peer interactions at the elementary school need to be a focus for improvement as well as students' perceptions of how they are doing in school. At the middle/high school level, there are multiple areas of focus for improvement such as liking school, feeling successful at school, and feeling of connectedness to an adult at school. Hearthstone will continue to focus on student engagement and climate. HS will increase events, field trips and extracurricular activities, provide TK-8th grade garden enrichment, PBIS recognition in order to improve school climate for students." Met 6/27/2022 2022 15636280138131 Heartland Charter 6 "1. Based upon the LCAP survey results from students as well as other school climate measures (suspensions, expulsions), most students at Heartland feel safe and a sense of connection to the school. On the 22/23 LCAP survey for students, 87.5% of Heartland students in grades 4-12 that responded to the survey said they feel safe and connected to the school, while 11.2% were neutral on this topic. Furthermore, 93.2% of the students surveyed said that their teacher knows their learning strengths and challenges and does a great job supporting them in their education. Additionally, 87.5% felt that they have opportunities to take part in decisions related to my learning and education. In reviewing other school climate measures, Heartland has not had any suspensions or expulsions in 2021-2022. 2. As we review the data, we also see that a small amount of students (1.3%) may not feel safe or connected to the school. With this in mind, we aim to grow in inclusiveness and connection, as well as to ensure the physical, social, and emotional safety of students during and surrounding school events and life. 3. In response to these results, we are planning to bolster our Multi-Tiered System of Support (MTSS) and our family engagement actions in our LCAP. We intend that through the Student Study Team (SST) process in MTSS and via parent and family engagement activities, we will see growth in the areas of student’s perceptions of safety and connectedness as shown in future LCAP surveys and other measures." Met 6/23/2022 2022 13631310000000 Heber Elementary 6 The district will administer a local climate survey in the 2022-23 school year. Met 6/30/2022 2022 36677360000000 Helendale Elementary 6 "The LEA 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 LEA 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 California School Dashboard. Following the Pandemic students needed additional support emotionally. The LEA is working to provide SEL Support because of the increase in student misbehavior brought on by the Pandemic Additional use for Counselors and for Programs that highlight SEL such as Care Solace are on the districts radar for ways to improve the overall climate of the schools of Helendale." Met 6/29/2022 2022 37681303732732 Helix High 6 "Helix Charter High School administered CHKS in the spring of 2022 to grades 9-12. We included the Core Module, Closing the Achievement Gap (CTAG) Module, District Afterschool Module (DASM), Mental Health Supports Module and Resilience & Youth Development Module. An analysis of the survey's indicators is being conducted by a Student Support Task Force in Fall of 2022. Outcome: Standard Met" Not Met 9/12/2022 2022 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 2021-22 administration of the California Healthy Kids Survey was provided to students in 5th, 7th, 9th and 11th grades. Students in 5th, 7th, 9th and 11th grade report a sense of being connected to the school in a span ranging from 46%-65%. In addition, 49%-69% of students (of the same grade span) report feeling “safe” or very 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, Positive Behavior Support Systems, tobacco/alcohol/drug prevention as well as peer leadership efforts." Met 6/7/2022 2022 37680980101535 Heritage K-8 Charter 6 "Heritage K-8 Charter School administered a school climate survey to the 8th grade class based on portions of the California Healthy Kids Survey (CHKS) dealing directly with school safety and connectedness. The questions focused on three main areas: 1) safety and condition of the facilities, 2) relationships with teachers, and 3) academic opportunities. 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 3.8 out of 5. On questions related to safety and the condition of facilities, more than 77% of the students felt safe on campus and that the facilities were well maintained. For junior high school students, emerging from a pandemic, this is an encouraging statistic. The relationship between students and their teachers is one of the most important categories in the survey. More than nine out of ten students assert that their teachers care about them and want them to do their best. In addition, more than nine out of ten students state that their teachers notice when they are not at school. Moreover, more than 87% of students also report that standards for conduct and discipline are clearly defined and applied. More than 90% of students surveyed believe that the school provides them with the courses required for success in high school. Students rated the opportunities for additional learning, outside of class, 4.2 out of 5. In regards to having the appropriate instructional materials, textbooks, and access to learning, 96% of students reported this to be the case. Such strong results reflect the remarkable cooperation between all educational partners to achieve these accomplishments given the complexities and challenges faced over the past two years." Not Met 9/28/2022 2022 19646000000000 Hermosa Beach City Elementary 6 "DATA: HBCSD places a high value on school climate, as a positive school climate reflects higher academic performance. HBCSD traditionally provides site surveys: Panorama Sense of Belonging and the California Health Kids Survey (CHKS) to gage safety/connectedness, caring relationships with adults and meaningful student participation. The CA Healthy Kids Survey (CHKS) was administered in February 2022 to 5th-8th grade students. This survey is administered to students across the state, it is norm-references and 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. For the 2021-2022 school year, HBCSD continued to utilize Panorama Education survey for students in grades 3-8. Students were administered a Social-Emotional Survey and Equity Inclusion Survey as a means to collect and understand student's opinions, perspectives, attitudes, and perceptions towards the district in order to measure the effectiveness of educational programs, measure school climate and prioritize learning goals. The survey was administered in the December 2021 and in the spring of 2022. MEANING: Our multi-tiered system of support for school connectedness and school safety continues to be area of growth for HBCSD. From these responses, we can conclude that the majority of students feel safe and connected to school. We recognize that there are areas of concern focusing around mental health (i.e feeling sadness or emotional distress) that we need to continue to work on, and will continue to be areas of focus for the administrative teams, counselors, teachers and other staff members. USE: HBCSD continues to expand social emotional programming through community engagement, counselor capacity, and schoolwide programs/curriculum and will continue to use data from CHKS and Panorama Education survey data to monitor progress. Considering the survey results, these are actions HBCSD will need to address: - Continue to provide financial support for two full time equivalent counselors - Continue to provide relevant parent education related to student wellness - Continue to provide student voice and student choice to increase meaningful participation rates at school - Increase opportunities for student engagements - Develop additional opportunities for Tier 1 and Tier 2 mental health supports for students USE: The district has financially committed to funding a full time school counselor at each school site along with the addition of a middle school principal at Hermosa Valley to assist with supporting school safety and student connectedness." Met 6/27/2022 2022 36750440000000 Hesperia Unified 6 "All of HUSD schools conduct a school climate survey with their parents every school year. In addition, our district surveyed all of our students during the 2021-2022 school year to identify areas of need, as well as students' perceptions of school safety and connectedness. Due to the pandemic, many of our students were socially, emotionally, and academically impacted. The SAEBRS data showed that 83% of students were in the low risk category, 14% were in some risk, and 3% were in the high risk category. Counselors, administrators, and, in some cases, a school team utilized this data to identify and provide support for students based on their needs. This data also informed the school's Integrated Multi-Tiered System of Supports (IMTSS) for social-emotional learning and behavior." Met 6/13/2022 2022 37683380131565 High Tech Elementary 6 "High Tech High administers the YouthTruth student survey to students in grades 3-12 at each 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 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 2021/22 school year at each High Tech High high school indicated that HTH schools were at the 73rd national percentile for the degree to which students believe discipline is fair." Met 6/15/2022 2022 37764710123059 High Tech Elementary Chula Vista 6 "High Tech High administers the YouthTruth student survey to students in grades 3-12 at each 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 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 2021/22 school year at each High Tech High high school indicated that HTH schools were at the 73rd national percentile for the degree to which students believe discipline is fair." Met 6/15/2022 2022 37683386117683 High Tech Elementary Explorer 6 "High Tech High administers the YouthTruth student survey to students in grades 3-12 at each 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 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 2021/22 school year at each High Tech High high school indicated that HTH schools were at the 73rd national percentile for the degree to which students believe discipline is fair." Met 6/15/2022 2022 37764710138776 High Tech Elementary Mesa 6 "High Tech High administers the YouthTruth student survey to students in grades 3-12 at each 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 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 2021/22 school year at each High Tech High high school indicated that HTH schools were at the 73rd national percentile for the degree to which students believe discipline is fair." Met 6/15/2022 2022 37764710127605 High Tech Elementary North County 6 "High Tech High administers the YouthTruth student survey to students in grades 3-12 at each 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 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 2021/22 school year at each High Tech High high school indicated that HTH schools were at the 73rd national percentile for the degree to which students believe discipline is fair." Met 6/15/2022 2022 37683383731247 High Tech High 6 "High Tech High administers the YouthTruth student survey to students in grades 3-12 at each 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 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 2021/22 school year at each High Tech High high school indicated that HTH schools were at the 73rd national percentile for the degree to which students believe discipline is fair." Met 6/15/2022 2022 37764710114678 High Tech High Chula Vista 6 "High Tech High administers the YouthTruth student survey to students in grades 3-12 at each 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 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 2021/22 school year at each High Tech High high school indicated that HTH schools were at the 73rd national percentile for the degree to which students believe discipline is fair." Met 6/15/2022 2022 37683380106732 High Tech High International 6 "High Tech High administers the YouthTruth student survey to students in grades 3-12 at each 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 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 2021/22 school year at each High Tech High high school indicated that HTH schools were at the 73rd national percentile for the degree to which students believe discipline is fair." Met 6/15/2022 2022 37683380108787 High Tech High Media Arts 6 "High Tech High administers the YouthTruth student survey to students in grades 3-12 at each 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 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 2021/22 school year at each High Tech High high school indicated that HTH schools were at the 73rd national percentile for the degree to which students believe discipline is fair." Met 6/15/2022 2022 37764710137067 High Tech High Mesa 6 "High Tech High administers the YouthTruth student survey to students in grades 3-12 at each 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 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 2021/22 school year at each High Tech High high school indicated that HTH schools were at the 73rd national percentile for the degree to which students believe discipline is fair." Met 6/15/2022 2022 37764710114694 High Tech High North County 6 "High Tech High administers the YouthTruth student survey to students in grades 3-12 at each 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 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 2021/22 school year at each High Tech High high school indicated that HTH schools were at the 73rd national percentile for the degree to which students believe discipline is fair." Met 6/15/2022 2022 19647330100677 High Tech LA 6 "Findings reported: PARTICIPATION RATE: 26 responses SURVEY FINDINGS: The following are the student survey result findings: 96% of respondents say that HTLA supports their child’s academic achievement at an excellent or good rating 96% of respondents say that HTLA supports their child’s social and emotional achievement at an excellent or good rating 100% of respondents say that HTLA staff addresses their concerns when brought up to them at an agree or usually agree rating 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 2023 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 6/14/2022 2022 19647330137471 High Tech LA Middle 6 "Findings reported: PARTICIPATION RATE: HTLA Middle School is entering its fifth 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 112 students in grades 6-8 participated and completed the survey, a 54% student participation rate. SURVEY FINDINGS: The following are the student survey result findings: 77% stated that they feel connected to the school’s community. 74% stated that they have been able to collaborate with peers. 81% stated that someone from school has recently provided them with positive feedback and made them feel good. 99% agree/strongly agree that there is at least one adult they can trust. 83% agree/strongly agree there is an adult that will talk to them about their problems. 81% agree/strongly agree there is an adult who helps them when they are having a hard time. 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 2023 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 6/14/2022 2022 37683380101204 High Tech Middle 6 "High Tech High administers the YouthTruth student survey to students in grades 3-12 at each 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 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 2021/22 school year at each High Tech High high school indicated that HTH schools were at the 73rd national percentile for the degree to which students believe discipline is fair." Met 6/15/2022 2022 37764710123042 High Tech Middle Chula Vista 6 "High Tech High administers the YouthTruth student survey to students in grades 3-12 at each 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 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 2021/22 school year at each High Tech High high school indicated that HTH schools were at the 73rd national percentile for the degree to which students believe discipline is fair." Met 6/15/2022 2022 37683380107573 High Tech Middle Media Arts 6 "High Tech High administers the YouthTruth student survey to students in grades 3-12 at each 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 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 2021/22 school year at each High Tech High high school indicated that HTH schools were at the 73rd national percentile for the degree to which students believe discipline is fair." Met 6/15/2022 2022 37764710138768 High Tech Middle Mesa 6 "High Tech High administers the YouthTruth student survey to students in grades 3-12 at each 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 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 2021/22 school year at each High Tech High high school indicated that HTH schools were at the 73rd national percentile for the degree to which students believe discipline is fair." Met 6/15/2022 2022 37764710119271 High Tech Middle North County 6 "High Tech High administers the YouthTruth student survey to students in grades 3-12 at each 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 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 2021/22 school year at each High Tech High high school indicated that HTH schools were at the 73rd national percentile for the degree to which students believe discipline is fair." Met 6/15/2022 2022 34765050113878 Higher Learning Academy 6 "According to HLA families: 94% of students feel safe at school sponsored events and activities held after school 100% agree that their child's teacher wants them to succeed 94% agree that their child's teacher provides extra help to students when they need it 75% of students have never been physically threatened while at school 53% said students at the school understand school rules 78% of adults consistently enforce school rules The data shows that there is strong foundational relationships between staff and students at HLA. The relationships between student peers has room for improvement, as does their understanding of rules and processes. HLA will review the Parent and Student Handbook with students at the beginning of each year. Every class will create their own Social Contract to establish norms and boundaries. HLA will continue to focus on Restorative Justice practices." Met 6/22/2022 2022 33669930127142 Highland Academy 6 Results of the parent survey conducted last school year are as follows: - How well do you feel Highland Academy is preparing your student for next school year? - 84% of parents responded favorably - Does your child receive the help they need from their teacher? - 83% responded favorably - How well does Highland Academy help students who are struggling academically? - 86% responded favorably - Does your student enjoying to school? - 96% responded yes - How safe does your student feel at school? - 92% responded favorably - How well does Highland Academy consider the needs of all students? - 90% responded favorably - My child's teacher is available when I have concerns - 96% responded yes - How well does the overall approach to discipline at Highland Academy work for your child? 68% responded favorably - I am comfortable with the level of supervision at school. - 86% responded favorably - How well does Highland Academy administration and staff respond to concerns that are brought to their attention? 68% responded favorably Not Met 9/30/2022 2022 34765050130757 Highlands Community Charter 6 "DATA ? 1,055 students surveyed from across all demographics and grade levels. ? 91% agree that their teachers really care about them and respect them. ? 89% agree that they feel safe at school. ? 89% feel all students from different backgrounds and countries are treated equally. ? 82% know how to get help if they feel sad, stressed, lonely, or depressed. ? 76% agree that Highlands helps them learn to use technology by giving mobile devices and digital literacy training. The top strengths at the school were identified as: 1. Teachers 2. Technology 3. Friendly culture 4. Free education 5. Flexibility 6. Supportive culture 7. English Classes Students stressed the need to learn more about: 1. High School 2. English 3. Careers/Jobs 4. CTE 5. Technology 6. Immigration/Citizenship 7. Playcare 8. SIT program 9. College MEANING The results from the survey show that students have a high level of connectedness to their teachers, most agree that all students are treated equally, and that students relate to one another with respect. Feeling safe at school was one of the highest areas of agreement among students. HCCS is committed to In terms of addressing barriers, challenges, and seeing opportunities for growth, the results show these top areas for improvement: ? More conversation and speaking for English language development. ? Additional technology and digital skills training (computer labs, digital literacy class. basic computer skills class) ? Expansion of CTE programs. ? Extracurricular programs such as field trips and participation in cultural events. USE Highlands takes feedback from educational partners very seriously, and we truly value the input from our staff and students. All of our LCAP actions and goals are guided by feedback from our partners and by our Mission, Vision, and Schoolwide Learner Outcomes. Highlands works to overcome every single barrier our students face so they can be successful. We place a heavy emphasis on student support services as is evidenced by our LCAP Goal 3. In response to our student survey, HCCS implemented a number of measures: ? High-dosage tutoring available 18 hours a day online for any subject. ? Expanding CTE offerings by adding two additional pathways. ? Offering mental health services to students by hiring a social-emotional counselor for 8 individual sessions. ? Providing a high quality device (e.g. chromebooks, hotspots, smartphones) to every student to achieve a 1:1 student to device ratio." Met 6/16/2022 2022 41689080000000 Hillsborough City Elementary 6 "The HCSD administered the California Healthy Kids Survey to students in 3rd-8th grade in the spring of 2022. The survey results from 5th and 7th grade students will be used for comparison to the most recent time (2021) the survey was administered. HCSD has decided to give the Healthy Kids Survey each year to gather more regular data on school climate and safety. Both grade levels continued to have high participation rates with 88% of 5th graders (+5 increase over 2021) and 97% of 7th graders (+7 increase over 2021) participating. 91% of fifth graders (+7 increase from 2021) reported high or moderate levels of school connectedness and 79% of seventh graders (-1 decrease from 2021) reported high or moderate school connectedness. We attribute this decrease in school connectedness at the middle school to the continued impacts of the COVID-19 pandemic. We believe that our small class sizes and very small student:staff ratio, along with school social/emotional programs and supports, helped buffer an even further decrease in school connectedness during the pandemic which led to the increase in school connectedness at our elementary schools. 98% of fifth graders (+5 increase over 2021) report feeling safe at school all or most of the time and 82% of seventh graders (-8 increase over 2021) report the same. We attribute these changes to the hard work of our teams at schools, but also know that the impacts of the pandemic have not impacted all school groups equally, thus showing discrepant outcomes. All information from the CHKS survey has been shared with school site administrators and is shared by them to their staff. 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 will administer the CHKS survey again in the spring of 2023 to gather additional comparison data and to monitor the health of our school climate." Met 6/21/2022 2022 24656980000000 Hilmar Unified 6 "HUSD administers the CHKS every year at the 5th, 7th, 9th, and 11th grades and also to all students in Alternative Schools programs. The following are the student results for the 2021-22 school year: 5th grade: CHKS ""feel safe at school"" 85%, ""caring adult at school"" 90%, ""feel part of the school"" 80% 7th grade: CHKS ""feel safe at school"" 64%, ""caring adult at school"" 57%, ""feel part of the school"" 65% 9th grade: CHKS ""feel safe at school"" 66%, ""caring adult at school"" 54%, ""feel part of the school"" 62% 11th grade: CHKS ""feel safe at school"" 62%, ""caring adult at school"" 65%, ""feel part of the school"" 61% Alternative Schools: CHKS ""feel safe at school"" 57%, ""caring adult at school"" 48%, ""feel part of the school"" 70% The most recent LCAP Student surveys completed by students in grades 5 through 12. The following are the results for the 2021-22 school year: 5th grade: Students reported high levels of feeling ""welcome at school"" 89%, ""teachers and staff care about my well-being"" 92% 6th-8th grades: Students reported high levels of feeling ""welcome at school"" 86%, ""teachers and staff care about my well-being"" 87% 9th-12th grades: Students reported high levels of feeling ""welcome at school"" 83%, ""teachers and staff care about my well-being"" 84% These results indicate that students generally continue to feel safe and connected to their schools. Since the the LCAP and CHKS surveys are anonymous, it was hard to differentiate by student groups. Therefore, meetings were set up at each school targeting specific student groups to gather input and feedback on student needs as they saw them." Met 6/29/2022 2022 35674700000000 Hollister 6 "HSD uses the California Healthy Kids Survey (CHKS) climate survey as the summative assessment for the measure of student perceptions of school safety and connectedness of students in grades 5 and 7. The most recent administration was in April of 2022. At the time of this report, only 5th-grade results were available. The most recent 7th-grade results were captured during the 2017-2018 school year. Key learnings indicate the following: Grade 5 (2022) 71% reported connectedness to school 39% reported meaningful participation in school 70% reported feeling safe at school Meaningful participation in school is a standout data point from the 5th-grade survey. Connectedness and feeling safe at school are reported fairly high for this grade level group. This indicates the implementation of Capturing Kids Hearts (CKH) at the elementary level has resulted in improved connectedness and a feeling of safety compared to the 2108 survey results. Extensive staff development in CHK, trauma-informed practices, and social-emotional learning are anticipated contributors to students’ responses. The 39% of meaningful participation in school indicates an instructional barrier may be present. This may be addressed with the planned classroom coaching scheduled for the 2022-2023 school year but will be an area of improvement focus for the district. Grade 7 (2018) 18% reported connectedness to school 10% reported meaningful participation in school 56% reported feeling safe at school Given the 7th-grade data was collected before school closures due to the COVID-19 pandemic, the district is anxious to compare results from the April 2022 survey administration. Regardless, when interpreting the 2017-2018 survey results, it can be understood that the district has areas for improvement. Mainly, student connectedness to school and meaningful participation in school are the greatest areas of concern. The district intends to address these two areas by administering classroom coaching, deepening the implementation of PBIS, and leveraging CSI funds at the two comprehensive middle schools to build school climate and engagement." Met 6/28/2022 2022 35674700127688 Hollister Prep 6 "Hollister Prep School administers the Panorama SEL survey to determine student perceptions of school safety and their connectedness to an adult, in addition to monitoring the skills of self-efficacy and self-regulation. The key learnings from the Panorama survey data are based on the following results: 94% of the 3rd-5th graders, and 89% of the 6-8th graders reported that they had supportive relationships or high levels of connectedness with an adult at school. An average of 81% of 3rd-5th graders, and 80% of 6th-8th graders, felt safe at school always or most of the time. When the data for supportive relationships was disaggregated by gender, grade level, race, and EL status, there was little difference in the percentages. A gap or area of need was found between students who were identified as Confidentiality Protected( 84% of these students reported high levels of supportive relationships) and other groups (94% reported high levels of supportive relationships.) When analyzing the data for areas of strength and areas of growth, the areas of strength were in the high percentages of students who reported they had a positive connection to an adult, and those who reported that they felt safe at school. The school identified areas of growth based on the data that revealed approximately 19% of students reported feeling safe only sometimes, rarely, or not at all. Because school safety is a primary concern of school leaders, they seek to have 100% of students reporting that they feel safe at school. An additional area of growth was identified in the disaggregated data related to connectedness to adults. Students who reported two or more races had significantly lower perceptions of having a connection to an adult when compared to other racial groups. To address school safety and subsequently increase the numbers of students who report feeling safe at school on the Panorama Survey, the school will implement several actions. All teachers in grades K-8 will administer weekly social emotional surveys that specifically ask students if they feel safe and if someone has committed an action that the student considers harmful or inappropriate to them. This data will provide the site leadership, teachers, and counselors information so they can investigate any reports of unsafe situations and intervene quickly and as appropropriate. The school will also use the weekly social emotional survey data to identify students who may be in need of more structured social skills support or who would benefit from a referral to an outside mental health agency. The school also plans to implement daily community meetings in each classroom using a structured social emotional learning curriculum to guide the meetings. These daily meetings, in addition to teaching students strategies to increase their feelings of safety at school, i.e. how to identify and report unsafe behavior, will also serve to promote student connections to the adults at school." Met 6/29/2022 2022 13631490000000 Holtville Unified 6 "According to our school climate student survey administered in the 2021-22 school year, some key learnings include an increase in the percentage of students who know classroom rules and consequences for not following them (4% increase) and a dramatic drop in the percentage of students who feel students at school are being teased or bullied (38% decrease). Many students feel they are given a chance to help to make decisions (80%) and decisions are made based on what is best for students (87%). Furthermore, many students feel they have the necessary textbooks and adequate learning materials at school (94%) and their teachers are available to discuss grades with them and parents (84%). That tells us that our district is committed to equipping classrooms and school site staff with the materials necessary to effectively teach daily, grade-level instruction. Additionally, it tells us our teachers and site staff are committed to supporting our students and families meeting with students and families individually and by encouraging students every day, above and beyond their daily instructional duties. On the other hand, a little over half of students look forward to coming to school most days (58%) and feel their school is clean and in good condition (56%). All these questions are very subjective and the responses are deeply dependent on each students' individual perspective. For example, one student's expectation of a clean classroom may differ from another student's expectation. Furthermore, this survey was administered approximately two months into the first fully reopened school year after the closures. This may have had an impact on students' disposition regarding getting up and ready for school every day. After a complete year of fully reopening in-person instruction, we expect those responses to improve overall. As we begin the 2nd year after fully reopening schools, we look forward the improvement in school climate overall district-wide. We will continue to focus on school climate, while making improvements on school safety. There was a slight decline in the percentage of students who feel safe at school (14% decrease). This may have been partly due to the pandemic and partly due to the proliferation of school shootings in recent years. In fact, members of our district safety team attended a safety training early in the school year. The team plans to review the district-wide safety plan and make appropriate adjustments. The school sites are planning additional drills, including evacuation drills and lockdown drills with the collaboration of local law enforcement and first responders. The district has also partnered with our local Sheriff agency and hired a full-time school resource officer to float around all school sites. Additionally, the district is planning to add security cameras on school sites, extend and reinforce fencing, implement an emergency communication system, and update and improve our PA systems at the school sites." Met 6/20/2022 2022 04615316112585 HomeTech Charter 6 "My school is clean. 100% My school is well maintained. 99% I feel safe at school. 88% (10% no opinion due to home study instructional option) I believe I am treated fairly by adults at school. 92% I want to do well in school. 98% I like going to school at HomeTech. 90% I trust the adults at HomeTech. 94% This survey data shows that students believe HomeTech is clean and well maintained. 88% of the students feel safe while 10% had no opinion. We attribute the no opinion to the students who are on full home study and do not regularly attend classes onsite. HomeTech staff will further investigate the root causes for why 8-10% of students do not feel treated fairly by adults at school and why they may not like going to school at HomeTech. Anecdotally, students who transfer to HomeTech express that they miss their friends from the previous school." Met 6/17/2022 2022 42692110000000 Hope Elementary 6 "During the 2021-22 year, Hope School District administered the CHKS to Grade 5 and 6th grade students, parents, and staff. By choosing to administer the survey to 5th and 6th grade and expanding to include parents and staff, we not only have more data, we were able to use cohort data to track any significant changes. Families were also surveyed. Results: CA Healthy Kids Survey/ CA School Staff Survey/ CA School Parent Survey 2022 Over 95% of respondents report that students are safe on campus, that bullying is not a problem and incidences of conflict are dealt with adequately by adults. Students report that they have an adult to go to for help, that adults have high expectations (academic and behavioral) for them, they are treated with respect, and that students generally behave well; their parents responded in kind. The use of tobacco and other substances is reported by all as not being an issue. In questions on Instructional Equity, 50% of district staff Strongly Agree that (up from 35% in 2021): • This school emphasizes using instructional materials that reflect the culture or ethnicity of its students. • This school has staff examine their own cultural biases through professional development or other processes. • This school considers closing the racial/ethnic achievement gap a high priority. • This school has high expectations for all students, regardless of their race, ethnicity, or nationality. • This school fosters an appreciation of student diversity and respect for each other. Student Learning Environment questions in the Parent survey correlate with Instructional Equity questions for staff. Overall 39% of parents Strongly Agree that (down from 41% in 2021): This school... • promotes academic success for all students. • treats all students with respect. • provides quality counseling or other ways to help students with social or emotional needs. • communicates the importance of respecting different cultural beliefs and practices. • provides instructional materials that reflect my child’s culture, ethnicity, and identity. • has quality programs for my child’s talents, gifts, or special needs. • provides high quality instruction to my child. • motivates students to learn. • has teachers who go out of their way to help students. • has adults who really care about students. • has high expectations for all students. • encourages students to care about how others feel. • LCAP 2022 Input Surveys: Overwhelmingly respondents concurred that the District should remain focused on academic proficiency for all students and equitable access to intervention and acceleration in ELA and Math. While being a tight community was mentioned as being one of our greatest assets, encouraging parents to participate and return to campuses (Covid allowing) was also expressed as a great need. Continuing as an important focus from all educational partners was Social Emotional Learning." Met 6/13/2022 2022 54719440000000 Hope Elementary 6 "The Hope Elementary School District utilizes local parent, staff, and student surveys as the principle school climate indicator to evaluate the climate for learning at our school. The surveys 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 continued social/emotional support for staff and students, after-school tutoring and additional educational field trips to help connect classroom learning with real-world applications. The Healthy Kids survey, added in 2018-19, reflects positive feedback on each of these priorities. Currently, a high degree of teachers, students and parents report that Hope School provides a safe, welcoming school climate for teaching and learning. The high number of interdistrict transfers into our school, per parent surveys, is a direct result of that positive school climate." Met 6/15/2022 2022 49707630000000 Horicon Elementary 6 "Last year the district used the California healthy kids survey, which was unsuccessful in obtaining results because it was designed to be submitted online. Due both to families lacking internet at home as well as a cultural adverse response to things that can be tracked and linked back to families, very few responded to the survey, grossly skewing results. After utilizing the CHKS survey last year, the board has stemming that they prefer to return to using the in- house survey which in a prior year showed that more than 80% of parents/ guardians found that Horicon was a healthy and safe place for their children. Nearly 90% of our student body reported feeling Horicon is a safe and happy environment, and enjoyed attending school. 6% reported feeling unsafe sometimes, but not often." Met 6/13/2022 2022 31669513130168 Horizon Charter 6 "A new climate survey will be administered in the 22-23 school year. Of the students who participated in the past survey the following ethnicities were identified: 1% American Indian or Alaskan Native, 10% Asian, 6% Black or African-American, 13% Hispanic or Latino/a, 1% Native Hawaiian or Pacific Islander, 62% White and 8% preferred not to answer. Key findings from the Middle and High School student survey indicated three main areas of strength: 1) Teacher Availability and Encouragement 2) Curriculum and School Resources, Books, and Materials, and 3) Technology resources and availability. 87% of students surveyed reported that they feel safe at Horizon Charter School. Students had the following options to select from when answering the survey questions: strongly agree, agree, neutral, disagree, strongly disagree and N/A. 14% of Black/African-American surveyed students do not feel the grades they receive are an accurate reflection of their ability and effort as opposed to 9% of All students. Another key finding to be noted is that 100% of all Black/African-American students reported access to technology resources such as a computer and internet access vs. 96% of All students. This demonstrates growth in support to our Black/African-American student population while also demonstrating that we have a small percentage of students who still report a need for technology access and availability. The last key finding in relationship to our Black/African-American student survey results is that 72% of our Black/African-American vs. 62% of All students reported that they have discussed their academic goals with their teachers and counselors. These findings demonstrate that while there is additional support and growth necessary in working to ensure that all students have developed academic goals. Black/African-American students are reporting increased support in this area vs. the “All” student group." Not Met 10/20/2022 2022 54719510000000 Hot Springs Elementary 6 "All staff and students indicate that they feel safe at school. The parents also feel that their student is safe at school based on the survey and in person discussions. The district added additional cameras that can be viewed by staff to see who enters the school campus before they even get to the door. All doors are kept locked, and staff can communicate with any visitor via a camera doorbell. The district continues to deep clean on a daily basis to insure as clean an environment as possible. The district will continue to work on improving communication and safety as needs arise or are discovered." Not Met 10/11/2022 2022 28662580000000 Howell Mountain Elementary 6 "Utilizing the school local climate survey, the district is able to use the disaggregated data to inform decisions. According to the survey, students feel safe, connected and have at least one adult that they can seek out for additional support. In order to meet the needs of anxiety and depression, the district will add additional mental health support. The district will bring in therapy animals and more social group sessions will be planned." Met 6/16/2022 2022 56724620000000 Hueneme Elementary 6 "The Hueneme Elementary School District (HESD) administers a local climate survey every year in order to obtain a valid measure of perception of school safety and connectedness. The results are shared with all key stakeholders including our local governing board at a regularly scheduled meeting. In the Spring of 202, HESD administered the California Healthy Kids Survey (CHKS) to students in grades five and seven. The following key indicators of school climate were measured: * School Engagement and Supports * School Safety * School Disciplinary Environment * Substance Use * Mental Health The results of the 2021-2022 administration of the California Healthy Kids Survey (CHKS) show that 68% of fifth-grade students reported: ""Yes, most of the time"" or ""Yes, all of the time"" on questions pertaining to school connectedness (down 1%). An average of 72% of grade five students reported feeling safe in school (down 11%). Our district response rate was 95% with 795 of our 881 grade five students participating in the survey (up 24%). In grade seven, 51% of the students taking the survey indicated ""Agree"" or ""Strongly agree"" on questions pertaining to school connectedness (down 6%). 49% of respondents reported that they perceive their school site as ""Very safe"" or ""Safe"" (down 14%). Both of our middle schools participated in the survey with an average response rate of 95% (up 4%). For continuous improvement purposes, HESD will continue the following actions in response to our results on the California Healthy Kids Survey (CHKS): * Implementation of the California MTSS Framework - California's Multi-Tiered System of Support (MTSS) is a comprehensive framework that aligns academic, behavioral, and social-emotional learning in a fully integrated system of support for the benefit of all students. HESD will build unique MTSS models at each of our school sites to create needed systematic change through intentional design and redesign of services and supports that identify and match the needs of all students. Our focus will be inclusive academic, behavioral and social-emotional instruction. Specific actions include: * Identifying a comprehensive assessment system (to include universal screening) * Creating and utilizing collaborative teams * Providing universal supports * Providing supplemental and intensified supports" Met 6/27/2022 2022 19646260000000 Hughes-Elizabeth Lakes Union Elementary 6 HELUS administered the California Healthy Kids Survey in 2022 and we are waiting on the results. Not Met HELUS administered the California Healthy Kids Survey in 2022 and we are waiting on the results. 10/11/2022 2022 50755490000000 Hughson Unified 6 "Students took the California Healthy Kids Survey (CHKS) in January 2022. The 2022 survey found an overall area of strength continues to be the majority of students in each grade span feel very safe at school. An overall area for growth was the survey found almost a third of students in each grade span experienced chronic sadness/hopelessness. While physical safety continues to be a top priority of the district, this extends as well into mental health. It has been a goal of HUSD to improve mental health support K-12 through the CAL Well grant to specifically; help provide clinicians for mental health at Ross Middle School, Hughson High and Billy Joe Dickens High; provide trauma first aid training to staff; and further enhance programs that are already in place such as PBIS, Suicide Prevention and Life of a Husky. Additionally, HUSD has been closely monitoring its behavior incidents and suspension rates. In 2020, our three year grant to implement Positive Behavior Interventions and Supports (PBIS) throughout the district was renewed. All sites have been trained and implemented both Tier I, Tier II, and Tier III interventions. Additionally, we continue to seek out alternative methods to address behavior rather than suspensions. Students took the CHKS in January 2022 and results will be reported at the August 2022 Board meeting and the full report will be found on the HUSD website http://www.hughson.k12.ca.us/information/california_healthy_kids_survey_information." Met 6/14/2022 2022 12101240000000 Humboldt County Office of Education 6 "Our district administers the California Healthy Kids Survey to measure school climate with students, staff, and parent/guardians. We administer the survey every two years to all staff, students and parents. School staff review the results to support program decisions. Actions have been created to support trends in CHKS. These actions include increased mental health supports, increased staffing, more Family Nights and increased engagement activities. The 2020-21 California Healthy Kids Survey revealed the following regarding School Connectedness and School Safety: School Connectedness: 74% of our students identified as being connected to school School perceived as very safe or safe: 79% This data shows that CCS has positive connections with our students and they feel safe while at school." Not Met 6/6/2023 2022 10101080111682 Hume Lake Charter 6 "In a recent survey, conducted in March 2022, parents, teachers, and students reported on key issues involving the school. Of the 28 surveys sent out to the 1st – 6th grade students, 27 reported back. Of the 32 surveys sent out to 7th – 12th grade students, 32 reported back. Of the 63 surveys sent out to parents, 20 reported back. Of the 12 surveys sent out to the teachers and instructional staff, 12 reported back. The results of each survey were shared with and approved by the local governing board during a regularly scheduled meeting on March 21, 2022. 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 8 students, so the students were groups by 1st – 2nd, 3rd – 6th and 7th – 12th, in order to protect student privacy. Students in the 1st – 6th grade reported the following: ""The teachers and staff at Hume lake Charter School care about me."" 25 out of 27 students responded with most of the time or all of the time. These same students also reported the following: ""Hume Lake Charter School is a safe place to go to school."" 24 out of 27 reported that this is true most of the time or all of the time. The 7th – 12th grade students responded to the following: ""The teachers and staff at HLCS care about me.” 29 out of 32 of the 7th – 12th grade students indicated that this is true most of the time or all of the time. ""Hume Lake Charter School is a safe place to go to school."" 100% of the 7th – 12th grade students responded that this is true most of the time or all of the time. ""The school has high academic expectations of me."" About 97% of the 7th – 12th grade students agreed that this is true all of the time or most of the time. 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 2021-22 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." Met 6/20/2022 2022 39686270126755 "Humphreys College Academy of Business, Law and Education" 6 "Humphreys College Academy of Business, Law, and Education engaged parents and students in a school climate survey during the spring term of 2022 Students and their parents responded to a variety of questions regarding the climate and safety of the school. Both students and parents gave high ratings that they felt the campus was a safe place to learn. Student ratings indicated that they felt supported by the adults on campus, and that they had one or more adults who they felt they could safely confide in. Parents gave high ratings to ABLE’s various forms of communication, specifically our front office staff and engagement specialists. One area of growth we identified in the results is that although students felt that the adults on campus treated them with respect and support, they did not feel the same level of trust and respect from their peers. We have identified social and behavioral challenges across grade levels and demographics since returning to campus from distance learning, and this data reinforces this observation. This upcoming school year we will be implementing a number of strategies to build trust and respect amongst our students. We will utilize a Social Emotional Learning Curriculum in classrooms across grade levels, as well as in our before and after school programs. We will better utilize our counseling and engagement teams in creating group sessions, and in establishing peer mediation groups. We will continue to pilot new strategies as new needs arise." Met 6/29/2022 2022 30665300000000 Huntington Beach City Elementary 6 The District administers multiple surveys measuring student perceptions of safety and school connectedness including California Healthy Kids Survey (CHKS) every other year for students in grades 5 and 7. School Engagement and Supports in Grade 5: School Connectedness - 79% favorable (increase of 3% from 2019/20) Caring Adult Relationships – 73% favorable (increase of 3% from 2019/20) School Engagement and Supports in Grade 7: School Connectedness – 58% favorable (8% decrease from 2019/20) Caring Adult Relationships – 57% favorable (14% decrease from 2019/20) School Safety in Grade 5: Feel Safe At School – 87% favorable (increase of 1%) School Safety in Grade 7: School Perceived As Very Safe or Safe – 56% favorable (decrease of 11% from 2019/20) We noticed that Grade 7 students were more impacted by school closures in 2019/20 (after the 2019/20 CHKS administration) to 2020/21 (hybrid instructional schedule) and limited school events during 2021/2022. Met 6/21/2022 2022 30665480000000 Huntington Beach Union High 6 "Huntington Beach Union High School District (HBUHSD) is committed to providing a safe and supportive environment that promotes engagement and school connectedness. The Annual Survey of parents, students, and staff was administered in February 2022, which collected information on perceptions of school safety and connectedness. The online survey was available in English, Spanish, and Vietnamese. A favorable response would be a rating of ‘agree’ or ‘strongly agree.’ The percent of respondents indicating a favorable response to the survey item is shown below: -Students feel safe at their school. Students (85%), Parents (88%), Staff (91%) -Students are happy to be at their school. Students (83%), Parents (92%) -Teachers care about students and their learning. Students (87%) -The learning environment at the school is positive and supportive. Parents (89%) -Students feel connected to their school. Students (69%) -The school is supportive of student wellness and has programs that address social-emotional needs. (Staff 91%) -Students have sufficient opportunities to engage in school programs/activities. Students (89%), Parents (88%), Staff (94%) The data collected in this survey was analyzed and included in the 2022-23 LCAP revision process. Additionally, the data are further disaggregated and distributed to school sites for analysis in their continuous improvement processes." Met 6/28/2022 2022 12628850000000 Hydesville Elementary 6 "A survey was distributed to 4-8th grade students in June 2022. 1. 88.2% indicated that they agreed or strongly agreed they felt safe at school. 91.6% agreed or strongly agreed they felt that their teachers cared about them. 77.9% of students reported that they are enjoy attending school and 86.4% of students reported that they felt they were treated fairly. 2. This data will be followed and compared to student perceptions in the upcoming year to ensure the percentage 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 6/29/2022 2022 19646340120303 ICEF Inglewood Elementary Charter Academy 6 "ICEF Inglewood Elementary Academy administered the Panorama/Embrace the Mind evidence-based Student Survey. The following are the results (percent favorable) by category/topic: - 74% Learning Recovery - 62% Readiness for Learning - 64% School Belonging: How much students feel that they are valued members of the school community. - 63% School Climate: Perceptions of the overall social and learning climate of the school. - 59% School Engagement: How attentive and invested students are in school. - 84% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. - 53% School Safety: Perceptions of student physical and psychological safety at school. - 80% School Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the school. - 71% Valuing of School: How much students feel that school is interesting, important, and useful." Met 6/16/2022 2022 19647330117952 ICEF Innovation Los Angeles Charter 6 "ICEF Innovation Los Angeles administered the Panorama/Embrace the Mind evidence-based Student Survey. The following are the results (percent favorable) by category/topic: - 67% Learning Recovery - 57% Readiness for Learning - 54% School Belonging: How much students feel that they are valued members of the school community. - 54% School Climate: Perceptions of the overall social and learning climate of the school. - 50% School Engagement: How attentive and invested students are in school. - 79% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. - 35% School Safety: Perceptions of student physical and psychological safety at school. - 70% School Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the school. - 67% Valuing of School: How much students feel that school is interesting, important, and useful." Met 6/16/2022 2022 19647336117048 ICEF View Park Preparatory Elementary 6 ICEF View Park Preparatory Charter School administered the Panorama/Embrace the Mind evidence-based Student Survey. The following are the results (percent favorable) by category/topic: - 45% Challenging Feelings - 42% Emotion Regulation - 60% Positive Feelings - 60% Self-Management - 58% Social Awareness - 84% Supportive Relationships Met 6/16/2022 2022 19647330101196 ICEF View Park Preparatory High 6 PARTICIPATION RATE: ICEF View Park Preparatory High School administered the Panorama/Embrace the Mind evidence-based Student Survey. The following are the results (percent favorable) by category/topic: - 42% Challenging Feelings - 43% Emotion Regulation - 42% Positive Feelings - 51% Self-Management - 35% Social Perspective-talking: The extent to which students consider the perspectives of their teachers - 44% Social Awareness - 74% Supportive Relationships Met 6/16/2022 2022 19647336121081 ICEF View Park Preparatory Middle 6 PARTICIPATION RATE: ICEF View Park Preparatory Charter Middle School administered the Panorama/Embrace the Mind evidence-based Student Survey. The following are the results (percent favorable) by category/topic: - 49% Challenging Feelings - 43% Emotion Regulation - 52% Positive Feelings - 61% Self-Management - 41% Social Perspective-talking - 50% Social Awareness - 79% Supportive Relationships Met 6/16/2022 2022 19647330117937 ICEF Vista Elementary Academy 6 ICEF Vista Elementary Academy administered the Panorama/Embrace the Mind evidence-based Student Survey. The following are the results (percent favorable) by category/topic: - 47% Challenging Feelings - 48% Emotion Regulation - 58% Positive Feelings - 69% Self-Management - 66% Social Awareness - 86% Supportive Relationships Met 6/16/2022 2022 19647330115287 ICEF Vista Middle Academy 6 ICEF Vista Middle Academy administered the Panorama/Embrace the Mind evidence-based Student Survey. The following are the results (percent favorable) by category/topic: - 57% Challenging Feelings - 49% Emotion Regulation - 56% Positive Feelings - 67% Self-Management - 49% Social Perspective-Taking: the extent to which students consider the perspective of their teacher - 63% Social Awareness - 82% Supportive Relationships Met 6/16/2022 2022 43696176048045 Ida Jew Academies 6 "Results of the surveys indicate that 72% of fifth graders report a high level of caring relationships with an adult at school, and 70% report a high level of school connectedness. These percentages are up significantly from previous year. While 65% of seventh grade students report, caring relationships with a teacher or other adults, and 67% report a high level of school connectedness; these percentages are down from the previous year. A high percentage of parents (88%) also responded that district schools have adults that really care about students, and district staff (87%) report that schools are a supportive place for students. Parents (83%) believe that their school promotes respect of all cultural beliefs and practices. In regards to school safety, district staff (96%), parents (91%), and students (71% 5th grade, 65% 7th grade), feel MPESD schools are safe for students. In addition, district staff (91%) and parents (91%), and students (86% 5th grade, 69% 7th grade) responded that ""All students are treated with respect."" A high percentage of district staff (98%) reported that schools foster an appreciation of student diversity. In regards to school facilities, a high percentage of respondents feel school sites have ""clean and well-maintained facilities,"" (89% parents, 91% staff). Students feel the schoolyard and buildings are clean and in good condition most or all of the time (66% 5th grade, 54% of 7th grade). Areas for growth identified included providing opportunities for meaningful participation for students. For example, parents (70%) and students (45% 5th grade, 30% 7th grade), student mental health as an issue, while parents (70%) feel that quality counseling or social-emotional support are provided, district staff (74%) indicate they need more professional development in meeting the social-emotional needs of students. There was a significant increase in students (32% of 7th graders) reporting they had experienced chronic sadness or hopelessness. Staff (30% district, 45% at middle school) indicate student depression/mental health is a moderate to severe concern, and 16% of 7th graders report considering suicide within the year. Bullying or harassment among students has also been identified as an area for improvement; 39% of 7th graders reports experiencing bullying. Parents (39%) and middle school staff (70%) indicate bullying is a moderate to severe problem for students. Students (78% 5th graders, 49% of 7th graders) report an anti-bullying climate at school." Met "Ida Jew Academy will implement district wide SEL curriculum in suport of our students, teachers/staff and families. The school will have the support of a psychologist to help administer assessments, conduct annual reviews and monitor the progress of targeted students(English Learners, Foster Youth, and Low Income). The psychologist will ensure students receive appropriate placements, proper resources, and services to address their physical, emotional, and academic needs." 6/22/2022 2022 36678760121343 iEmpire Academy 6 "Based on reflection of the survey result data, some of the key learnings/takeaways include: -A majority of families at iEmpire feel our school clearly communicates information regarding their student’s academic progress and the grading system utilized on our campus to assess student progress. -A majority of families at iEmpire believe that the school has high expectations for students and that their students are motivated to learn and reach their potential in school. -A majority of families at iEmpire did not feel the pandemic had a negative impact on their student’s education nor their social emotional well being. -A majority of families at iEmpire do not believe homework is a critical aspect of their student’s learning. The data suggests that the school has done a great job with ongoing communication with families regarding the academic progress of their students. Additional data regarding communication also suggests our school does a great job promptly responding to parent questions and communicating the importance of respecting different cultures. Barriers/challenges to the data would include the disconnect with families regarding the true impact the pandemic has had on their students. At iEmpire, we offered hyperflex and in person instruction throughout the pandemic in order to meet the needs of our students. Despite the efforts of our school staff and the systems that were put into place, the reality is that we have seen a decline in both student achievement and the socioemotional well being of our students as a result of the pandemic. Areas of growth would include fostering increased awareness with families regarding the true impact that the pandemic has had on the loss of learning for students and their social emotional well being, in addition to the importance of homework (i.e. reading at home) and its impact of support student achievement. Awareness regarding the impact of the impact on student learning can be fostered with intensified communication around student data with families during student conferences and family events. Based on the data collected, the following action steps have been put into place to increase family awareness of the impact the pandemic has had on the learning loss of students during the pandemic, in addition to other ongoing factors that impact student achievement. -Implementation of Schoolwide Solution Committees that meet at least monthly to create action plans and quarterly goals focused on topics including but not limited to: Parent & Family Engagement, School Attendance, Community Partnerships. -Focused data conversations with parents around the impact of the pandemic on student learning loss including but not limited to, strategies and resources the school is utilized to address the learning loss, and what families can do at home to support their students These ongoing conversations will take place throughout the year during family conferences and other parents gatherings/meetings." Met 6/22/2022 2022 45700290000000 "Igo, Ono, Platina Union Elementary" 6 California Healthy Kids Survey Results 93% of 4th-8th grade students reported feeling safe. 79% of 4th-8th grade students reported feeling connected. Met 6/27/2022 2022 19753090138297 iLead Agua Dulce 6 "iLEAD Agua Dulce believes that academic and social-emotional skills are critical to school, career, and life success. We use a nationally-normed student survey to measure and support our learners' perceptions of school climate, school safety, engagement, belonging, and facilitator-learner relationships. School Belonging How much learners feel that they are valued members of the school community. 65% in 3-5 32% in 6-9 80% in 3-5 feel they receive great support from the adults at school. 67% believe that people at school understand them as individuals. 62% feel they belong at school. 35% in 6-9 feel connected to the adults at school, and 30% report that people at their school understand them as individuaIs. 41% in 6-9 felt a sense of belonging at their school. School Climate Student perceptions of the overall social and learning climate of the school. 71% in 3-5 62% in 6-9 80% in 3-5 felt that rules at the school are fair, while 78% believe facilitators are excited to be teaching classes. 72% felt the energy of the school is positive. 70% in 6-9 report that the physical learning environment was pleasant. 62% said the energy of the school was quite positive. 72% felt that rules at the school were fair, while 71% felt facilitators were excited to be teaching classes. School Engagement How attentive and invested learners are in school. 55% in 3-5 36% in 6-9 60% in 3-5 were excited to go to school daily and 62% were very focused on the activities in their classes. 66% expressed a high level of interest in their classes, while 49% were excited to participate in the learning activities. In 6-9, 37% of the learners felt excited about going to their classes, and 36% were eager to participate in the learning activities. 48% felt quite interested in their classes. School Safety Perceptions of learner physical and psychological safety at school. 63% in 3-5 68% in 6-9 79% in 3-5 report that it is unlikely that someone from school would bully them online. 82% said it is unlikely for learners to get into physical fights at school. 53% rarely worry about violence at school. 66% in 6-9 report that it would be easy to get help from an adult if they were bullied at school, and 68% would find it unlikely to be bullied by another student online. 71% do not worry about violence occurring at school. 82% felt that adults treat them quite fairly. 86% report there are few physical fights at school. School Teacher-Student Relationships How strong the social connection is between facilitators and learners within and beyond the school. 82% in 3-5 58% in 6-9 90% in 3-5 believe that facilitators are highly respectful towards learners. 74% report that facilitators would be concerned if they walked into school upset. 82% would be excited to have their same teachers again. 78% in 6-9 believe facilitators are respectful toward learners. 61% feel teachers are caring and concerned when they come to school upset. 56% would be excited to have their same facilitators again." Not Met 10/25/2022 2022 19753090131987 iLEAD Hybrid 6 "iLEAD Hybrid believes that developing both academic and social-emotional skills are critical to school, career, and life success. We use the Panorama Education survey platform to create and distribute an assessment tool to help measure learners' perceptions of their academic and social-emotional growth, their relationships with their Educational Facilitators, as well as their leadership and self-management skills. 429 learners at iLEAD Hybrid took the iLEAD Independent/Home Study Learner Survey, with the following results: Academic Engagement: Learner perceptions about their level of academic engagement at the school. For example, are they excited to learn new things? Are they self-directed learners? Exploration: 86% Favorable Responses Exploration learners feel very strongly (99%) that there are many opportunities to share their ideas and help to make decisions about their learning experiences. They also feel (90%) that their school helps create friendly and welcoming learning opportunities. An area of growth would be their level of excitement about their lessons, assignments, and projects (76%). 98% of the learners feel strongly that their school helps them grow as self-directed learners. Learners reported that curriculum options, school communication, field studies, synchronous instruction, and learning period meetings were the most important things that Exploration does to create a positive school community. AV 71% Favorable Responses AV learners feel strongly (85%) that there are many opportunities to share their ideas and help to make decisions about their learning experiences. 77% feel that their school helps create friendly and welcoming learning opportunities. An area of growth would be their level of excitement about their lessons, assignments, and projects (51%). 90% of the learners feel strongly that their school helps them grow as a learner. 2. School Educational Facilitator-Learner Relationships. Student perceptions of how strong the social connection is between Educational Facilitators (EFs) and learners within and beyond the school. Exploration: 98% Favorable Responses 98% of learners feel that their Educational Facilitator (EF) is excited to help them meet their learning goals, and 97% feel connected to their EF. AV 82% Favorable Responses 83% of learners feel that their Educational Facilitator (EF) is excited to help them meet their learning goals, and 81% feel connected to their EF. 3. Self-Management How well learners manage their emotions, thoughts, and behaviors in different situations. Exploration: 97% Favorable Responses 97% of the learners feel that they are developing skills through our social-emotional program that will help them become effective leaders. AV: 79% Favorable Responses 79% of the learners feel that they are developing skills through our social-emotional program that will help them become effective leaders." Not Met 10/5/2022 2022 19646670125559 iLEAD Lancaster Charter 6 "iLEAD Lancaster believes academic and social-emotional skills are critical to school, career, and life success. We use a custom survey to measure and support our learners' perceptions of school climate, school safety, engagement, belonging, and facilitator-learner relationships. In March 22, 280 3rd-8th learners took the survey, with the following results: School Belonging How much learners felt they are valued members of the school community. 63% in 3-5 26% in 6-8 80% in 3-5 felt there was great support from the adults at school. 62% believe people at school understand them as individuals. 65% felt a sense of belonging. 21% in 6-8 felt connected to staff and 20% report the people at school understand them as individuaIs. 35% of 6-8 felt a sense of belonging at school. School Climate Student perceptions of the overall social and learning climate of the school. 60% in 3-5 42% in 6-8 68% of 3-5 felt rules at the school are fair and 69% believe facilitators are excited to be teaching their class. 61% felt the energy of the school is positive. 51% in 6-8 report the physical learning environment was quite pleasant. 47% said the energy at school was quite positive. 58% felt rules at the school were fair, and 32% felt their facilitators were excited to be teaching their classes. School Engagement How attentive and invested learners are in school. 58% in 3-5 24% in 6-8 55% of 3-5 were excited to go to school daily and 67% were focused on the activities in their classes. 66% expressed a high level of interest in their classes, while 59% were excited to participate in the learning activities. In 6-8, 20% felt excited about going to their classes, and 26% were eager to participate in learning activities. 33% felt quite interested in their classes. School Safety Perceptions of learner physical and psychological safety at school. 41% in 3-5 44% in 6-8 66% of 3-5 report it is unlikely someone from school would bully them online. 26% said it is unlikely for learners to get into physical fights at school. 31% hardly ever worry about violence at school. 48% of 6-8 report it would be easy to get help from an adult if they were bullied at school, and 62% would find it unlikely to be bullied by another student online. 59% don’t worry about violence occurring at school. 54% felt adults treat them quite fairly. 22% of learners in grades 6-8 report there are few physical fights at school. School Teacher-Student Relationships How strong the social connection is between facilitators and learners within and beyond the school. 79% in 3-5 39% in 6-8 89% of 3-5 believe facilitators are respectful towards learners. 75% report staff would be concerned if they walked into school upset. 80% would be excited to have their same teachers again. 61% of 6-8 believe facilitators are respectful toward learners at school. 28% felt the teachers are concerned when they come to school upset. 32% would be excited to have their same facilitators again." Not Met 10/27/2022 2022 19753090136531 iLEAD Online 6 "iLEAD Online believes that developing both academic and social-emotional skills are critical to school, career, and life success. We use the Panorama Education survey platform to create and distribute an assessment tool to help measure learners' perceptions of their academic and social-emotional growth, their relationships with their Educational Facilitators, as well as their leadership and self-management skills. In March 2022, 78 learners took the iLEAD Online Independent/Home Study Learner Survey, with the following results: 1. Academic Engagement: Learner perceptions about their level of academic engagement at the school. For example, are they excited to learn new things? Are they self-directed learners? 77% Favorable Responses Overall iLEAD Online learners felt very strongly (93%) that their course facilitators help them meet their learning goals, while 61% of the learners reported that they felt their lessons, assignments, and projects were interesting to them. Learners identified live instruction, curriculum options, as well as facilitator and academic coach support as the most important things the school does to create a positive school community. 2, School Engagement: How attentive and invested learners are in school. 91% Favorable Responses Overall 84% of learners report that their school helps create learning opportunities that speak to their interests, while 92% feel they have many opportunities to share their ideas and help make decisions about their learning experiences, such as projects, learning activities, internships, field studies, service projects, etc. 97% feel strongly that the school helps them grow as self-directed learners. 3. School Educational Facilitator-Learner Relationships: Student perceptions of how strong the social connection is between iLEAD educators and learners within and beyond the school. 93% Favorable Responses Overall 96% of learners feel that their academic coach is excited to help them meet their learning goals, and 89% feel connected to at least one adult (academic coach, facilitator, counselor, tutor) at iLEAD Online. 4. Self-Management How well learners manage their emotions, thoughts, and behaviors in different situations. 90% Favorable Responses Overall 97% of the learners feel that they are developing self-management skills through our social-emotional program (7 Habits, SLOs, etc.) that will help them become effective leaders." Not Met 10/20/2022 2022 01611920137646 Impact Academy of Arts & Technology 6 "At Impact Academy we are focused on improving our school climate and fostering a positive sense of community. We regularly survey our stakeholders to monitor how they are feeling about their sense of safety and belonging. In February 2022, the majority of students felt Impact Academy was safe and reported they could access teacher support if needed. Similarly the majority of respondents reported positively about their sense of school belonging." Not Met 11/10/2022 2022 37683956040505 Imperial Beach Charter 6 "Based upon results from the California Healthy Kids Survey, anecdotal evidence, and general national trends in mental health, IBCS will align with the district’s goal focusing on social and emotional health for all students. Feedback from all educational partners identifies social emotional health and learning as a high need in our school community. Focusing on and addressing students' social and emotional needs is a ""high-leverage"" strategy that is foundational to yielding student academic gains. We will provide behavior supports to address overall social emotional health needs specific to transitioning back to school post pandemic. We will improve and maintain consistent family communication in accessible formats: print, email, phone; and digital communication platforms. We will explore the possibility of a central communication platform. We will continue to promote and increase family engagement, education, and empowerment opportunities through grade-level, school-wide events, and online opportunities including utilizing multiple means and incentives to complete the California Healthy Kids Survey for parent and staff surveys to achieve a return rate of 50% or more. We will organize and partner with local coaches and sports organizations to provide engaging opportunities for students through middle school sports. We will ensure that our facilities are sate, well maintained, and appealing. We will continue to monitor and support improving student attendance through monitoring software and School Attendance Review Board to achieve an average daily attendance of 90% or more and less than 75 students absent each day. We will utilize and bridge relationships and parent mentoring to increase parent participation on ELAC and attendance at parent outreach and other school/grade level events to help improve our overall school climate." Met 6/9/2022 2022 13101320000000 Imperial County Office of Education 6 "The Imperial County Office of Education Alternative Education Program administered the California Healthy Kids Survey and the Parent and Student Survey. Student and Parent Survey outcomes indicate: 98.1% feel welcome and safe at school. 94.9% feel their school effectively addresses truancy and prevents dropping out. 81% believe adults in the school have high expectations for them. 82% say there is a teacher or some other adult from their school who believes they will be a success. Some areas of continued concern are in the area of the students’ mental and/or physical health. 55% of students report having had chronic sad or hopeless feelings in the past 12 months. 53% use vape products several times a day. 50% use marijuana daily. Since the CHKS 2021-22 was administered, ICOE Alternative Education has added the services of a School-Based Mental Health Specialist who provides students individual therapy, and the Community Liaison who facilitates individual and group student mentoring. In addition, an ICOE Alternative Education Parent Institute was established in partnership with ICOE Student Well Being, to provide parent workshops on topics related to supporting their child’s social and emotional well-being. ICOE Alternative Education also incorporates the individual-based services of Imperial County Behavioral Health Services in the area of drug and alcohol counseling." Met 6/27/2022 2022 13101320134379 Imperial Pathways Charter 6 "Imperial County Office of Education- Alternative Education administered the California Healthy Kids Survey and the Parent and Student Survey. Student and Parent Survey outcomes indicate: 98.1% I feel welcome and safe at my school 94.9% My school effectively addresses truancy and prevents me from dropping out of school 81% High expectations - adults in school 55% Chronic Sad or Hopeless Feelings (Past 12 months) 53% Use vape products several times a day (great & moderate) 50% Marijuana - use daily (great & moderate) Since the CHKS 2021-22, ICOE Alternative Education has added the services of a School-Based Mental Health Specialist who provides students individual therapy, and the Community Liaison who facilitates individual and group student mentoring. In addition, an ICOE Alternative Education Parent Institute was established in partnership with ICOE Student Well Being, to provide parent workshops on topics related to supporting their child’s social and emotional well-being. ICOE Alternative Education also incorporates the individual-based services of Imperial County Behavioral Health Services in the area of drug and alcohol counseling." Met 6/27/2022 2022 13631640000000 Imperial Unified 6 "The California Healthy Kids Survey was administered to Grade 7 (257), Grade 9 (316), and Grade 11 (260). The response rates were Grade 7 (70%), Grade 9 (93%), and Grade 11 (84%) Table A2.1 page 3 of the CA Healthy Kids Survey, the average reporting “Agree” or “Strongly agree” for “School Connectedness” Grade 7 = 44%, Grade 9 = 56%, Grade 11=43%. 34% of 7th Grade students agree or strongly agree that they feel safe at school, 53% of 9th Grade students agree or strongly agree that they feel safe at school, and 49% of 11th Grade students agree or strongly agree that they feel safe at school. This data was significantly different from our baseline data. We believe that the number of students completing the survey and the return to in-person instruction had an impact on our results. After looking at the data, it was determined that we need to revisit some of our policies and procedures for social and emotional support and mental health, discipline practices, and school communication and parent involvement. The District started with a meeting of counselors, administrators, and support personnel from ICOE. Additionally, a committee is being formed to create more effective and consistent District-Wide procedures. These groups will meet periodically to develop plans and procedures for the upcoming year. Areas of Strength Table A6.4 on page 16 of the CA Healthy Kids Survey, the average reporting “Agree” or “Strongly agree” for “high expectations from adults in school” was Grade 7 = 60%, Grade 9 = 61%, Grade 11 =64%. Most students agreed with this statement in all grade levels surveyed. Moving forward, the District will continue to have high expectations for students while adding additional support for students who are struggling emotionally or academically." Met 6/16/2022 2022 13631230122663 Imperial Valley Home School Academy 6 "Imperial Valley Home School Academy administered the Panorama SEL Survey to all 3rd-8th grade students in April of 2022. 26 students in grades 3-5 and 24 students in grades 6-8 participated in the survey. In measuring how supported students feel through their relationships with friends, family, and adults at school 88% of 3rd-5th grade students and 67% of 6th-8th grade students responded favorably. In measuring how much students feel that they are valued members of the school community, 83% of 3rd-5th grade students and 44% of 6th-8th grade students responded favorably. In measuring school safety, 92% of 3rd-5th grade students and 91% of 6th-8th grade students had favorable perceptions of student physical and psychological safety at school. This was the first year the school administered this climate survey and will continue to administer the survey twice a year to help support our students’ social-emotional well-being. Imperial Valley Home School Academy continues to develop ways to support families and their children and offer a welcoming and supporting environment and focus on social-emotional learning, and school safety measures including trainings for teachers, staff, students, and parents." Met 6/28/2022 2022 36677360130948 Independence Charter Academy 6 "ICA 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 3-12. 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 or stable trend over the past seven years in all areas. 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 the last survey administration took place online and so some of the questions have changed and some of the responses have changed due to the change of survey locale due to moving back on an in class experience vs. a pandemic virtual experience." Met 6/29/2022 2022 09618950000000 Indian Diggings Elementary 6 "In the spring of 2022 surveys in school climate were completed showing the following over all satisfaction rates: Parents - 95%, Staff - 98%, Students - 86%. School climate results show a high level of satisfaction with school staff and their efforts to provide a positive and interesting curriculum. A new action under this goal will address the new Extended Learning Opportunities Program during its implementation process. Other metrics used in 2021-2022 to identify trends in school climate are: School attendance rates: 95% Chronic absenteeism: 11%, (two students) Middle school drop outs: 0 Pupil suspension days: 1 day Pupil expulsions: 0 Percent of students participating in offered courses: 100% In response to the results, steps are being taken to increase attendance and reduce chronic absenteeism in addition to improving students general behavior and peer to peer conflict resolution skills." Met 6/8/2022 2022 19647330121137 Ingenium Charter 6 "Ingenium Charter School has students in grades 3-5 take a twice annual survey from Panorama Education. The following reflects the data from the Spring 2022 survey: - Teacher-Student Relationships: 73% responded favorably (60th-79th percentile) - School Climate: 66% responded favorably (40th-59th percentile) - Sense of Belonging: 65% responded favorably (60th-79th percentile) - School Safety: 64% responded favorably (60th-79th percentile) There is an overall stability and strength in the teacher-student relationships, with a continued focus on improving overall school climate, safety, and sense of belonging. In digging deeper into the data, there is evidence that students feel their teachers are excited to be teaching their classes. The school's continue focus on PBIS work will be a major factor in their work for continual improvement in school climate. Already, more Tier 1 behavioral supports are in place, including school-wide expectations and classroom systems." Met 6/20/2022 2022 19647330127985 Ingenium Charter Middle 6 "Ingenium Charter Middle School has all students in grades 6-8 take a twice annual survey from Panorama Education. The following reflects the data from the Spring 2022 survey: - Teacher-Student Relationships: 64% responded favorably (60th-79th percentile) - School Climate: 53% responded favorably (20th-39th percentile) - Sense of Belonging: 45% responded favorably (60th-79th percentile) - School Safety: 40% responded favorably (60th-79th percentile) There is overall strength and progress in the teacher-student relationships. In digging deeper into the data, 81% of students responded favorably in saying that their teachers were respectful towards them. The school's continue focus on PBIS work will be a major factor in their work for continual improvement in school climate, safety, and overall student sense of belonging. Already, more Tier 1 behavioral supports are in place, including school-wide expectations and classroom systems." Met 6/20/2022 2022 19734370137240 Ingenium Clarion Charter Middle 6 "Ingenium Clarion Charter Middle School has all students in grades 6-8 take a twice annual survey from Panorama Education. The following reflects the data from the Spring 2022 survey: - Teacher-Student Relationships: 43% responded favorably (0th-19th percentile) - School Climate: 43% responded favorably (0th-19th percentile) - Sense of Belonging: 32% responded favorably (0th-19th percentile) - School Safety: 31% responded favorably (0th-19th percentile) Within the data on teacher-student relationships, 73% of students responded favorably stating that they felt their teachers were respectful towards them. While this data reflects more positively on teacher-student relationships, the overall school climate, student sense of belonging, and school safety perceptions are focus areas for improvement. The school's continued focus on PBIS work will be a major factor in their work for continual improvement in school climate. Tier 1 behavioral supports and schoolwide expectations will continue to be put in place as well as more processes for developing positive behavioral plans, support options, and more." Met 6/20/2022 2022 19646340000000 Inglewood Unified 6 "Inglewood used the PBIS Climate Survey for the first time as a district to measure school climate. The surveys were provided to staff, students, and parents. The survey was implemented in the fall and spring (Pre survey and Post survey). The survey overall looked at if school sites were welcoming and supportive environments for all educational partners. The data did demonstrate inconsistencies throughout the district based on the experiences at various school sites. Responses were unanimous based on the site that was responding. The varying degrees of implementation at the school site was also relative. Overall the district received a 2 of 4 rating. A PBIS support team was deployed to support site teams with implementation of the systems. In addition training was provided to the schools to support site teams with providing optimal and caring learning environments. IUSD developed a Multi-Tiered Systems of Support Plan focused on defining specific strategies and supports for Tier 1, Tier 2, and Tier 3 with an emphasis on excellent first instruction and behavior supports. Defining the supports and strategies at each tier provides the organizational coherence and common-understanding to meet the individual needs of all students. We implemented and continue to implement the IUSD MTSS Plan in order to provide the highest quality instruction, social-emotional, and behavioral support to all students. Moving into 2022-2023 IUSD will implement a Districtwide academic goal target for all students, “10-10-95. This common goal provides clear expectations for all educational partners in the organization. Additionally, the 10-10-95 goal communicates an expectation of outcomes and expectations for all students." Met 6/29/2022 2022 36679590114256 Inland Leaders Charter 6 "Extensive LCAP and local priority surveys are administered during the spring season. Survey results are shared with all stakeholders including the ILCS Board during summer meetings and through our website. ILCS has a strong history of stakeholder input in regards to the safety and climate of the school and it has been an area of primary focus for the last ten years. Parent response rates range from fifty to seventy-five percent and all students are surveyed except for TK and kindergarten. Surveys provide insight into class and site levels as well as overall “district” level issues. Instructional staff are also surveyed as part of the overall data on school climate. Staff data closely aligns with parent data. Key learnings from the surveys indicate that school climate and safety are a strength at over 90% satisfaction rates. Areas of improvement noted by stakeholders include improving the bathrooms at the California Street Campus and “kind” peer to peer interactions in which students felt their peers could be more respectful toward one another: specifically in middle school grades. Students analyze grade level behavior data on an on-going basis and develop action steps to improve negative patterns. Student discipline and behaviors are closely monitored and supported through a variety of strategies including contract accountability meetings, Student Success Teams, on-site counseling and health services, community resources, suicide prevention plans and teams, anti-bullying campaigns, social media workshops and overall student wellness initiatives. ILCS recognizes the need to increase student supports in the area of career readiness through increased opportunities. Currently, ILCS has one Career Technical Education (CTE) teacher and one other teacher is in progress. 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 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. Surveys also reveal the need for parent training and support with topics such as discipline, growth mindset, social media, parenting skills. Currently parent workshops focus on instructional strategies and academic goals. Parents are provided with constant contact with the school through communication tools that involve text, email and phone calls. Emergency systems are in place as well as a coordinated emergency plan. Facility inspections reveal clean and safe environments based on the state of California facility inspection tool. Inspections occur during the fall season." Met "Survey results demonstrate that school climate is a great strength of ILCS from the parent, staff and student perspective. Although down from the previous year, 78% of students in elementary grades like coming to school and 90% feel it is a friendly place. More than 90% of middle school students feel that school is safe and 87% state it is friendly. 89% of middle school students fee cared for at school. Suspension rates at the schools are extremely low with only 5 total students suspended during the 2021-2022 school year at both sites as well as no expulsions. As an example of safety, there were no physical fights (mutual combat) on campus during the current school year and the school climate continues to maintain high expectations for leadership and care for the community. ILCS recognizes the unique needs of middle school students and based on their feedback is working on two specific areas of noted need; leadership behaviors and providing a clear curriculum/instructional program to address leadership development. Future challenges include providing adequate facilities with ample space for primary students at the Bryant Street Campus as well as providing before and after school care for students who are in need of such services. ILCS also recognizes the increased need of mental health supports for not only students but parents as well and is working to implement strategies to support families in this manner." 6/27/2022 2022 37683380118083 Innovations Academy 6 "This year has been a transition for us as we made the switch from local social-emotional assessments to using a new software to look at social-emotional data, Satchel Pulse. We were also extremely overwhelmed by COVID protocols, regulations and procedures and did not administer a parent climate survey. We will be administering the end of the year social emotional survey and look forward to comparing the beginning and end of year data. Innovations Academy has a relationship based school with a powerful social emotional program. We expect the data to help us be informed about student sentiment regarding school post pandemic as well as provide us some areas of improvement." Met 6/28/2022 2022 33671996105571 Innovative Horizons Charter 6 IHCS administered the the LCAP to students with the goal of obtaining feedback connected to the measured goals established in the Local control Accountability Plan. Met "IHCS has been working diligently on MTSS. As a testament to the hard work and focus on MTSS, IHCS received a platinum recognition award from the state PBIS. The goal will be to continue demonstrating 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." 6/16/2022 2022 37684030125401 Insight @ San Diego 6 "Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety. The virtual aspect of our school allows for students to feel safe within their homes while completing their school day. This is noticeable throughout our surveys. While the virtual environment allows for students to feel safe, it makes school connectedness difficult. Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization. Unfortunately, for the 2021-2022 school year, we were unable to conduct in-person events to allow for socialization in the way that is requested due to COVID restrictions. The school is hopeful that next school year allows for an abundance of in-person opportunities for both families and students. Insight created virtual Lunch Bunch, hosted by the school counselors that is heavily attended by the students. Virtual club options for 2021-2022 school year are student created and driven, and often highly attended as well." Met 6/13/2022 2022 39686270133116 Insight @ San Joaquin 6 "Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety. The virtual aspect of our school allows for students to feel safe within their homes while completing their school day. This is noticeable throughout our surveys. While the virtual environment allows for students to feel safe, it makes school connectedness difficult. Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization. Unfortunately, for the 2021-2022 school year, we were unable to conduct in-person events to allow for socialization in the way that is requested due to COVID restrictions. The school is hopeful that next school year allows for an abundance of in-person opportunities for both families and students. Insight created virtual Lunch Bunch, hosted by the school counselors that is heavily attended by the students. Virtual club options for 2021-2022 school year are student created and driven, and often highly attended as well." Met 6/13/2022 2022 15636280127209 Insight School of California 6 "Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety. The virtual aspect of our school allows for students to feel safe within their homes while completing their school day. This is noticeable throughout our surveys. While the virtual environment allows for students to feel safe, it makes school connectedness difficult. Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization. Unfortunately, for the 2021-2022 school year, we were unable to conduct in-person events to allow for socialization in the way that is requested due to COVID restrictions. The school is hopeful that next school year allows for an abundance of in-person opportunities for both families and students. Insight created virtual Lunch Bunch, hosted by the school counselors that is heavily attended by the students. Virtual club options for 2021-2022 school year are student created and driven, and often highly attended as well." Met 6/10/2022 2022 04614240120394 Inspire School of Arts and Sciences 6 "Sixty-two percent of students completed the Education for the Future school climate survey in March of 2022. Average responses were 3.6 out of 5. The highest postive responses included: 1) ""I think this is a good school (4.3/5),"" and 2) ""My teachers expect me to do my best (4.3/5)."" Lowest positive responses included: 1) ""Participating in extracurricular activies is important to me (3.4/5),"" and ""My teachers know me well (3.4/5)."" Overall, boys tended to respond less positively than girls. Girls reported feeling less confident with their math and technology skills than boys. Overall, African-American students tended to report more positively about their teachers and more negatively about their own abilities than their peers. Gaps between Hispanic/Latino student reponses and their peers were not significant. Inspire staff were pleased to see that positive responses did not drop significantly, even in a second year where learning was significantly impacted by the pandemic. Students continue to view their experience at Inspire positively, and to feel their teachers hold them to high expectations. While we continued to see a gender gap between boys and girls in math and technology, the work the math department has done to address math trauma and help students develop positive math mindsets has helped to reduce this gap in recent years. Inspire's work to address equity, and in particular, to help Hispanic/Latino students and families feel welcome has also helped reduce the gap in positive responses with their peers. Our bilingual liaison reached out to provide one-on-one support for these families in the last year, developing crucial connections that helped Spanish-speaking families feel more included in the life of our school. We still have work to do to support our African-American students feel more confident in their abilities, to feel more ownership in school, and to ""plug in"" to our extracurricular learning opportunities. In the last few years, Inspire staff, administrators, the school board, and students have come together with a focus on equity and inclusion, and we are hopeful this will help eliminate policies and practices that contribute to a feeling of exclusion for students in minority groups." Not Met 10/10/2022 2022 37682210101360 Integrity Charter 6 "Per the end of the year survey given for the 21-22 school year, the results for school climate from students are as follows: 84.1% of students feel safe and connected to school; 75.3% of students look forward to school each day; and 83% of students feel they belong at school. Although the numbers are pretty positive, there is still a chunk of students we wonder about and would like to also ensure have a positive experience at school. Some things that we decided to revise to assist with more positive experiences in school is a wider and deeper focus on social emotional health. With that, we have expanded our Enrichment/Elective process to make it more engaging and give students choices about what they participate in once a week. We also are focusing on our Social Emotional Learning Support providers to be more visible on campus during break times for students, in classes, and at arrival and dismissal times." Met 6/13/2022 2022 19101990134346 Intellectual Virtues Academy 6 IVA High includes an annual family and students survey to collect and analyze a local climate survey that captures a valid measure of student perceptions of school safety and connectedness across all grade spans annually. Students and families reported sense of safety on campus and connection to teachers is above 90%. Questions for students related to conflict resolution and student treatment are used to provide school community supports in the future year and points of discussion for Advisory lessons. Met 6/22/2022 2022 19647250127506 Intellectual Virtues Academy of Long Beach 6 "IVA's Goal #2: Engage students in learning by maintaining systems that promote positive school climate of safety and connectedness through preventative supports and opportunities. The goal expects that if the school provides climate supports then the satisfaction rates from students will be strong to demonstrate perceptions of school safety and connectedness. IVA surveys 6th, 7th, and 8th graders each fall to seek school climate measures. DATA: The 2021-2022 Data include academic challenge goals and support that fit with IVA's mission of meaningful growth in students' intellectual character through a thoughtful, challenging, and supportive environment. 92% of students Agree: My classes are challenging (a good challenge that makes me think and learn). 93% of Students Agree: Overall, my school provides me with an appropriate level of academic. 97% of Students Agree: Overall at IVA, my teachers push me to become a better thinker. 99% of Students Agree that Overall my teachers are effective. 93% agree that IVA provides an appropriate level of academic challenge and 95% agree that IVA provides an appropriate level of academic support. challenge. As a part of the academic challenge and support - IVA creates a culture of thinking and ask students the following questions: 89% of student agree, ""In my classes we use our mistakes/failures as an opportunity to learn."" 94% of students Agree, ""As students, we get to actively engage with each other in this class, not just listen to the teacher, read the textbook, or do worksheets."" 96% of student agree, "" I am asked to explain my thinking and understanding of the content."" 94% of students agree, ""My teachers do not let me give up when the work get hard."" 95% of students agree, ""Class content encourages student to become aware of and seek to understand diverse ideas and cultures."" 98% of students agree, ""My teachers model a passion for the content they teach - it's clear they want to learn and understanding more."" 97% agree, ""My teachers are willing to admit when they don't know something or have made a mistake."" 99% of students agree, ""My teachers make a clear effort to maintain a positive class culture of thinking and respectful learning."" 96% of families agree, ""At IVA, my child is growing in a sense of wonder and depth of inquiry."" 95% agree, ""At IVA my child is growing in their sense of self."" 97% of Students, 93 % of Parents, and 100% of Teachers agree that Facilities are clean, safe, and functional, and in ""exemplary"" repair. Survey questions related to feelings of safety on campus include: 98% agree, ""I feel safe during school."" 99% agree, ""IVA is a supportive and inviting place for students to learn."" 95% agree, there is one or more adult that cares about me."" MEANING: IVA sees our intellectual virtues model providing both social emotional and academic support as well as a sense of belonging in a culture of thinking. USE: IVA will continue to implement our actions and goals." Met "IVA's collaborative culture of teachers, staff, and families supporting and collaborating for ongoing personal intellectual character growth. This foundation of formative character development allows the adults to support the ongoing formation of our students. IVA's mission of character formation is holistic - people are more than just their intellect, physical, or emotional selves - they are all of these pieces brought together in community aimed and deepening our thinking and learning virtues. Intellectual character education gives us a directional charge to learn and live well as a human in community. This does not mean that we will not struggle but that we can view struggle, conflict, and difficulty as an opportunity to grow." 5/18/2022 2022 30103060139469 International School for Science and Culture 6 Not Met 2022 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 an LCAP commitment to leverage ISM’s fiscal, physical, and human resources to achieve a positive and productive school climate, culture, and community. ISM has assessed 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 12 culture/climate-related items on the grade 6-8 student survey are: • Adults at this school encourage me to work hard so I can be successful in college or at the job I choose. • My teachers work hard to help me with my schoolwork when I need it. • Teachers give students a chance to take part in classroom discussions or activities. • Teachers go out of their way to help students. • 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. • This school clearly informs students what would happen if they break school rules. • Rules in this school are made clear to students. • Students know how they are expected to act. • Students know what the rules are. The target was achieved on the most recent administration of the grade 6-8 student survey in 2022, as ratings averaged 3.5 or higher for all 12 items. Likewise, the target was achieved on the grade 3-5 student survey, parent/guardian survey, and staff survey. The positive results for all 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, low chronic absenteeism, and no middle school dropouts further support this conclusion. The few lower ratings have helped identify specific areas where the school might make further gains. Based on this data and open-ended comments, ISM has invested significant time and money in further strengthening school climate in recent years, including hiring an AP for School Culture & Community; forming a Climate, Culture, and Community Team whose four faculty members work with the AP to develop climate-related activities and events; implementing a Multi-Tiered System of Supports (MTSS); and encouraging teachers to take time to focus on positive classroom climate, particularly at the start of the school year." Met MET 6/14/2022 2022 07100740137026 Invictus Academy of Richmond 6 "1. DATA: Reflect on the key learnings from the survey results and share what the LEA learned. Internally developed student survey given twice a year. 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? Students are held to high expectations, feel that their teachers are effective, feel that their courses are safe and under control. Areas of growth: engagement, relevance (All), & age-appropriate levels of structure for 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? Grade level teams work together on areas of improvement after the surveys. Example: high school students ranked low on ""look forward to my classes every day,"" so high school teachers developed ways to make classes more engaging and relevant. Continuing to build out high school design so these results inform future planning: making high levels of structure present in the middle school more age appropriate for high schoolers." Met 6/22/2022 2022 14101400000000 Inyo County Office of Education 6 "Data: JKBS conducts a student survey every year to assess student perceptions about school climate and connectedness. Key findings from this survey are as follows: 100% of students agree that they feel safe at JKBS. 17% of students agree that students respect each other at JKBS. 17% of students agree that students at JKBS help one another even if they are not friends. 50% of students agree that students at JKBS care about learning and getting a good education. 100% of students understand why they are placed at JKBS and what they must accomplish to return to their home school. 100% of students agree that they have the instructional materials they need to complete schoolwork and obtain credit. 100 of students indicate they do not attend school regularly. 17% of students agree that teachers understand what their life is like outside of school. Educational Partner Survey data indicates that parents want JKBS to incorporate cultural awareness and culturally responsive and effective teaching strategies. Parents suggested specific Native American cultural activities to address this. Educational Partners also suggested the following all of which have been incorporated into the LCAP: • Include some Project-based learning. • School climate needs to be prioritized. • Students' social and emotional needs (SEL) should be focused on. • Hands-on learning and job readiness skills will make school more meaningful. • Teach job and employability skills. • Less computer-based learning and more engaging learning options. • More experiential activities and field trips. Meaning: The data from our surveys is fairly consistent year to year despite the fluidity of student enrollment. Areas of strength: 1. Students feel safe at school 2. Students acknowledge why they were placed at JKBS 3. Students understand what they must accomplish to return to their home school 4. Students believe they have the necessary resources to earn credit to return to their home schools. Challenges and strategies to address them: 1. Students' social-emotional health: Increase effective staff/school responses to student trauma and add more SEL 2. Chronic absenteeism: Improve attendance strategies; increase student connectedness and engagement 3. Students' lack of respect and empathy for each other: Introduce team-building strategies and activities that increase awareness and appreciation for others and cultivate respect and empathy for peers to address the prevalent lack of respect students show each other. 4. Students' school connectedness and engagement: Contextualize academics so students' appreciation for education and the opportunities it can afford them will grow as well as understand the connections between academics and the workplace. We are accomplishing this by adding CTE, college and career exploration, and workplace readiness skill (WBS) courses Use: JKBS has refined and revised some existing actions, services, and strategies in our LCAP and added some new ones" Met 6/28/2022 2022 19734520120600 iQ Academy California-Los Angeles 6 "Parents and students are regularly surveyed in the following areas: ? Satisfaction, preparation, routine ? School Culture and Programs ? Opportunities for parental participation ? Social & Emotional Learning School Climate Survey Feedback: Respondents over 7 surveys given through the year measured a 81% average satisfaction with the program. • 97% of respondents agree with the statement that ""My student has access to high-quality technology."" • 100% of respondents agree with the statement that ""I feel confident in my ability to connect with my child’s teachers."" • 85% of respondents agree with the statement that ""I would like opportunities to get involved with the school."" • 63% of respondents said they were aware of supports available to struggling families available through the school. • 59% of respondents said they were aware of social emotional supports available through the school. Overall, respondents indicated the school has a favorable climate that promotes learning. The survey responses indicate that families see an area of need in understanding what supports the school offers and specifically what social emotional supports are available through the school. To address the above, we have/will implement the following: • IQ academy has contracted with CARE Solace to provide mental health referral services for all students, families, and staff. • Schoolwide Social and Emotional Learning (SEL) plan based on 7 mindsets to help drive the implementation to better support teachers/staff and positively impact our school's culture. The comprehensive plan includes the importance of behavioral and physical health. • Revising the IQ Academy Guidance Counseling program to bring down student/counselor ratios with the goal of providing all students/families at least one face to face meeting with a counselor every quarter. LCFF Local Indicators • Increase internet reimbursement from 20 dollars per family, per month to 40 dollars per family per month. • School supplies for MKV and Foster Youth • A comprehensive summer plan engages students, providing social interaction for students and families who are continuing with IQ Academy, new to IQ Academy, and students who need additional academic support. • We will increase in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs, and in-person celebrations, to create opportunities for students in geographical areas to connect and make friends." Met 6/20/2022 2022 30736500000000 Irvine Unified 6 "The Irvine Unified School District has a long history of engaging our educational partners 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. IUSD partners with Hanover Research to implement a district-wide survey to gather input and feedback for our students, staff, and families. Hanover Research also provides an Executive Summary for each school that captures the most compelling findings and provides a comprehensive overview of site results and comparisons to previous survey administrations. For the 2020-21 Annual Survey, 20,234 students, 6,446 parents and 1,892 staff participated. The district initiated a partnership with Hanover Research and developed a school climate 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, California Healthy Kids Survey and site assessment data, assists administrators in developing the LCAP aligned School Plan for Student Achievement (SPSA) and identifying measurable goals for continuous improvement." Met 6/28/2022 2022 19734370134338 ISANA Achernar Academy 6 "In Spring of 2022, 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: 1. I feel welcome at my school: 4.06 2. I feel safe at my school: 3.95 3. I feel like people care about me at my school: 4.05 4. Overall Average: 4.02" Met 6/14/2022 2022 19647330123984 ISANA Cardinal Academy 6 "In Spring of 2022, 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: 1. I feel welcome at my school: 4.65 2. I feel safe at my school: 4.71 3. I feel like people care about me at my school: 4.76 4. Overall Average: 4.70" Met 6/14/2022 2022 19647330135954 ISANA Himalia Academy 6 "In Spring of 2022, 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: 1. I feel welcome at my school: 4.05 2. I feel safe at my school: 3.88 3. I feel like people care about me at my school: 3.93 4. Overall Average: 3.95" Met 6/14/2022 2022 19647330108910 ISANA Nascent Academy 6 "In Spring of 2022, 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: Average Scores: 1. I feel welcome at my school: 4.10 2. I feel safe at my school: 4.07 3. I feel like people care about me at my school: 3.97 4. Overall Average: 4.05" Met 6/14/2022 2022 19647330122655 ISANA Octavia Academy 6 "In Spring of 2022, 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: 1. I feel welcome at my school: 4.25 2. I feel safe at my school: 4.12 3. I feel like people care about me at my school: 4.05 4. Overall Average: 4.14" Met 6/14/2022 2022 19647330123166 ISANA Palmati Academy 6 "In Spring of 2022, 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: 1. I feel welcome at my school: 4.12 2. I feel safe at my school: 4.17 3. I feel like people care about me at my school: 4.21 4. Overall Average: 4.17" Met 6/14/2022 2022 16639336010466 Island Elementary 6 "Data: Overall our students feel safe and connected at school. We will continue to focus on the social emotional well-being of our students and give them an additional, more in depth survey to determine if there are students with any social emotional needs we may have missed from the initial survey. Meaning: We are a small single-site school district that promotes and has a tight family community feel. We have many opportunities to build family connectedness. We have noted in our School Student Survey that we have an average of 98.5% feel safe and 95% feel connected. We are looking for further ways to help the students feel more connected. We are moving back to multiple grade levels at recess together so that they can work and learn to get along with a variety of ages and personalities. Use: Our data is showing the importance of our implementation schoolwide of our social emotional curriculum, Caring School Community, to support the social emotional well being of ourselves during times of struggle, as well as proactively teach students strategies to deal with issues before they become a crisis. We have and will continue to employ a psychologist and behaviorist on campus to support our students and staff. They empower the students and staff with strategies and supports as needed. Each classroom has at a minimum one class meeting a week to help students have a voice, contribute to solving problems, and giving them a real sense of community. The BEST Team also was utilized in handling student issues this year that were beyond the classroom. They were committed to monitoring students throughout the year as well." Met 6/22/2022 2022 19647330106351 Ivy Academia 6 "Ivy Academia measured student perceptions of safety and connectedness at several intervals throughout the 21-22 school year. On average throughout the year, 92% of students reported feeling safe on campus. Of the 8% who reported they did not feel safe, 94% their feeling was related to COVID-19 and a fear of contracting the virus. On average throughout the year, 58% of students reported feeling connected to the school community. Of the 42% that reported not feeling connected, 96% reported it was a result of the lack of student events and activity restrictions related to COVID-19. With the significant easing of restrictions prior to and at the start of the 22-23 school year, Ivy Academia has prioritized student events and engagement opportunities to address student connectedness. Student safety and connectedness will continue to be monitored throughout the 22-23 school year to ensure consistent progress is made toward 100%, or very nearly, schoolwide. In addition, Ivy Academia has expanded its safety committee to include an officer of the Los Angeles Police Department. Our schoolwide adoption of the PBIS, CHAMPS, has improved safety and accountability for students. Staff have and will continue to receive ongoing training in de-escalation strategies and restorative justice." Not Met 10/6/2022 2022 19647330115113 "Ivy Bound Academy of Math, Science, and Technology Charter Middle" 6 "The ESE Climate Survey was administered to grades 6-8 by the LEA during the spring of 2022. 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. 66% 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. 62% of students say they feel safe at school." Met 5/19/2022 2022 56739400121426 IvyTech Charter 6 "IvyTech administers the California Healthy Kids Survey to all students. The key learnings gleaned from the survey results were as follows: A small percentage (2%) of the population contends with gender identity issues. The majority of the population is white (74%) or biracial (12%). A small percentage (4%) contend with non-traditional living situations. The majority of the population (92%) speaks English at home, with the other 8% speaking Spanish. 8% of the students smoke cigarettes or vape, 16% report using marijuana, and 4% report using other kinds of drugs. The school has identified that the population that is served is largely homogenous, with few students struggling to understand English (written, reading, verbal). The majority of students feel safe at school, and are rarely bullied for issues such as religious preference, LGBTQ+ affiliation, physical or mental disabilities. Resoundingly, students feel that they are supported at school by teachers/staff, as well as their peers. The school's small and supportive community appears to be one of its greatest strengths. This intimate learning environment makes students feel seen, respected, and valued which helps them to engage with their learning. IvyTech will be implementing more SEL programs to help students feel more supported in these tumultuous times. Hopefully by teaching coping techniques that don't involve drugs/tobacco." Met 6/30/2022 2022 12628930000000 Jacoby Creek Elementary 6 Students expressed that kind and supportive friends and staff at school are what help them feel most safe and included. At all grade levels students expressed that would like to see clearer playground rules that are enforced by the adults. Primary aged students expressed that they would like for there to be more organized games on playground. Many students also expressed frustration that the consequences for misbehavior should be more visible because they feel like nothing happens when someone breaks the rules. 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 "The pandemic and changes in instructional model due to school closure had a negative impact on school climate. We are looking forward to the 2022-2023 school year with less focus on COVID-19 testing, having parent volunteers on campus, and focusing more on student learning." 6/13/2022 2022 19647330109884 James Jordan Middle 6 "Reflect on the key learnings from the survey results and share what the LEA learned. JJMS administered the 2021-22 LAUSD Campus Climate survey to all of our students. JJMS students feel safe on campus and believe that adults will help them if they are bullied. 91% of students reported “I feel safe in this school or in online school sessions.” 90% of students agreed that “If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help me.” JJMS students are experiencing a lot of unkindness and disrespect from other students, but not from adults. Only 58% of students said that “Kids at this school are kind to each other” and the largest disagree number was for this statement. More than 92% of students report that in the last 30 days they have been teased about how they look, had mean rumors started about them, and even been shoved by a student that was not kidding around. 2. MEANING: What do the disaggregated results (if applicable) of the survey and other data collection methods reveal about the school, such as areas of strength or growth, challenges, and barriers? These survey results mean that the social emotional state of our students and their experience on campus is as bad as we feared, and may be worse than we know. The huge increase in students who report physical force during the past 30 days is a very new response from previous years of climate surveys. Also, the feeling of teasing and lack of acceptance is becoming more clearly vocalized by 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? JJMS staff has been increasingly concerned about the mental health and social emotional state of our students. Resources to provide therapy and emotional support have been increased tremendously during this school year, including adding a full time Director of Mental Health with experience in clinical therapy. 6 For next year, JJMS will be participating in a grant program that provides an SEL retreat for 6th graders. Also, the PE curriculum is being expanded to include SEL support and education. Some students have met with the Director of Mental Health and the Executive Director to plan student presented workshops on kindness and acceptance, particularly around LGBTQ+ issues and body shaming. The plan is to mentor students to prepare and present workshops during quarter 1 of the school year. JJMS culture has been seriously weakened by the amount of time students have spent at home and online during the past two years. We hope that the commitment to in-person instruction will result in improvements as we provide predictability, monitoring and support services." Met "These survey results mean that the social emotional state of our students and their experience on campus is as bad as we feared, and may be worse than we know. The huge increase in students who report physical force during the past 30 days is a very new response from previous years of climate surveys. Also, the feeling of teasing and lack of acceptance is becoming more clearly vocalized by students." 6/16/2022 2022 55723630000000 Jamestown Elementary 6 "Jamestown School administered the Healthy Kids Survey ( CHKS) to 5th and 7th grade students to measure school connectedness and safety. The 2021-2022 results are reported as an average between the grade level surveys. It is important to note that the 5th grade survey results are significantly higher in all areas within the 70%-90%, and the 7th grade showed very low percentages. The average results are as follows: that 52% of students surveyed perceived school as very safe or safe which is a 20% decrease from last year; 55% felt they had caring adult relationships which is an decrease of 14% from last year; 60% had strong school connectedness which is a 17% decrease; 72% felt there were high expectations set for them which is consistent with last year's results, and 40% feel they have meaningful participation a 48% increase. 46% have experienced chronic sadness or hopelessness which is a increase of 36% from the last survey. Reports of alcohol, drug, cigarette smoking and vaping for elementary students remain at 0%, but have increased among the middle school grades with 32% reporting use of alcohol, 11% marijuana use, and 5% smoking cigarettes and vaping which is a 2% increase. These current results inform us that the affects of school closure and prolonged periods of isolation due to the pandemic have affected the physical and mental well being of our students. We must to continue to provide strong on site counseling and behavior support, and trauma informed practices. We have a variety of social emotional supports and will be implementing a school-wide social emotional curriculum for the upcoming school year. Trauma informed practices and staff training will continue, and the district has increased its counseling services all of which contribute to an increase in student school connectedness, caring adult relationships, and the feeling that there are high expectations. We need to continue to monitor and refine clear systems and procedures to address the level of social emotional and behavioral supports and implement more universal Tier I and inclusion strategies within each classroom. We will continue to implement 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. We will continue to make regular home visits and intervene early for poor attendance and truancy concerns and actively educate students and families on the importance of attendance. School safety is a priority and the district supports the addition of a School Resource Officer. Additional education on drug, alcohol and vaping will be a priority this year for our 6-8th grade. Professional Development opportunities for behavioral management, PBIS, and trauma informed practices will be encouraged and made available. Adjustments to our LCAP and District goals have been made to make an impact on student connectedness and safety." Met 6/29/2022 2022 37681550000000 Jamul-Dulzura Union Elementary 6 "For the past two years, JDUSD has given the MRA (Measurable Results Assessment) through the Leader In Me program. The MRA is completed by each school site. The key learnings from the surveys over the past two years are that we are making slow and steady growth in the areas of school leadership, school culture, and academics according to students, families, teachers, and staff as we have worked to return to full capacity from the pandemic. Our elementary school scored a 75 in culture during the Spring of 2022 MRA which falls in the satisfactory zone. This is an increase of 4 points from the year before. Our middle school scored a 70 in culture during the Spring 2022 MRA which also falls in the satisfactory zone and is also an increase of 4 points. Data: The key learnings from the survey results for JDUSD is that while we are making progress, our students, families, and staff all need additional support in order to feel and create a positive school culture on each campus. Meaning: Our elementary school scored highest in Supportive Staff Environment while Staff Leadership and overall Goal Achievement are areas of growth. Our middle school scored highest in Staff Leadership while their areas for growth are Family & Community Engagement, Supportive Student Environment, and overall Goal Achievement. Use: The most obvious actions the district has taken based on the results is the addition of specific staff/job categories to support students and staff in creating a positive school culture. These positions include a Behavior Support Specialist and a Social Work Intern. We continue to explore the idea of possibility adding addition positions if warranted. JDUSD is also committed to a renewed emphasis on PBIS through our School Transformation Grant." Met 6/22/2022 2022 19101990106880 Jardin de la Infancia 6 "75% of students reported on the survey they felt ""happy & safe”. Overall students reported they felt ""happy"" with their educational experience based on school survey. Students' experiences were affected by concerns about Covid-19 and the uncertainties that come with the pandemic. Jardin will continue the SEL program to help students express and discuss feelings. Strategies for coping with unsettled feelings will be provided in the SEL program." Met 6/16/2022 2022 37681630138628 JCS - Cedar Cove 6 "JCS-Cedar Cove students completed the Holistic Student Assessment in December 2021. 40 students from the 4th to 12th grades between the ages of 9 and 17 completed the survey. 43.5% of the students were in Tier 1 needing no intervention, 40% were in Tier 2 and would benefit from proactive strategies, and 17.5% fell into Tier 3 needing intervention. From 20-21 school year to 21-22 school year we had more students move to the Tier 2 category from both sides. We decreased the percent of students needing Tier 3 intervention by 2.5%. Overall, students identified 2.9 strengths compared to 2.5 challenges. Strengths identified by students include empathy, school bonding, action orientation (responding to conflict decisively), and emotional control. The challenges students identified most frequently include assertiveness, perseverance, learning interest, and academic motivation. Based on the HSA, JCS-Cedar Cove decided to focus on the health of our students by implementing the Sanford Harmony curriculum and restorative practices. As a result of the data we have decided that in 2022-2023 we will give the assessment twice - beginning and end of the year - to develop school wide goals for Tier 1 and Tier 2 as well as individual goals for Tier 3. A School Counselor will be hired in Fall 2021 and will be training staff on how to utilize HSA data and will collaborate in the planning of goals aligned with our SEL curriculum." Met 6/10/2022 2022 37103710138792 JCS - Manzanita 6 "Overall, students identified 3.1 strengths compared to 2.3 challenges. Strengths identified by students include empathy, school bonding, action orientation, trust, relationships with peers, and emotion control, and learning interest. The challenges students identified most frequently include assertiveness, academic motivation, learning interest, optimism and perseverance. Given the current climate with students at home, we were happy to see students feeling connected to peers, and having a sense of emotional control. Areas of greatest need indicate that our students feel they have little input about their education and are not interested in the curriculum. Optimism and perseverance may be low due to the lingering effects of the pandemic. As a result of the data we have decided that in 2022-2023 we will give the assessment twice - beginning and end of year - to develop school wide goals for Tier 1 and Tier 2 as well as individual goals for Tier 3." Met 6/10/2022 2022 37681630138156 JCS - Mountain Oaks 6 "JCS Mountain Oaks students completed the Holistic Student Assessment during November 2021. 103 students from 4th to 8th grades between the ages of 9 and 14 completed the survey. 53.4% of the students were in Tier 1 needing no intervention, 35.9% were in Tier 2 and would benefit from proactive strategies, and 10.7% fell into Tier 3 needing intervention. From the 20-21 school year's administration of HSA to the 21-22 school year we had a positive increase of students shifting to Tier 1 (4%) and a decreased percentage of students needing Tier 3 intervention (6%). Overall, students identified 3.2 strengths compared to 1.9challenges. Strengths identified by students include empathy, emotion control, relationships with peers, school bonding, relationship with adults, and trust. Challenges students identified most frequently include relationships with peers, optimism, assertiveness, and learning interest. Based on the HSA, JCS Mountain Oaks decided to focus on the health of our students by implementing ""morning meetings"" and advisory periods using Sanford Harmony curriculum. A strength for JCS Mountain Oaks was our intervention teacher who provided one-on-one and small group meetings to help support students identified as in need of intervention. For 22-23 we will give the HSA twice during the year - early in fall for identification of students in need of Tier 3 support, and again in the spring to measure student progress." Met 6/10/2022 2022 33103300138602 JCS - Pine Hills 6 "In November 2021 students in grades 4-12 took the Holistic Student Assessment, a self-assessment survey that looks at a wide variety of social and emotional skills students need for school. 346 students completed the survey (62% of students in grades 4-12). Based on the responses students fell into three categories: • Tier 1 General Proactive Prevention (schoolwide support): 38.7% • Tier 2 Targeted Proactive Prevention (targeted school wide support in areas of need): 39.3% • Tier 3 Targeted Intervention (small group or individual): 22% The top 5 overall strengths for our students were empathy, school bonding, emotional control, perseverance and optimism. The top 5 overall areas of need for our students were assertiveness, learning interest, academic motivation, perseverance and optimism. Given the current climate with students at home, we were happy to see students feeling connected to teachers and peers and having a sense of emotional control. Areas of greatest need indicate that our students feel they have little input about their education and are not interested in the curriculum. Optimism and perseverance may be especially low for some students due to the lingering effects of the pandemic. While we did not see any major change from 20-21 to 21-22 in the student data, we were glad to see that we didn't have more students fall into the Tier 3 range. As a result of the data we have decided that in 2022-2023 we will give the assessment twice - beginning and end of year - to develop school wide goals for Tier 1 and Tier 2 as well as individual goals for Tier 3. Our school counselor will be training staff on how to utilize HSA data and will collaborate in the planning of goals aligned with our SEL curriculum." Met 6/10/2022 2022 37682130138636 JCS - Pine Valley 6 "JCS-Pine Valley administered a Partnerships in Education and Resilience (PEAR) survey to collect our HSA data. It was offered to students in grades 4-12. 53 students completed the survey, which was 45% of students in grades 4-12. We did have some families opt out of the survey, but we hope to have a higher participation rate next year by encouraging parents and educating them on the survey's intent. We were not able to offer the survey twice this year as hoped due to the delay in state testing. Based on the responses students fell into three categories: • Tier 1 General Proactive Prevention (schoolwide support): 13.2% • Tier 2 Targeted Proactive Prevention (targeted school wide support in areas of need): 43.3% • Tier 3 Targeted Intervention (small group or individual): 43.3% Our Tier 1 group went from 26% to 13%. This was a general feeling from staff before the survey was administered. Our school staff was very intent on Tier 2 Proactive Prevention from the first day of school. Support was offered individually, in small groups, and school wide. The top 5 overall strengths for our students remained the same being empathy, relationship with peers, emotional control, action orientation and school bonding. The top 5 overall areas of need for our students were academic motivation, perseverance, optimism, assertiveness and trust. School bonding rose to the top. JCS-PV will continue to provide SEL exercises using Sanford Harmony and our school counselor group sessions to see continuous improvement in our school climate. We have seen improvement in student empathy and bonding. Individual teachers will use PEAR data to drive SEL support decisions. We will administer the survey twice next year to see growth in SEL resiliency." Met 6/10/2022 2022 39685440000000 Jefferson Elementary 6 "The California Healthy Kids Survey was administered to 5th and 7th grade students. Survey results are presented to all stakeholder groups. 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. The results revealed that about 89% of elementary students felt strongly that there are high expectations from adults in the school and students are academically motivated. 83% of students feel safe at and 89% of students reported they feel they are treated with respect. In addition, only 14% report cases of cyberbullying. Areas for growth include providing opportunities for meaningful participation in the school (42% currently) and reduction of name calling/mean jokes (42% currently report having this happen to them at some point). The results for middle school students were slightly lower. As 77% felt high expectations from adults and 64% felt academically motivated. Both of these numbers dropped over the past two years due to changes in interactions due to COVID-19 procedures. 65% of students reported they feel very safe at school, with 39% said they had mean rumors spread about them and 44% experienced harassment or bullying. Because 70% of students are satisfied with their lives and 18% have considered suicide, schools will work to offer mental health support to students when needed. JESD will continue to provide training and support for schools to implement PBIS training, MTSS training, Second Step Program, Bullying and Harassment Prevention Lessons, Peaceful Playgrounds, and mental health services." Not Met 10/11/2022 2022 41689160000000 Jefferson Elementary 6 Annual Fall survey on Climate to all 3rd-8th grade students. Also provided to all JESD families and all JESD school site staff. Schools include their findings in their Single Plan for Student Achievement (SPSA). District results are incorporated in the Local Control Accountability Plan (LCAP) Met 6/22/2022 2022 35674880000000 Jefferson Elementary 6 "The key learning from the survey results are that Jefferson needs to maintain the conditions that resulted in 100% of parents feel that Jefferson is a safe place to learn. Survey results represented two families, which represents 100% of the families that have students enrolled in the district. The Teacher/Principal is the driving force behind the continuous improvement process at Jefferson. This is a high priority for her as she seeks to continue to build on prior successes and make improvements to the programs, her professional skills, and the academic performance of her students. The feedback that she receives from students, parents, and School Board members is consistently high, and she is the often the person who will identify the need for improvement and share that with other members of the community and School Board, and then report on the progress made. Examples of these types of decisions include: increased need or test prep related to the CAASPP, facility repairs to the blacktop and fence, professional development needs in the area of language development and supports for mental health. In each of these cases, the School Board and families were full, participating partners in ensuring the needs were met. For example, the families supported the students test preparation sessions through homework activities. The School Board hired contractors to complete safety repairs, approved new fencing, and a parent found ways to complete repairs the blacktop needed. The School Board offered the teacher financial support for identified needs through substitute days, mileage reimbursement, and training fees to give the teacher needed time to complete professional development activities." Met 6/15/2022 2022 41689240000000 Jefferson Union High 6 "DATA: Based on the survey results from the CA Healthy Kids Survey (CHKS), students in 2020-2021 feel more connected that the students in 2018-2019. One thing to note is that the participation rate in 2020-21 was lower than in 2019-19. The CHKS was not administred in 2019-2020 due to the challenges from the COVID lockdown. The questions chosen from the CHKS are aligned to the first three goals of the LCAP. Q1. Adults at this school encourage me to work hard so I can be successful in college or at the job I choose (LCAP Goal #1) 9th grade: 2020-21: 68% agree or strongly agree 2018-19: 58% agree or strongly agree 11th grade 2020-21: 59% agree or strongly agree 2018-19: 53% agree or strongly agree Q2. This school encourages students to understand how others think and feel (LCAP Goal #2) 9th grade: 2020-21: 61% agree or strongly agree 2018-19: 40% agree or strongly agree 11th grade 2020-21: 56% agree or strongly agree 2018-19: 39% agree or strongly agree Q3. Students in this school respect each other’s differencesl (LCAP Goal #3) 9th grade: 2020-21: 55% agree or strongly agree 2018-19: 43% agree or strongly agree 11th grade 2020-21: 54% agree or strongly agree 2018-19: 36% agree or strongly agree MEANING: The school climate module was not disaggregated by demographics in 2020-21. We will ask next school year, if this data can be disaggregated. USE: The district will continue its focus on mental health and wellness. The Social Emotional Curriculum will be in its second year of implementation our goal is embed these lessons throughout the school year in various subject areas." Met 6/21/2022 2022 39685856117675 Joe Serna Jr. Charter 6 "As the new JSJCS principal, my focus will be to encourage staff, students, and parents to complete essential surveys to gather necessary data in order to capture valid measure of student perceptions of school safety and provide an analysis of the data received. For the 2022-23 year, JSJCS students will take part in the School Climate Survey. For this upcoming school year, we will focus on student safety and identify ways to improve on this. We will continue to provide and possibly increase yard supervisors. In addition, physical security measures will continue to be put in places which include alarms, cameras and fencing. JSJCS will continue to collaborate and partner with the School Resource Officer to service our campus. Site Leadership teams will receive training on PBIS and will develop and implement strategies to help promote a bully-free environment. Furthermore, JSJCS participated in “See Something, Say Something” from Sandy Hook. Administrator participated in a two-hour presentation and training. “See Something, Say Something” is being implemented at our school site." Not Met 9/26/2022 2022 09100900136036 John Adams Academy - El Dorado Hills 6 "John Adams Academy released an online Family Satisfaction Survey in March, 2021. Parents were asked to respond to just one question: “On a scale of 1- 10, with 10 being Most Likely, how likely are you to refer a friend or family member to John Adams Academy?” Measuring our positivity response with scores in the 7 – 10 response range, 96% of respondents rated their overall satisfaction with John Adams Academy as High, with 80% of responses in the 9 and 10 range. Our families reported overwhelming satisfaction with the John Adams Academy American Heritage Classical Education and the high academic standards expected of our scholars. Parents equally supported our Ten Core Values and the positive culture they create among scholars, staff and families. The parent responses also included strong satisfaction with our teachers and staff, noting professionalism in the classroom, and support for scholars. In the Family Satisfaction Survey, 4% of parents responded they were unsatisfied(scores in the 1 – 6 range) most with dissatisfaction centered on maintaining high academic standards during distance learning with aspects of our program. Input also showed a direct need for the Academy to fortify stakeholder’s connectedness and reinforce the strong, positive, cultural environment the Academy has provided for so many years. John Adams Academy is committed to the Core Value of High Standards of Academic Excellence. We will continue to include all stakeholders to our special events such as Grandparent’s Day, Constitution Day, Veteran’s Day, and Graduation in order to maintain the strong positive school climate that John Adams Academy is known for. Scholars were given a self study survey and the disaggregated data indicates that scholars feel most strongly that they are encouraged toward self-governance, personal responsibility, and accountability. The area for improvement for scholars was to have more access to career preparation activities. Parents were also given the self study survey and they would like more information about the academy's annual budget. JAA is committed to increase the communication and transparency of our LCAP goals along with our annual budget." Not Met 10/20/2022 2022 31669510135871 John Adams Academy - Lincoln 6 "John Adams Academy released an online Family Satisfaction Survey in March, 2021. Parents were asked to respond to just one question: “On a scale of 1- 10, with 10 being Most Likely, how likely are you to refer a friend or family member to John Adams Academy?” Measuring our positivity response with scores in the 7 – 10 response range, 97% of respondents rated their overall satisfaction with John Adams Academy as High, with 89% of responses in the 9 and 10 range. Our families reported overwhelming satisfaction with the John Adams Academy American Heritage Classical Education and the high academic standards expected of our scholars. Parents equally supported our Ten Core Values and the positive culture they create among scholars, staff and families. The parent responses also included strong satisfaction with our teachers and staff, noting professionalism in the classroom, and support for scholars. In the Family Satisfaction Survey, 3% of parents responded they were unsatisfied (scores in the 1 – 6 range) with aspects of our program. Most dissatisfaction centered on social-emotional support of scholars. An introduction of SEL curriculum and an increase in school counselors K-12 will improve how we are able to provide with fidelity a stronger school climate. Input also showed a direct need for the Academy to fortify stakeholder’s connectedness and reinforce the strong, positive, cultural environment the Academy has provided for so many years. We will continue to include all stakeholders to our special events such as Grandparent’s Day, Constitution Day, Veteran’s Day, and Graduation in order to maintain the strong positive school climate that John Adams Academy is known for. Scholars were given a self study survey and the disaggregated data indicates that scholars feel most strongly that they are encouraged toward self-governance, personal responsibility, and accountability. The area for improvement for scholars was to have more access to career preparation activities. Parents were also given the self study survey and they would like more information about the academy's annual budget. JAA is committed to increase the communication and transparency of our LCAP goals along with our annual budget." Not Met 10/20/2022 2022 31669280121418 John Adams Academy - Roseville 6 "John Adams Academy released an online Family Satisfaction Survey in March, 2021. Parents were asked to respond to just one question: “On a scale of 1- 10, with 10 being Most Likely, how likely are you to refer a friend or family member to John Adams Academy?” Measuring our positivity response with scores in the 7 – 10 response range, 94% of respondents rated their overall satisfaction with John Adams Academy as High, with 79% of responses in the 9 and 10 range. Our families reported overwhelming satisfaction with the John Adams Academy American Heritage Classical Education and the high academic standards expected of our scholars. Parents equally supported our Ten Core Values and the positive culture they create among scholars, staff and families. The parent responses also included strong satisfaction with our teachers and staff, noting professionalism in the classroom, and support for scholars. In the Family Satisfaction Survey, 6% of parents responded they were unsatisfied(scores in the 1 – 6 range) most with communication with teachers and administration, and, especially with the inability for parents to communicate with each other and form a community outside of school. John Adams Academy continues to improve timely and informative communication with all stakeholders through a variety of means, including direct teacher contact through email and phone calls, regular meetings with the Dean open to all families, and Parent Support Organization meetings and activities. Use of our online communication tool, Parent Square, is also continuously reviewed and improved to provide important information and interactive opportunities for all families. Input also showed a direct need for the Academy to fortify stakeholder’s connectedness and reinforce the strong, positive, cultural environment the Academy has provided for so many years. John Adams Academy is committed to the Core Value of High Standards of Academic Excellence. We will continue to include all stakeholders to our special events such as Grandparent’s Day, Constitution Day, Veteran’s Day, and Graduation in order to maintain the strong positive school climate that John Adams Academy is known for. Scholars were given a self study survey and the disaggregated data indicates that scholars feel most strongly that they are encouraged toward self-governance, personal responsibility, and accountability. The area for improvement for scholars was to have more access to career preparation activities. Parents were also given the self study survey and they would like more information about the academy's annual budget. JAA is committed to increase the communication and transparency of our LCAP goals along with our annual budget." Not Met 10/20/2022 2022 49708056111066 John B. Riebli Elementary 6 "School safety and school connectedness are critical components to a successful environment that optimizes learning opportunities for all students. In order to better understand our students’ perceptions related to feelings of connectedness and safety at school, the Mark West Union School District participated in the California Healthy Kids Survey (CHKS) for the 2021-22 school year. Our 7th graders responded to various survey items in the CHKS during in-person instruction. Approximately 80% of the 5th graders surveyed feel connected to their school most or all of the time. Similarly, 80% of students responded either “Yes, I feel safe at school most of the time” or “Yes, I feel safe at school all of the time.” It is important to review this survey data and examine any differences found among student groups such as gender and race/ethnicity. School connectedness is an area of strength for the Mark West Union School District. However, there are areas that warrant further investigation and opportunities for improvement. While 81% of white students report feeling connected to their school, the percentage of hispanic/Latinx students is lower at 77% and mixed (2 or more) ethnics is even lower at 72%. Student gender did not appear to be a factor when it comes to school connectedness. Similarly, most of our students feel safe at school. Eighty percent of our 5th graders reported feeling safe at school most or all of the time. When examining differences among groups, our female students reported slightly lower feelings of school safety with 77% reporting feeling safe most or all of the time compared to 83% of males. Learning more about our students of mixed ethnicity is an area of growth for our district. Sixty-two percent of students with mixed ethnics report feeling safe compared to 81% of Hispanic or Latinx students and 84% of White students. In order to gather more information that will be utilized for continuous improvement, our LEA will be participating in the Youth Truth Survey, which will provide more information related to school connectedness and safety with a broader sample of students that will include grades 3rd, 4th, 5th, and 6th. Our district is providing professional learning opportunities for our staff in Positive Behavior Intervention and Supports along with social emotional learning to foster improved relationships for students. We continue to seek out and attend safety trainings to ensure effective and well established safety protocols and procedures." Met 6/9/2022 2022 29102982930147 John Muir Charter 6 "This year’s JMCS school climate survey demonstrated 71% of students felt welcome back in class, despite the social isolation many felt during COVID. 87% of students felt they had a voice in decision-making in their classes. 64% rated their schoolwork as highly interesting and about 70% felt their schoolwork was preparing them for college and/or a career. 76% rated their teachers’ instruction as interesting and engaging. 81% rated their classroom cultures as mostly positive with 15% rating their classroom cultures as neutral. 75% of students felt JMCS was meeting its first goal of providing high quality classroom instruction and curriculum to support college and career readiness and the elimination of academic barriers. 82% felt JMCS was meeting its second goal of providing safe, welcoming and inclusive classroom spaces for all staff, students and families. Our Highlight equity survey data also supports our school climate survey data. On a scale of 1-5, students reported their basic needs are met (4.36), they feel they belong at school (4.18), they have a sense of self-efficacy (4.29), school is rigorous (4.11) and they feel hopeful about their futures (4.36). Within this data, certain subgroups warrant extra attention and analysis. In particular, white male students and students from families with higher educational backgrounds have a weaker sense of connection with staff members than other subgroups, Latinx students do not always feel they have opportunity to learn about different cultures, including their own, and multiple subgroups feel teachers do not always express high expectations. Overall, these survey results indicate JMCS meets and exceeds its primary goal of reengaging youth in education and creating safe spaces and positive relationships to help students meet their educational goals. Students are happy with their school experience and feel supported by their teachers. They have academic mindsets and feel that their experience at JMCS will help them meet their future goals. These results also offer us areas for growth, specifically in the areas of increasing student voice in decision-making, communicating high expectations to students, ensuring culturally relevant, rigorous work and recognizing and interrupting the ways in which implicit bias can impact our work. In the coming year, JMCS will improve and increase its structures for gathering student feedback both at the classroom level and at a schoolwide level to ensure student voices are heard and have an active role in decision making when applicable. In addition, we will continue our regular professional development on culturally responsive teaching, race and implicit bias to strengthen our understanding and improve our instructional pedagogy. JMCS will also be continuing to implement new curricula that represents mirrors and windows for our students." Met 6/8/2022 2022 07616970000000 John Swett Unified 6 "JSUSD administered the California Healthy Kids Survey to students in grades 3 - 12. This survey captures a valid measure of student perceptions of school safety and connectedness. Response rates were the following: Grade 3 = 19% Grade 4 = 21% Grade 5 = 14% Grade 6 = 21% Grade 7 = 93% Grade 8 = 68% Grade 9 = 1% Grade 10 = 32% Grade 11 = 80% Grade 12 = 9% Mental Health Questions: Rodeo Hills Elementary - Frequent Sadness - Students who felt frequent sadness... SOME of the time: Grade 3 = 75%, Grade 4 = 62%, Grade 5 = 60% MOST of the time: Grade 3 = 56%, Grade 4 = 33%, Grade 5 = 50% Carquinez Middle School - Students who felt chronic sadness: Grade 6 = 57%, Grade 7 = 50%, Grade 8 = 45% Students who seriously considered attempting suicide: Grade 6 = 29%, Grade 7 = 20%, Grade 8 = 19% John Swett High School - Students who felt chronic sadness: Grade 10 = 46%, Grade 11 = 37% Students who seriously considered attempting suicide: Grade 10 = 27%, Grade 11 = 18% It is evident to the District that we need to address the mental health needs of our students. These findings were shared with the administrative team. Each school’s report was made available to the administrators to be used with each staff. Discussions have been held about what kinds of programs, services, teacher training, and supports will make a difference to improve conditions for students, and changes are being made. The District is providing professional development for all staff on becoming trauma-informed, and on learning to use strategies that will provide support and education for students, especially in the area of mental health. All District staff members are receiving training on the implementation of restorative practices, including community circles to help bring about positive changes in students’ thinking and actions. Professional development cycles focusing on school climate occur at each site, and the Parent Advisory Council is bringing parent voices into the work. The teachers’ union has started the Social Justice Activities Committee to address these and other issues. Programs such as Leader in Me, at Rodeo Hills, and AVID (Advancement Via Individual Determination) at all District sites are being implemented to help bring about positive actions and mindset shifts among students. We are also looking at forming school-based mental health and wellness centers." Met 6/8/2022 2022 18641130000000 Johnstonville Elementary 6 "1. DATA: The California Healthy Kids Survey was administered to both elementary school and middle school-age students. Participation in the survey is voluntary and anonymous. An annual survey was administered to all staff and offered to all parents, fourth – eighth grade students. Thirteen (13) parent surveys, twelve (12) staff surveys, and ninety-four (94) student surveys were collected. • One hundred percent (100%) of our parents either strongly agreed or agreed that Johnstonville Elementary School District creates a welcoming atmosphere and that they are treated with respect by school personnel. • One hundred percent (100%) of our parents and one hundred percent (100%) of the staff members either strongly agreed or agreed that Johnstonville Elementary School District encourages an active partnership with parents and families to the benefit of students. • Seventy percent (70%) of our parents either strongly agreed or agreed that Johnstonville Elementary School District facilitates input and welcomes parental contributions regarding the district operations. • One hundred percent (100%) of staff, one hundred percent (100%) of parents, and seventy-four percent (74%) of students either strongly agreed or agreed that Johnstonville Elementary School District has adults working at the school who really care about students. • One hundred percent (100%) of our staff members either strongly agreed or agreed that every student can be successful. • One hundred percent (100%) of parents and eighty-one percent (81%) of students report they feel very safe or safe at school. 2. MEANING: Johnstonville Elementary School District continues to concentrate on developing a safe learning environment, both physically and socioemotionally. The District has also placed an emphasis on making strong connections with students. The data indicates that stakeholders continue to feel the school is safe. In addition, the data demonstrates an increase of students feeling connected to the school. Finally, a troubling concern is the number of student responses in the area of chronic sadness/hopelessness. This is a deep concern for Johnstonville Elementary School District staff and a driver for the increase of counseling services offered during the 2021-22 school year. 3. USE: Johnstonville Elementary School District evaluated and revised several LCAP action as a result of this data. This analysis occurred on the following actions: 1.1, 1.3, 1.4, 2.4, 3.1, 3.2, 3.4, 3.4, 3.5. Additional information on the use of the data is available in the main office." Met 6/8/2022 2022 30664646117758 Journey 6 "A locally designed climate survey was admistered in spring of 2021 and followed up by administration of a the SAEBRS (Social, Academic, and Emotional Behavior Risk Screener) in spring of 2022. The SAEBRS is a brief, norm-referenced tool for screening all students to identify concerns about school climate and also an an indicator for those who are at risk for social-emotional behavior (SEB) problems. Results indicate a positive school climate at Journey School and a need to continue to foster spaces of belonging for students to express themselves and be active participants in changing school culture and climate. Journey School will continue to also support staff in understanding how to push forward the work of race, LGBTQ+ and equity and provide adequate training for engaging in this topic. Likewise, continuing to keep parents and community members informed on these initiatives and including them as much as possible for whole school climate shift." Met 6/15/2022 2022 33103300138024 Journey 6 "Based on reflection of the survey result data, some of the key learnings/takeaways include: -The majority of families at Journey feel our school emphasizes academic success for all students -The majority of families at Journey feel our school Teachers provide high-quality instruction -The majority of families at Journey feel their child(ren) is motivated to learn and reach their potential in our school -The majority of families at Journey feel our school staff treat parents with respect. The data shows that our school does a great job at emphasizing success for all of our students and providing high-quality education to students. Additional data regarding communication also suggests our school does a great job promptly responding to parent questions and concerns. Based on the data, areas of opportunity for growth are more opportunities for providing quality counseling and support to help students with social/emotional needs. Additionally, the data shows that the school could improve in communicating the importance of respecting different cultural benefits and practices. Barriers/challenges to the data would include the disconnect with families regarding the true impact the pandemic has had on their students. At Journey, we offered hyperflex and in person instruction throughout the pandemic in order to meet the needs of our students. Despite the efforts of our school staff and the systems that were put into place, the reality is that we have seen a decline in both student achievement and the socioemotional well being of our students as a result of the pandemic. Based on the data collected, the following action steps have been put into place to increase family awareness of the impact the pandemic has had on the learning loss of students during the pandemic, in addition to other ongoing factors that impact student achievement. 1. Implementation of Schoolwide Solution Committees that meet at least monthly to create action plans and quarterly goals focused on topics including but not limited to: Parent & Family Engagement, School Attendance, Community Partnerships. 2. Focused data conversations with parents around the impact of the pandemic on student learning loss including but not limited to, strategies and resources the school is utilized to address the learning loss, and what families can do at home to support their students These ongoing conversations will take place throughout the year during family conferences and other parents gatherings/meetings including School Site Council, African Parent Advisory Council, and our English Learner Advisory Committee. 3. Implementation of Counseling workshops for parents and families will take place this year to help provide families with additional resources in the home. Additionally, we will be providing resources for families in our weekly newsletter to families." Met 6/22/2022 2022 33103300137851 Julia Lee Performing Arts Academy 6 "After completing a climate survey, the areas of improvement for both student and parents consist of : Lunch area, Parents to be provided more opportunities to volunteer after the pandemic and provide homework help. Areas that are a win consist of: Parents and students feel comfortable sharing concerns, parents are an important part of improving the school and 94.2% would recommend JLPAA to other families. Due to a kitchen grant, JLPAA is in the process expanding additional space for both breakfast and a lunch area. Parents are now able to volunteer at a minimum to attend field trips and participate in some of the events on campus. Last, JLPAA has a total of 150 students in the afterschool program that started this year. This program will allow for homework help for all students in attendance." Not Met 9/30/2022 2022 37681633731239 Julian Charter 6 "During the 2021-2022 school year 112 students in grades 4-12 took the Holistic Student Assessment at JCS-LIVE. 45.5% of the students were in Tier 1 needing no intervention, 40.2% were in Tier 2 and would benefit from proactive strategies, and 14.3% fell into Tier 3 needing intervention. Overall, students identified 2.9 strengths compared to 2.0 challenges. Strengths identified by students include empathy, school bonding, relationships with adults, and emotion control. The challenges students identified most frequently include assertiveness, action orientation, learning interest, relationships with peers, and reflection. Based on these results, JCS-LIVE will dedicate more time and action toward increasing academic motivation. Students will be given more opportunities to build their skills through a variety of workshops and life-skills practice. We have purchased leadership books and workbooks, and are expanding our peer mentorship program." Met 6/10/2022 2022 53717380000000 Junction City Elementary 6 "The local survey given in the Spring of 2022 indicated that 93% of students and their families feel welcome at our school. 93% of students indicated that they feel a sense of belonging and connectedness at our school, and 93% of students have positive relationships with other students and adults at school. Although the perception of our school climate is very positive, we would like 100% of our students and their families to feel welcome and to feel a sense of belonging and connectedness, so we will continue to work on improving our school climate." Met 6/24/2022 2022 45700450000000 Junction Elementary 6 "1. DATA: Overall, parents are very happy and proud of the programs offered by the Junction School District. The high-quality of education and safety of students were noted as a strength. They especially liked the new music program. They would like an app for parent communication and to be able to pay for certain school services using the app. They would like to see additional electives, clubs, and sports offered. Additionally, they would like like improvements in the Junction preschool/kindergarten playground and the hot lunches. Some parents also expressed the need to reduce bullying. Staff surveys indicate the following: The staff are proud of the education they are providing to the students, they enjoy coming to work, and they feel like the school is a family. They are interested in Teach Like a Pirate strategies, Professional Learning Communities, Smart TVs training, and Kim Sutton mathematics professional development. They would also like professional learning opportunities in the following areas: reading, assessment instruments, human resources/administrative assistants, SPARK PE, number talks and additional instruction in Being a Writer. Moreover, teachers and support staff believe that they have a strong English language arts and math program but would like to improve the social studies, health, visual and performing arts, and science curriculum. Additionally, there is a need to offer foreign language and Career Technical Education at the middle school. The following were suggested improvements from the staff: They would like a designated cafeteria that is not also shared as a gym. Other staff would like a stand alone building with kitchen, that is only used for meal services. 2. Using our local survey data, we learned that the staff, students and parents believe we have the following strengths: High-quality education New music program" Met "Using our local survey data, we learned that the staff, students and parents believe we need to improve the following: An app for communicating with families which includes a payment portion Paint and fix up the storage containers at middle school and paint a mural on the outside of the gym New wall coverings/carpet in the gym Pave the outdoor track. Add new bleachers on field. Implement a learning center for students who are struggling Utilize and fix up the library. More engaging, extracurricular clubs and electives in our middle school. Ensure all staff are on board with Capturing Kids Hearts. This makes it hard to navigate year to year and teacher to teacher for students when discipline is inconsistent, rigid, and lacks compassion. ""We have made so many improvements lately! Keep it going!"" ""I would like to see more accountability when dealing with employees who are not doing their job or even showing up for their job at the time they are scheduled."" Better intervention program for academic and behavior supports. A turf field for soccer and flag football. A designated gymnasium and a designated cafeteria Better flow of classroom grade levels Updated bullying protocols and procedures Refine Positive Behavior Interventions and Supports system Preschool/Kindergarten playground improvements 3. We have added the following to the LCAP: Interventions for all/Learning Center Update bullying protocols and procedures. Refine Positive Behavior Interventions and Supports system" 6/21/2022 2022 33670900000000 Jurupa Unified 6 "The California Healthy Kids Survey (CHKS) is administered every two years in grades 6th, 7th, 9th, and 11th with current results from 2020-21. 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 on an annual basis. On the California Healthy Kids Survey (CHKS), 6th-grade data results reflect that 68% of our students feel connected to school, 81% have a caring relationship at school, and 88% feel adults at school have high expectations for them. At the secondary level for Grades 7, 9, and 11, 61%, 56%, and 57%, respectively, report they feel connected to school, and have caring adult relationships at school 73%, 60%, 59%, respectively. We hope to continue maintaining a culture of high expectations and a caring environment through continued and expanded Social and Emotional Learning (SEL) support. All middle and high schools have an advisory program to help address these secondary student needs. The CHKS will be re-administered in the Fall of 2022. Relative to the district’s LCAP survey data, 87% of parents indicated it is ""quite important"" or ""extremely important"" for the district to focus on school climate and culture, and 74% of students responded favorably on their teachers being excited to teach their classes, and 60% of teachers/staff report a favorable school climate (50th percentile compared to national results). Open-ended responses indicated data is reflective of written comments of concern for connecting students to the school as a result of the COVID-19 pandemic and additional behavior supports." Met 6/27/2022 2022 48705730129494 Kairos Public School Vacaville Academy 6 "To assess school climate, our organization uses an annual Survey. We use this data to inform our actions, especially our LCAP goals. Those competencies include transferable skills in Critical Thinking, Responsible Citizens, Effective Communicators, Self-Directed Learners, Specific actions at all academy 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. Summary of Survey Results related to Safety and School Connectedness: Feel safe at school 90.4% Feel unsafe at school 5% Caring adults in school 87.9% Summary of Survey Results related to Portrait of a ESLRS: 98%" Not Met 10/4/2022 2022 37683380126730 Kavod Charter 6 "Overall, data gathered as per the California Healthy Kids Survey showed students having a positive experience at school either through a meaningful connection with school staff, feeling the school fosters a safe environment, having a space to openly express their thoughts and feelings, believe schoolwork is engaging and challenging, are held to high expectations, receive positive/encouraging reinforcement and believe the school community is large well behaved. Among some highlights are 100% of students believing staff treat them with respect, a belief that the school teaches students to care about each other and treat each other with respect, and a desire to keep doing classwork even when it’s really hard. It is inconclusive if instances where questions were answered negatively were a result of student error. Additionally, although there was an increase in suspensions there were no instances that resulted in expulsions. Data gathered seems to indicate a need to incorporate more character-building opportunities and structured times to support student interactions and mental health. As a response to these results, the LEA proceeded to bring on a second counselor to support this endeavor. Additionally, we looked into implementing a character-based curriculum to support overall student well-being." Not Met "As is the case with LEAs that are smaller than 500 students, seemingly insignificant changes in enrollment yield big impacts with the dynamics of school culture; affecting areas in student behavior and academic performance. Cases in which suspensions occur reverberate louder due to the size of the school. Consequently, given that we will always be a small program, results may vary significantly from year to year." 10/11/2022 2022 37683386039812 Keiller Leadership Academy 6 "1. The key learning from the survey results ensures that students receive appropriate academic, social-emotional, and multi-tiered support towards college and career readiness success. All students have access to an equitable system of personal support services, activities, and opportunities at the school and in the community. 2. The disaggregated results of the survey and other data collection methods reals the following: -Safety measures, protocols, and procedures are in place that create a safe, caring, and nurturing environment -SEL methods and strategies are implemented across the school -Numerous opportunities for parent involvement are in place and communication between school and families is frequent and consistent -The school has developed a strong atmosphere of trust, respect, and professionalism KLA will maintain the processes and strategies in place that meet the students’ social-emotional, personal, and academic growth through continued professional development and school-wide collaboration. 3. KLA will maintain a safe, clean, and orderly environment. Cleanliness both inside and outside the buildings will be observable and making for a welcoming environment. The school has established safety procedures and resources that include, a digital school visitor check-in system, security cameras placed throughout the campus, a single-point entry and exit system, two-radio communication, a full-time Campus Safety Supervisor, and campus security personnel. The school reports that they conduct monthly safety drills and checks. KLA will maintain a program where parents and students complete both the CHKS and a local SEL assessment that gathers data to determine trends to target the social emotional needs of the students individually and as a whole. The students will also continue to complete a “Wellness Assessment” at the beginning of the school year. This data will be utilized in making MTSS decisions." Met 6/14/2022 2022 17640140000000 Kelseyville Unified 6 "Kelseyville USD uses the California Healthy Kids Survey data to survey school climate. The CHKS was administered at the end of February 2022 to 5th, 7th, 9th, and 11th grade students district-wide. The results are reported below. California Healthy Kids Survey (School Connectedness): This metric reports student responses to the California Healthy Kids Survey on questions related to school connectedness. Results are reported as the average percentage of students who answered ""Most of the time"", or ""All of the time"" for grade 5, and ""Agree"" or ""Strongly Agree"" for grades 7, 9 and 11 to the following questions: (1) Do you feel close to people at school? (2) Are you happy to be at this school? (3) Do you feel like you are part of this school? (4) Do teachers treat students fairly at school? and (5) Do you feel safe at school? Average responses to the questions above were as follows: Grade 5 - 62% Grade 7 - 47% Grade 9 - 51% Grade 11 - 48% California Healthy Kids Survey (Violence and Victimization): This metric reports student responses to the California Healthy Kids Survey on questions related to student to student violence and victimization. For grade 5, results are reported as the average percentage of students who answered ""Some of the time"", ""Most of the time"", or ""All of the time"" to the following questions: (1) Do other kids hit or push you at school when they are not just playing around? (2) Do other kids at school spread mean rumors or lies about you? and (3) Do other kids at school call you bad names or make mean jokes about you? For grades 7, 9, and 11, results are reported as the average percentage of students who answered ""One or more times"" to the following question. During the past 12 months, how many times on school property have you been pushed, shoved, slapped, hit, or kicked by someone who wasn’t just kidding around, been afraid of being beaten up, had mean rumors or lies spread about you, had sexual jokes, comments, or gestures made to you? Average responses to the questions above were as follows: Grade 5 - 55% Grade 7 - 36% Grade 9 - 26% Grade 11 - 19% Based on the data, Kelseyville USD continues to prioritize School Climate in our LCAP. We are continuing the use of PBIS district-wide as well as implementing a bullying-prevention curriculum in grades K-8. Additionally, the district has hired back a full-time resource officer and increased the number of hours for our Campus Monitors. Finally, Kelseyville USD has put together a Wellness Committee that is comprised of parents and school staff to address the safety and well being of students." Met 6/14/2022 2022 21653340000000 Kentfield Elementary 6 "The KSD implemented the YouthTruth Survey in February 2022. Overall results from all students were positive and we saw an increase of engagement and relationships, although we saw some dips in ratings related to school culture and academic challenge. When data was disaggregated, we saw some student groups expressing more of a disconnect with their peers and not feeling a true sense of belonging within the KSD. Based on the data we will continue to offer infinity groups at our Middle School to support courageous conversations among students and staff. Our elementary educators are collaborating with direct instruction opportunities to support strengthening peer relations in social settings. And all our staff are engaged in increasing relevance in their teaching to build connection and increase interest among all level of learners. The KSD will continue to focus on supporting all learners with an intention to eliminate the opportunity gap, while layering in an increase in community engagement and strengthening partnerships. These intentional steps are demonstrating an increase sense of community and connectedness across our school sites." Not Met 10/11/2022 2022 49707890000000 Kenwood 6 "Kenwood School District sends home surveys to illicit parent feedback on a variety of information. For instance, last year we focused on a return to in-person learning after the COVID pandemic. Overall the community has been very supportive of the district with parents supporting in per son learning and the safety protocols around keeping their child safe and parents well informed should a COVID outbreak occur. Parents and community members have been enquiring about more volunteer opportunities and our Annual Parent Survey during the Spring of 2022 indicated a desire to have more school wide events. Feedback also focussed on more enrichment opportunities such as foreign language or sports. Analysis of the Annual Parent survey indicated that we need to get back to pre-pandemic ""normal"" Both staff and parents began this school year with an excitement level well above that of last year. Back to School Night this year, was our first chance to have large, in person gatherings. Parent participation was around 87% for this event and we have had large turnouts for our school wide events thus far such as our 6th grade Pasta Feed. We have also developed a number of After School Enrichments that will be offered at different times of the school year. We value the learning that can take place during such enrichments and have seen the consequences that have occurred due to the our cautious approach during the pandemic. We are hoping to see increased social emotional skill development, better problem solving skills and stronger friendships. We feel we have made great progress in returning to pre-pandemic school culture and hope to build upon the positive energy and outlook this school year has brought forth." Met 5/5/2022 2022 10101080127514 Kepler Neighborhood 6 "With respect to school climate and culture, student and families survey data also showed some encouraging bright spots. Parent Survey Results: 96.2% have and use the REMIND application for communication from the school. 96.1% read the communications from school (REMIND or newsletters). 96.2% feel the staff at Kepler prioritize the health and physical safety of their child. 96.2% feel that Kepler is taking the appropriate actions to prevent the spread of COVID-19. 92.3% feel that Kepler administrators address fighting, physical aggression, and serious behavior in a timely manner. 88.5% attended Parent/Teacher conferences. 80.7% of parents have a good understanding of where their child is academically. 96.2% are satisfied with the educational program at Kepler. 92.3% feel their child is improving academically. 96.1% feel their child has enough classwork and homework. 88.5% of the students talk about their teachers and staff at home. Some areas of strength include: Kepler cares about the students’ welfare as well as academics; They give each child lots of attention; Kepler greets children when entering campus; Kepler keeps up with state mandated curriculum and provides a good selection of elective classes; Kepler cultivates a love of learning; Kepler is helping my child progress academically; Kepler is flexible to work with parents to try different things to help the students; Kepler cares deeply about the academics, students’ overall well-being, and sports. Some areas of opportunity include: Parent Involvement and letting parents help at the school; Increase communication including emailing parents, sending home flyers, and letting parents know about their child's academics more often; Parents would like more tests, major projects, and milestone assignments like term papers; More programs, recitals, and award ceremonies; More music, instruments, and sports for the younger children. Staff Survey: 77% of staff who serve on a committee feel it has been active. 91% feel the committee is contributing to the school’s vision and mission. 80% feel their opinion is valued at Kepler. 95% feel they work together to find solutions to shared challenges. Some areas of strength include: Discussing data and strategies with grade level; Collaboration and time with administrators to ask questions; Planning time with grade level partner and time to discuss student needs; Collaborating with teachers and learning new strategies; Data dives have directly influenced the content I teach and intervention I provide; Love the “Must Do” and “May do” and the small group instruction lessons, very helpful; I loved watching others teach and get ideas from other seasoned teachers; Student behavior is better with the help of everyone; Kepler is doing well at supporting SEL in classrooms as well as through pull-out groups and counseling; Behavior Team has been awesome, and I see a difference in both students and staff." Met "We are working hard to connect with students and incentivize positive behavior; Thank you for those random acts of kindness when you surprise us with goodies in the break room; We love our students. Some areas of opportunity include: Communication between administration and staff; Counseling with students is sometimes very broad and not addressing the specific student needs; I would like to do more collaborative activities with grade level or vertical teams; Students should have more opportunities for field trips. Student Survey (grades 3-8): 97.2% feel that teachers and staff take care of their safety at school. 90.1% feel safe inside their classroom. 90% feel safe in the cafeteria. 88.9% feel that Kepler focused on positive attendance for all students. 87.5% feel that Kepler teachers, staff members, or administrators make them feel cared about. 72.2% feel they have a teacher, staff member, or administrator that they can discuss problems they might be having at school or at home. 56.9% play a sport at Kepler. 52.8% attend the after- school program. Some areas of strength include: Favorite things about school are teachers, friends, math, and recess. Some areas of opportunity include: Strategies to report bullying so the students do not feel like a “Snitch” or a “Rat.”" 6/15/2022 2022 19646420000000 Keppel Union Elementary 6 "Over 890 students across all school sites completed a local climate survey. This measure addresses information regarding school environment based on a local climate survey on the topics of school safety and connectedness.The vast majority of students surveyed hold a favorable or highly favorable view of their school and their connectedness. 84% indicated they regularly look forward to attending school. They also held positive views on classwork and instruction/instructional materials with over 87% of them stating that classwork was interesting, challenging, and provided opportunities for them to share ideas about learned information. 82% felt the instruction they received was relevant to real world applications. 74% believe that their school promotes college and career readiness skills, a college going culture, and leadership opportunities. 87% affirmed that their school site provides support for English learners and their individual needs while 87% agreed that their school provides tutoring and enrichment activities. 64% signaled that they believe the school is a safe place where bullying and disrespect are not tolerated and that administrators, staff, and students respect each other’s differences including gender, race and culture. 92% indicated a strong understanding of rules, discipline policies, and consequences and feel those rules and consequences are enforced for all students. 87% believe that the adults at their school feel a responsibility to ensure a safe and supportive school environment and reported that school staff excel at supervising the school and implementing safe school practices. Students felt positively about school-parent communication and parent involvement with approximately 97% reporting that their school communicated with them and their parents effectively and also provided opportunities for parent participation in decision making. 79% felt that parents and school staff work together effectively to resolve problems at school and that the school is an inviting place to learn with enough space for student activities. Additionally, students feel by more than a 9 to 1 margin that their teachers are knowledgeable, understand their subject matter, and are prepared for class each day. Nearly all students indicated that the school site provided adequate technology access. 89% felt adults believe that all students can learn, pay attention to student individual needs, and help students succeed. School cleanliness and school facilities were viewed favorably by 60%. When asked whether their teacher encourages students to make healthy choices and live a balanced life, 88% answered in the affirmative in addition they felt their school provided adequate wellness services. 86% expressed their belief that school encourages students to be responsible for their behavior and actions. KUSDs focus on Multi-Tiered System of Supports will allow us to continue opening doors to infinite possibilities and strengthen student connectedness." Met 6/14/2022 2022 10739990000000 Kerman Unified 6 "3-12 grade students, staff, and parents participated in The Healthy Kids Survey this year. Goal 2 of the LCAP indicated that students returned to in-person learning feeling less connected and unsafe at school than in the previous survey (19-20). 78% of the 5th graders in 19-20 felt school connectedness, compared to 69% in 21-22. In 19-20, 79% of the 5th graders felt safe at school, compared to 74% in 21-22. In middle school, 74% of 7th graders felt school connectedness in 19-20 versus 65% in 21-22. 75% of 7th graders felt safe at school in 19-20 versus 64% in 21-22. The trend continues at the high school level. 56% of 9th and 55% of 11th graders felt school connectedness in 19-20, while 54% of 9th and 52% of t 11th graders felt it in 21-22. As for feeling safe at school, 57% of 9th and 60% of 11th graders felt safe in 19-20, while 54% of 9th and 57% of 11th graders felt safe in 20-21. There is additional data that support these trends in the areas of chronic absenteeism and suspension rates. The chronic absenteeism rate for K-8 grades rose from 8.2% in 2019-2020 to 9.8% in 20-21. As reported in Aeries, average daily attendance was 95.85% in 19-20, 95.98% in 2020-2021, and 88.52% in 2122. It is important to note that some of the increase in absences is due to the COVID-19 quarantine, but not enough to justify the 7.46% drop in average daily attendance. Another indicator of students not feeling connected and safe at school is increased behavior issues. Disconnected and afraid students tend to act out more than those who feel connected and safe. In 19-20, 17 students were recommended for expulsion, with the common violation being violence (fighting multiple times during the year) or vaping (THC). There were no cases in which students possessed a knife or other weapons. There were no recommended expulsions in 20-21, as distance learning was in place most of the year. In 21-22, 26 students were recommended for expulsion. Six students had knives. When these students were interviewed, they stated that it was for protection. In terms of suspendable behaviors, there has been a significant increase at the 6th-8th grade levels. In 19-20, there were 168 incidents and 237 as of May 13, 22. Based on this data, KUSD added a behavior specialist in January of 22, who will work with students throughout the District. Elementary school sites implemented the Positivity Project to address social-emotional learning. Schools contracted with Elevo, a program incorporating SEL strategies with physical activities. It has been noted that the schools that started these programs from the start of the year, rather than midyear, have the fewest suspensions. The High School recently chose an SEL program for its students, which will be implemented in the 22-23 school year. KUSD staff participated in SEL training in the fall of 21. More PD will be scheduled for the 22-23 school year." Met 6/16/2022 2022 15101570000000 Kern County Office of Education 6 "The Alternative Education program annually administers the LCAP survey in order to capture students’ sense of school safety and connectedness. Results from the 2022 LCAP survey: • 74.03% of students believe their school provides students with a safe place to learn, with an additional 15.47% being undecided • 67.02% of students indicated the staff at their school cares about them, with an additional 22.69% being undecided • 68.25% of students reported there is at least one adult at their school with whom they have a positive connection/relationship, with an additional 16.40% being undecided • 44.29% of students agree they look forward to attending school each day, with an additional 227.30% being undecided When compared to the 2021 LCAP survey, the 2022 LCAP survey results show a decrease in the percentage of students who feel their school provides students with a safe place to learn. In addition to different students taking the survey each year, many students who took the survey in 2021 were not on campus as they were participating in distance learning. The percentage of students who agreed they look forward to attending school each day also declined. A potential reason for this is that during the 2020-21 school, many students were attending school at home and now they are back in school full time for the 2021-22 school year. The percentage of students who indicated through the 2022 LCAP survey that they have connections with staff and feel staff cares about them is comparable to the 2021 LCAP survey. Under the direction of the MTSS Coordinator, the Alternative Education program has been implementing MTSS practices to support students in their social emotional growth and well-being. During the 2021-22 school year, all staff attended six hours of Trauma Informed Skills for Educator (TISE) training. This was supported by follow-up coaching. The program will continue to support this area of need during the 2022-23 school year." Met 6/14/2022 2022 15635290000000 Kern High 6 "The local school climate survey for students and local family survey provide insight to allow KHSD staff to make decisions about how to better support all students, progress monitor programs, and inform educational partners and the community. Student responses revealed an increase of 8% in student happiness with being at their school and that their teachers treat them fairly from 2019-20 to 2021-22. Interestingly, there was a difference in students reporting that they know where to go for help with their problems at their school and parent perception that students know where to go for student support services on campus with a 5% increase and a 2% decrease respectively from 2019-20 to 2021-22. Student responses demonstrated a need to continue to strengthen connectedness with peers as students who feel that other students on their campus care for them decreased by 5% from 2019-20 to 2021-22. Schools within KHSD continue to strengthen school climate and student/staff connectedness through the implementation of the Positive Behavioral Interventions and Supports framework along with multi-tiered systems of support and social-emotional learning. 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 regarding differences in student group responses to address concerns. External coaches consult with district and school leaders, and assist them in delving deeper into the student/family/staff perceptions and systems in place, including school safety, mental health, and substance abuse support." Met "KHSD is the largest high school district in California and one of the largest high-school-only districts in the nation. In 2013-2014, KHSD began a district-wide implementation of Positive Behavior Intervention and Supports that braids cultural responsiveness, equity, social-emotional learning, restorative practices, whole student, interagency partnerships and mental health. KHSD has made significant investments in behavior intervention, equity, inclusion, school social work, nursing/health services, interagency partnerships, community collaboration, and substance abuse." 6/27/2022 2022 15635291530435 Kern Workforce 2000 Academy 6 "The local school climate survey for students and local family survey provide insight to allow KHSD staff to decide how to better support all students, progress monitor programs, and inform educational partners and the community. Student responses revealed an increase of 8% in student happiness with being at their school and that their teachers treated them fairly from 2019-20 to 2021-22. Interestingly, there was a difference in students reporting that they know where to go for help with their problems at their school and parent perception that students know where to go for student support services on campus with a 5% increase and a 2% decrease, respectively from 2019-20 to 2021-22. Student responses demonstrated a need to continue strengthening connectedness with peers as students who feel that other students on campus care for them decreased by 5% from 2019-20 to 2021-22. The Workforce Academy continues to strengthen school climate and student/staff connectedness through multi-tiered support systems and social-emotional learning. Workforce has allocated additional support staff to work with students, including those needing other mental health and substance abuse support. Workforce promotes suicide awareness, education, and prevention with staff, students, and families to educate them about suicide and understand what help is available. KHSD conducts student focus groups regarding differences in student group responses to address concerns. External coaches consult with district and school leaders and assist them in delving deeper into the student/family/staff perceptions and systems in place, including school safety, mental health, and substance abuse support." Met "KHSD is the largest high school district in California and one of the largest high-school-only districts in the nation. In 2013-2014, KHSD began a district-wide implementation of Positive Behavior Intervention and Supports that braids cultural responsiveness, equity, social-emotional learning, restorative practices, whole student, interagency partnerships, and mental health. KHSD has significantly invested in behavior intervention, equity, inclusion, school social work, nursing/health services, interagency partnerships, community collaboration, and substance abuse." 6/20/2022 2022 15635450000000 Kernville Union Elementary 6 "The Kernville Union School District administered a local climate survey during the 2021-2022 school year. The District surveyed 4th through 8th grade students. Surveys were administered in classrooms open in April and May 2022. Fourth and fifth grade students participated in the Elementary Survey and 6th through 8th grade student participated in the Middle School survey. The following themes resulted from the surveys: Students enjoy going to school Elementary Students 92% Yes and Sometimes Middle School Students 83% Yes and Sometimes Students feel safe at school Elementary Students 66% Yes Middle School Students 44% Yes Students feel their school is clean Elementary Students 86% Yes and Sometimes Middle School Students 76% Yes and Sometimes Students feel like they are learning Elementary Students 94% Yes and Sometimes Middle School Students 87% Yes and Sometimes Students feel they can get help from their teachers or another adult at school Elementary Students 78% Yes Middle School Students 34% Yes Students feel they have friends at school Elementary Students 90% Yes Middle School Students 92% Yes Students feel students’ misbehavior is addressed Elementary Students 80.5% Yes and Sometimes Middle School Students 79% Yes and Sometimes Areas of strength are students enjoy attending school, feel like they are learning, have friends at school, and feel misbehavior is addressed. Areas for growth are students feeling safe at school and, while not an area of concern in the elementary schools, middle school students feeling they can get help form their teachers and other adults. The district has brought in additional supports to improve safety and student connectedness for the 2022-2023 school year. AmeriCorps and Garden Pathways mentors support at-risk students. Wallace Elementary and Middle Schools have full time campus supervisors who patrol and provide behavioral supports to students around each campus. KUSD hired two social workers to provide Tier II and Tier III supports to our at-risk students." Not Met 10/11/2022 2022 50711340000000 Keyes Union 6 "Throughout the year of COVID-19 closure and distance learning, our outreach was often difficult. Our educational partners were given information and opportunities to ask questions and provide input regarding our Local Control Accountability Plan (LCAP) via Zoom meetings, written responses to surveys, and electronic responses to multiple surveys. In-person meetings were few. Detailed meetings and opportunities are listed in the items below. After sending out information, and holding virtual and in-person meetings with our educational partners, LCAP Planning Committee was reformed for this new three-year plan. The initial intent was to have the planning committee consist of the following: school and district administration (3), teachers (2-4), classified staff (2-3), and parents (2). We generated a great deal of interest and had great participation during our numerous educational partner's virtual meetings and discussions. The actual steering committee consisted of all required educational partners represented and given the opportunity to participate in the development of this plan. All information gathered through surveys, meetings, emails, and other communications were sorted and reviewed by the steering committee and all staff and community in attendance at each of the sessions. The steering committee looked at data and trends to review the LCAP goals and the eight state priorities. Once goals were reviewed and deemed appropriate with a few minor changes to the identified needs under some of the goals, they were shared with educational partners for any additional input or suggestions. The planning committee then reviewed the metrics, and goal descriptions and planned for specific actions and services to improve and increase services for our students. A draft LCAP was shared with each educational partner group and posted on the district website in English and Spanish, with additional opportunities provided for questions, input, comments, and suggestions. The year was one of remarketing our LCAP, our goals, and our priorities. The pandemic created disconnection within our district. We once again began the process of sharing our goals. Goals are displayed in English and Spanish. Each site, including the District Office, now has LCAP goal posters or banners for all educational partners to see." Met "February 2022 - There was a review of progress from the LCAP Planning Committee for 2021-22 and a request for feedback, suggestions, and input from our educational partners. May 2022 - LCAP Overview in English and Spanish, including a summary of the goals and actions/services for 2022-23, was shared with the DELAC members. Each goal was covered in detail, along with the metrics, goal description, and the upcoming year's plan under each area. All parent questions and comments were considered and shared. We also suggested that we have the LCAP translated into Punjabi once again to reach the growing language demographics in our district. School Site Council (SSC) - In various meetings throughout the year, the council reviewed the plan development and progress. On March 25, the council submitted their written suggestions for consideration. Additional meetings held engaged educational partners in the LCAP review with information shared on the LCAP Planning Committee's progress and a request for feedback, suggestions, and input from educational partners. The following are examples of how the grant add-on funding supported the increased need for student support. Hire temporary additional four full-time (7.5 hours) paraprofessionals and or temporarily extend the current paraprofessional daily work hours to full-time equivalent (7.5 hours) to engage in small group instruction and support. This includes professional development for all paraprofessionals on techniques and strategies" 6/23/2022 2022 49402536116958 Kid Street Learning Center Charter 6 "2013-2018 Kid Street Charter 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. In 2018-2019, we began 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 will be used to shape LCAP goals and actions for the following year. As is often the issue with collecting data for our school, the numbers are rarely statistically significant. We do continue, however, to collect the data and try to make programming decisions based on the little data that is collected. We always need to keep an air of caution about using the data. The two areas that we focus in our LCAP development are Hopefulness and Engagement. This information is reviewed at Professional Learning Community meetings with Faculty and also at Social Emotional Learning Professional Development meetings. It is used to guide Local Control and Accountability Actions for Goal One- Students will be actively engaged in their education and Goal Three- Students will have Basic Needs met in order to be ready for Learning. The School Climate Survey from Positive Behavioral Interventions and Supports (PBIS) was completed in May 2021 by the in person 4-6 graders and May 2022 by all 4-6 graders The 2022 survey showed a strength in staff and teachers caring about and having high expectations for youth. It showed a weakness in students feeling that they are smart and doing well in school. We have implemented Responsive Classroom in response to these deficits. 86% of our teachers are fully trained, with a goal of 100% by the end of the 22-23 school year. We expect a higher percentage of students to report that they believe that they do well in school and that they like school." Met 6/23/2022 2022 37679910139394 Kidinnu Academy 6 "In our annual survey, 95% of parents reported that students felt safe “most or all the time” at school. This data was mirrored by student feedback received during informal class meetings. It is also reflected in our 0% suspension and expulsion rates. Kidinnu Academy will continue to implement our PBIS and RtI model to support positive student choices." Met 6/21/2022 2022 30665300134221 Kinetic Academy 6 "DATA: Kinetic Academy surveyed 4th - 7th grade students using the California Healthy Kids Survey in April of 2022. In regards to safety, 85% of our 4th and 5th grade students reported that they feel safe all or most of the time and 0% reporting that they do not feel safe at school. The majority of students indicated that they have not been involved in teasing, name calling, cyberbullying or any type of physical altercation. In addition, 89% of 4th grade felt that Kinetic Academy promotes an anti-bullying climate and more than 80% felt that if they told a teacher or staff member, that teacher or staff member would help them. MEANING: Safety is our number one student priority. We feel that much of what we are doing translates to the students to ensure that they feel safe on campus. We have security measures that limit visitors and monitor all persons in and out of our campus. Surveillance cameras also give the students a sense of security and also understanding that we can review footage to verify or corroborate student accounts when it comes to safety. Regular drills also help ensure that all students know what to do in the event of an emergency so they can stay safe. In addition, we have held school wide assemblies that promote safety and anti bullying to keep that message strong with students. USE: It is important for Kinetic to keep safety at the forefront of the students minds in a fun and meaningful way. We always want them to feel that their school is a safe place to be and where the people who work at Kinetic truly care for them. Adding some assemblies that focus on safety and bullying are important to spread throughout the school year. We also have discussed implementing a character trait to focus on each month so that students can learn and exemplify that trait." Met 6/16/2022 2022 27660500000000 King City Union 6 A school climate survey is administered annually to all students in grades 3 through 8 addressing students perceptions of safety and connectedness as well as respectful schools. Results of the student surveys indicated that that the majority of students feel safe on campus and treated fairly by teachers and administration. 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. 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." 6/22/2022 2022 37683386119598 King-Chavez Academy of Excellence 6 "Data from the 2021-202 California Healthy Kids Survey shows that our programs promoting school safety and connectedness are working. Approximately 70% of students indicate they feel safe at school. The vast majority of both parents (100%) and staff (100%) perceive the school as safe. 71% of students reported high levels of school connectedness, which is higher than before the COVID related school closures. School connectedness is related to our school’s mission of Love. We will continue to implement, expand, and/or refine our programming. Highlights include: 1) student-centered academic strategies; 2) a restorative approach to discipline; 3) community events focused on safety; and 4) regular school celebrations to promote connectedness. 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 6/8/2022 2022 37683380109033 King-Chavez Arts and Athletics Academy 6 "Data from the 2021-2022 California Healthy Kids Survey shows that our programs promoting school safety and connectedness are working. 81% of students indicate they feel safe at school. The vast majority of both parents (100%) and staff (97%) perceive the school as safe. 75% of students reported high levels of school connectedness, which is higher than before the COVID related school closures. School connectedness is related to our school’s mission of Love. We will continue to implement, expand, and/or refine our programming. Highlights include: 1) student-centered academic strategies; 2) a restorative approach to discipline; 3) community events focused on safety; and 4) regular school celebrations to promote connectedness. 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 6/8/2022 2022 37683380118851 King-Chavez Community High 6 "Data from the 2021-202 California Healthy Kids Survey shows that our programs promoting school safety and connectedness are working. The vast majority of both parents (100%) and staff (94%) perceive the school as safe. Student ratings were considerably lower (53%), and represent a drop from the pre-pandemic rate of 85%. This may be due to pandemic-related safety concerns; KCCHS will monitor this number going forward. School connectedness is related to our school’s mission of Love. 57% of students reported high levels of school connectedness, which is higher than before the COVID related school closures. KCCHS will continue to implement, expand, and/or refine programming. Highlights include: 1) student-centered academic strategies; 2) a restorative approach to discipline; 3) community events focused on safety; and 4) regular school celebrations to promote connectedness. The school also plans to solicit feedback from students in order to monitor the effectiveness of our programs." Met 6/8/2022 2022 37683380111906 King-Chavez Preparatory Academy 6 "Data from the 2021-2022 California Healthy Kids Survey shows that our actions promoting school safety are working. The vast majority of parents (92%) perceive the school as safe. This is higher than student perceptions: a median average of 45% of students see the school as very safe or safe, despite moderate rates of serious disciplinary incidents (0% suspensions in 2020-21 and approximately 5% in 2021-22). The school is working to close this perception gap by holding community events focused on safety and a restorative approach to discipline. School connectedness is related to our school’s mission of Love. 51% of students reported high levels of school connectedness, which is significantly lower than before the COVID-related school closures. The school will continue to implement, expand, and/or refine our programming, especially in the area of social and emotional learning. Highlights include student-centered academic strategies and regular school celebrations to promote connectedness. The LEA will also solicit feedback from students in order to monitor the effectiveness of our programs." Met 6/8/2022 2022 37683386040190 King-Chavez Primary Academy 6 "Data from the 2021-202 California Healthy Kids Survey shows that our programs promoting school safety and connectedness are working. 89% of students indicate they feel safe at school. The vast majority of both parents (100%) and staff (100%) perceive the school as safe. 79% of students reported high levels of school connectedness, a rate similar to before the COVID-related school closures. School connectedness is related to our school’s mission of Love. We will continue to implement, expand, and/or refine our programming. Highlights include: 1) student-centered academic strategies; 2) a restorative approach to discipline; 3) community events focused on safety; and 4) regular school celebrations to promote connectedness. 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 6/8/2022 2022 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. This survey was administered in the spring. Through an analysis of the survey results, it is evident that KCUSD has been successful in rolling out Positive Behavior and Intervention Supports (PBIS) across the District. For example, students from both grade ranges report that “There are clear expectations for behavior at my school” (94.8% for grades 3-8, and 95.8% for grades 9-12). Additionally, students are very clear on “There are clear consequences for breaking the rules at my school” (93.6% for grades 3-8 and 92.6% for grades 9-12). In the areas of student perception of the quality of education, over 96% of both 3-8 students (96.1%) and 9-12 students (96.1%) 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 (96.1% for 3-8 and 97.6% for 9-12 rating that they agree or strongly agree that “My principal teachers think it’s important that I attend school every day.”). Results from this survey demonstrate that administrators and teachers did great work to provide the best climate possible for students upon their return to in person instruction. Students responded positively to the question “I feel welcome at my school” (85.4% for grades 3-8 and 90.3% for grades 9-12). For the question of “I am safe in the hallways, bathrooms, and on the yard at my school” students in grades 3-8, 83.4% rated that they “agree or strongly agree” and for grades 9-12, the percentage was 87.2%. Students were asked if they believed that their school “is the right place for me.” In grades 3-8, 86.3% of students responded that they “agree or strongly agree” in the affirmative on that question. In grades 9-12, 87% responded in the affirmative. These data points are extremely informative and they will continue to be reviewed through cycles of continuous improvement to cultivate a more positive climate and culture at school sites. It is also important to note that students build meaningful, trusting relationships with staff members. “There is an adult at my school whom I trust and can go to for help with a problem” is asked of both spans of students. Students in grades 3-8 responded with 85.7% in the affirmative and 9-12 students responded 82.6% in the affirmative. Overall, Students reported a strong sense of feeling safe on campus, and general connectedness with school and at least one adult on campus. KCUSD will continue to review systems to grow and support the most positive climate possible." Met 6/14/2022 2022 10622650116640 Kings Canyon Online 6 "The local climate survey is administered to all students in grades 9-12 at KC Online. 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. This survey was administered in the Spring of 2022. Based on survey results, it is evident that KC Online has been successful in rolling out PBIS support systems and providing the necessary protocols for COVID-19 to ensure students, staff, and parents feel safe on campus. For example, 100% of students report that “there are clear expectations for behavior at my school”. There were 98% of students that shared that “school is a place in which they feel safe”. In addition, 86% of students shared that “the school is the right place for them”. Overall, students reported a strong sense of safety on campus and general connectedness with school. KC Online will continue to review our PBIS implementation, our socio-emotional support systems, and utilize input for our staff, students and parents to engage in continuous improvement in this area. The KC Online team will also continue to increase opportunities for reinforcement and celebration of both behavior and academic achievement throughout the year. Lastly, KC Online will strive to increase opportunities for students to strengthen their connection with school through enrichment and club type activities." Met 6/14/2022 2022 16101650000000 Kings County Office of Education 6 "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 on our LCAP. The Spring 2022 survey responses showed 100% of students felt very or somewhat safe at school, which was a 14.2% increase from the Spring 2020 survey. 94% of students indicated they felt strongly or somewhat connected to school, which was a 22.5% increase over last year. Regarding social and emotional need support 88% of students felt very or somewhat supported. The analysis of survey results identifies both strengths and areas of need. The 14.2% increase surrounding school safety was an improvement over the previous year’s data. The 22.5% increase in regards to “feeling connected to the school” was another positive point of growth. In light of challenges created by the pandemic, we would like to continue our focus on ways to increase the 88% of students who feel very or somewhat supported. A barrier we face is, as a court school, we have a high turnover of students as they enter and leave the facility based on their offense which makes the data somewhat inconsistent based on population at any given time. 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 and access to social and emotional learning (SEL) modules and curriculum. We have employed a full-time Transition Specialist and increased the hours of the part-time Principal. The two roles work together to meet student needs and are able to meet more frequently with probation staff. We continue to focus our efforts to increase collaboration, connectedness, and transparency between staff. We continue to work to establish a more regular schedule for professional learning communities and instructional preparation. With the additional Transition Specialist support, students can see their credits accumulate, which allows for them to see their graduation progress at more frequent intervals. The Transition Specialist also supports students in exploring and applying for post-secondary academic and vocational opportunities. Our program continues to work towards providing a safe, secure, and engaging learning environment for students that is sensitive to the needs of our populations. Staff have continued to receive training in culturally responsive and trauma-informed practices." Met 6/22/2022 2022 54719690000000 Kings River Union Elementary 6 "Kings River Union Elementary School District (KRUESD) has administered the California Healthy Kids survey annually to students in 5th and 7th grades to measure their perception of school safety, connectedness, and other essential elements that are indicators of the overall school climate. This annual survey data is 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 KRUESD MTSS and PBIS leadership teams have examined this data closely to ensure that LCAP Goal 6 comprehensively provides supports to address the survey results. Of the 5th grade students that participated, 70% felt school connectedness, 66% felt safe at school, and 35% routinely felt sadness. The 7th grade survey had different questions than the 5th grade survey. However, 56% feel connected to school and 66% feel safe at school. Additionally, 26% of the 7th grade students experience chronic sadness and the 7th grade students conveyed more disconnected from their teachers and school in this survey. The overall results continue to support the need for some very specific services and supports for the KRUESD students. The current implementation of a robust PBIS program, additional onsite time for the school psychologist, increased access to a school social worker, and access to an academic counselor will address the student needs identified during this school year. In addition, the commitment to gather this information annually and consistently over time will be essential in continuing to determine and provide the appropriate services and supports for students to improve their experience and promote a positive school climate for every student at Kings River Union Elementary." Met 6/13/2022 2022 16639416010474 Kings River-Hardwick Elementary 6 "Through the Kings River-Hardwick LCAP Survey, information gathered showed that 53% of students felt a strong sense of safety and school connectedness. The COVID pandemic, and the impact it had on school operations, directly affected the overall sense of safety and connectedness students and families felt over the past couple of years. Although the overall numbers decreased, the area of campus security/safety remained strong at 80%. The COVID pandemic was the area of health/safety that was of greatest concern to our community. In an effort to protect the health of district students and staff during the pandemic, parents and visitors had limited access on campus and many school events that the school relies on to foster student and family engagement were unable to be held. The absence of these opportunities lead to a decline in the sense of connectedness felt by parents/families. Concerning overall campus safety, the School Resource Officer was found to be a position that both students and parents continue to feel strongly contributes to a safe school campus environment. As a result of this data, it is the goal of the district to return to its pre-pandemic parent engagement program, allowing parents to volunteer and spend time on campus regularly during the school day helping in classrooms with activities, working in the library, helping support production of teacher instructional resources, etc. The district will also return to its regular extra-curricular programs and activities for students and families. Our families and students have missed these opportunities over the past two years and we look forward to reinstating them. In addition, the full-time School Resource Officer position will be maintained by the district for the 2022-23 school year." Met 6/28/2022 2022 16639580136556 Kings Valley Academy II 6 "In the spring of 2022, the local school survey questions were 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: * 100% of the students reported that they felt safe * 95% reported that they felt connected to an adult at the school 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 our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 99% reported that they felt safe, and 100% reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals." Met 6/2/2022 2022 10622400000000 Kingsburg Elementary Charter 6 "Due to the district’s low response of parents giving students permission to take the CA Healthy Kids Survey, during the 2020-2021 school year, students took a local survey developed by district counselors and behavioral specialists. The survey was given to all students in grades 4 through 8. Results of the local survey indicated that 80% of the students felt safe and welcome at school. When school staff reflected on the survey results, many voiced that students were happy to be back in school after participating in instruction remotely. Eighty percent of the parents who completed the Annual Parent Survey last spring also responded positively in regards to school safety and climate. However, since school began in August, the district has experienced an increase in the demands for social-emotional learning and mental health services. As a response to this need, the district recently secured additional staff, including a full-time nurse, two behavioral support assistants, additional office clerks, and paraprofessionals to provide additional support to students and their families." Met 6/20/2022 2022 10622570000000 Kingsburg Joint Union High 6 "KJUHSD conducted a survey in the spring to all students in the district which garnered a total of 865 responses. Students were asked a variety of 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, 88.1% of the students feel safe on campus. In comparing grade levels (using a 1-4 scale), ninth and tenth graders feel the least safe with a score of 3.02 and 3.03 respectively, with twelfth graders feeling the safest. A total of 86.7% of the students feel the school works hard to provide a safe environment for all students. In comparing grade levels (using a 1-4 scale), the ninth graders rated the district the lowest with a score of 3.03, with tenth through twelfth ranged from 3.05 to 3.13. A total of 57.7% of students feel the classrooms, bathrooms, and office spaces are clean and orderly compared to 88.1% of students who feel the grounds, parking lots, and athletic fields are clean and orderly. This is an increase from past results, but data shows that the percent of approval increases with each grade level. Student connectedness showed that 64.8% of students feel connected to their school. In comparing grade levels (using a 1-4 scale), twelfth graders scored the highest at 2.79, with ninth and eleventh grades scoring the lowest at 2.63. Overall, 88.1% of students feel the school cares about them and works hard to provide a quality education, which is a 2.5% decrease. In comparing grade levels (using a 1-4 scale), tenth and twelfth graders scored the highest at 3.06 and 3.09 respectively. Data on Link Crew, a mentor program with ninth graders showed 82.2% felt that the program should continue. Overall student results showed action students felt less safe and connected on campus. The survey results occurred just after the mask mandate ended, so it is unknown if safety concerns were related to physical or health safety. The district is committed to continue to support safety and school connectedness by including more school tutoring opportunities including lunch tutorials; after school transportation for tutoring and sports; 24/7 online tutoring; and increase funding to support student engagement. To support student emotional needs, the district will have two full time counselors, in addition to a program that helps connects families to counseling outside of school." Met 6/20/2022 2022 19647330128512 KIPP Academy of Innovation 6 "Each fall and spring, KIPP SoCal administers a survey to students in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. Specific results from the Spring 2021-2022 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: All students - 65% These survey results provided a general overview of student experiences at KIPP SoCal for the 2021-22 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. As part of the Fall survey, most students across KIPP SoCal schools responded that they know an adult at school that they can talk to if they need help (82%) and have at least one friend at school they can trust (88%). Our staff plans to leverage these relationships to improve students' overall experiences. KIPP SoCal will prioritize creating joyful learning experiences for students during the upcoming school year." Met 6/16/2022 2022 19647330101444 KIPP Academy of Opportunity 6 "Each fall and spring, KIPP SoCal administers a survey to students in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. Specific results from the Fall 2021-2022 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: All students - 60% These survey results provided a general overview of student experiences at KIPP SoCal for the 2021-22 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. As part of the Fall survey, most students across KIPP SoCal schools responded that they know an adult at school that they can talk to if they need help (82%) and have at least one friend at school they can trust (88%). Our staff plans to leverage these relationships to improve students' overall experiences. KIPP SoCal will prioritize creating joyful learning experiences for students during the upcoming school year." Met 6/16/2022 2022 37683380101345 KIPP Adelante Preparatory Academy 6 "Each fall and spring, KIPP SoCal administers a survey to students in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. Specific results from the Fall 2021-2022 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: All students - 66% These survey results provided a general overview of student experiences at KIPP SoCal for the 2021-22 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. As part of the Fall survey, most students across KIPP SoCal schools responded that they know an adult at school that they can talk to if they need help (82%) and have at least one friend at school they can trust (88%). Our staff plans to leverage these relationships to improve students' overall experiences. KIPP SoCal will prioritize creating joyful learning experiences for students during the upcoming school year." Met 6/16/2022 2022 38684780101337 KIPP Bayview Academy 6 "The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. 78% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 63% of student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people 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 a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community." Met "KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. 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 with their peers in real time." 6/7/2022 2022 38771310137307 KIPP Bayview Elementary 6 "The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. 80% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if the student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 69% of student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people 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 a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community." Met "KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. 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 with their peers in real time." 6/7/2022 2022 01612590115014 KIPP Bridge Academy 6 "The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. 84% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 63% of student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people 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 a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community." Met "KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. 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 with their peers in real time." 6/7/2022 2022 19647330121707 KIPP Comienza Community Prep 6 "Each fall and spring, KIPP SoCal administers a survey to students in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. Specific results from the Fall 2021-2022 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: Lower School - All students: 76% Upper School - All students: 73% These survey results provided a general overview of student experiences at KIPP SoCal for the 2021-22 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. As part of the Fall survey, most students across KIPP SoCal schools responded that they know an adult at school that they can talk to if they need help (82%) and have at least one friend at school they can trust (88%). Our staff plans to leverage these relationships to improve students' overall experiences. KIPP SoCal will prioritize creating joyful learning experiences for students during the upcoming school year." Met 6/16/2022 2022 19734370137893 KIPP Compton Community 6 "Each fall and spring, KIPP SoCal administers a survey to students in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. Specific results from the Spring 2021-2022 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: All students - 66% These survey results provided a general overview of student experiences at KIPP SoCal for the 2021-22 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. As part of the Fall survey, most students across KIPP SoCal schools responded that they know an adult at school that they can talk to if they need help (82%) and have at least one friend at school they can trust (88%). Our staff plans to leverage these relationships to improve students' overall experiences. KIPP SoCal will prioritize creating joyful learning experiences for students during the upcoming school year." Met 6/16/2022 2022 19647330135517 KIPP Corazon Academy 6 "Each fall and spring, KIPP SoCal administers a survey to students in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. Specific results from the Fall 2021-2022 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: Lower School - All students - 71% Upper School - All students - 68% These survey results provided a general overview of student experiences at KIPP SoCal for the 2021-22 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. As part of the Fall survey, most students across KIPP SoCal schools responded that they know an adult at school that they can talk to if they need help (82%) and have at least one friend at school they can trust (88%). Our staff plans to leverage these relationships to improve students' overall experiences. KIPP SoCal will prioritize creating joyful learning experiences for students during the upcoming school year." Met 6/16/2022 2022 19647330121699 KIPP Empower Academy 6 "Each fall and spring, KIPP SoCal administers a survey to students in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. Specific results from the Fall 2021-2022 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: All students - 72% These survey results provided a general overview of student experiences at KIPP SoCal for the 2021-22 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. As part of the Fall survey, most students across KIPP SoCal schools responded that they know an adult at school that they can talk to if they need help (82%) and have at least one friend at school they can trust (88%). Our staff plans to leverage these relationships to improve students' overall experiences. KIPP SoCal will prioritize creating joyful learning experiences for students during the upcoming school year." Met 6/16/2022 2022 19647330120014 KIPP Endeavor College Preparatory Charter 6 "Each fall and spring, KIPP SoCal administers a survey to students in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. Specific results from the Fall 2021-2022 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: All students - 72% These survey results provided a general overview of student experiences at KIPP SoCal for the 2021-22 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. As part of the Fall survey, most students across KIPP SoCal schools responded that they know an adult at school that they can talk to if they need help (82%) and have at least one friend at school they can trust (88%). Our staff plans to leverage these relationships to improve students' overall experiences. KIPP SoCal will prioritize creating joyful learning experiences for students during the upcoming school year." Met 6/16/2022 2022 41690620139915 KIPP Esperanza High 6 "The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. 78% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 63% of student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content 2021-22 standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people 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 a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community." Met "KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. 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 with their peers in real time." 6/7/2022 2022 41690050132068 KIPP Excelencia Community Preparatory 6 "The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. 74% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 58% of student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people 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 a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community." Met "KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. 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 with their peers in real time." 6/7/2022 2022 43693690106633 KIPP Heartwood Academy 6 "The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. 89% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 74% of student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people 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 a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community." Met "KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. 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 with their peers in real time." 6/7/2022 2022 43694500129205 KIPP Heritage Academy 6 "The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. 80% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 64% of student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people 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 a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community." Met "KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. 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 with their peers in real time." 6/7/2022 2022 19647330131771 KIPP Ignite Academy 6 "Each fall and spring, KIPP SoCal administers a survey to students in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. Specific results from the Fall 2021-2022 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: All students - 72% These survey results provided a general overview of student experiences at KIPP SoCal for the 2021-22 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. As part of the Fall survey, most students across KIPP SoCal schools responded that they know an adult at school that they can talk to if they need help (82%) and have at least one friend at school they can trust (88%). Our staff plans to leverage these relationships to improve students' overall experiences. KIPP SoCal will prioritize creating joyful learning experiences for students during the upcoming school year." Met 6/16/2022 2022 19647330127670 KIPP Iluminar Academy 6 "Each fall and spring, KIPP SoCal administers a survey to students in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. Specific results from the Fall 2021-2022 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: All students - 70% These survey results provided a general overview of student experiences at KIPP SoCal for the 2021-22 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. As part of the Fall survey, most students across KIPP SoCal schools responded that they know an adult at school that they can talk to if they need help (82%) and have at least one friend at school they can trust (88%). Our staff plans to leverage these relationships to improve students' overall experiences. KIPP SoCal will prioritize creating joyful learning experiences for students during the upcoming school year." Met 6/16/2022 2022 01613090114421 KIPP King Collegiate High 6 "The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. 76% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 61% of student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people 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 a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community." Met "KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. 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 with their peers in real time." 6/7/2022 2022 19647330100867 KIPP Los Angeles College Preparatory 6 "Each fall and spring, KIPP SoCal administers a survey to students in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. Specific results from the Fall 2021-2022 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: All students - 82% These survey results provided a general overview of student experiences at KIPP SoCal for the 2021-22 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. As part of the Fall survey, most students across KIPP SoCal schools responded that they know an adult at school that they can talk to if they need help (82%) and have at least one friend at school they can trust (88%). Our staff plans to leverage these relationships to improve students' overall experiences. KIPP SoCal will prioritize creating joyful learning experiences for students during the upcoming school year." Met 6/16/2022 2022 43771490137315 KIPP Navigate College Prep 6 "The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. 79% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 57% of student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people 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 a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community." Met "KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. 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 with their peers in real time." 6/7/2022 2022 19647330125609 KIPP Philosophers Academy 6 "Each fall and spring, KIPP SoCal administers a survey to students in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. Specific results from the Fall 2021-2022 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: All students - 51% These survey results provided a general overview of student experiences at KIPP SoCal for the 2021-22 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. As part of the Fall survey, most students across KIPP SoCal schools responded that they know an adult at school that they can talk to if they need help (82%) and have at least one friend at school they can trust (88%). Our staff plans to leverage these relationships to improve students' overall experiences. KIPP SoCal will prioritize creating joyful learning experiences for students during the upcoming school year." Met 6/16/2022 2022 19101990140772 KIPP Poder Public 6 "Each fall and spring, KIPP SoCal administers a survey to students in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. Specific results from the Fall 2021-2022 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: All students - Students not yet surveyed -- TK, K only in 21-22" Met 6/16/2022 2022 43693690129924 Kipp Prize Preparatory Academy 6 "The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. 90% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 55% of student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people 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 a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community." Met "KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. 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 with their peers in real time." 6/7/2022 2022 19647330131797 KIPP Promesa Prep 6 "Each fall and spring, KIPP SoCal administers a survey to students in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. Specific results from the Fall 2021-2022 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: All students - 84% These survey results provided a general overview of student experiences at KIPP SoCal for the 2021-22 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. As part of the Fall survey, most students across KIPP SoCal schools responded that they know an adult at school that they can talk to if they need help (82%) and have at least one friend at school they can trust (88%). Our staff plans to leverage these relationships to improve students' overall experiences. KIPP SoCal will prioritize creating joyful learning experiences for students during the upcoming school year." Met 6/16/2022 2022 19647330139071 KIPP Pueblo Unido 6 "Each fall and spring, KIPP SoCal administers a survey to students in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. Specific results from the Fall 2021-2022 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: Upper School All students - 77% These survey results provided a general overview of student experiences at KIPP SoCal for the 2021-22 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. As part of the Fall survey, most students across KIPP SoCal schools responded that they know an adult at school that they can talk to if they need help (82%) and have at least one friend at school they can trust (88%). Our staff plans to leverage these relationships to improve students' overall experiences. KIPP SoCal will prioritize creating joyful learning experiences for students during the upcoming school year." Met 6/16/2022 2022 19647330117903 KIPP Raices Academy 6 "Each fall and spring, KIPP SoCal administers a survey to students in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. Specific results from the Fall 2021-2022 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: All students - 83% These survey results provided a general overview of student experiences at KIPP SoCal for the 2021-22 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. As part of the Fall survey, most students across KIPP SoCal schools responded that they know an adult at school that they can talk to if they need help (82%) and have at least one friend at school they can trust (88%). Our staff plans to leverage these relationships to improve students' overall experiences. KIPP SoCal will prioritize creating joyful learning experiences for students during the upcoming school year." Met 6/16/2022 2022 38684780101352 KIPP San Francisco Bay Academy 6 "The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. 89% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 74% of student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people 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 a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community." Met "KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. 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 with their peers in real time." 6/7/2022 2022 38684780127530 KIPP San Francisco College Preparatory 6 "The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. 74% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 56% of student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people 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 a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community." Met "KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. 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 with their peers in real time." 6/7/2022 2022 43694270116889 KIPP San Jose Collegiate 6 "The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. 72% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 53% of student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people 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 a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community." Met "KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. 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 with their peers in real time." 6/7/2022 2022 19647330125625 KIPP Scholar Academy 6 "Each fall and spring, KIPP SoCal administers a survey to students in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. Specific results from the Fall 2021-2022 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: All students - 60% These survey results provided a general overview of student experiences at KIPP SoCal for the 2021-22 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. As part of the Fall survey, most students across KIPP SoCal schools responded that they know an adult at school that they can talk to if they need help (82%) and have at least one friend at school they can trust (88%). Our staff plans to leverage these relationships to improve students' overall experiences. KIPP SoCal will prioritize creating joyful learning experiences for students during the upcoming school year." Met 6/16/2022 2022 19647330125641 KIPP Sol Academy 6 "Each fall and spring, KIPP SoCal administers a survey to students in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. Specific results from the Fall 2021-2022 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: All students - 74% These survey results provided a general overview of student experiences at KIPP SoCal for the 2021-22 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. As part of the Fall survey, most students across KIPP SoCal schools responded that they know an adult at school that they can talk to if they need help (82%) and have at least one friend at school they can trust (88%). Our staff plans to leverage these relationships to improve students' overall experiences. KIPP SoCal will prioritize creating joyful learning experiences for students during the upcoming school year." Met 6/16/2022 2022 39686760140616 KIPP Stockton Kindergarten-12 Grade 6 "The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. 93% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 59% of student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people 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 a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community." Met "KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. 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 with their peers in real time." 6/7/2022 2022 39686760141358 KIPP Stockton Kindergarten-8 Grade 6 "The School Culture Survey will be used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. The Student Pulse Survey is administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people 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 a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community." Met "KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. 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 with their peers in real time." 6/7/2022 2022 01613090101212 KIPP Summit Academy 6 "The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. 85% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 73% of student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people 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 a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community." Met "KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. 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 with their peers in real time." 6/7/2022 2022 41689990135608 KIPP Valiant Community Prep 6 "The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. 84% of KIPP families have a positive experience with the school. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. 65% of student surveys indicated a positive response to feelings of emotional safety at the school. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people 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 a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community." Met "KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. 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 with their peers in real time." 6/7/2022 2022 19647330129460 KIPP Vida Preparatory Academy 6 "Each fall and spring, KIPP SoCal administers a survey to students in order to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve supports and increase the health of our school. Specific results from the Fall 2021-2022 survey on school safety and connectedness are included below: % of students reporting I am happy to be at this school: All students - 68% These survey results provided a general overview of student experiences at KIPP SoCal for the 2021-22 school year. To better understand and improve student experiences, our team will conduct follow-up interviews with students and ask targeted questions. As part of the Fall survey, most students across KIPP SoCal schools responded that they know an adult at school that they can talk to if they need help (82%) and have at least one friend at school they can trust (88%). Our staff plans to leverage these relationships to improve students' overall experiences. KIPP SoCal will prioritize creating joyful learning experiences for students during the upcoming school year." Met 6/16/2022 2022 52715550000000 Kirkwood Elementary 6 "The mission of Kirkwood school is to: MISSION: The Kirkwood Family cultivates strong and confident citizens by providing access to academic, social, emotional and physical education in a safe environment. VISION: Our Kirkwood community will have the courage to be accountable, engaged learners who foster respectful relationships and exhibit excellence through hard work and kindness. VALUES: Accountability, Respect, Excellence, Integrity, Growth, and Social/Emotional Learning The DATA: In order to have a safe environment (physically and emotionally), it is important to know what the educational partners of Kirkwood think through survey results. The LCAP metrics specifically monitor a sense of belonging and a positive climate. The December 2021 survey results show: Students = 86.48% of students feel like they belong (somewhat agree and agree) Staff = 100% of staff are satisfied with their job (somewhat agree and agree) Families = 95% of families feel like they belong (somewhat agree and agree) Attendance Rate = 97.33% Chronic Absenteeism = 0% Expulsion Rate = 0% The MEANING: The data results show an overall feeling of belonging by staff, students, and families. Survey results show that 16% of students do not feel safe at recess. This is a significant percentage and is an area to grow. By training the staff in a solid PBIS Tier 1 system with a consistent vocabulary and explicit instruction on how to be respectful, responsible, and safe at recess - the percentage of students feeling unsafe at recess will decline. The staff will continue to monitor students at recess and offer alternative recess activities. An area to grow for the staff is consistent use of the discipline flow chart and system. The survey results showed that 10% of staff did not use the flow chart. This means more training and education on how to implement the staff agreed-upon flow chart. The Kirkwood families shared they are concerned about the Covid vaccine. For example, a parent stated, ""I think the school is doing a great job. I hope I don’t have to pull them out because of the Covid vaccine mandate"". The USE: Kirkwood examines data on a continual basis. Getting input from all educational partners is imperative to a successful school. Scheduling meetings with agendas and minutes (staff meetings, professional learning community meetings, trainings, student leadership meetings, school site council meetings, board meetings, etc.) help to drive the implementation of the LCAP goals and actions. Although the data shows Kirkwood is on an overall healthy trajectory, close analysis of data points (and even outliers) helps to drive the implementation of culture, academics, and partnerships in order to increase student outcomes. In order to accomplish the mission of the school - cultivating a strong and confident citizen by providing access to academic, social, emotional, and physical education in a safe environment - Kirkwood will continue to explore ways to get better." Met 6/6/2022 2022 16639580000000 Kit Carson Union Elementary 6 "The following data was compiled from the California Healthy Kids Surveys (October 2021): 64% of students report that they are motivated to learn 82% 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. 94% of students report that their teachers work hard to help them with their schoolwork when they need help. 84% of students report that teachers give students a chance to take part in classroom discussions or activities. 84% of students report that the school is a supportive and inviting place for students to learn. 82% of students report that adults at this school treat all students with respect. 55% of students report that school rules are fair. 76% of students report that rules in this school are made clear to students. 59% of students report that students care about each other. 55% of students report that students treat each other with respect. 85% of students report that teachers here make it clear to students that bullying is not tolerated. 85% of students report that if another student was bullying them, they would tell one of the teachers or staff at school. 60% of students report that students here try to stop bullying when they see it happening. 53% of students report that the playground and buildings are clean and in good condition. Strengths include: adults at this school encourage students to work hard so that they can be successful in college or at the job they choose, teachers work hard to help them with their schoolwork when they need help, and teachers give students a chance to take part in classroom discussions or activities. Challenges include: students do not try to stop bullying when they see it happening and students do not treat each other with respect." Met "The district has implemented “Tigers ROAR” which are student expectations. Expectations include respect yourself and others, always give our personal best, always treat others the way you want to be treated, and remember self control. The district has implemented “Tiger Paws” to hand out to students when students are found to be helping others. The district has also partnered with the Kings County Office of Education to provide social skills lessons in each classroom throughout the school year." 6/15/2022 2022 47703750000000 Klamath River Union Elementary 6 "School surveys indicate that 98% of families strongly agree that students feel connected with the school and feel safe while at school. The LEA will continue to implement actions that promote school connectiveness and safety. Additionally, the LEA will reflect on new implementations that further support a positive school climate, including student attendance awards, student leadership opportunities, and social-emotional support through school counseling." Met 6/21/2022 2022 12629010000000 Klamath-Trinity Joint Unified 6 The data from the California Healthy Kids Survey for 2022 is not yet available. Local surveys indicate that 86% of families strongly agree or agree that there are adults who really care about their children in schools. 73% of families agree or strongly agree that school is a safe place for their children. The LEA plans to provide more training for staff regarding youth mental health and the referral process. The sites in the LEA have been proactive in scheduling staff education for 2022-23 regarding safety. Met 6/28/2022 2022 12629190000000 Kneeland Elementary 6 "The leading challenge for the LEA's low income students is transportation. In order to increase the LEA's attendance rate while alleviating the burden of transportation from the families of targeted students, the LEA has acquired a larger bus to provide transportation to and from the school for all students, prioritizing those students with specific needs, foster/homeless youth, and low-income students. The larger bus was put into service for the 2021-2022 school year, which increase identified students' successes through more regular attendance. To further address transportation issues for unduplicated students and students with special needs, the LEA will be training an additional bus driver to drive a second bus to facilitate transportation for targeted families who are low income, foster/homeless youth, and students with special needs. The additional transportation options will alleviate some of the chronic absenteeism for the district. The purchase of technology to maintain a one-to-one ratio for students to technology will surmount the inequity for those students who do not have access to technology at home. This specifically supports students who are low-income, and identified as having specific learning needs beyond what their family can provide. High speed internet will also be provided to in-person students. The LEA has established a learning hub for low income students, special education students, homeless/foster youth, and students identified with learning loss. The learning hub will also be provided to all students in the district. The increase in instructional aide time facilitates direct, one-to-one, and small group support for students identified as having learning loss, low-income students and students with IEPs. The addition of these instructional supports will greatly improve student successes. Students with targeted needs, low income, foster youth, and special needs will be prioritized to ensure equity for all learners. One-to-one and small group supports have increased academic success and 100% of students including those identified with needs have achieved passing scores on curriculum based assessments. The additional aide time is also being utilized to provide students with before school and after school instructional opportunities which addresses community and family needs regarding child care before and after school. Increasing field trip opportunities provides real life learning experiences while offering instructional opportunities that are highly engaging and promote participation and attendance for all students. Low income, foster youth, and students with specific needs are able to garner experiences and instruction not readily available in a strict classroom setting; field trips provide additional learning methods to students who struggle with book learning or direct instruction." Not Met "COVID restrictions prevented the LEA's traditional high-participation rate for volunteering in the classroom. The LEA has 8 staff members and 32 students. The LEA is one of only two community entities and is, therefore, a community hub." 10/10/2022 2022 07617050000000 Knightsen Elementary 6 Not Met "This year our district will be administering the California healthy kids survey. Additionally, our district has funded two additional character education stipend positions that are specific to both school and upper grade level. Our district has dedicated one of our teachers to attending the SEL Committee at the county office of education. Our district will be using authentic data from discipline reports and feedback from staff members to help guide the direction of our character education program as well as lessons for social emotional learning. Our district will continue with the practice of restorative justice and restorative conversations as a result of student discipline." 7/27/2022 2022 17640220000000 Konocti Unified 6 "California Healthy Kids Survey (School Connectedness, Grade 5): This LCAP metric reports Grade 5 student responses to the California Healthy Kids Survey on questions related to school connectedness. Results are reported as the average percentage of students who answered, ""Most of the time"", or ""All of the time"" to the following questions. Do you feel close to people at school? Are you happy to be at this school? Do you feel like you are part of this school? Do teachers treat students fairly at school? Do you feel safe at school? As reported in the KUSD 2022-23 LCAP, Goal 3 Outcome 8, for the 2021-22 CHKS, 72% of KUSD 5th grade students responded, ""Most of the time"", or ""All of the time"" to the School Connectedness questions. California Healthy Kids Survey (Caring Relationships, Grades 7, 9, and 11): This metric reports 7th, 9th, and 11th Grade student responses to the California Healthy Kids Survey to prompts related to Caring Relationships at School. Results are reported as the average percentage of students who answered, ""Pretty much true"", or ""Very much true"", to the following prompts. There is a teacher or some other adult from my school who really cares about me. There is a teacher or some other adult from my school who notices when I’m not there. There is a teacher or some other adult from my school who listens to me when I have something to say. As reported in the KUSD 2022-23 LCAP, Goal 3 Outcome 9, for the 2021-22 CHKS, 54.1% of KUSD 7th, 9th, and 11th grade students responded, ""Pretty much true"", or ""Very much true"" to the School Caring Relationships prompts." Met 6/22/2022 2022 19646590000000 La Canada Unified 6 "During the 2021-22 school year, the following surveys were administered: -Annual Perception Survey through Panorama Education to students in grades 4th-12th, staff, and parents/caregivers; -the Challenge Success survey to students in grades 7th - 12th; -The California Healthy Kids Survey (CHKS) to 6th, 7th, 9th, & 11th grade students The “2022 Annual Student Perception Survey” revealed that 92% of 4th-6th grade students felt it was important to do well in school while 84% of 7th-12th grade students felt the same. The survey also showed that 69% of students in grades 4th-6th and 39% of students at the 7th-12th level felt a sense of belonging at their school. Additionally, 50% of 4th-6th and 58% of 7th-12th grade students felt engaged at school. The 2022 CHKS survey administration revealed students’ sense of connectedness to their school at 82% (6th), 70% (7th), 67% (9th), and 68% (11th). SEL and increasing school connectedness, will continue to be featured high priorities of the district. The Wellness Center, counselors, psychologists, and contracted services will be among the tools used to support students. In the area of school safety, the “2022 Annual Student Perception Survey” revealed that 71% of 4th-6th and 61% of 7th-12th grade students had positive perceptions of physical and psychological safety at school. Of these students, 81% of 4th-6th grade and 67% of 7th-12th grade students felt that online bullying is “not at all likely” to “slightly likely”. The 2022 administration of the CHKS survey revealed students’ perceptions of schools being safe at 86% (6th), 72% (7th), 75% (9th), and 78% (11th). LCUSD has made efforts to improve the physical security on campuses with the addition of perimeter fencing at all sites, regular safety drill practices, and purchasing a new visitor management system. Upgraded cameras have also been purchased and installation has begun. Coordination with local law enforcement continues in efforts to have clear communication and readiness for various types of emergencies. Students receive training related to Digital Citizenship lessons to ensure they have the tools to take care of themself online or ask for help when needed. LCUSD has also entered into a contract with WeTip to improve access to anonymous incident reporting. Safety continues to be an ongoing goal addressed in the 2021-24 LCAP." Met 6/28/2022 2022 30665630000000 La Habra City Elementary 6 "LHCSD strives to ensure that all students will feel that school is a safe, inclusive, and supportive environment with strong adult relationships and a sense of belonging, especially for students who are foster youth, experiencing homelessness and/or low-income. LHCSD opted to utilize student survey results (March 2022) to measure the school climate through the lens of students. Students in Grades 5-8 were surveyed. 68% of participating students said they like school almost always/always or often. A higher percentage of 5th graders said they liked school (80%) than 6th graders (68%), 8th graders (59%), and 7th graders (74%). 6th graders and 7th graders had the highest engagement (rated Highly Engaged or Engaged) at 83% and 85% respectively. 82% of 5th graders and 73% of 8th graders. Within the English Learner program, students who are Redesignated had the highest level of engagement (83%), compared to students who were Initially Fluent (81%) and limited English proficiency (79%). Only 69% of participants said they spend time with at least one friend from a school outside of school compared with 71% last school year. 72% of participating students said they feel accepted at their school and 67% said they feel respected at their school. In response to the information received, LHCSD has increased support for students in the form of school counselors at each school site and ongoing SEL lessons provided by classroom teachers. LHCSD will continue to provide a robust support team for students in SEL-based areas and utilize innovative ways to positively impact the overall school experience for all students." Met "LHCSD recognizes the negative impact that learning conditions during the pandemic had on the mental health and well-being of our students. Strengths for LHCSD include students indicating that almost always/always or often: they are kind to classmates and teachers encourage them and do not give up on them, they feel supported by other adults who work in the school, teachers include them in classroom discussions, and they are allowed to be creative. In addition, student survey results indicate that approximately 80% of students feel accepted, respected, and safe at school. LHCSD will continue to explore opportunities to ensure all families and all students feel that school is a safe and welcoming environment that promotes a sense of belonging and celebrates diverse student cultures, languages, and perspectives." 6/9/2022 2022 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 2020 survey was not given due to COVID but was administered in Spring 2022. The results from Spring 2018 have been analyzed against the 2022 results 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. LHPUSD completed an external Equity Audit with Insight Education in 2021-2022. Findings and recommendations have been presented to the board, community and teaching staff." Met 6/23/2022 2022 37681970000000 La Mesa-Spring Valley 6 "La Mesa-Spring Valley School District is committed to ensuring positive school climates for students, parents, and staff. We use three different assessments to measure school safety and connectedness: 1) the California Healthy Kids Survey, 2) a parent/family annual survey, and 3) CORE Social-Emotional survey. Some school sites also conduct empathy interviews with their students that spotlight student voices on a variety of topics. A district parent survey was administered in March 2022 to all families TK through 8. The CA Healthy Kids Survey was last administered in the Spring of 2021. It will be administered in May 2022, with results becoming available in late Summer. It includes responses from students in grades 5 and 7. The CORE Social-Emotional survey was administered in the Fall of 2021 and again in the Spring of 2022 to students in grades 4-8. The results of both surveys will be compared to determine growth in each of the four domains assessed (Growth Mindset, Self-Efficacy, Self-Management, Social Awareness). The key findings from the 2021-2022 Parent Survey indicate high overall parent satisfaction in all three categories (Support for Academic Learning (92%), Sense of Community (90%), Sense of Safety (86%)). The highest percentages were in the areas of school staff treating parents with respect and school staff being helpful, with both questions having 95% of our parents agreeing with these statements. School staff welcoming parents’ suggestions and school discipline being fair were the two statements with the lowest percentage of parents agreeing (76% and 78% respectively). One measure used to gauge the effectiveness of our efforts in creating a positive school climate with students is the CA Healthy Kids Survey. Results from the survey taken in the Spring of 2021 indicate that the majority of students’ perceptions show a sense of connectedness to the staff at their school. Specifics show that 83% of 5th graders and 72% of 7th graders experienced connections with caring adults at school. There is a slight variance between gender with males reporting higher levels of school connectedness. 91% of 5th grade males reporting connections with caring adults at school while 77% of 5th grade female students reported this. 74% of 7th grade males reported connections with caring adults at school while 72% of 7th grade female students reported this. Middle school students tended to score somewhat lower levels overall as compared to elementary students. In response to these results, the district is actively training staff on Trauma Informed Practices and providing the opportunity for school sites to access behavior training facilitated by our Student Supports team. In addition, our staff will continue to receive ongoing training in Restorative Practices. In order to build stronger learning communities and support inclusive, equitable learning experiences, our social workers will continue implementation of our Second Step (SEL) curriculum." Not Met 7/12/2022 2022 54105465430327 La Sierra High 6 "Based on previous years’ data, La Sierra continues to expand and develop the new College, Career and Counseling Center to enhance La Sierra’s School Climate. The La Sierra Counselor and Student Transition Specialist continue to address the various socio-emotional needs of students. Since the return to full time in-class instruction in the 2021/2022 Academic Year, the Counseling Center has provided a space for students to receive additional socio-emotional support and counseling. During the 2021-2022 Academic Year, La Sierra experienced a significant increase in marijuana related discipline related incidents that resulted in an increase in suspensions and dismissals. La Sierra, as of March 2022, recorded 31 marijuana related suspensions. This does not include the number of incidents in which the disciplinary action did not include a suspension. A key focus for the 2022-2023 Academic Year will be on Drug Prevention and Use Education, but more importantly, Drug Counseling and Services." Met "Ina recent school survey, 87% of students reported that they feel a sense of belonging and that the staff provides academic and emotional support for students. The Military Homeroom Teachers met with each Cadet in their classes for One on One meetings to discuss Academic progress each grading period. In addition, a focus on providing additional socio-emotional support as Cadets transition back to in-class instruction after the Covid-19 distance learning period was provided during the Military Homeroom Period. New for 2022-2023, La Sierra has re-activated to Active Status with the California Cadet Corps. Cadets will now be provided 3 sets of uniforms, which includes a Class B, Class C and PT uniforms, including boots. In addition, this also allows LSMA to participate in Cadet Corps functions and events." 6/8/2022 2022 19646346014518 La Tijera K-8 Academy of Excellence Charter 6 "The school climate surveys measure engagement, safety, and feeling welcome on campus. The instruments collected data from parents, students, and staff. A wellness center along with district and site support staff are embedded in the actions that address improving learning conditions, creating socio emotional support, and improving culturally relevant curriculum and professional learning opportunities for all staff. In addition our school resource officers meet regularly with site administrators to discuss trends related to student and staff safety. Additionally, both school opening and dismissal is supervised by administration. Most recently, an additional school resource officer has been assigned to La Tijera to support our after school program." Met 6/29/2022 2022 19649076021984 La Verne Science and Technology Charter 6 021-22 CHKS Results: the results of the survey show that in the four focus areas of the survey: -School Connectedness (Percentage of students and parents and staff that feel connected to the school) Grade 5 Students- 65% Parents- ES- 37% Teachers- ES- 29% -Caring Adults (Percentage of students and parents and staff that feel students are surrounded by caring adults) Grade 5 Students- 64% Parents- ES- 38% Teachers- ES- 41% -School Safety (Percentage of students and parents and staff that feel that the school site is a safe place) Grade 5 Students- 72% Parents- ES- 39% Teachers- ES- 35% -Experienced Any Bullying or Harassment (Percentage of students and parents and staff that feel students are bullied or harassed at the school site) Grade 5 Students- 36% Parents- ES- 17% Teachers- ES- 29% Met 6/29/2022 2022 23656230112300 La Vida Charter 6 "The school gathers data is small and useful ways such as one to one conversations, surveys, and gatherings. The director hosts at least one tea a year. Families give input on the LCAP through discussion and surveys. But in general the culture of the parents is not to have advisory committees. The school worked for years to implement them with no success. A current parent and past parents serve on the Board." Met 6/29/2022 2022 07617130000000 Lafayette Elementary 6 "The data from the most recent California Healthy Kids Survey (CHKS) was shared to the public during a Governing Board Meeting and other District meetings. Results of the CHKS, though overwhelmingly positive, indicated we have a few target areas that we have identified for further support and action. These areas include social emotional supports for all students. Students indicated the pandemic has contributed to mental health issues and the need to provide support across our schools. Our Multi-Tiered Systems of Support implementation and evaluation of the MTSS supports at schools will be gathered through a Fidelity Integrity Assessment (FIA). The FIA is a self-assessment used by our school leadership teams to examine the current status of school-wide practices that have been demonstrated through research to provide a basis for successfully including all students who live in the school community." Met 6/15/2022 2022 30665550000000 Laguna Beach Unified 6 "The District annual LCAP Survey, designed in partnership with Hanover Research, is conducted in order to gather critical student perception data related to school climate. According to the LCAP Student Survey, 84% of respondents reported LBUSD provides a positive learning environment, (11% indicated neutral responses), and 93% of students surveyed provided positive or neutral responses when asked if they feel safe at school. 80% of student respondents indicated having at least one adult on campus who supports them (12% indicated neutral responses). 83% of students surveyed reported positive or neutral feelings when asked if staff members provide meaningful school work, while 89% of respondents indicated positive or neutral feelings when asked if they regularly participate in challenging learning activities. When asked about feelings regarding social-emotional supports, 86% of students indicated positive or neutral feelings about students receiving effective supports. In 2022, students in Grades 6,7, 9 & 11 also participated in the California Healthy Kids Survey (CHKS). According to CHKS findings, 92% of students reported feeling close to people at school. Additionally, 88-97% of students surveyed indicated feeling like they are part of the school. These findings are consistent with the key themes evident within the LCAP student surveys. Over the past year, LBUSD focused on elevating inclusion and belonging on all school campuses by committing to identifying, analyzing, and refining diversity, equity, and inclusion (DEI) practices. Community partner input revealed many elements of a positive DEI culture in Laguna Beach Unified. Across all demographics and grade levels, students feel largely included, have a sense of belonging, and feel connected to school. Based on DIstrict DEI survey results, 93% of participating students indicated positive or neutral feelings when asked if their teachers care about them. 83% of students expressed they care about school (10% provided neutral responses), indicating high levels of motivation. This information provides valuable feedback to our District and school teams, as to where outreach efforts should continue to evolve and improve in response to the ever-changing needs of students. Programs such as peer mentors and afterschool clubs and programs focused on social-emotional learning and wellness will continue to be expanded and refined. Students receiving special education services, students who are English learners, students from economically disadvantaged homes, and foster and homeless youth will continue to receive additional personalized services in response to individualized needs. The collective goal is to improve climate survey outcomes in all areas, working collaboratively with staff, student leaders/focus groups, in addition to parent stakeholder groups, in order to discuss recommendations for fostering a positive and inclusive school climate for all students enrolled in Laguna Beach Unified." Met 6/2/2022 2022 21653420000000 Laguna Joint Elementary 6 "Due to the small size, the district does not do student surveys, but the size to the school and district allows for close connectivity and responsiveness to students social emotional well being." Met 6/7/2022 2022 27660760000000 Lagunita Elementary 6 "The LEA administers multiple surveys during the year: a fall back-to-school survey for parents, a January student survey (grades 3-8), and an end-of-year survey for parents that mirrors school climate questions asked during the fall. These results are shared with Site Council and the School Board, and used to inform shifts and initiatives to respond and improve. In this particular year, the feedback from parents and students alike was that the distance learning was a challenge that we are still recovering from, both in terms of academic learning loss and socialization and community. Safety, both emotional and safety, remains a clear concern across grade levels and parent groups." Not Met 10/26/2022 2022 17640550108340 Lake County International Charter 6 Met "We have noted through our surveys, observations and other communication strategies that many of our students are struggling with feeling more isolated that is typical, presumably due to the Pandemic. While we have remained open to students, their home lives were often fairly isolated. Students in the middle school (6-8) seem to be experiencing difficulty managing emotions and establishing kind relationships with one another. We are seeing less empathy toward others among this group. We have determined that a trauma informed approach to instruction and community building is essential. In addition, we will need to institute implicit instruction around empathy both for others and for self. In addition, greater outreach to families will support a sense of extended family within our LCICS community and produce an even more positive environment in which our students, staff and families can thrive. We are spending more time on the social-emotional aspects of our curriculum and have been seeing progress made both is student self-awareness and the expression of empathy toward others. This will be an ongoing emphasis as students and families continue to work through the trauma we have all experienced over the last several years both as a result of fires/evacuations and the Pandemic." 6/22/2022 2022 17101730000000 Lake County Office of Education 6 "Hance Community School and Creativity Community School both administered student surveys and parent surveys to measure school climate. The results are below: STUDENT SURVEY QUESTIONS: 1) I feel close to people at this school. 12% Strongly disagree 20% Disagree 28% Neither disagree or agree 36% Agree 4% Strongly Agree 2) I am happy to be at this school. 4% Strongly disagree 12% Disagree 20% Neither disagree or agree 48% Agree 16% Strongly Agree 3) I feel like I am part of this school. 0% Strongly disagree 12% Disagree 36% Neither disagree or agree 40% Agree 12% Strongly Agree 4) The teachers at this school treat students fairly. 8% Strongly disagree 24% Disagree 8% Neither disagree or agree 36% Agree 24% Strongly Agree 5) I feel safe in my school. 8% Strongly disagree 8% Disagree 12% Neither disagree or agree 40% Agree 32% Strongly Agree PARENT SURVEY QUESTIONS: 6) Teachers at this school communicate with parents what students are expected to learn in class. 17% Strongly disagree 0% Disagree 0% Neither disagree or agree 33% Agree 50% Strongly Agree 7) Parents feel welcome to participate at this school. 33% Strongly disagree 0% Disagree 0% Neither disagree or agree 17% Agree 50% Strongly Agree 8) School staff takes parent concerns seriously. 17% Strongly disagree 0% Disagree 17% Neither disagree or agree 33% Agree 33% Strongly Agree Both Hance and CCS are schools for special populations of students. While there is always room for growth and improvement, the student survey data suggests that the majority of students feel safe at school and have a positive view of the school culture and climate. The parent survey also suggests that parents feel heard and seen by the staff. Based on this data, Hance and CCS staff will continue to work with students and families to improve school culture and work towards a more positive and engaging climate. Primary focus will center on connecting students to the campus and building stronger relationships between staff, students and families." Met 6/22/2022 2022 11625960000000 Lake Elementary 6 "Parent data mirrored strengths highlighted in the Healthy Kids student surveys. The school was rated highly in its ability to promote fairness, rule clarity, and respect for diversity as well as provide effective school supports for students. 92% of parents also strongly agree or agree the school has clean and well-maintained facilities and properties. Substance use and school disorder are minor concerns amongst parent survey responses. However, 65% of parents indicate that harassment or bullying is a problem and 37% of parents indicate that physical fights are a problem. Furthermore, the data also revealed a need for increasing and improving services in parental involvement. Concurring evidence can be seen in the low percentage of parent surveys completed, 30% (37/121). This is the lowest survey participation response to date. To continue to increase parent involvement across all subgroups, standards-based report cards provide more specific information regarding a child's progress in school. When parents have a better understanding of their child's progress, they have a clearer understanding of what students have or have not mastered. This understanding can lead to more informed conversations between school and home, resulting in higher parent engagement and increased student achievement. Effective grading practices and improvement in standards-based report cards has been a focus of staff for the past few years." Met 6/14/2022 2022 33751760000000 Lake Elsinore Unified 6 "2021-2022 LCAP survey Data - LEUSD received 4,399 responses (English and Spanish). Of those responses, 2,419 were students (2,376 English, 43 Spanish), 1,144 were families (961 English, 183 Spanish), 325 secondary staff, 438 elementary staff, 50 district staff and 23 community members. The greatest area of concern among educational partners on the survey was providing mental health support, outreach for disengaged students and improved communication. Meaning – The District recognizes the importance of a more purposeful alignment of the survey questions to the LCAP and Local Indicators. Aligning these will allow data from the survey to support the development of the LCAP increasing the opportunity for all stakeholders to be actively involved in the decision-making process. Current survey data reveal there are concerns about disengagement in school and how staff can appropriately respond. Areas of focus taken from these results are: Providing mental health supports at school and before/after school, provide additional academic supports for students who struggle to engage, tutoring opportunities, credit recovery, differentiated instruction and assignments." Met "Use - LEUSD also recognizes the correlation between student engagement at school and their return to in-person instruction after COVID-19 shut down of school. Students’ ability to re-engage on campus with academic rigor and social norms is challenging at best and requires supports to assist all levels of students’ unique learning needs. The District also recognizes that parents and community members would also benefit from cultural responsiveness, trauma informed practices and social-emotional well-being professional development workshops. Finally, the District understands the importance of a higher participation rate amongst all educational partners in completing the LCAP Survey." 6/9/2022 2022 09619030000000 Lake Tahoe Unified 6 "LTUSD began administering the California Healthy Kids Survey (CHKS) every year starting in 2020-21, it was previously administered biennially to grades 7, 9, and 11. Survey administration was expanded to include 5th grade students in 2021-22. The following analysis reflects the 2021-22 survey results. % completed the survey Grade 5: 34% Grade 7: 42% Grade 9: 65% Grade 11: 29% Alternative education grade 11: 72% Feel safe at school 5: 74% School perceived as safe/very safe (includes Cyberbullying) 7: 43% 9: 46% 11: 53% Alternative education grade 11: 77% School Connectedness 5: 70% 7: 48% 9: 49% 11: 47% Alternative education grade 11: 60% Academic motivation 5: 86% 7: 52% 9: 58% 11: 63% Alternative education grade 11: 48% Meaningful participation at school-pretty or very much true 5: 35% 7: 22% 9: 19% 11: 27% Alternative education grade 11: 35% Caring adult relationships 5: 61% 7: 50% 9: 46% 11: 48% Alternative education grade 11: 62% High expectations-adults in school-pretty or very much true 5: 74% 7: 65% 9: 59% 11: 62% Alternative education grade 11: 64% Experienced frequent/chronic sadness/hopelessness 5: 29% 7: 35% 9: 37% 11: 38% Alternative education grade 11: 25% Considered suicide 5: N/A 7: 21% 9: 21% 11: 13% Alternative education grade 8% As compared to the 20/21 survey results, a lower percentage of students feel their school is safe, connected to their school, are academically motivated, and have meaningful participation at school. Additionally, a lower percentage of students feel they have a caring adult relationship and adults have high expectations of them. Approximately the same percentage of students experienced chronic sadness or hopelessness than last year but a higher percentage have considered suicide. The COVID-19 pandemic is likely the main contributing factor to the decline in students’ overall sense of well-being. To address student social-emotional and mental health needs such as chronic sadness and ideations of suicide, LTUSD plans to implement: - Continue with two Elementary Counselors to support social-emotional learning (SEL) - Identify and implement safe schools curriculum which will include suicide prevention and mental health awareness and education - McKinney Vento/Foster Youth Instructional Assistant to support our homeless students and foster youth - Continue to contract a Student Advocate to provide SEL/behavioral and mental health services and resources - Continue with districtwide Nursing Services - Continue with support through school district Psychologists - Maintain the Wellness Center at South Tahoe High School" Met 6/23/2022 2022 11625960139550 Lake View Charter 6 "The LCAP survey was provided to all students. The results from the survey indicated the majority of the respondents agreed or strongly agreed that they felt connected to school. The 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, virtual meeting platform ( i.e. Zoom) or in-person, while having access to assistance as needed from school administration, certificated, and classified staff. The students stated they felt connected to school through the educational field trips, enrichment activities, and other social events offered virtually and in-person through the school such as adventure academy, community clubs, and chess club etc. To increase students’ perceptions that they are cared for and capable, we are working toward increasing active participation in online class discussions. While we recognize that this can be particularly challenging in an independent learning environment, we believe that it is absolutely critical to ensuring student’s academic success. We use a variety of virtual meeting platforms to allow for student/teacher interactions to increase connectedness and safety." Met 6/6/2022 2022 17640300000000 Lakeport Unified 6 "LUSD utilizes the California Healthy Kids Survey to track school culture and climate. Data collected from the 2021-2022 survey administration is summarized below: When asked if students feel as though they are a part of their school of enrollment, the following responses were gathered: Grade 7 - 59% of students report agreement or neutral feelings and 41% report disagreement Grade 8 - 68% of students report agreement or neutral feelings and 32% report disagreement Grade 9 - 73% of students report agreement or neutral feelings and 27% report disagreement Grade 11 - 74% of students report agreement or neutral feelings and 26% report disagreement When asked if students feel safe at school, the following results were gathered: Grade 7 - 80% of students reported feeling safe or neutral about safety and 20% reported feeling unsafe Grade 8 - 79% of students reported feeling safe or neutral about safety and 21% reported feeling unsafe Grade 9 - 81% of students reported feeling safe or neutral about safety and 19% reported feeling unsafe Grade 11 - 89% of students reported feeling safe or neutral about safety and 11% reported feeling unsafe Lastly, LUSD was interested in measuring student perception of engagement and the level of boredom associated with school. Within the California Healthy Kid Survey, students are asked to measure their perceived level of boredom with school. The scale begins at '0' Strongly Disagree with the statement, 'School is really boring' and ends at '10' Strongly Agree with the statement, 'School is really boring'. LUSD results are below: Percentages may not equal 100% due to rounding. Grade 7: Rankings 0, 1, 2, or 3: 13% / Rankings 4, 5, or 6: 30% / Rankings 7, 8, 9, or 10: 58% Grade 8: Rankings 0, 1, 2, or 3: 12% / Rankings 4, 5, or 6: 29% / Rankings 7, 8, 9, or 10: 59% Grade 9: Rankings 0, 1, 2, or 3: 18% / Rankings 4, 5, or 6: 32% / Rankings 7, 8, 9, or 10: 49% Grade 11: Rankings 0, 1, 2, or 3: 9% / Rankings 4, 5, or 6: 32% / Rankings 7, 8, 9, or 10: 60% LUSD is actively using this data to drive new student offerings, provide more student choice, and develop a new level of student agency. This process is beginning in 2022-2023 with student elective offerings for all seventh and eighth grade students at Terrace Middle School." Met 6/16/2022 2022 43694920000000 Lakeside Joint 6 "Lakeside JSD has used the information gathered from the Return to Learn Task Force to establish feedback from the school staff and larger parent community. This specific information was gathered through surveys, Town Hall meetings, and Task Force meetings. Though much of the information gained from both the survey and directly during the Town Hall meeting was broader than the Lakeside School climate, there was focused input and feedback on school climate that is used for this Dashboard reporting. The District did deliver a parent survey (akin to the CA Healthy Kids Survey) to solicit feedback and insight into parent perceptions of the strengths, growth areas, challenges, barriers, and success of the school and district. The vast majority of students felt physically safe, as reported by their parents. Staff, parents and students expressed concerns about inclusivity, especially between general and special education students. Social and emotional safety concerns focused on both in-classroom settings and out on the playground during recess and lunch. 96% of parents responding to the School Climate survey indicated that Lakeside School provides a safe and welcome environment for learning, and that the school values parents as important partners in their child’s education. 92% of parents responding to the same survey stated, everyone’s racial, ethnic heritage, religious beliefs, and gender orientation is respected at Lakeside School. The District is committed to developing and delivering a similar survey to the students of Lakeside School in the spring of 2022." Not Met 10/5/2022 2022 15635520000000 Lakeside Union 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 6th and 7th grade students to provide a valid measure of perceptions of school safety and connectedness. The CHKS was administered to 6th and 7th grade students in February 2022. Summary The surveys provide information to help guide school improvement efforts and our Local Control and Accountability Plan, particularly in regard to 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 6/21/2022 2022 16639660000000 Lakeside Union Elementary 6 "We administered a survey to all students enrolled at Lakeside School during the spring of 2022. Our results showed that 98% of students indicated they felt safe while at school. Survey results reflected support for the Student Advocate and School Resource Officer positions. These positions support positive school climate efforts. The district LCAP Goal 1 is aligned to this priority: Lakeside Union School District will provide a safe , healthy and aesthetically pleasing school environment. 98% of all students felt that they were a part of the school community. Results were similar when asked if staff respects them at school. Lakeside strives to develop and maintain a positive relationship between parents, students, staff, and community." Met 6/22/2022 2022 37681890000000 Lakeside Union Elementary 6 "Lakeside Union School District (LUSD) administered the California Healthy Kids Survey (CHKS) to students in fifth and seventh grade in the Fall of the 2021-2022 school year. The following are the percent favorable by topic as reported in the student survey administered for each grade level surveyed: Grade 5 (All students): School Connectedness - 78% Sense of Safety - 83% Grade 7 (All students): School Connectedness - 60% Sense of Safety - 59% Overall, students at both grade levels feel less connected than they have been in previous years, which is most likely due to the pandemic. Elementary grade students feel safer at school than in years past, while those in Middle school feel less safe. It is also apparent that students are feeling less motivated, especially those in middle school. LUSD is responding by examining the root causes of this decline which was most likely related to the COVID-19 pandemic, and embarking upon a continuous improvement project based on a deep understanding of the issues faced by students leading to this decline followed by the application of research-based interventions and an analysis of progress. For continuous improvement purposes, LUSD will continue to develop and implement a Multi-tiered system of support (MTSS) to address the academic, social-emotional, and behavioral needs of all students across the district. Each school site will begin the initial implementation of a “Kidwatch” protocol to improve student outcomes, and start looking into research-based social emotional curriculum/strategies to implement at the sites as well. The District will also be providing professional learning opportunities for staff around Equity." Met 6/23/2022 2022 39767600000000 Lammersville Joint Unified 6 "Lammersville Unified School District (LUSD) gives both the California Healthy Kids Survey (CHKS), which is delivered every other year and a local survey delivered on alternate years of the CHKS. 88% of families feel school is a safe place for students {HKS}. 73% of families believe school provides opportunities for meaningful student participation {HKS}. 80% of families indicate the school encourages students to care about how others feel {HKS}. The percentage of students {65%}, parents {88%} and teachers {99%} who feel school is safe. The percentage of students {65%}, parents {79%} and teachers {87%} who feel connected to school. 100% {HKS} of students surveyed indicate the school is a supportive and inviting place for students to learn. 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. 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. Continued training in PBIS practices and methodology will be a focus moving forward. Moving forward, LUSD is focusing on vertical alignment of programs and co/extra-curricular activities. This alignment serves to provide better connections and culture between K-8 and 9-12 schools." Not Met 11/2/2022 2022 15635600000000 Lamont Elementary 6 "The California Healthy Kids Survey is conducted every year for seventh graders. Students respond to questions pertaining to school safety and school connectedness; out of 328 students in 7th grade, 304 or 93% responded to the survey. Student perceptions of school safety and connectedness have definitely changed when LESD compared data from the 2018 CHK Survey results which was the last school year without the effects of the COVID-19 pandemic, and the data from the 2021 school year post-pandemic. The following is what LESD learned about the data when it comes to School Connectedness. In 2018, 62% of students perceived it as very safe or safe, and in 2021 as we came back from the pandemic, the percentage decreased to 52% of students perceiving the school as very safe. School Connectedness includes the following questions: I feel close to people at/from this school, I am happy with/to be at this school, and I feel like I am part of this school. On school safety in 2018, 55% of students perceived schools as very safe or safe, in 2021, the number of students decreased to 51%. Our LCAP goal is to raise the percentage of students perceiving LESD schools as very safe to 85% in the next three years. Some of the actions LESD has taken to make this happen is to train all staff in school sites on Positive Behavior Intervention and Supports systems (PBIS). Every site has a PBIS team composed of teachers, Aides, a Social Worker, a Behavior support aide, Special education staff, and School Administrators. This team works together to create systems of support for all students. The team presents to the rest of the staff these support systems to implement throughout the school year; one of the highlights is the importance of ""building relationships with students."" LESD also added a Social Worker and a Vice Principal at each school site to provide immediate support to students feeling unconnected, students who show social-emotional needs, support students with building relationships with classmates and staff and feeling like they belong; they also promote PBIS through monthly assemblies to keep all students motivated and connected through a positive school climate. LESD does not perceive any barriers to meeting the 85% goal as the pandemic seems to be exiting and students remain in person to continue to work with them making them feel connected and safe." Met 6/21/2022 2022 19646670000000 Lancaster Elementary 6 "In the 2021-22 school year, Lancaster School District administered the Youth Truth 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 Lancaster School District as a whole. The Youth Truth Survey is a nationally normed survey that provides information as to where the Lancaster system of schools places within a continuum from 1 - 5, where 1 is low and 5 is high. Students in grades 3-8 were surveyed in order to get a more comprehensive view of the school climate. Lancaster collected 11,159 surveys across all educational partner groups over the 2021-22 school year. Lancaster observed that there were some very interesting and impactful trends that took place. We observed that we declined in the focus areas of engagement (87% positive rating from 90% for elementary schools, and 45% positive from 51% the previous year for middle schools). Regarding the Relationship measure, we declined 8% for elementary schools from the previous year (89% to 81%) and 24% for middle schools from the previous year (65% to 41%). Belonging declined 16% from 65% for elementary to 49%, and down 3% for middle schools from 43% to 40%. Lancaster experienced a drop with regards to families on our climate survey in the following areas: Engagement (Elementary 60% to 54%; Middle 51% to 43%), Relationships (Elementary 83% to 82%; Middle 75% to 64%), and Communication and Feedback (Elementary 77% to 76%; Middle 68% to 63%). Lancaster teachers also showed a decline of 3% in Relationships at the Elementary level, and 12% at the Middle School level, and in Engagement for Elementary schools of 4% and 7% for Middle Schools It should be noted that through the 21-22 school year, the district reopened schools fully, however, had to battle through COVID recovery. We continually had to quarantine students. When students aren’t on campus they lose connection with their teachers. We have since reopened fully with fewer restrictions, and have put targeted actions in place to raise the perceptions of our families, students, and teachers. After reviewing the data made available, the district is providing resources for work with our staff in creating relationships with families and will be working with an outside provider to accomplish this work on 22-23. We were able to derive the need to continue work in the following areas to create and sustain options and excellence in education for all of our students and families: (1) Build relationships with families; Build the capacity of leadership throughout the organization in areas of family engagement, and in instructional leadership; Build the capacity of the site staff; build capacity for family engagement for both families and staff; Continue to build our Multi-Tiered Systems of Support (MTSS); Ensure that equity is in all aspects of a student’s instruction, and continue to ensure that students have extra curricular activities." Met 6/7/2022 2022 19647330108928 Larchmont Charter 6 "Coming back from the pandemic, there has been strong support for the new SEL (social emotional learning) programs being implemented by our school, such as Second Step and Anti-Bias Curriculum; free after school Academy classes with brand new research based curriculum (LLI Reading and iReady Math) for students needing extra support with academic content after the past two years. Communication is a category with steadily high results year after year. To that end, we'll of course be continuing our various mechanisms for communication including our weekly email blasts, Homework Folders, Room Parents, Site Council, classroom newsletters from teachers, LOOP, earlier Fall parent-teacher conferences, and a strong social media presence. We are also continuing to align with LACDPH COVID safety protocols for schools to help mitigate the spread of COVID in our community." Met 6/6/2022 2022 41689570000000 Las Lomitas Elementary 6 "The District used multiple survey tools distributed in the previous academic years to inform programming for the 2022-2023 academic year. Surveys included a student and staff survey by Panorama, a school climate survey, a family and staff safety and wellness survey, and the California Healthy Kids survey. Survey results continued to show that the majority of students feel a sense of connectedness with each other and adults at school (80% from CHKS report favorably to school connectedness questions), with increases in the sense of connectedness among specific racial/ethnic student groups. In addition, students reported increases in their responses to questions about school engagement and positive relationships with adults at school (e.g., CHKS: 69% of students responded favorably to feeling close to people from school and 84% of students reported favorably to feeling a part of their school). The District will expand opportunities for students, staff, and families to build relationships with each other and to strengthen their foundational social-emotional skills that will support these interactions. For instance, an SEL-focused wellness committee that is comprised of staff and community stakeholders is being formed with the year-long objectives of auditing the existing SEL work happening in K-8 classrooms, identifying new curricula and other resources, developing out-of-class activities, and proposing a comprehensive district-wide SEL strategy to be implemented the following academic year. Also, a daily homeroom period for middle school students has been launched to allow time for regular SEL learning and practice." Met 6/8/2022 2022 19646830000000 Las Virgenes Unified 6 "LVUSD utilizes a student climate survey through the CORE Collaborative. This quarterly data shows district, school, and individual student metrics related to student wellness. This data is reviewed quarterly by teachers, counselors and administrators to support student interventions." Not Met 10/18/2022 2022 19101990128025 Lashon Academy 6 "The school safety and climate survey administered to students and staff at Lashon Academy provided insightful information regarding the feelings and focus areas to create the best school environment for all students and staff. The survey represented the whole student population including all significant subgroups and all categories of staff. Overall, students reported feeling safe at school and looked forward to coming to school each day. Staff reported feeling supported and a positive school culture. As we are still faced with some of the challenges from the pandemic, we did include a more robust section on the survey to include social emotional and mental health questions to monitor the needs of students and staff. We did see an increase in student’s responses to feeling overwhelmed and anxious with the transition back to in person learning. Staff also reported higher levels of overload and anxiety towards getting students back to pre-covid academic levels." Not Met "In response to the student results, it was so important that we get back to the social emotional learning, traditions, and fun of a “regular” school year. Teachers hold a daily Morning Meeting/Advisory, utilizing lessons from the Second Step social emotional learning program. We have also implemented celebrations including Spirit Week, Kindness Week, Read Across America Week, and the 100th day of school. We are also extending our Dance program, which has been a great way for students to shine, especially for those who may struggle during more traditional lessons. We’ve continued with our International Baccalaureate program through traits of the month lessons, awards, and “spotted showcasing this IB trait” notes on the yard, and the counselor also did push-in lessons for each class around the IB traits. We also updated our behavior policy to include a balance of restorative and corrective actions, increased individual, and small group counseling, and hired additional behavior aides to provide preventative support. Lashon Academy has also put significant effort into maintaining a positive staff culture, prioritizing connection, and balance as much as possible. We connected as a staff through annual Leopardsgiving gratitude potluck, Lashon Holiday Party, Lashon PAWfect Picnic outing, regular check-ins, hand-written notes, classroom visits, time to check-in with peers during PD, newsletter, and multi-grade activities that supported connections for both students and teachers" 10/19/2022 2022 19101990139170 Lashon Academy City 6 "The school safety and climate survey administered to students and staff at Lashon Academy City provided insightful information regarding the feelings and focus areas to create the best school environment for all students and staff. Overall, students reported feeling safe at school and looked forward to coming to school each day. Staff reported feeling supported and a positive school culture. As we are still faced with some of the challenges from the pandemic, we did include a more robust section on the survey to include social emotional and mental health questions to monitor the needs of students and staff. We did see an increase in student’s responses to feeling overwhelmed and anxious with the transition back to in person learning. Staff also reported higher levels of overload and anxiety towards getting students back to pre-covid academic levels. In response to the student results, it was so important that we get back to the social emotional learning, traditions, and fun of a “regular” school year. Teachers hold a daily Morning Meeting/Advisory, utilizing lessons from the Second Step social emotional learning program. We have also implemented celebrations including Spirit Week, Kindness Week, Read Across America Week, and the 100th day of school. We’ve continued with our International Baccalaureate program through traits of the month lessons, awards, and “spotted showcasing this IB trait” notes on the yard, and the counselor also did push-in lessons for each class around the IB traits. We also updated our behavior policy to include a balance of restorative and corrective actions and increased individual, and small group mediations. Lashon Academy City has also put significant effort into maintaining a positive staff culture, prioritizing connection, and balance as much as possible. We connected as a staff through annual Leopardsgiving gratitude potluck, Lashon Holiday Party, Lashon PAWfect Picnic outing, regular check-ins, hand-written notes, classroom visits, time to check-in with peers during PD, newsletter, and multi-grade activities that supported connections for both students and teachers like Literary Pumpkins and Kindness & Diversity Day. We encouraged balance by providing WINN (What I Need Now) time embedded into PD, care packages, and even a “Zen Den'' supported by our PTO. A large majority of our staff feel efforts towards building positive culture were effective according to staff survey reports." Not Met 10/19/2022 2022 18101810000000 Lassen County Office of Education 6 "N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 6" Met 6/22/2022 2022 18641390000000 Lassen Union High 6 "In the fall of 2020, the California Healthy Kids Survey(CHKS) showed that Lassen High School has struggled with the perception of cultural inclusivity and student and parent involvement in the the school. Lassen has launched the We ARE LASSEN program, 4 years ago and we have seen our school culture improve. CHKS has shown an increase of school connectedness but the goal is that we want all students of every ethnic group to feel connected as a part of our school. In the 2020 CHKS report 71% of white 9th grade students felt connected school while only 47% Latinx students felt connected. 51% of white 10th grade students felt connected while only 43% of Latinx felt connected. The gap increased with our juniors where 59% of our white juniors felt connected but only 49% more of our Latinx students felt connected. Even with 90% of our students stating that they are not harassed for their race, ethnicity, or national origin we have an average of 14.5% of our students saying they have been harassed on campus because they are gay, lesbian, or bisexual or that someone thought they were. An average of 8.25% of our students were harassed for a physical or mental disability. Data from the fall 2021 survey shows that the overall connection to the school decreased by 1.5%. We believe this is due to 2.5 years of COVID where some students had to work from home. The inability to be actively engaged on a daily basis with teachers and friends would be a reasonable conclusion. We also saw a decrease in the number of students who were dealing with Chronic sadness and an increase in students seriously considered suicide. Between the fall of 2020 and the fall of 2021 we saw an 4.25% decrease in chronic sadness and a 5.25% increase in serious consideration of suicide. The information from this survey has driven funding for additional counselor and a reduction in class sizes by hiring additional teachers to ensure that students have additional advocates for them at Lassen High School. The student support specialist was also extended to ensure that we are able to develop further connections and build positive relationships with students and parents within our community." Not Met 2022 43694274330668 Latino College Preparatory Academy 6 "Annually, the school site issues at minimum one survey a month that pertains to School Climate and/or Family Workshop Development with two annual LCAP surveys specifically on all School Site Priorities and Goals. Development for families takes place in the method of Technology Literacy (i.e., PowerSchool), Financial Literacy, LCAP Measures, Health/Nutrition Services, access to community resources, information on Uniform Complaint Procedures, and support with strong student attendance. Past results for a School Climate assessment include: Over 70% of families being engaged as primary stakeholders in their student experience, 78% of students being effectively supported in the education as shown by low suspension rates and a graduation rate over 99%, and 75% of families affirming students are guided properly in their education as shown by increasing A - G Requirement Completion rates. Families are also advised of their rights with Williams Act Compliance Postings, annual notice letters on the right to participate in public processes, access to Quarterly Board Meetings, review of the Student/Family Handbook, and dedicated website pages for School-specific policies. To improve engagement and attendance rates in an ongoing manner, the school site invests in Student Life Team Members for campus supervision, a Dean of Student Attendance and Retention, uses Multi-Tiered System of Supports (MTSS), actively meets with Student Government for planning Community Outreach events, utilizes restorative justice practices (i.e., reflection sheets), and employs campus wide monitoring in line with the School Safety Plan. The school site will be implementing and releasing the California Healthy Kids survey to all stakeholders in October and November 2022 to guide ongoing staff professional development, supplemental programs, and health/safety measures. In the 2021 - 2022 and 2022 - 2023 academic years School Safety has been prioritized through one emergency drill annually, partnerships with the City of San Jose Mayor’s Gang Prevention Task Force, CPR Training for students, parent/guardian participation in YMCA Project Cornerstone, and redevelopment of the Emergency Training Protocol to follow the Incident Command System Model. Accordingly, annually, all school employees are trained on the elements of the School Safety Plan. Students will participate in monthly Fire, Earthquake, and safety drills. The school also possesses a school safety committee while involving families in the development of emergency response plans." Met "Campus events held regularly at the request of families include Back to School Nights, Cafecitos, Cultural Heritage Events, Community Service days, Family Workshops, Registration Drives, Holiday Drives, Medical/Health Clinics, Vaccination Clinics, and many others as requested by the community at-large. This year, the LEA has also been approved for a California Community School Program Planning Grant for the next two academic years, which will increase services with community partner organizations into full-scale daily and weekly services. As of the summer of 2022, the school site has also invested heavily in Summer Enrichment including exposure to STEM electives (i.e., Robotics, Coding, and Computer Hardware), Math Enrichment, cooking courses, American Sign Language, culturally sustaining coursework, and college field trips. Forthcoming efforts will be completed to disaggregate responses by underrepresented student groups in an equitable manner that honors privacy and confidentiality. Improvements will be made in educating families on the a-g requirement process, school funding measures, campus safety plans, and breaking down needs of individual student groups. Other key areas with ongoing efforts to maintain a positive campus culture, climate, and environment include a nutrition program led by stakeholder input, a consistent code of conduct, and schoolwide assemblies/town halls." 6/15/2022 2022 01771800138289 Latitude 37.8 High 6 "Latitude has administered a variety of surveys, including the SCAI, Panorama, Kelvin, and Insight surveys to measure student, family, and staff sentiment, and the results of these surveys inform our administrative team's decision-making process. Furthermore, these surveys' results have indicated positive sentiments among our community, such as students averaging 3.93 out of 5 on the SCAI Learning & Assessment metric, among other positive feedback." Not Met 10/20/2022 2022 10622810000000 Laton Joint Unified 6 "Laton Unified School District conducted several surveys in the spring of 2021/2022 to measure school climate. These surveys were offered to all students in grades 3rd to 12th grades. Parents and staff within the K-12 grade ranges of the school district also had the opportunity to participate in the survey. The total number of student participants was 402 students out of approximately 650. The target was to get over 50 % of the student population to participate. The site administrators worked closely with the school's community liaison and staff to ensure the goal was met. Staff participation was low this year, with just 44 responses compared to last year's 71 staff responses. Parents' involvement and input remained average, with 52 parents' responses in English and 21 in Spanish. Our educational partner's perceptions are vital in aiding the District in creating awareness and understanding of current programs, trends, and philosophies while providing insight into the expectations and critical needs of the upcoming academic year. Key survey findings relate to the District's position of maintaining and promoting a safe, clean and positive environment for every student. The key findings indicate that less than 50 % percent of students participating in the survey felt like they were part of the school. Similarly, less than 50% of students taking the survey indicated they felt safe at school. This is a notable difference from pre-pandemic studies conducted, when most students(65% to 85%) felt safe and part of the school environment. The survey data collected is concerning and will be a priority in the 2022/2023 school year. Laton USD realizes the need to provide additional levels to improve school safety and connectedness. Actions to address challenges identified through the disaggregated data include employing a campus security officer and providing full-time counseling services at the elementary, middle, and high school. The District will also continue the partnership with FCSS to provide All4Youth services to those needing additional social-emotional and mental health support. We will continue with PBIS and incorporate the Leader in Me and Second Step Social-Emotional curriculum in daily instruction. These services can be detailed in the LUSD's 2020-2021 LCAP. Collecting student input is essential to supporting student learning. Laton USD welcomes and values any opportunity to gather feedback using the survey process because it represents voices, concerns, and trends used to direct and support the District's goals." Met 6/22/2022 2022 09619110000000 Latrobe 6 "A summary of the data received in our annual survey indicates that a majority of parents are appreciative and satisfied with the current work our schools are doing with respect to academics, safety, and school-community relationships. When asked about whether their children are appropriately challenged academically, 93.4% of respondents indicated that they agree or strongly agree and 96.7% of respondents agreed or strongly agreed that our teachers promote positive communication and collaboration skills in the classroom. When asked questions regarding safety at school, 100% of respondents reported that their child feels safe at school. A relative weakness appeared when asked about whether the district’s transportation services are safe. On this question, only 78.9% of those surveyed agreed or strongly agreed that our transportation service is safe. Although our transportation services are provided by the high school district, more work may need to be done to ensure that buses are well maintained. District administration will meet with high school representative to ensure buses are adequately maintained. Results from the parent survey also indicated that school-community relationships are a strength. 95% of parents reported that they receive support from the school when needed and 93.3% feel that the school views parents as partners in the educational process. 93.3% of parents believe that school staff shows respect for students and parents and 96.6% of parents found the office staff to be helpful. Finally, an overwhelming 98.3% of parents reported that their child enjoys going to school and 100% of those surveyed feel that our schools are welcoming and inclusive! Of the students who participated in this year’s survey, 97.2% reported that their teachers and other adults at school cared about them and 100% of the teachers value learning. 94.4% of students reported that teachers have high academic standards and 98.6% of students shared that teachers give enough help so that everyone can learn, even when things are difficult or challenging. 98.6% of students said that the adults have built a positive learning environment and 91.6% of teachers promote tolerance and acceptance. There were no reports of drugs, alcohol, or vaping, but 2.9% reported some tobacco use. It was also concerning to see that only 55% of students report that they come to school rested and alert and only 35.3% reported that they are excited to learn. Finally, while 86.1% of students reported that their peers are respectful to staff, only 63.9% of students indicated that they are respectful to other students. These relatively lower scores on social matters may indicate a need for enhanced social emotional support and targeted social emotional learning. Therefore, the district intends to hire a new counselor as well as a social emotional coordinator in 2022-2023." Met 6/21/2022 2022 12626870124263 Laurel Tree Charter 6 We are scheduled to send out our climate survey in October of 2022 after the Parent Inclusion team helps design the questions. We collected data at our two back-to-school nights on ways that parents would like to connect. Not Met 10/18/2022 2022 36750440118059 LaVerne Elementary Preparatory Academy 6 "LEPA conducted a school quality survey to gauge the students’ perception of the school climate. Of the students surveyed, 75% feel that the schoolwork is challenging and most of the students feel that they do well in school. seventy-eight percent of the students surveyed state they have the supplies necessary to do their schoolwork. Additionally, the majority of students surveyed 75% or more agreed that they feel safe at LEPA, rules are clear, and students and staff treat each other with respect. The students also recognize that there is someone at the school they can go to if they need help. The results of the student survey indicate that LEPA scholars feel safe at school. Conversations with students reveal that teachers and administration are available to help them solve problems they have with other students. They believe that most of the time the staff and students are respectful of each other which indicates that teachers and staff are modeling and expecting respectful behavior among students and among the staff members. LEPA continues to seek out and implement ways to provide support for scholars that helps them feel that school is a safe place to be. Additional staff have been hired to provide small group instruction and support. In response to the results of the survey, LEPA has added additional instructional assistants to address the academic needs of our students. An instructional assistant with extended hours works with 5th and 6th grade students to encourage them to complete their work to the best of their ability and maintain behavior that is appropriate for school. This program provides students with another staff member who relates to them and uplifts them, raising their confidence levels and motivation to succeed." Met 6/27/2022 2022 19646910000000 Lawndale Elementary 6 "The Lawndale Elementary School District (LESD) will continue to use the California Healthy Kids Survey (CHKS) to gather student data that captures a valid measure of student perceptions of school safety and connectedness. At the end of 2021-2022, LESD will conduct the CHKS survey for students in grades 5th and 7th. Unfortunately, due to COVID-19 and school closures, LESD could not collectively gather data for Spring 2021. In March of 2022, the LCAP committee provided input on targeted questions to determine the areas of strength or growth based on CHKS survey results for 2021-22. The committee reviewed the CHKS survey and identified key questions that would guide the school and student improvement regarding school climate. When completed at the end of May 2022, the CHKS assessment data will be disaggregated based on the following areas: - student connectedness, learning engagement/motivation, and attendance; - school climate, culture, and conditions; - school safety, including violence perpetration and victimization/bullying - physical and mental well-being and social-emotional learning - student supports, including resilience-promoting developmental factors Based on the CHKS results around school climate, Positive Behavioral Intervention and Supports (PBIS) site teams will review data and create actionable items." Met 6/21/2022 2022 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 families rated 4.48 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. Lazear families rated 4.40 on Community Relations, which includes evaluating communication with community and community members being invited to class. Based on results from the survey, Lazear will continue efforts to engage parents in students learning, such as developing skills to support literacy." Not Met 10/20/2022 2022 24657220000000 Le Grand Union Elementary 6 "The ESE Climate Survey was administered to grades 5-8 by the LEA during the spring of 2022. 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. 62% 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. 70% of students say they feel safe at school." Met 6/28/2022 2022 24657300000000 Le Grand Union High 6 "The ESE Climate Survey was administered to grades 9-12 by the LEA during the spring of 2022. 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% 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. 74% of students say they feel safe at school." Met 6/22/2022 2022 33103300125237 Leadership Military Academy 6 "LMA annually administers a voluntary and anonymous survey to all stakeholders. The survey includes items on all 8 state priorities, including the perceptions of school safety and connectedness. In 2021-22, additional short surveys for students were administered on climate and belonging. According to the most recent annual survey results, progress has been made at improving factors affecting the school climate. A higher percentage of students feel that staff care about them, and that staff respects their cultural differences. Unfortunately, there was a 7% decrease in agreement that students treat each other with respect – an item that was the very least agreed two years ago in 2020. Almost 90% of students were at least somewhat satisfied with the effects of programs maintaining a positive school climate, higher than any other participant group. In the additional student climate survey of the fall, the percentage of students that felt there was a positive school climate was closer to half, significantly lower than the annual survey in spring. Similarly, less than half of students agreed with a sense of belonging. The 2021-22 school year was a return to full, in-person instruction after distance learning, and many of the health and safety guidelines continued, prohibiting larger groupings indoors like family events. There was an increase in social-emotional services, as evidenced by 2 social workers and the addition of a counselor therapist in January. These are factors that influence the school climate as well as are affected by it. Some actions that will contribute to improving the climate include: a return to the traditional family and school community activities that help promote engagement (ex. family activities, student recognitions, open house), staff participated in a series of workshops and coaching sessions to improve cultural sensitivity, social-emotional services will be in place to match student needs." Met 6/23/2022 2022 01611920108670 Leadership Public Schools - Hayward 6 "On an annual basis LPS has its students participate in assessing school climate, in addition to our students' needs by taking the Panorama Survey. This survey, like the CA Healthy Kids survey, measures school climate and culture. LPS would like to note that due to the pandemic and school culture traditions not being fully implemented, the participation of such survey had declined slightly from the prior year (12%); with a sense of belonging and feeling valued at 39%. From analysis of such survey 61% of students had a positive mindset around the ability to change factors that were central to their performance at school. 61% of students felt physically and psychologically safe while at school. 52% of students felt that school was interesting, important and useful. Due transition, staff shortages and the impact of COVID-19, the school was unable to hold events that would traditionally be done in the past. As COVID-19 restrictions ease and case rates improve, LPS plans to bring much of the programming essential to student life on campus back during the 2022-2023 school year." Met 6/23/2022 2022 07617960101477 Leadership Public Schools: Richmond 6 "Data: The school learned that there is a large need for professional development around Culturally Responsive Teaching (CRT), Anti-Racist practices and creating safe spaces for students to share their experiences and grow. Meaning: There is a large need for additional EL supports and creating a safe and positive environment for Black/ African American students. Use: Develop actions and allocate part of the Local Control and Accountability Plan budget to go English Learner academic supports; Black/ African American engagement, recruitment and retention for staff and students; professional development and student educational opportunities on anti-racist practices." Met 6/23/2022 2022 37683380106799 Learning Choice Academy 6 "The Learning Choice Academy administered two student surveys during the 2021-22 school year to measure student perceptions of school safety and connectedness. A total of 29 students (grades 7-12) completed the first survey (a 37% response rate) and a total of 16 students (grades 7-11) completed the second survey (a 21% response rate). The below represents findings from both surveys. 93% agreed or strongly agreed that the teachers at this school teach students fairly 86% agreed or strongly agreed that they feel safe at school 86% agreed or strongly agreed that teachers communicate with parents about what students are expected to learn in class 86% agreed or strongly agreed that school staff take parent concerns seriously 97% agreed or strongly agreed that they try hard to make sure that they are good at their schoolwork 97% said it was true that there was an adult at the school who really cares about them 93% said it was true that there was an adult at the school who always wants them to do their best 32% said they had been made fun of, insulted, or called names at least once at school in the past year 20% reported feeling so sad or hopeless almost every day for two weeks or more that they stopped doing some usual activities in the past year 83% said that they usually expect to have a good day 92% said they are satisfied with their school experience" Not Met "Improving Student Voice We opened nominations to the School Site Council for each school site to all students Our SEL team will research appropriate training opportunities for teachers to create a culture of listening We will survey students and seek their input as much as possible throughout the year (for example, on spirit themed days and yearbook ideas, in addition to events and learning) Improving student engagement and attendance With the implementation of AB-130 all students will be required to complete a daily attendance log, students in grades TK-3 will be offered daily engagement learning opportunities, students in grades 4-8 will be offered daily live interaction and weekly engagement opportunities, and students in grades 4-12 will be offered weekly engagement opportunities Outdoor, in-person field trips and events will resume (as is deemed safe)" 9/8/2022 2022 37680230138073 Learning Choice Academy - Chula Vista 6 "The Learning Choice Academy administered two student surveys during the 2021-22 school year to measure student perceptions of school safety and connectedness. A total of 165 students (grades 7-12) completed the first survey (a 70% response rate) and a total of 135 students (grades 7 and 9-12) completed the second survey (a 57% response rate). The below represents findings from both surveys. 87% agreed or strongly agreed that the teachers at this school teach students fairly 90% agreed or strongly agreed that they feel safe at school 85% agreed or strongly agreed that teachers communicate with parents about what students are expected to learn in class 89% agreed or strongly agreed that school staff take parent concerns seriously 88% agreed or strongly agreed that they try hard to make sure that they are good at their schoolwork 86% said it was true that there was an adult at the school who really cares about them 92% said it was true that there was an adult at the school who always wants them to do their best 9% said they had been made fun of, insulted, or called names at least once at school in the past year 34% reported feeling so sad or hopeless almost every day for two weeks or more that they stopped doing some usual activities in the past year 83% said that they usually expect to have a good day 79% said they are satisfied with their school experience" Not Met "Improving Student Voice We opened nominations to the School Site Council for each school site to all students Our SEL team will research appropriate training opportunities for teachers to create a culture of listening We will survey students and seek their input as much as possible throughout the year (for example, on spirit themed days and yearbook ideas, in addition to events and learning) Improving student engagement and attendance With the implementation of AB-130 all students will be required to complete a daily attendance log, students in grades TK-3 will be offered daily engagement learning opportunities, students in grades 4-8 will be offered daily live interaction and weekly engagement opportunities, and students in grades 4-12 will be offered weekly engagement opportunities Outdoor, in-person field trips and events will resume (as is deemed safe)" 9/8/2022 2022 27660922730240 Learning for Life Charter 6 "The 2021-22 Climate Survey focused on students’ sense of safety and connectedness to school and gathered data about the impact of the pandemic on our students. It was the same as the survey we used last year, so results are comparable. The survey consisted of 5 sections where students could express Strong Agreement to Strong Disagreement to statements regarding connections with adults, regarding developmental relationships with staff, regarding their treatment related to their gender, sexual orientation and race/ethnicity, regarding their perceptions of safety for themselves and for others, and regarding their sense of connectedness and safety during the COVID-19 pandemic. One section asked about the degree of students’ need for assistance, from Frequently to Never. Most students Agreed or Strongly Agreed that they felt connected to adults at school, that the staff supported them with Developmental Relationships, that they were treated respectfully in relationship to their gender, sexual orientation and race/ethnicity, that others were treated safety and respectfully at school in relationship to these dimensions of identity, and that they felt a sense of safety and connectedness during the COVID-19 pandemic. The statement, “This school is safe for students of all races, ethnicities and cultures” received the highest approval rating, 96.7%. The statement “Adults at this school help me understand and be in control of my feelings and actions” received the lowest approval rating, 74.2%. 10% or fewer of the students surveyed responded that they needed assistance in meeting basic needs sometimes or frequently. Transportation, food, and legal advice were needed more than health care, personal items, school supplies, or housing. We take these results to mean that students generally feel safe and connected to our school staff, but that we could do more to help students understand and be in control of their feelings and actions. This motivates us to expand our practice of bringing students onto campus for in-person interactions." Met 6/29/2022 2022 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 families rated 4.18 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. LWL families rated 4.14 on Community Relations, which includes evaluating communication with community and community members being invited to class. Based on results from the survey, LWL will continue efforts to engage parents in students learning, such as developing skills to support literacy." Not Met 10/20/2022 2022 19648810118075 Learning Works 6 "In 2022, the student wellness survey was adapted to provide students with an opportunity to provide feedback on the 2021-22 school year, which was a return to in-person learning with some continued suspension of in-person and on-campus activities such as field trips and small classes. More than half (53%) of students responding to the survey in the spring of 2022 indicated that “I have supportive teachers who care about me and help me” as what they liked most about Learning Works. This was followed by a quarter (25%) who responded that “My school is getting me ready for college or my career.” Learning Works uses the 40 Developmental Assets framework as a way to gauge student assessment of the assets they possess. This survey is administered at intake and results are reported annually as part of the WASC data analysis update. The Developmental Assets are analyzed based on the following five categories: (1) involvement in community, (2) care about educational future, (3) feel good about school, (4) mental and moral framework, and (5) family/home life. These categories provide good background information about our student population. For the 2022 Dashboard, the ASSETS survey data was matched between 185 students who had enrolled in both 2020-21 and 2021-22 to assess any differences over time for this subset of students. There were improvements over time in all five categories with the most improvement in “feel good about school” increasing from 81% to 86% from 2020-21 to 2021-22. More students also indicated “they care about their educational future” and that their “mental and moral framework” improved over the two years (both categories up by 4%). Slightly more students felt better about their involvement in the community between 2020-21 and 2021-22 (a 3% increase from 44% to 47% of students). Support from “family and home life” increased by 1% of students enrolled in both school years from 73% to 74%." Met "Our school targets 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." 6/28/2022 2022 37682050000000 Lemon Grove 6 "The Lemon Grove School District again administered the yearly California Healthy Kids Survey (CHKS).This year grades 5, 6 & 7 participated. This survey gives our district an enormous amount of information to guide our future programs and supports in all areas of our school community. In 20-21, participation on the CHKS survey was low due to virtual and hybrid learning, so our best comparison data comes from the CHKS 2019-2020 survey, which was: -The elementary survey (grade 5) displays the area of School Connectedness rated at 61%. Students responded they “agree” or “strongly agree” to feeling connected to school. -Caring Adult Relationships were rated at 62% of students responding “pretty much true” or “very true”. -The secondary survey (grade 7) shows the area of School Connectedness rated at 56%. These students responded that they “agree” or “strongly agree” to feeling connected to school. -Caring Adult Relationships were rated at 61%. -Promotion of Parent Involvement in Schooling was rated at 77% at the elementary level and 53% at the secondary level with students responding “agree” or “strongly agree”. Last year, we continued to expand our parent engagement and school climate supports. We added a Parent and Family Engagement Specialist TOSA who guided school site parent volunteer coordinators for parent engagement and feedback. We have also implemented dedicated weekly Social Emotional Learning time for all of our students to support staff and student relationships and improve school connection, as well as a biannual student SEL survey for the beginning and end of the year. We also added a staff SEL survey for the end of each year. The 21-22 CHKS survey data is now: -The elementary survey (grade 5 & 6) displays the area of School Connectedness rated at 61.5%, a very slight increase of .5%. Students responded they “agree” or “strongly agree” to feeling connected to school. -Caring Adult Relationships were rated at 58.5% of students responding “pretty much true” or “very true”. This is a decrease of 3.5%. -The secondary survey (grade 7) shows the area of School Connectedness rated at 60%, an increase of 4%. These students responded ""pretty much true"" or ""very much true"". -Promotion of Parent Involvement in Schooling was rated at at the elementary level and 55%, an increase of 2%, at the secondary level with students responding “agree” or “strongly agree”. This year, being the second year in a row with full-time in-person learning, our staff have stronger systems in place for building authentic connectedness and community, and building meaningful relationships with students and families. As a district, we are now requiring at least monthly parent-focused events at each school site, an expansion of training and implementation of Restorative Practices across the district through our Restorative Practices site leads, and leveraging stronger behavior data systems to fortify best practices with PBIS." Not Met 9/13/2022 2022 16639820110205 Lemoore Middle College High 6 "DATA: The California Healthy Kids Survey is conducted every other year at LMCHS. Student surveys at each individual site for different school requirements, such as WASC accreditation, LCAP or by the Student Services Department are also administered. The other student surveys share similar results as the California Healthy Kids Survey. Many of the current societal issues, such as bullying, access to social/emotional counseling, and school safety remain as important issues to all students. MEANING: Parent involvement continues to be an area of growth for LMCHS. Students feel strongly that the academic offerings at LMCHS are effective and meaningful. Survey results reveal that students are happy with the direction of the school, and feel prepared to enroll and succeed in college level courses. USE: The survey showed that students are dissatisfied with the condition of the restroom and the cafeteria. Action will be taken in the 2022-23 school year to improve these spaces. LMCHS will also continue to utilize the tutoring platform PAPER, which has shown to support all students effectively." Met 6/23/2022 2022 16639820136234 Lemoore Online College Preparatory High 6 "DATA: Parent surveys were conducted throughout the Covid-19 pandemic. The Healthy Kids Survey and LCAP Survey are given yearly. Important issues for students and parents were: bullying, social-emotional health and counseling, school safety and connectedness on campus. Data indicates that concern in these areas has increased some due to the Covid-19 pandemic, school closures, and distance learning. Parents and students expressed a need for more extra-curricular activities at LOCPHS. MEANING - Survey Data Indicated the following: *Students and families feel SAFE and that the school is a WELCOMING place to learn *Students and families believe LOCPHS has HIGH EXPECTATIONS for students and SUPPORT them in their learning *Students and families feel that LOCPHS provides ample opportunities for parents to be involved in their student's success *Growth Area - Parents and students feel that LOCPHS needs to offer more on-campus functions for students such as clubs and activities. USE: LCAP Goals will continue to be areas of focus: Goal # 1 address College and Career Readiness and focuses on curriculum and awareness. Goal # 2 focuses on the academic supports as well as the social emotional support that enables students to be successful. Goal # 3 targets school safety, climate, cleanliness, etc. PBIS, the MTSS, and the district's Student Services Department are all relevant tools in this area and will assist with removing any impediments to student learning." Met We will continue to build school culture via PBIS and support students via the MTSS. 6/9/2022 2022 16639740000000 Lemoore Union Elementary 6 "In February 2022, a student survey was administered to students in grades 4-8. There were a total of 1382 responses collected. 83% percent of 4-8th graders responded that they felt close to people at the school. 80% of students also responded that they felt like they were a part of their school. 85% of students felt happy to be at their school. This year, the results show that fewer students were happy to be at their school. However, more students reported that they felt close to other people at the school or felt that they were part of their school than the previous year. With the full reinstatement of both the music program and sports it is logical that more students would feel part of the school. The results of less students feeling happy to be at school is directly related to the pandemic as this data is consistent with results all across the nation in school aged children. For 2021-2022, 43% of all students talked with their counselor on topics ranging from issues with friends, family or peers to issues with homework, discipline or feelings of grief/sadness. This is the exact same percent of students who spoke to the counselor in 2020-2021. Although the majority of students feel safe at school, 33% of 4-8th grade students worry about being bullied at school which is an increase of 6% from 2020-2021. These feelings were highest in 4th grade where 44% of the 243 respondents shared that they were worried about being bullied. These feelings were shared by 42% of the 5th graders, 41% of the 6th graders, 38% of the 7th graders and 30% of the 8th grade respondents. A need for an anti-bullying campaign or relationship building between students appears to be a need that should be extended to the intermediate grades. 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 will continue to improve through relationship-building between students and between students and staff. The elementary school sites continue to develop their Tier 1 and Tier 2 behavior supports school-wide and will extend the development into Tier 3 next year using the Positive Behavior Interventions and Support (PBIS) framework. These behavioral response to intervention (RTI) supports will help to establish and reinforce positive behaviors on campus, develop strong relationships among students and staff and provide targeted behavioral supports to students." Met 6/14/2022 2022 16639820000000 Lemoore Union High 6 "Student surveys at each individual site for different school requirements, such as WASC accreditation, LCAP or by the Student Services Department. Parent surveys were conducted throughout the COVID-19 pandemic, and earlier this school year specifically for the LCAP. The California Healthy Kids Survey in conducted every other year at LUHSD. The other student surveys share similar results as the California Healthy Kids Survey. Many of the current societal issues, such as bullying, access to social/emotional counseling, and school safety and connectedness remain as important issues to students and parents, and the current data reflects that these issues have been exacerbated as a result of school closures, distance learning and hybrid scheduling. Some key indicators from parent survey data are: Students connectedness to their school = 57%, students feel respected = 58%, school is a safe place = 63%, Knowing how to access social emotional supports = 48%, Office staff is friendly and welcoming = 65%. Seventy percent (70%) of parents stated they would like workshops on helping their student access social emotional supports. Metrics on the LCAP show that LUHSD has a strong overall graduation rate (93%) and students are improving on the English Language Arts and mathematics CAASPP tests. The biggest challenge appears to be with Equity and Access for some student subgroups (e.g. students with disabilities) which is has led to the focus on professional development for all staff. When analyzing the results of the survey data and current LCAP metrics, 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 important, but combined with additional supports to assist students with learning loss that was experienced by many students. 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. Additional staff has been added to provide the increased number of requests for student services, both academically and social emotionally. Goal #3 targets school safety, cleanliness and facilities, being adequate to support student learning and recognizing the importance of family engagement to the educational process. The expansion of the Student Services department in recent school years is a vital element to the district implementation of Multi-Tiered Systems of Supports (MTSS). The district will continue to implement, evaluate and adjust the MTSS system of interventions to assist in removing impediments to student learning, combined with an increase of supports for students, parents and families that have significantly increased since the COVID-19 pandemic. LUHSD will also be adding Equity and Access training throughout all school sites." Met "The LCAP metrics are reflective of the identified areas of growth, strengths, barriers and successes. Strong areas for LUHSD, prior to writing the current LCAP, remain strong and have been sustainable throughout the COVID-19 pandemic. Areas of growth and barriers that were identified continue to be the areas of focus. Some of these areas are showing growth while other areas have declined due to concerns resulting from the pandemic. Continuing to focus, and evaluating the progress through the PLC process is critical to the overall success when addressing areas of growth." 6/9/2022 2022 19647090000000 Lennox 6 "The Lennox School District strives to provide a safe environment conducive to learning for all students. Due to the high number of students identified as economically disadvantaged the district offers a variety of social and emotional programs and support for students such as, full time counselors at all schools, mentoring programs, before and after school programs, restorative justice strategies in handling student conflicts and discipline and academic interventions. Lennox School District administers an annual school climate survey to all students in 5th through 7th grade. The survey administered in spring of 2022 yielded the following findings: 81% of students reported that they feel that their school is safe. 80% of students look forward to coming to school on most days. 81% of students reported they regularly receive encouragement from teachers or school staff. 84% of students reported that if they have a problem, they have someone at school they can talk to. 90% of students reported that they feel teachers make time to discuss grades and academic concerns. 91% of students reported that they feel teachers help to make the learning understandable by using different ways of presenting information. To address the challenges of the pandemic, the district has been focusing on strengthening mental health and social emotional supports as well as improving safety and health supports. Our district’s Social Emotional Wellness Coordinator works with school site counselors, social work interns and classroom teachers to develop Trauma-Responsive mindsets, Restorative Practices and provide wrap-around services. Additionally, the district continues to implement and further develop a Multi-Tiered System of Supports (MTSS) that aligns academic, behavioral, and social-emotional learning in an integrated system of support. The district’s MTSS approach supports all student needs. Lennox School District continues to prioritize ensuring the safety and connectedness of all students. The district has implemented numerous programs and initiatives to increase overall school safety and improve school climate. For the 2022-23 school year, we have purchased the Leader in Me Program and are providing professional development for our teachers to utilize it in the classroom to support SEL in the classroom for all grade levels." Met 6/14/2022 2022 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, 96% 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, 94% of students reported to feel safe at Lennox Academy. 98% of staff agrees/strongly agrees that Lennox Academy is a safe place for students and a safe place to work. Furthermore, 97% of parents who participated also agreed that Lennox Academy is a safe school for their child to attend. The percentage of students reporting to have experienced bullying on campus is relatively low in comparison to other schools, Lennox Academy hopes to increase school connectedness by fostering positive peer relationships and acceptance among the student body. Plans include conducting activities that focus on bringing more awareness and call to action against bullying, such as participating in the National Bullying Prevention Month and Stomp Out Bullying Week, and conducting assemblies on acceptance. Lennox Academy is working on activities to help increase school connectedness, including but not limited to student grade level experiences, enhancing the existing buddy program on campus, creating a mentoring program, and multiple activities and assemblies that focus on building our familia on campus. Additionally, Lennox Academy would like to systematize routine student wellness checks and explore establishing school-wide efforts for monthly ""checks & connects"" with students and families. Lennox Academy recognizes that increased drug use, particularly vaping, has been a challenge among teenagers. Lennox Academy plans to educate students on the effects of drug use by conducting school-wide assemblies that focus on bringing more awareness on drug abuse and prevention, as well as participate in Red Ribbon Week, and others to help deter drug activity on campus." Met "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." 5/26/2022 2022 37680230119594 Leonardo da Vinci Health Sciences Charter 6 "Each year LdVCS sends out a Positive Behavioral Interventions and Supports climate survey to capture student and family perceptions of school safety and connectedness. The survey results indicate that overall student expected behaviors are explicitly taught and enforced by our current system. Areas of growth include increasing use of positive rewards for good behavior, recess/lunch supervision, and creating a team to address behavior intervention. In response to these results, LdVCS has hired a Dean of Students to help revamp policies, build capacity in all team members, and create a team for intervention on students' behalf." Not Met 9/15/2022 2022 34752830126060 Leroy Greene Academy 6 "In the Natomas Unified School District School Climate and Culture Student Survey, our site has shown growth in the areas of Climate of Support for Academic Areas; Knowledge and Fairness of Discipline, Rules & Norms; Safety; Safety, Sense of Belonging (School Connectedness); Sense of Belonging (School Connectedness). Our areas of growth are surrounding teachers working with and for their students, students knowing expectations, and feeling a sense of belonging and connectedness with other students. While our survey results were overwhelmingly positive, if we had to identify an area for growth it would be around the areas of preparing student for college exams, connecting them with the community, engaging community partnerships, creating volunteer opportunities and engaging families. However, know that these efforts were especially impacted by the pandemic, the public health crises, and changes in college application requirements." Met 6/16/2022 2022 53717460000000 Lewiston Elementary 6 "The survey was presented last year and will be administered next year. A student survey resulted in: Kids feel cared about and encouraged. Students know what to expect and understand the purpose of education is learning. Students feel safe on campus. Other students' behavior can get in the way of learning, outside problems can deter from class time, and using the campus resources before a blow-up has better results. Next Steps: Continue to build relationships with all students around their interests and success. Continue to get students to self-advocate and use proactive strategies when dealing with disappointment, anger, or abandonment feelings. Grow relationships with parents so they are an active part of the student's growth and next steps." Met 6/20/2022 2022 54719850000000 Liberty Elementary 6 "The District administers a school climate survey to all 5 - 8th grade students, as specified, and report the results to its local governing board and through the local data selection option in the Dashboard. This data exhibits a strength in students' feelings of connectivity to both their school and to one another. In addition, it shows that our work in positive school culture is having a great impact on the atmosphere of the school for student connectedness. An area most concerning to the district which was identified from an analysis of disaggregated student data and student written recommendations submitted on the middle school student school climate survey. Only 60.6% of students reported they strongly agree/agree that Liberty students respect for the school by following directions and being polite toward someone or something. Connectedness: • 90.6% of students feel adults have High Expectation • 86.8% of students feel there are caring adults in school • 95.7% of students feel School Connectedness • 95.7% of students feel their parent/guardian knows how they are doing academically and socially in school (parent engagement) School Safety (Climate) • 86.2% of students feel safe at school • 94.6% of students feel good grades and good academic performance are important This data was taken from the 2021-22 school year district Middle School Student Climate Survey. The District survey was sent to all middle school students as a link through their school/student email accounts. 76.4% of our middle school students completed the online survey." Met 6/28/2022 2022 49707970000000 Liberty Elementary 6 "The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff." Not Met 9/15/2022 2022 49707976051833 Liberty Elementary 6 "The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including: the Board, parents, and staff." Not Met 9/15/2022 2022 49707970140228 Liberty Independent Study 6 "The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff." Not Met 9/15/2022 2022 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 data analyzed for this report. DATA - Key learning from the survey include: 1) Most students (9th grade = 61%, 11th grade = 74%) perceive their schools as safe or very safe. 2) Most students report being connected to their school (9th grade = 59%, 11th grade = 59%). MEANING - Disaggregated data yielded the following findings: 1) Unfortunately, our data.calschls.org dashboard only offers disaggregated data for our Hispanic student group, 68% of our grade 9 students felt connected to their schools. 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 6/22/2022 2022 19646670123174 Life Source International Charter 6 "We were able to secure both qualitative and quantitative data from stakeholders throughout the district based on survey responses, and family nights. Input sessions were provided. Survey results were provided in a board meeting." Not Met 9/30/2022 2022 01612590130633 Lighthouse Community Charter 6 "Data from student and family surveys captures a couple of important trends. First, students and families continue to be satisfied with the LEA's COVID and Reopening Responses, feeling that students are safe to be in school as we continue to reopen from the pandemic. Data reveal that students and families, particularly in upper grades, do not feel connected to each other as they were prior to the pandemic. This sense of connection appears to be weaker for our AA and SWD, who are overrepresented in disciplinary outcomes. In addition, families and students report concerns about academic learning loss that happened over the pandemic. In response, the LEA has set ambitious MTSS goals that focus on relationship building and prioritizing students’ social emotional needs are the foundation for strengthening academic success of students; a continued focus on college and career preparedness strategies including staffing, dual enrollment, counseling, fieldtrips, rigorous classes and community connections impact college going rates in significant ways; and deepening community partnerships strengthen support for students and expand the learning opportunities through interns, community connections, fieldtrips and other co-curricular opportunities." Met 6/15/2022 2022 01612590108944 Lighthouse Community Charter High 6 "Data from student and family surveys captures a couple of important trends. First, students and families continue to be satisfied with the LEA's COVID and Reopening Responses, feeling that students are safe to be in school as we continue to reopen from the pandemic. Data reveal that students and families, particularly in upper grades, do not feel connected to each other as they were prior to the pandemic. This sense of connection appears to be weaker for our AA and SWD, who are overrepresented in disciplinary outcomes. In addition, families and students report concerns about academic learning loss that happened over the pandemic. In response, the LEA has set ambitious MTSS goals that focus on relationship building and prioritizing students’ social emotional needs are the foundation for strengthening academic success of students; a continued focus on college and career preparedness strategies including staffing, dual enrollment, counseling, fieldtrips, rigorous classes and community connections impact college going rates in significant ways; and deepening community partnerships strengthen support for students and expand the learning opportunities through interns, community connections, fieldtrips and other co-curricular opportunities." Met 6/16/2022 2022 52105206119606 Lincoln Street 6 "~End of year parent and student surveys indicated that Lincoln Street School is a safe, welcoming place where everyone is treated with respect. ~A parent focus group indicated a need for more teaching support for families. ~Family Success Liaison provided resources to most families ~88% of parents reported feeling supported by LSS staff ~88% experienced equal or better educational learning than their previous school experience. ~79% of parents report that their child participated in virtual/in-person instructional opportunities. MEANING: Lincoln Street School continues to have a dedicated staff, a welcoming environment, and strong communication with families. Parents indicated that they would like more tips for teaching at home, useful resources, and organizational/lesson preparation. Parents appreciated having the in-person and virtual instructional opportunities as well as opportunities to stay connected with their peers. USE: Staff will offer more targeted instruction and training to parents on curriculum and will focus on alternative learning opportunities to better support the diverse population and the changing demographics of the school. Staff is looking at grade span teaching assignments to best meet the needs of their students. Family Success Liaison will continue to offer community resources and provide space for adult social-emotional needs." Met "Our model requires a parent/guardian, student, teacher partnership. Due to our homeschool like model, our families feel very connected to our school." 6/13/2022 2022 39685690000000 Lincoln Unified 6 "Lincoln Unified School District (LUSD) administered the California Healthy Kids Survey (CHKS) in the winter of 2022. Results serve to measure the district's progress on state Priority Six: School Climate. In the area of School Connectedness results showed the following: Grade 7 - 67% reported positive results Grade 9 - 58% reported positive results Grade 11 - 47% reported positive results In the area of School Safety the results showed the following: Grade 7 - 68% reported feeling safe at school Grade 9 - 55% reported feeling safe at school Grade 11 - 50% reported feeling safe at school School Climate is an area identified by the district for focus and improvement. To this end it was determined that the district would administer an annual survey to students, families, and staff in addition to the CHKS. The Youth Truth climate survey was administered in the winter of 2022. Students reported positive responses in the following areas: Engagement: Elementary 91%; Middle School 49%; High School 47% Academic Challenge: Elementary 36%; Middle School 62 %; High School 61% Relationships: Elementary 78%; Middle School 31%; High School 22% Culture: Elementary 49%; Middle School 48%; High School 35% Belonging: Elementary 16%; Middle School 48%; High School 44% The information from both surveys informs the development of the district LCAP. The district noted areas where there was significant increase from the previous year when students were participating in the survey via distance-learning. The district will continue to focus on the areas of engagement and climate." Met 6/29/2022 2022 39685770000000 Linden Unified 6 "LUSD administered a survey to students grades 7-12 focusing on School Safety and School Connectedness. 67.4% of grades 7-12 students feel school is safe. 64.2% of 7th & 8th grade students feel connected to school. 57.3% of 9th-12th grade students feel connected to school. Each school administrator has received these findings at their school sites. They have shared the findings with school staff at staff meetings and have shared results with students. Each administrator formed a focus group of students to ask more questions to help formulate School Plan for Student Achievement and common themes were represented in the Local Control Accountability Plan. Some actions at the school level include integrating the School Resource Deputy (SRD) into the school culture, conducting ongoing student focus groups, revisiting school vision/mission, Positive Behavior Intervention Supports, student clubs/organizations, and expand opportunities for student voice/choice. Other areas included providing fences around the parameter of the schools, addition of extra cameras on school sites, practice ongoing safety drills and preparedness strategies." Met 6/16/2022 2022 54719930000000 Lindsay Unified 6 "Lindsay Unified administered the California Healthy Kids Survey (CHKS) to learners in grades 5 through 12 in the fall of 2021. Results from the survey reveal that learners across all grade spans (5-6, 6-8, and 9-12) generally felt safe at school, have witnessed low violence victimization and bullying, and reported to be happy, feel close, and feel like a part of their learning community. A key highlight from the survey findings is the fact that, Lindsay Unified learners reported the lowest rate of bullying in schools when compared to the other 66% of districts that took the survey in California. Learners were prompted to indicate how strongly they agree or disagree with the statement “ I feel safe in my school.” 91% of grades 5 and 6 learners agreed or strongly agreed, 90% of grades 6 through 8 learners agreed or strongly agreed and 85% of grades 9 through 12 learners agreed or strongly agreed. Learners were also asked to respond to the following prompt regarding school connectedness “I am happy to be at this school”, “I feel close to people at this school”, and “I feel like a part of this school”. Overall, 69% of grades 5 and 6 learners agreed to strongly agree on all three prompts, 84% of grades 6 through 8 learners agreed or strongly agreed while 77% of grades 9 through 12 learners agreed or strongly agreed. Although the district excelled in learners feeling supported, connected, and safe in school, some areas of opportunity were also identified. Similar to national findings, the survey results revealed that Lindsay learners' mental health and wellness have declined significantly, especially after the onset of the COVID-19 pandemic. This reinforces the district’s focus to support learners socio-emotional and mental well-being. The district also identified a need to increase authentic and meaningful learning opportunities. Only 33% of learners felt they were engaged in meaningful participation at school when responding to the prompts, “I do interesting activities” and “I do things that make a difference.”" Met 6/27/2022 2022 15635860000000 Linns Valley-Poso Flat Union 6 "For the 2021-22 school year, Linns Valley has 0 expulsions and suspensions. Using local survey data 100% of students agree or strongly agree feeling safe and connected at school. It is important to remember that Linns Valley is a rural school of 18 students in Tk-8th. Therefore, because it is a small community, all students and families know each other This contributes to a positive school climate that has existed for multiple years. The climate of the school is welcoming, uplifting, safe and outgoing. We use classroom discussions on a regular basis to address any school climate concerns. By doing classroom discussions we have noticed that the students are able to resolve any concerns that they may have." Met 6/29/2022 2022 37103716119119 Literacy First Charter 6 "At Literacy First Charter Schools we are wholly committed to our mission, vision and values and view everything we do through those lenses. Our high level of accountability, intentionally trained teachers, parents who are connected in our community and students who are protected both emotionally and physically are evidence of our commitment. LFCS is a place where students thrive because parents care, students are known and safe, and character counts." Not Met 10/12/2022 2022 19647170000000 Little Lake City Elementary 6 "Our district administers Healthy Kids Surveys to our 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 Questions: Percentage of students that feel safe -Do you feel safe at school? Do you feel safe on your way home from school? 5th grade - 93% 7th grade - 87% School Connectedness Questions: Do you feel close to the people at school? 2. Are you happy to be at school? Do you feel that you are a part of the school? Do teachers treat students fairly at school? Are you given a chance to help decide things at school, like class rules? Do teachers and other grown-ups care about you? Do the teachers and other grown-ups at school tell you when you do a good job? Do teachers and other grown-ups at school ask about your ideas? Do you feel proud to belong to your school? Do the teachers and other adults give you a chance to solve school problems? Do you get to do interesting activities at school? Do your teachers ask you what you want to learn about? Do the teachers and other grown-ups at school listen when you have something to say? Do the teachers and other grown-ups at school believe that you can do a good job? Do you do things to be helpful at school? 5th grade - 89% 7th grade - 85%" Met "The district has recognized that overall, there is a high percentage of students (93% of fifth grade students, 87% of seventh grade students) who do feel safe at school. While that number speaks to the systems and procedures in place to ensure student safety, there are still a small percentage of students who do not feel safe at school. In addition, we do have a high percentage of students (89% of fifth grade students, 85% of seventh grade students) who feel that they are connected to their school and campus. These numbers acknowledge the District’s focus on relationship building in addition to the practices we have put in place to build students’ feelings of school connectedness. While data is fairly consistent across schools, it does indicate that there is a difference between our elementary and middle school students and that we must do a better job at the middle school level in the areas of safety and connectedness. Until we meet 100%, we must continue to put systems in place so that every student feels safe and feels a connection to their school. We will continue to use this survey and the comments by students to help us explore additional avenues to be able to connect with every student. All comments will be reviewed by administrators and counselors to help identify specific students, or groups of students that need additional support." 6/28/2022 2022 47703830000000 Little Shasta Elementary 6 "With such a small enrollment (16 students total), we find that data from the California Healthy Kids Survey is not necessarily a reliable sample. This year just two students will complete the survey. Instead we conduct a verbal survey with all students. This year 100% of the students responded that they felt safe and school and were protected." Not Met 10/27/2022 2022 49402466119036 Live Oak Charter 6 "1. DATA: Students reported with a very favorable opinion of their school experience including core academic instruction. Due to being the first year back from distance learning, the data is one year removed from the most accurate picture of information is based on the most recent year students were attending in-person instruction. The reorganization of the middle school program, continues to be a successful and popular change and was met with increased satisfaction by a majority of the student population. Over 90% of students report that they have not been targeted or harassed by other students. 78% note that if they did feel targeted, they know who they can go to in order to receive help which is important to note with an increase awareness of bullying in today's society. Students again reported low at risk factors include presence of controlled substances, violence or cyberbullying. We attribute the success of students' increase of awareness in addressing social concerns with having relationships with all MS teachers instead of only one. 2. MEANING: The reorganization of the middle school program is in year 4 of successful implementation. This was a significant departure for the school in its 21 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, teachers, and parents. Although there were no reports of bullying, students did have hurt feelings especially as they relate to social situations and being accepted. In general students reported that they are healthy, don't use drugs and happy at school. In past years we hosted Challenge Day and during those years that event may have skewed data by having an increase in reporting of being bullied given the course content from the event. We want to continue providing students with the social skills to mitigate social conflicts and to empower them to solve their own peer to peer " Met 6/28/2022 2022 51713990000000 Live Oak Unified 6 "1. DATA The classrooms at my school are clean and well maintained. Luther 92% LOMS 93% Encinal 84% LOHS 99% VOHS 98% I feel safe at my school. Luther 90% LOMS 89% Encinal 89% LOHS 91% VOHS 100% Staff addresses my concerns Luther 95% LOMS 88% Encinal 89% LOHS 87% VOHS 97% I look forward to coming to school. Luther 85% LOMS 79% Encinal 70% LOHS 77% VOHS 86% I try hard in school. Luther 97% LOMS 97% Encinal 98% LOHS 92% VOHS 92% Adults at my school care about me. Luther 94% LOMS 91% Encinal 92% LOHS 95% VOHS 100% I feel that the rules are communicated to me. Luther 92% LOMS 86% Encinal 87% LOHS 90% VOHS 97% Discipline for breaking rules is consistent. Luther 89% LOMS 83% Encinal 81% LOHS 84% VOHS 95% I feel that I am respected by teachers and staff. Luther 92% LOMS 85% Encinal 86% LOHS 92% VOHS 98% A counselor is available to help me with my problems Luther 94% LOMS 92% Encinal 85% LOHS 100% VOHS 91% 2. MEANING School climate survey results show that students feel safe, cared about, and engaged. Results support our continued efforts to make students feel welcome, safe, cared about, and engaged in school with goals and purpose. Continued efforts will be made to re-engage students and make every effort to return to a sense of normal after two years of COVID restrictions. 3. USE The survey confirms LOUSD efforts with staff and counselors in creating environments that are safe and foster student connectedness. It continues to be a District Focus and Goal 3 of the LCAP that ALL students feel safe, cared about, and connected. Coming out of months of COVID-19 restrictions and quarantines it is more critical than ever that social emotional supports for students remain and improve." Met 6/7/2022 2022 01612000000000 Livermore Valley Joint Unified 6 "LVJUSD administered the California Healthy Kids Survey in grades 5, 7, 9, and 11 and results were shared with the board. Students report generally high feelings of high expectations, caring adult relationships, school connectedness and academic motivation. There is a relatively low amount (13 percent or less) of students that have been in a fight or been afraid of being beaten up. Students report generally lower numbers regarding meaningful participation, which we suspect is a consequence of the long period of distance learning necessitated by the pandemic restrictions in the county and state. Participation rates in the survey among various student subgroups are equitable relative to the population of students within the district. Feelings of having a positive school environment do not vary great across ethnicity groups, with an average distance of 3 percentage points of separation from the medium. The one area of concern which deviates from that pattern is in reports on Total School Supports and Promotion of Parent Involvement in School, where both Hispanic students and African American students reported anywhere from 11 to 30 percentage points less than White or Asian students. As a result of the survey, LVJUSD has recommitted to expanding groups such as ELAC, as well as utilizing external supports such as the African American Regional Educational Alliance." Met 6/28/2022 2022 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. 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. LUSD has four (4) nationally ranked counseling programs which were routinely utilized in supporting students with social-emotional needs. During the 2021-22 school year, an increased emphasis was given to site climate and culture and social-emotional support to assist students with the return to in person instruction. Staff wellness was also prioritized with opportunities and information for self care such as yoga classes, wellness check-ins with counselors, healthy snacks and a monthly wellness calendar with activities for physical and mental fitness and recipes for healthy living." Met 6/16/2022 2022 01612590134015 Lodestar: A Lighthouse Community Charter Public 6 "Data from student and family surveys captures a couple of important trends. First, students and families continue to be satisfied with the LEA's COVID and Reopening Responses, feeling that students are safe to be in school as we continue to reopen from the pandemic. Data reveal that students and families, particularly in upper grades, do not feel connected to each other as they were prior to the pandemic. This sense of connection appears to be weaker for our AA and SWD, who are overrepresented in disciplinary outcomes. In addition, families and students report concerns about academic learning loss that happened over the pandemic. In response, the LEA has set ambitious MTSS goals that focus on relationship building and prioritizing students’ social emotional needs are the foundation for strengthening academic success of students; a continued focus on college and career preparedness strategies including staffing, dual enrollment, counseling, fieldtrips, rigorous classes and community connections impact college going rates in significant ways; and deepening community partnerships strengthen support for students and expand the learning opportunities through interns, community connections, fieldtrips and other co-curricular opportunities." Met 6/15/2022 2022 39685850000000 Lodi Unified 6 "The 2021-22 Lodi USD School Climate Survey was taken by 7,115 students representing 50 school sites in grades 4-12 with an approximately equal distribution across all grade levels. The survey was comprised of 18 questions on a four-point agreement scale (Strongly Agree, Agree, Disagree, and Strongly Disagree). Examining the results from survey, Lodi USD students responded positively (Strongly Agree, Agree) to the following: 88.1% indicated they feel safe and engaged at school. 94.1% indicated that their teachers expect them to do their best all the time. 93.3% indicated that their teachers make it clear to them when they have broken school or class rules. 88.3% indicated that they have access to academic counseling and guidance. However, only 57.2% indicated that students at their schools try to work out their disagreements with other students. 66.2 indicated that being picked on about their background, such as race/ethnicity, gender, disability, or other personal characteristics is not an issue. 74.8% indicated that discipline is fair at their school. In today's environment of constant news along with social media, it is difficult to reassure staff and students of their safety. While 88.1% of students feel safe and engaged at school, there is always room for improvement. The district will continue to provide and possibly increase Campus Supervisors on secondary 7-12 campuses. In addition, physical security measures will continue to be put in places, such as alarms, cameras, and fencing. The district will continue to support School Resource Officers to service our campuses. Site Leadership teams have received training on PBIS and are developing and implementing strategies to help promote a bully-free environment. This year the district participated in “See Something, Say Something” from Sandy Hook. All administrators participated in a two-hour presentation and training. “See Something, Say Something” is being implemented at their school sites." Met 6/14/2022 2022 12629270000000 Loleta Union Elementary 6 "A school climate survey was conducted with students in the spring of 2022. Students reported that there were clear rules for behavior (64%) and that they seldom feel bullied at school (93%). In general students felt that there were caring adults to talk to if needed (79%) and that adults treated students with respect (57%) Nearly all (93%) of students believed that the school wanted them to do well but only 43% felt like they actually did well. Seventy-nine percent of students reported that they always or often got along with other students, but more than 90% reported that students ""almost always"" or ""often"" got into fights. As is well documented across the country, students feelings of safety, normalcy and control were badly affected by the pandemic. Loleta staff worked very hard to support students in their return to school and to help them regulate their emotional responses to both past and present challenges. Loleta will continue to develop the cultural competency of staff to provide a safe, warm, and welcoming school environment as we pull out of the pandemic. The ongoing MTSS and PBIS implementation will provide a framework for these efforts." Not Met 8/11/2022 2022 43695000000000 Loma Prieta Joint Union Elementary 6 "We began in 2017 using a school climate survey tool provide by the YMCA Project Cornerstone project. Our school works diligently to support the 41 Developmental Assets of our students and has been on this journey since 2017. The previous survey tool was meant to be administered every 2 years to two particular grade levels. Due to Covid beginning in spring of 2019, our district was unable administer the survey tool. During the 2021-22 school year, we had planned to administer the Project Cornerstone survey tool. However, we discovered that the company had substantively revamped the survey and that it would no longer be comparable to previous data in order to asses trends nor would it have enough data specific to school climate. Therefore, we attempted to pivot and use the California Healthy Kids Survey. Our district had no previous experience with this survey tool. As we began to administer the CHKS survey in the late spring of 2022, we received immediate push back from both staff and parents around the type of questions being asked of by the survey. As a result, we had to halt the administration and now have plans to re-administer in early spring on 2023 after we allow time for parents to review the survey and complete either opt in or opt out forms. This is why we marked this area as Not Met." Met We will have this survey data for review in spring of 2023 and considered as part of the Local Dashboard Indicators in June of 2023. 6/8/2022 2022 54719930124776 Loma Vista Charter 6 "Loma Vista administered the California Healthy Kids Survey (CHKS) to learners in grades 9 through 12. Results of the survey revealed that Loma Vista learners (grades 9-12) generally felt safe at school, have witnessed low violence victimization and bullying, and reported being happy, feeling close and feeling like a part of their learning community. Learners were prompted to indicate how strongly they agree or disagree with the statement “ I feel safe in my school.” 90% of grades 9 and 12 Loma Vista learners agreed or strongly agreed. They were also asked to respond to the following prompt regarding school connectedness “I am happy to be at this school”, “I feel close to people at this school”, “I feel like a part of this school”. Overall, 80% of learners agreed to strongly agree on all three prompts, Although Loma Vista learners responded positively to questions on learners feeling supported, connected, and safe in school, some areas of opportunity were also identified. Similar to national findings, the survey results revealed that Loma Vista learners' mental health and wellness have declined significantly, especially after the onset of the COVID-19 pandemic. This reinforces the district’s focus to support learners socio-emotional and mental well-being." Met 6/27/2022 2022 49708470127555 Loma Vista Immersion Academy 6 "The YouthTruth survey was administered in 2021-22 and addressed the following areas: 1. Covid Effect 2. Engagement 3. Relationships 4. Culture 5. Belonging The results of the survey showed that 20% of students responded with a positive rating that they experience an orderly, respectful classroom environment. 53% of students responded with a positive rating that they feel welcome at their school. 87% of students responded with a positive rating that they perceive high expectations and feel engaged with their school and their education. One of the barriers to returning to in-person learning following the COVID pandemic was students having had to learn over Zoom. This did not afford for the same type of community" Met 6/23/2022 2022 42692290000000 Lompoc Unified 6 "The Lompoc Unified School District administers the California Healthy Kids Survey (CHKS) every other year. The survey was administered to students in grades sixth, seventh, ninth, and eleventh and to students in alternative education during the 2020-21 school year. The number of students who participated in the survey equates to 18% of sixth graders, 39% of seventh graders, 25% of ninth graders, 23% of eleventh graders, and 66% of alternative education students. During the administration of this survey, students were in one of three possible instructional models including in-school learning only, remote learning only, and hybrid learning. From both surveys, approximately 50% of students who responded were in a hybrid model of learning where they received in-school learning and remote learning. The data from the 2020-21 CHKS shows LUSD’s strengths in school climate as reported that 79% of sixth graders strongly agree/agree that they have parent involvement in schooling, 65% of seventh graders strongly agree/agree they feel academically motivated, 64% of 11th graders feel there are high expectations of students by adults in school, and 74% of alternative education students feel safe at school. The challenges represented by the data are that 23% of 9th-grade students do not have meaningful participation at school, 50% of sixth-grade students are uninterested in schoolwork done at school, and 75% of eleventh-grade students not maintaining focus on schoolwork. The data highlighted the barriers to school climate being students being able to access education as there were multiple models of instruction during this survey which presented barriers such as problems with technology and at-home educational environments not being conducive to learning. LUSD has funded an SEL counselor at each school site to support the social-emotional needs of all students. LUSD continues to implement and sustain PBIS at all school sites to build school community and encourage school pride. Students are being provided multiple opportunities for enrichment and intervention through ELO-P, extended learning funding. Multiple school sites offer after-school tutoring, clubs, and sports. The district will continue to fund health staff, behavior specialists, and training for staff to address student needs through the LCAP goals and actions. LUSD is working on a standards alignment project that focuses on teaching strategies to increase student engagement and access to common core standards." Not Met 10/11/2022 2022 14632890000000 Lone Pine Unified 6 Students in LPUSD were sampled to take the California Healthy Kids Survey (CHKS). All staff were given the California School Staff Survey. All parents were given the California School Parent Survey. These surveys are created by West Ed and are for all CA schools that participate. The results allow for comparisons to other CA schools that participate. The Inyo County Superintendent of Schools coordinates implementation of these surveys. Not Met 9/28/2022 2022 19647250000000 Long Beach Unified 6 "Over the past year, students' overall favorable responses on the Climate of Support of Academic Learning- 83% (Elem) down 4% 76% (Secondary) down 3%. Parent results decreased by 1 percentage points to 93%, while staff responses decreased slightly from 94% to 90%. Students’ overall favorable responses on the Social-Emotional Learning Survey - Growth Mindset went from 76% to 74% (Elem) and 73% to 79% (Secondary). 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). The Social-Emotional Learning Survey had six main categories: responsible decision making, relationship skills, growth mindset, self-management, social awareness and self-efficacy. It is evident that the school closures and Covid- related trauma had a significant impact on students, which is a reason that SEL is a major emphasis and focus of resources on various plans, including LCAP. Twenty-five high needs schools had access to additional regional mental health and social-emotional services in LBUSD 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 6/22/2022 2022 18750366010763 Long Valley 6 "Surveys were conducted during May 2022 to all enrolled students and their families and included questions on student perceptions of school safety and connectedness. All results were presented at the May 2022 Governing Board Meeting. The California Healthy Kids Survey (CHKS) was administered in the winter and results were presented in February 2022 and June 2022. Survey results include: 90% of Doyle parents and 100% of Portola parents responded affirmatively to the statement, ""my child feels connected to the school community"". Responses to school safety include: Doyle: grades 6-12: 83% grades K-5: 97% parents: 97% Portola: grades 6-12: 100% grades K-5: 89% parents: 100%. We asked students if during the last 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more that you stopped doing some usual activities? 8.46% of Doyle 6th-12th graders said yes; 19.05% affirmed this statement in Portola. Additionally, The California Healthy Kids Survey was administered. Thirty students in grades 7, 9 and 11 responded. Of those respondents, 72% had a high degree of agreement that they felt a sense of connectedness to the school. Results of concern are 30% of students responded yes to having chronic sadness or hopeless feelings. The school provides mental health support and notifies all student and families of its availability. A student success course based on the 7 Habits was initiated in 2021-22 and will be expanded in 2022-23." Met 6/9/2022 2022 31668450117150 Loomis Basin Charter 6 "As described in LBCS's Local Control and Accountability Plan, the most recent student survey data is as follows: LCAP Student Survey, March 2022 (144 total respondents in grades 5th-8th). Responses were ranked on a 4-point Likert Scale. The percentage of respondents indicates those who marked ""often (3)"" or ""always (4)"" with each of the following statements: Technology Use and Digital Citizenship • How often do you conduct research online? 83% • How often do you collaborate online with classmates on assignments or projects? 38% • How often do you use technology to demonstrate your knowledge? 76% • I know how to keep myself safe online. 98% • I know how to act respectfully online. 99% • I know how to respond to online/cyber bullying. 85% • Technology use has enhanced or improved my learning. 85% Safe Instructional Environment • I feel supported in becoming a better learner. 88% • I enjoy participating in class lessons and discussions. 90% • I feel safe at my school. 91% • I feel connected at my school. 84% Responses were ranked as a ""yes"" or ""no."" The percentage of respondents indicating a ""yes"" answer for each of the following statements: • I have experienced cyber bullying. 27% Of those reporting an experience with cyber bullying a follow-up question was asked. The percentage of respondents indicating a ""yes"" answer for each of the following statements: • I have experienced cyber bullying during school. 9% • I have experienced cyber bullying outside of school. 76% • I have experienced cyber bullying both during and outside of school. 15% Overall, LBCS students indicate that they feel safe at their school. However, there are areas that indicate more education and/or assistance can be provided. LBCS plans to continue its focus on increased social-emotional learning to both be proactive in preventing instances of negative student interaction, such as cyber-bullying, but also to provide effective strategies for addressing these situations when they occur. The goal of this approach is to equip students with learning that will serve them both at school but also outside of it. This is especially important given that these data continue to show that the majority of reported cyberbullying incidents are occurring outside of school." Met 6/9/2022 2022 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 can adequately 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 2022, 90% of the students responded that they either ""always"" or ""often"" feel safe at and connected to their school. LUSD plans to survey 5th-8th grade students in 2023 with a focus on how students feel about safety, support, and connection at school. This survey will utilize a likert scale. 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. Additionally, data will be collected during the 2022-2023 school year to drive tier II social-emotional learning through targeted small group instruction provided by LUSD counseling staff. 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 6/9/2022 2022 30739240000000 Los Alamitos Unified 6 "Los Alamitos Unified School District conducted the California Healthy Kids Survey (CHKS) to all students in grade 11. The data being reported is from the 2018 CHKS survey. The CHKS survey was administered recently in the 21-22 school year, but the District has not received the results. The CHKS, which is administered every other year, 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 employing twelve campus supervisors, dedicating a site administrator to oversee the implementation of school wide safety procedures and having a Director of Safety and Student Services to oversee safety procedures and protocols districtwide. LAHS has 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 Student 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. In March 2022, a survey was sent to all stakeholders and staff. One of the areas on the survey was School Climate. The results from this survey showed that 79.4% of families and 79.3% of staff felt their school maintained a positive school climate as evidenced by students feeling physically and psychologically safe. In addition, the District has implemented restorative practices training for staff and is continuously looking at ways to improve both student and staff safety." Met 6/28/2022 2022 43695180000000 Los Altos Elementary 6 We have been administering a SEL survey that includes school climate. Findings from the data include students reporting that they feel like they belong (79%) and feel safe (84%) at their school. Students also report that they actively participate in class discussions (68%). We are actively implementing SEL curriculum at all nine of our schools to help address belonging and safety and have had a focus on academic conversations in classrooms. Met 6/13/2022 2022 19647330110304 Los Angeles Academy of Arts and Enterprise 6 "The healthy kids survey will be implemented prior to the end of the 21-22 school year, and data will be subsequently analyzed, shared with educational partners, and incorporated into school decision making. The survey indicates concern over a move to the Belmont campus required by the Proposition 39 process but overall indicates that students and parents are pleased with school opportunities." Met 5/26/2022 2022 19101990000000 Los Angeles County Office of Education 6 "For the 2021 – 2022 school year, LACOE Educational Programs continued working on increasing attendance and student engagement, given the decrease associated from the pandemic, as well as continued efforts in decreasing suspensions. To ensure success of these measures LACOE has many initiatives in place at various sites such as Positive Behavior Interventions and Supports (PBIS), the school mental health program, the parent involvement program, equity and access initiatives, and various staff professional developments throughout the year. Data from the student information system is reviewed on an ongoing basis through many data dashboards to monitor progress of these goals. Data – LACOE administered the California Healthy Kids Survey (CHKS) to at all sites in December 2021 with an overall 77% response rate, which included 1,092 students. Within school engagement and supports, 64% of students agreed or strongly agreed to questions related to school connectedness. School site responses ranged from 27% to 69%. In relation to school safety, 75% of students perceived their campus to be safe or very safe. School site responses ranged from 56% to 80%. Meaning – The data from the survey revealed that although most students feel connected to school and safe at school, not all students feel this way. In addition, these two key indicators have a wide range in response which varies by school site. There is a need to focus on increasing how students feel connected to one or more of the school staff members as well as how staff can ensure the safety of the students while at the school sites. Use – LACOE will continue to share site based data with staff and ensure continuous improvement plans are being created to instill positive change at the school sites. Various professional development trainings are planned for the year around empathy at the schools. In addition, student workshops are planned in order to build resiliency skills and strategies to respect students’ differences in opinions in different topics." Met "LACOE Educational Programs acknowledges the need to continue strengthening the implementation of various initiatives including PBIS at the juvenile court schools that tend to result in lower percentages. Overall, LACOE’s goal is to improve the school climate at all LACOE schools. LACOE intends to administer the CHKS survey yearly to all students to monitor the progress of the various initiatives in place." 6/21/2022 2022 19647331996610 Los Angeles Leadership Academy 6 "Parents and students feel that LALA is a safe school for students. LALA plans to have two school counselors to address social emotional learning and academic needs. When students feel disconnected, they will have someone to help them reconnect. The school also provides active shooter training for all staff and administrators. The school has hired a security guard to ensure campus safety at both our campuses. The school is current on all safety drills and debriefs monthly on what can be improved." Met 6/21/2022 2022 19647330124818 Los Angeles Leadership Primary Academy 6 "Parents and students feel that LALPA is a safe school for students. LALPA plans to have a school counselor K-8 to address social emotional learning. When students feel disconnected, they will have someone to help them reconnect. The school also provides active shooter training for all staff and administrators. The school has hired a security guard to ensure campus safety at both our campuses. The school is current on all safety drills and debriefs monthly on what can be improved." Met 6/21/2022 2022 19647330000000 Los Angeles Unified 6 "LAUSD administered the 2021-22 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 78% compared to 69% for 2020-21. • The percentage of middle and high school students reporting being happy at school were 74% and 67% respectively. Sixty-two percent of middle school students reported feeling like they are part of their school, while 59% of high school students also reported feeling they were a part of their school. These rates are a slight decrease of 7%, 6%, 8%, and 3% respectively from last school year. • LAUSD schools were perceived to be safe places by at least 73% of students, which is a decrease of 11% from last school year. • When students were asked if adults treated them with respect, 81% of elementary school students, 65% of middle school students and 62% of high school students replied in the affirmative. These rates are a decrease of 4%, 14% and 10% from 2020-21." Met 6/14/2022 2022 24657550000000 Los Banos Unified 6 "1. Data The 2022 LCAP survey administered in January 2022 revealed several strengths as perceived by LBUSD stakeholders. Overall, 78% of respondents to the LCAP survey indicated feeling satisfied with school supports for academic needs. For staff members, 78% indicated feeling satisfied with the level of school support received. Most student respondents feel supported and encouraged by their teachers and that students have positive relationships with adults at their school. Most parents and student respondents believe students have access to the resources and materials that they need to be successful. Student discipline and suspension continue to be an area of concern for LBUSD. On the 2021-22 California Healthy Kids Survey (CHKS), staff expressed significant concern with student readiness to learn and behavior. Students concerns with the fair application of school rules. 2. Meaning The 2022 LCAP survey revealed additional areas of need. There is a difference between perception of parents and staff with regards to parental involvement. Parent respondents have an overall positive view of parental involvement. Most parents feel welcome at their child’s school. Most parents indicate that they participate in parent opportunities at. Staff did not feel the same way regarding parent involvement. Staff respondents do not consider the quantity and quality of parental involvement sufficient. This disconnect between the perceptions of parents and staff indicates a need to increase opportunities for parent involvement as well as providing education to parents with regard to the types of involvement needed. These results also indicate a need to improve communication between parents and staff so as to lessen possible misunderstandings. LBUSD invested in a new communication platform aligned with the AERIES student information system to make it easier for staff to communicate and involve parents. In the 2017-20 LCAP, LBUSD invested in the Positive Behavior Interventions and Supports system (PBIS) across the district. By the end of the 2019-20 school year, only two sites had fully implemented PBIS. At these sites, suspensions and incidents of discipline had decreased dramatically prior to the school closures. This success demonstrated the need for a more systemic approach to supporting student behavior across the district. 3. Use LBUSD is taking the following actions for continuous improvement. LBUSD began work last year on implementing PBIS systems of support across school sites. Training and support is being provided to better equip staff to handle student misbehavior and promote positive student behavior. LBUSD hired additional wellness counselors to provide support and administer groups to students struggling with a variety of mental and social issues. In addition, LBUSD has contracted with local agencies for clinicians to provide mental health support. LBUSD has also added counselors and mental health clinicians at all sites." Met 6/16/2022 2022 43695260000000 Los Gatos Union Elementary 6 "LGUSD continues to foster caring, welcoming and engaging school climates across the district. Local Climate Survey Summary 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 The results from the fall survey are noted below: How connected do you feel to your school: Elementary-- 78% (average of two related questions) Middle School--77% Overall, how much do you feel like you belong at your school: Elementary--66% Middle School--65% How sure are you that you can do well in school right now: Elementary-- 77% Middle School--77% DATA USE • Information is 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 hold student focus groups to explore the data with the students." Met 6/9/2022 2022 43695340000000 Los Gatos-Saratoga Union High 6 "We administer the California Healthy Kids Survey and have decided to administer it annually. We have added advisory lessons to address these areas of concern. This focus on SEL and connectedness with specific lessons on discrimination, harassment, and mental health will continue to be a focus for 2022-2024. We will continue to focus on cultivating a school community that supports mental health and wellbeing and will ensure that this includes SEL/connectedness (anti discrimination/harassment, mental health, etc). Our student outcomes are focused on academics and supporting the whole student." Met 6/14/2022 2022 52715710000000 Los Molinos Unified 6 "School Climate results indicated a significant concern for student learning loss and assistance needed for students to be successful in passing required graduation courses. Additionally, over half of the students feel connected to their teachers and staff." Not Met 9/15/2022 2022 19647580000000 Los Nietos 6 "LCAP Goal 3 is for each school to develop and maintain a positive parent, student, and community involvement and engagement to promote and support student success. It was developed as a board goal to capture elements that contribute to student engagement including school climate. Our school climate data will involve primarily one metric for the past year, Los Nietos School District “Distance Learning” survey. Moving forward we will collect social emotional student data using the Panorama Social Emotional Learning survey, which will drive our MTSS work to provide holistic whole-child support. All school sites have aligned their School Plan for Student Achievement to these broad LCAP goals to ensure alignment of focus, resources, and efforts across our K-12 system. Our primary method of discerning school climate is through our Student Connectedness Survey and our School Safety survey. The surveys are distributed to the student body grades 3-8 and asks students how they feel about classroom instruction, school rules and environment. Students at Los Nietos School District overwhelmingly feel safe and comfortable at school. With the majority of students stating that their school provides a ""safe, clean, comfortable, and orderly place for students to learn."" It is the district's intention to continue providing services to ensure all our students feel safe and connected with their school. In the 2021-2024 LCAP, there are specific actions that are planned for implementation including the positive behavior intervention system, Second Step curriculum and the expansion of the district counseling program to support students' school connectedness and perceptions of safety. The District will implement the California Healthy Kids Survey to include an extra metric in determining student wellbeing as it relates to school climate." Met 6/30/2022 2022 42692450000000 Los Olivos Elementary 6 "Los Olivos administered the California healthy Kids Survey on Monday February 7, 2022 to 5th and 7th grade students. It's a comprehensive student data survey that addresses school climate, health risks and behaviors, and youth resiliency. The California Healthy Kids Survey (CHKS) is an anonymous, confidential survey of school climate and safety, student wellness, and youth resiliency. As noted in the LCAP, Parents who took the California Healthy Kids Survey were asked if Los Olivos is a safe place for their child, 100% agreed or strongly agreed. If students feel safe which is our number one priority, they are in the right mindset to learn and flourish. Last, we anticipate a need for social and emotional supports based on the CHKS, we experienced a world-wide pandemic. Students' lives were disrupted because of an invisible threat. The totality of trauma experienced by students and staff is yet unknown. We hope to mitigate the emotional trauma through the continued use of Care Solace and People Helping People as noted in Goal 2. Los Olivos is also fully staffed with a School Psychologist, and a School Therapeutic Counselor. In my three years, we finally have students accessing our therapeutic counselor on a weekly basis. We have also started systemic morning meetings through all grade levels, which will allow our students an open venue to talk about their feelings which will let teachers know how their students are doing." Not Met 10/10/2022 2022 15635940000000 Lost Hills Union Elementary 6 "The district administers a 69 question locally designed School Climate Survey. All students in grades 5- 8 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: Q9: My teachers really care about me- 94% Agree. Q18: I feel like I am part of this school- 93% Agree. Q25: I feel safe at school. Responses- 98% Agree. The data gathered by the survey indicates that most students want to do well and feel safe in school. However, attendance data shows a decrease in attendance rate and increase in the number of students how are chronically absent. 2020-21 Attendance Rate- 91%, Chronic Absenteeism Rate 27%. In 2022-23 the district will continue to focus on enhancing its Multi-Tier Systems of Support (MTSS) to improve school climate. More specifically, the district is committed to blending behavioral and academic supports into one integrated system. The district will continue to focus on expanding Tier II and Tier III interventions and supports. Lost Hills Union School District partnered with two other rural school districts in Kern County at the end of the 2018-19 school year and created the West Kern Consortium (WKC) for school climate transformation. The consortium applied for and was awarded the School Climate Transformation Grant through the U.S. Department of Education. Through this five-year grant, the consortium will focus on improving school climate through the following priorities: 1) Protecting Freedom of Speech and encouraging respectful interactions in a safe educational environment. 2) Fostering knowledge and promoting the development of skills that prepare students to be informed, thoughtful, and productive individuals and citizens. 3) Opioid use and prevention." Met 6/13/2022 2022 30647660000000 Lowell Joint 6 "We had 497 responses to the School Climate survey for students in addition to a few questions from the parent survey that ask about how their kids perceive school. The respondents are primarily 7th and 8th grade students this year after surveying all of grades 3-8 last year. From the parent survey, 93% of parents Agree or Strongly Agree that their student is happy to go to school. This is a 9% increase from 2021, which is somewhat understandable given students return to school. 94% of parents also Agree or Strongly Agree that the schools are “safe, orderly, and well disciplined”, which is a 5% increase. Each Principal has been given the disaggregated data for their site to use in planning for the upcoming year. For our students, 81% of kids say they are happy to go to school which is a 12% increase from 2021. Interestingly enough, 12% had marked “Don’t Know” in 2021. When asked if they felt the school helps set high goals for their future and prepares them for college/career, 81% marked Strongly Agree or Agree which is up 3%. 77% of students felt safe at school, which is down 11% and could be a reflection of spending the majority of the year on campus versus distance learning in 2021. As Principals are analyzing their site specific data, we will do some more disaggregating by grade, student group, etc. to determine if there are any student groups that are experiencing negative aspects of school climate more than others. From both the survey results and feedback throughout the 2021-2021 school year, families were extremely appreciative of the efforts to meet the needs of their students despite great challenges. For the district as a whole, attendance and suspension/expulsion data often used in part as measures of student engagement, are not extremely reliable this year. With the number of students out due to isolation and quarantine throughout the year, it would be difficult to measure student engagement by these numbers. Only 75% of students responding to the survey felt that they had an identified adult on campus if they needed to go to someone for help. This is a concern given that this number historically has been in the 90% range. This may very well be a product of the pandemic, but it is of concern in terms of student connectedness on campus. Anecdotally, students are happy to be back and adjusting well, so additional conversations with students and support personnel to get at the root of some of these school climate concerns are necessary. The District will continue to hire both counseling and psych interns to increase the number of students that can be served by support personnel. Care Solace has been added as a third-party vendor to help families navigate the health care system in connecting with mental health services. The District will continue to provide training and resources for teachers as we add to our overall system of supports in the area of social emotional well-being and mental health." Met 6/27/2022 2022 01612590126748 LPS Oakland R & D Campus 6 "We learned that students report feeling safe on campus, they all reported having at least one trusting adult to speak with, they felt cared for. they. Survey results show student embrace and understand our student learner outcomes (grad profile) and understood the adopted core values of the school. We will as LEA will continue to gather data on how well students know school wide expectation as well the school vision. Our goal is to become as inclusive as possible by providing programs or outlets that create an informed and collaborative community. The school’s broad-based, inclusive, collaborative planning process is a continuous improvement cycle that a) assesses data to determine student needs, b) collaboratively determines and implements strategies and actions and c) monitors results and impact on student success." Met 6/23/2022 2022 17640480000000 Lucerne Elementary 6 "School Connectedness: 7th-grade results 31% of students felt highly connected to the school. Summary: The breakdown of these results indicates that most of the students in the 7th grade feel that they are not connected to our school. They feel like school is not engaging and their input doesn’t matter. The District is planning on offering more after-school enrichment activities which have historically improved school connectedness for students. Academic Motivation: 7th-grade results 48% feel motivated academically, Summary: The analysis of these results suggests that less than half of the students surveyed 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: 43% of students in 7th grade feel very safe at school. Summary: These results indicate that the students that completed the survey do not feel safe at school. They report experiencing bullying and harassment. They also report that many of them have experienced negative rumors being spread about them. These reports are concerning and point to a negative in this grade level. The District is planning on creating a student council to bring some attention to these issues and engage the students in problem-solving." Met 6/8/2022 2022 36750510000000 Lucerne Valley Unified 6 We surveyed students asking how they felt about their school. Here are the results: 90.5% said they were happy to be back at school 94.3% agreed that they were more successful on campus than on zoom 85.5% agreed that they like school 84.8% agreed that they feel successful at school 82.4% agreed that the school has high standards for achievement 85.5% agreed that the school sets clear rules for behavior 89.1% agreed that the behaviors in my class allows the teachers to teach 64.6% agreed that students are frequently recognized for good behavior 91.5% agreed that staff is working to keep the school and myself safe 87.5% agreed that the staff is working to keep the school and myself safe We found that students in the middle school setting had a lower percentage agreeing that they know an adult as school they can go to if they need help. Plans to help raise that include more visits to the middle school before the school begins and visits from middle school staff to the elementary throughout the year for our 6th graders. Overall percentages were strong for students agreeing in all groups. We believe this is due to our district being small and strong relationships being made between staff and students. Social Emotional Learning classes are beginning at all sites. We believe this will help us in continuous improvement across all areas. Met 6/9/2022 2022 40687590000000 Lucia Mar Unified 6 "In the Fall of 2021 Lucia Mar administered the Panorama Education Student Survey through a google form in grades 3rd-12th. By measuring student perceptions, the Panorama Student Survey gathers feedback from students about their classroom experience. Decades of research have shown that student perceptions strongly correlate with learning outcomes and can be an important improvement tool for school systems. Over 5,000 students took the anonymous survey in grades 3rd-12th. There were elementary and secondary versions of the survey with 11 questions at the elementary level and 9 questions at the secondary level. Both surveys also collected demographic information (gender/gender identity*, sexual orientation*, ethnicity, race, grade). *indicates secondary. This is the same survey that was given in the Fall of 2019. Key findings: Students were asked to assign a level of agreement (Strongly Agree = 4, Somewhat Agree = 3, Somewhat Disagree = 2, Strongly Disagree = 1) with specific statements. The elementary and secondary versions of the survey varied slightly in terms of questions and wording. For the most part student averages in terms of agreement with statements tended to drop as the grade level went up. For example, the statement “I like school” averaged a 3.17 in 3rd grade and dropped to 2.62 for 12th graders. This trend was seen in other statements to varying degrees. The one statement that did not fit this trend was “The behaviors in my class allow the teachers to teach.” Perception of student behaviors tended to improve as the grade level went up. Where 6th graders only averaged a 2.55, 12th graders averaged a 3.13. Overall there were no areas surveyed across grade levels where the average fell below the midline level of agreement (2.5). In 2019 when this same survey was given there were 4 areas: I like school in 12th grade (2.48) and Students are frequently recognized for good behavior in 10th, 11th , and 12th grades (2.27, 2.28, 2.38). In the Spring of 2022 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. 224 fifth graders took the survey as well as 621 7th graders, 808 9th graders, and 508 11th graders." Met "Key findings for 5th: (%s indicate students reporting “Yes, most of the time” or “Yes, all of the time.”) School connectedness (In School Only): 73% School connectedness (Remote Only): Not reported Academic motivation:: 86% Feel safe at school: 79% Cyberbullying (Past 30 days): 22% Alcohol or drug use (lifetime): 23% Frequent sadness: 15% Key findings for 7th, 9th, & 11th: (%s indicate students reporting “Agree” or “Strongly Agree”) School connectedness (In School Only): Gr 7-61% (-5), Gr 9 -53% (-7), Grade 11-55% (-2) School connectedness (Remote Only): Gr 7-49%, Gr 9 -52%, Grade 11-55% Academic motivation:: Gr 7- 64% (-12), Grade 9- 60% (-7), Grade 11- 56% (-6) School perceived as very safe or safe: Gr 7- 57% (-7), Gr 9- 55% (-4), Gr 11- 59% (+1) Experienced any harassment or bullying (past 12 months): Gr 7- 38% (+3), Gr 9- 29% (-2), Gr 11- 27% (-3) Cyberbullying (past 12 months) Gr 7- 31%, Gr 9- 21%, Gr 11- 23% Current alcohol or drug use (past 30 days): Gr 7- 4% (-5), Gr 9- 9% (-10), Gr 11- 19% (-10) Experienced chronic sadness/hopelessness (past 12 months): Gr 7- 34% (+1), Gr 9- 37% (-1), Gr 11- 44% (+2) Considered suicide (past 12 months): Gr 7- 16% (-1), Gr 9- 17% (-2), Gr 11- 19% (-2) Data shows a continuing trend of students in need for social-emotional support. We continue to add counseling for students in crisis and improve positive behavior interventions." 6/14/2022 2022 43694270130856 Luis Valdez Leadership Academy 6 "Annually, the school site issues at minimum one survey a month that pertains to School Climate and/or Family Workshop Development with two annual LCAP surveys specifically on all School Site Priorities and Goals. Development for families takes place in the method of Technology Literacy (i.e., PowerSchool), Financial Literacy, LCAP Measures, Health/Nutrition Services, access to community resources, information on Uniform Complaint Procedures, and support with strong student attendance. Past results for a School Climate assessment include: Over 70% of families being engaged as primary stakeholders in their student experience, 78% of students being effectively supported in the education as shown by low suspension rates and a graduation rate over 99%, and 75% of families affirming students are guided properly in their education as shown by increasing A - G Requirement Completion rates. Families are also advised of their rights with Williams Act Compliance Postings, annual notice letters on the right to participate in public processes, access to Quarterly Board Meetings, review of the Student/Family Handbook, and dedicated website pages for School-specific policies. To improve engagement and attendance rates in an ongoing manner, the school site invests in Student Life Team Members for campus supervision, a Dean of Student Attendance and Retention, uses Multi-Tiered System of Supports (MTSS), actively meets with Student Government for planning Community Outreach events, utilizes restorative justice practices (i.e., reflection sheets), and employs campus wide monitoring in line with the School Safety Plan. The school site will be implementing and releasing the California Healthy Kids survey to all stakeholders in October and November 2022 to guide ongoing staff professional development, supplemental programs, and health/safety measures. In the 2021 - 2022 and 2022 - 2023 academic years School Safety has been prioritized through one emergency drill annually, partnerships with the City of San Jose Mayor’s Gang Prevention Task Force, CPR Training for students, parent/guardian participation in YMCA Project Cornerstone, and redevelopment of the Emergency Training Protocol to follow the Incident Command System Model. Accordingly, annually, all school employees are trained on the elements of the School Safety Plan. Students will participate in monthly Fire, Earthquake, and safety drills. The school also possesses a school safety committee while involving families in the development of emergency response plans." Met "Campus events held regularly at the request of families include Back to School Nights, Cafecitos, Cultural Heritage Events, Community Service days, Family Workshops, Registration Drives, Holiday Drives, Medical/Health Clinics, Vaccination Clinics, and many others as requested by the community at-large. This year, the LEA has also been approved for a California Community School Program Planning Grant for the next two academic years, which will increase services with community partner organizations into full-scale daily and weekly services. As of the summer of 2022, the school site has also invested heavily in Summer Enrichment including exposure to STEM electives (i.e., Robotics, Coding, and Computer Hardware), Math Enrichment, cooking courses, American Sign Language, culturally sustaining coursework, and college field trips. Forthcoming efforts will be completed to disaggregate responses by underrepresented student groups in an equitable manner that honors privacy and confidentiality. Improvements will be made in educating families on the a-g requirement process, school funding measures, campus safety plans, and breaking down needs of individual student groups. Other key areas with ongoing efforts to maintain a positive campus culture, climate, and environment include a nutrition program led by stakeholder input, a consistent code of conduct, and schoolwide assemblies/town halls." 6/15/2022 2022 43695420000000 Luther Burbank 6 "Luther Burbank School District is a small-school environment where children come first. Staff and students know each other with individualized familiarity, adapting interactions and programs to suit each student's specific needs and create a positive and welcoming school climate for all. The district relaunching implementation of Multi Tiered System of Support beginning with a staff committee and series of trainings in the 2021-2022 school year. The district participates in the California Healthy Kids Survey and regularly surveys students, faculty, staff, and families to gauge the effectiveness of its school climate efforts. We are proud that we have virtually eliminated office referrals for classroom and playground challenges. However, our 2022 CHKS survey indicates that only 70% of students feel safe and 23% report experiencing or participating in unkind words towards peers. We will be launching Los Dichos/Project Cornerstone’s anti bullying and character building program and redouble our focus and efforts on promoting kindness and restorative justice conversations. We will also be poised to increase the system of services provided by our on campus wellness center and more expedient response rate for students needing intensive service with our external partner providers." Met 6/7/2022 2022 43693936046601 Lynhaven Elementary 6 "Survey Administration and Measurement: In 2021.2022, CUSD administered a Student Engagement Survey to students in grades 3-8. The statements below were used to measure student perception of school climate across CUSD campuses using a five-point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree): I feel safe at my school School rules are fair My school is clean Students are nice to each other at my school I like going to my school each day CUSD will use the baseline results from the Student Engagement Survey to determine desired outcome for Top Box scores (percent of students reporting 5 'Strongly Agree') in 2022.2023, with a goal of achieving an Overall Mean of 4.5 for questions by 2023.2024. Winter 2022 Survey Results: The Overall Mean (average) and Top Box scores for each of the selected questions are reported below. Overall Mean and Top Box by Question (January - February 2022) I feel safe at my school: 3.8; 27.44% School rules are fair: 3.68; 23.36% My school is clean: 3.21; 11.39% Students are nice to each other at my school: 3.20; 12.36% I like going to my school each day: 3.63; 29.97% Number of Responses: 2641 “I feel safe at my school” was the highest rated, with four schools with a Mean of 4.0 or higher, and five schools with a Mean of 3.8 to 3.9. Ratings were lower for, “My school is clean” and, “Students are nice to each other at my school” with no schools reporting a Mean of 4 or higher. Generally, elementary school ratings were higher than those from 6-8 and K-8 sites. Decisions, Actions, and Next Steps: Student Engagement Survey data was shared with site administrators in March 2022, and schools reviewed results and discussed next steps. In April 2022, CUSD results were shared with staff as part of the Superintendent’s share out on themes from the staff, community, and student surveys. In this session, staff had the opportunity to provide input on how to address opportunities for improvement. In 2021.2022, CUSD professional development for schools and staff focused on Multi-Tiered Systems of Support (MTSS) and Tier 1 interventions with an emphasis on Social-Emotional well-being, including trainings on Insights to Behavior, Zones of Regulation, Character Strong, 4Cs, and Behavior Bootcamp. For 2022.2023, schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on student kindness and peer interaction, and each school has developed a Fall plan that includes school-wide strategies for Social Emotional Learning. We continue to fund a Behavior Specialist to support all schools." Met 6/23/2022 2022 19647740000000 Lynwood Unified 6 "During the 2021-2022 school year 2,160 parents completed the LUSD Parent Engagement Survey. 96% of parent surveyed stated they felt welcomed when visiting their child's school campus. 97% parents surveyed indicated that they were treated with respect and 98% believed the school valued and recognized their culture. 95% of parents surveyed felt they received effective forms of communication including flyers, autodialed messages, and communication apps. These numbers represent a consistent effort to ensure our parents feel valued and included. Youth Truth comments, reflections, and feedback was provided by 6,232 secondary students and parents. 77% of all secondary students overall were satisfied with instruction. 12th graders felt supported in the areas of college and career readiness and curriculum and instruction. Youth Truth also presented a need for improvement in the middle schools to ensure students and parents are supported and students see themselves highlighted in publications, textbook and class materials, and school events. Youth Truth feedback reflected a need to ensure that the curriculum, school environment, and classrooms were equitable and reflective of all cultures represented by its student body." Met 6/23/2022 2022 37684113731304 MAAC Community Charter 6 MAAC Community School administered the CA Healthy Kids Survey to all students. The following reflects the participation rates by grade level: - Grade 9: 100% - Grade 10: 54% - Grade 11: 83% - Grade 12: 27% Grade 9 responses: - 76% School Connectedness - 80% Academically Motivated - 64% There are caring adults at the school - 85% The adults at the school have high expectations of students - 82% Feel safe at school Grade 10: - 66% School Connectedness - 73% Academically Motivated - 63% There are caring adults at the school - 71% The adults at the school have high expectations of students - 62% Feel safe at school Grade 11: - 47% School Connectedness - 58% Academically Motivated - 65% There are caring adults at the school - 68% The adults at the school have high expectations of students - 44% Feel safe at school Met 6/14/2022 2022 20102070117184 Madera County Independent Academy 6 "The LEA administered an LCAP survey in Spring 2022 to gather school climate data. The survey captured a valid measure of student perception of school safety and connectedness. The current school population is 49% males and 51% female, 32% grades K – 3, 31% grades 4 – 6, and 38% of students are grades 7 – 8. Student survey responses yielded 86.2% percent reported feeling safe at MCIA, while 92.3% of surveyed parents shared that their child was safe on campus. In addition, 93.3% of students reported that their teachers encouraged them to be successful and 92% reported that staff treat students fairly. Survey data indicated that 92.2% of English learner students felt that they received the support needed from teachers. Specific items of particular relevance to school safety and connectedness include factors outside of the school setting which include social-emotional needs, substance and alcohol abuse, transportation and challenging family environments. Analysis of the data demonstrates that students will continue to benefit from counseling and mentoring services from MCIA 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; socialization; and emotional wellness concerns. MCIA will continue to partner with local agencies, such as public and behavioral health, and utilize appropriate staff to address areas of need. This year, MCIA collaborated more with Madera County Behavioral Health Services to provide information and resources to all staff to be able to support the social-emotional and behavioral needs of all students. MCIA plans to continue collaborating and focusing on increasing parent participation." Met 6/14/2022 2022 20102070000000 Madera County Superintendent of Schools 6 "The LEA administered LCAP Survey in February 2022. This local climate survey measured student perception of school safety and connectedness. The current school population is 80% male, 20% female, 68% Hispanic and 16% White and 16% African-American. Of the students surveyed, 86.2% reported feeling safe at school, while 92% of students stated being treated fairly by staff, an increase of 16% from the previous year. Survey results also yielded that 88% felt they had clear behavioral expectations. Overall, 93% of students surveyed reported they were encouraged by their teachers to be successful. Analysis of the data demonstrates that students will continue to benefit from academic and career counseling services from LEA staff and collaborative agencies, since only 56.5% of students surveyed stated they planned to attend college or a vocational/trade school after high school. 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. School counselors have worked diligently to screen students to determine if they meet California state high school requirements, since many students have not made adequate progress toward graduation, as incarceration has affected the credits earned at their home schools. The LEA will continue to collaborate with outside agencies and utilize appropriate staff to address areas of need. In addition, the limited parental involvement and participation is comparable to the perception students have of their parents’ lack of concern for their schooling. The student survey data yielded that 67.4% of parents felt welcomed to participate in school events, yet only 29.7% of students felt their parents participated. This figure is much higher than the actual parent participation rate in school events. The LEA will continue to collaborate and focus on increasing parent participation through outreach services and other efforts to facilitate increased involvement." Met 6/14/2022 2022 20652430000000 Madera Unified 6 "Since 2016, Madera Unified School District has partnered with Panorama Education to gather feedback from students and families regarding their perceptions of school climate. The Panorama survey was not given in the 2019-20 school year due school closure as a result of the COVID-19 pandemic. Panorama survey results from the 2018/19 school year were compared to 2021/22 for measuring improved school climate (both full school years in-person). The survey was administered to 3,420 students in grades 3 through 5, 8,170 students in grades 6 through 12, and 1,413 family members in Spring 2022. The overall district percentage of positive student responses on items related to school climate improved 4% from 57% to 61% in grades 3-5 and 1% from 39% in grades 6-12 between Spring 2019 and Spring 2021." Met "Madera Unified is a recipient of the US Department of Education School Climate Transformation Grant (SCTG-2019), which began grant activities to expand district level support for Positive Behavior Interventions and Supports. With intentional focus and technical assistance, our district saw intentional focus and practice of PBIS rise to 88%, with 26 of 27 schools (96% of schools) achieving 70% tier 1 implementation or higher. Our sites began the 2020/21 shifting their behavior instruction and expectations to a virtual setting, and we believe these effort schoolwide efforts lead to our increase of positive school climate perceptions. An additional survey we administered in 2021/21 was focused on our district employees 1,455 of our 2,374 staff completed the survey with 74% reporting positive perceptions of their own Staff-Leadership Relationships. Of particular note, we learned that 83% of our faculty reported their leaders are quite or extremely respectful to them . Conversely, 59% reported quite or extremely confident that they can engage students who typically are not motivate. The Madera Unified executive cabinet and board of education approved in the LCAP incentives for employees to complete self care courses. We have implemented 3 adult self-pace classes: Self-Care Planning, Nutrition and Mindfulness Practices. Each course is 8-10 modules, requiring about 6-8 hours of completion. Staff who participate in these wellbeing courses will receive a monthly incentive u" 6/28/2022 2022 30665890000000 Magnolia Elementary 6 "Magnolia Elementary School District administers an annual school climate survey to students in grades 4-6. January 2022 administration of the survey yielded the following findings: • 80% of students reported that they feel that their school is safe • 92% of students report that help is readily available when they need it • 93% 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, 42% responding with the highest rating, and 52% with a moderate rating. While these findings reflect 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. Magnolia School District has adopted the Second Step Social-Emotional Learning program and Calm Classroom Mindfulness 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. While these efforts are underway, further development is needed to ensure more consistent implementation of the Second Step program. Assessments and resources for providing more intensive interventions to support students with behavior needs are also being developed. While the District is proud to have maintained a high attendance rate this year in spite of the challenges related to distance learning and the COVID-19 pandemic, historical data indicates that chronic absenteeism must be an area of focus for improvement efforts. In 2018-19 (last year reported on Dashboard) Magnolia School District earned a performance level of Yellow in both Chronic Absenteeism and Suspension Rate. In MSD, 8.9% of students were chronically absent (missing 10% or more of instructional days enrolled). While this percentage is below the state level of 10.1%, it was an increase of .4% above the prior year's rate of 8.5%. Due to the COVID-19 pandemic, state law suspended the reporting of state indicators on the 2021 California School Dashboard. Monitoring on the CA School Dashboard will commence for the 2022 reporting cycle. Due to the COVID-19 pandemic, the Magnolia School District has a low Suspension Rate of 0% (Dataquest 20-21). The 2021-22 Dataquest report will be reviewed once it is released by the California Department of Education. District and school teams continue to work together to better address issues related to chronic absenteeism and suspension and provide strategies to decrease the percentages in both areas, including strengthening social emotional learning and Positive Behavioral Interventions and Supports (PBIS)." Met 6/23/2022 2022 19101996119945 Magnolia Science Academy 6 "MSA-1 annually conducts the CORE Districts survey instrument for students in grades 6-12. After the survey, the MSA-1 staff analyzes the survey results, such as participation rates and average approval rates for each topic and question on the survey. It documents our findings (e.g., greatest progress and needs, comparisons with the prior year, and CORE district results). Then the findings are shared with our educational partners during LCAP information and feedback meetings and regular board meetings. MSA-1 disaggregates the results by grade and student group and uses open-ended questions to understand students’ perceptions further. MSA-1 strives to improve our students’ perceptions of school safety and connectedness. For the 2021-2022 school year, 80.8% of the students took the survey. There was an average approval rating of 58% and an overall satisfaction rate of 66%." Met 6/23/2022 2022 19101990115212 Magnolia Science Academy 2 6 "MSA2 annually conducts a Panorama survey for students, parents and staff. We analyze results and share findings with educational partners during LCAP information and feedback meetings and regular board meetings. We disaggregate results by grade and student group and also use open-ended questions to further understand educational partners' perceptions. To help address previous survey concerns about bullying, MSA-2 launched a PBIS (Positive Behavioral Interventions and Supports) program last year in partnership with LACOE where students compete for positive recognition and team points for meeting behavior expectations. At the end of the first year of implementing the PBIS house system, the house with the highest points went to Universal Studios as an incentive. For the second year, a parent and MPS Board member were brought on the PBIS team to support program implementation. Expectations are reinforced with weekly videos made by the student government and are shared with students. This year, we continued to expand upon athletic facilities for our PE program to incorporate more days on co-location facilities. In addition, to support social-emotional needs, we continue with a full-time psychologist and counselor. To support school safety, we continued to maintain large banners in front of the school to help block visibility. We continue to utilize the expanded school surveillance cameras inside classrooms which were installed in collaboration with LAUSD LACOE and the MPS Board. Family satisfaction rates remained relatively constant at 97%, with a slight decrease of 2 percent over the past year. The highest favorable rating for families was Climate of Support for Academic Learning, which remained relatively constant at 98%, with a slight decrease of 1 percent over the past year. The lowest approval area by families is Safety which is 96%. The largest decrease for families has tied in all four categories between Climate of Support for Academic Learning; Safety; Knowledge and Fairness of Discipline, Rules and Norms; and Sense of Belonging which each showed a decrease of 1% and all still remained high at rates ranging from 96% to 98%. Student average overall satisfaction rates during the 2021-22 school year stayed constant at a rate of 88%. Sense of Belonging (School Connectedness) showed the greatest increase for students of 3%. Student averages also increased for Safety which increased by 2% over the last year. The 65% approval for Sense of Belonging (School Connectedness) is the lowest topic for students, yet the highest percentage change for students. Over the past school year, staff survey results tied with student results in having the smallest decrease for overall average satisfaction ratings, which showed a decrease of 0% with a satisfaction rating of 98%. The greatest increase for staff was Sense of Belonging (School Connectedness) which increased by 1% over the past year." Met "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 educational partners during LCAP information and feedback meetings and regular board meetings. In addition to the survey process to gather educational partners' feedback which can be used to improve school climate, MSA2 also receives invaluable feedback from parents during regular Coffee with the Principal meetings, PTF, SSC, and ELAC meetings. Further, invaluable feedback is shared by students through the ASB Student Government which holds regular meetings to support school improvement across a variety of areas. Moreover, staff members provide insightful feedback through a variety of means, including during weekly staff meetings, as well as during grade level meetings, PBIS trainings, and MTSS meetings." 6/23/2022 2022 19101990115030 Magnolia Science Academy 3 6 "Topic 1: Climate of support for academic learning, was found to have the highest approval rate for students, families, and staff. This aligns to the questions with the high approval rates that the teachers emphasize helping students academically when they need it and give students a chance to take part in classroom discussions or activities. In order to maintain this success, teachers will continue to provide academic interventions to students in the form of clear late-work policies, after school tutoring, and Saturday School sessions. Teachers will also continue to reach out to families for students with a high number of fails at each progress report and provide virtual home visit conferences to plan goals & action steps for improvement. The students feel the campus is a safe place (topic 3: safety) and would overall recommend the school to other students. Families appreciate that the school treats them with respect and that the school staff is helpful (aligns to topic 4: sense of belonging.) And the staff rated that the school is a supportive and inviting place for students to learn with fair rules (topic 2: knowledge and fairness of discipline.) We have found the following items as identified needs: Add sports teams (football, soccer, baseball)- A middle school flag football team has been added. For the 2022-2023 year assistant coaches will be added to each team. Student bathrooms - A restroom schedule will be created and student expectations for the restrooms will be added. Facilities; not having enough rooms for every teacher More activities/electives for students Limited staff that speak Spanish (we hired 2 bilingual employees after this survey has been taken: one front office staff and one PACE coordinator) Student discipline, student consequences need to improve- More discipline training has been added to the PD’s. A data system has been added to track infractions." Met 6/23/2022 2022 19647330117622 Magnolia Science Academy 4 6 "MSA-4 annually conducts the CORE Districts survey instrument to students in grades 9-12, 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. In 2020-21, MSA-4 observed an increase in the area of our overall approval rating with all stakeholder groups. In 2020-21, 96.9% of our students participated in the survey. Their responses provided an average approval rating of 79.0%% on the four topics of the survey, with a rating of 88% on Topic 1 (The climate of Support for Academic Learning) and a rating of 82% on Topic 2 (Knowledge and Fairness of Discipline, Rules, and Norms), and a rating of 76% on Topic 3 (Safety) and a rating 63% Topic 4 (Sense of Belonging), and 91% answered positively to the question, “Overall, I am satisfied and would recommend this school to other students.” Sense of belonging is the category with the lowest approval rate. The sense of belonging to school can be described as the perception of students as individuals, respecting their existence, and supporting them in the school's social environment. Unfortunately, a low sense of belonging to the school translates into low attendance, low preparation for school, and low levels of obedience to school and classroom rules. From this viewpoint, the sense of belonging to school is the single most important topic we will address as the greatest need for improvement for the next school year as it directly affects the other survey topic. We are implementing the following strategies to improve the sense of belonging among our students: 1. Involving all stakeholders to create community norms. 2. Listening to students and teachers to share their experiences of feeling uncertain about their belonging to the school. 3. Emphasizing common purposes and ideals. 4. Organizing more professional development around culturally responsive teaching. 5. Organizing more community-building activities and involving students in the process. 6. Implementing more cooperative learning activities in which classrooms work together to achieve a common purpose. 7. Cultivating respectful, supportive relationships among students, teachers, and parents. 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." Met 6/23/2022 2022 19101990137679 Magnolia Science Academy 5 6 "MSA-5 annually 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, and 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 educational partners during LCAP information and feedback meetings and regular board meetings. MSA-5 disaggregates the results by grade and student group and uses open-ended questions to further understand students’ perceptions. MSA-5 strives to improve our students’ perceptions of school safety and connectedness. In 2021-22, 98% of our students participated in the survey. Their responses provided an average approval rating of 81% on the four topics of the survey, with a high rating of 79% on Climate of Support for Academic Learning and our lowest rating of 56% on Sense of Belonging / School Connectedness, which was an 11 points drop due to the pandemic/distance learning setting to in-person from the previous year. There has been a decrease in approval rates in each of our categories. Sense of Belonging was the biggest drop at 56%, which the location change will cause as we establish our presence on the new campus. Knowledge and Fairness of Discipline, Rules, and Norms is an area where we need to work on average at 70% compared to the past; there is a decline. There needs to be a collaborative effort to communicate the rules and policies school-wide for this category. here are a few statements that went from strongly agreeing to agreeing which also dropped our score. A few reasons could be affecting this change, one being that we moved sites from Reseda HS to MSA-1, another being that we changed our grading policy due to the pandemic to close the achievement gap. Lastly, our staff is curious about our school’s future location and whether getting our own site is a fact or a dream. We will continue to push to have a high level of participation while implementing the same strategies that helped our survey data improve amongst students and work with our students, families, and staff to improve the areas where the data was not as strong as the other topic areas." Met 6/23/2022 2022 19647330117648 Magnolia Science Academy 6 6 "MSA-6 annually 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-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 2021-22, 100% of our students participated in the survey. Climate of Support for Academic Learning 85 80th - 99th -2 Knowledge and Fairness of Discipline, Rules and Norms 77 80th - 99th -4 Safety 75 60th-79th +6 Sense of Belonging (School Connectedness) 65 60th-79th -6 Next Steps MSA 6 will first and foremost continue to seek enrollment for school growth, because an increase in student population will open up more funding and opportunities for extracurricular activities. We have a very small staff that is quite heavily occupied with their standard duties, coordinator roles, professional development, and school operations. As we develop a stronger presence in the Mid City community, we will begin to have parent volunteers that can lead extracurricular activities. We will need more space for these things as well, so we will rely on the Home office to find an open door to more. Next, we will continue to work alongside our SPED coordinator through the rest of the year as they transition to a full residency at MSA 6. The ability to collaborate with staff and faculty can be improved as the SPED coordinator is more present throughout each day, especially in the classroom. We will facilitate more meetings between the SPED department and the staff to encourage a more cohesive environment for both. Beginning of next school year, we would like to also sit down with our SPED department and make sure that we have a list of items that we would like for our SPED team to work on throughout the school year. For next year, the uniform issue will be addressed by giving away crew neck sweaters, instead of the usual sweaters with hoodies. This should cut down on the amount of hoodies that are worn on campus, which should lead to less issues with hoodies being on in classes and out of classes. Crew neck sweaters are being placed as of April 2022 for the following year, along with other uniform clothes such as the PE shorts, and PE shirt. Regarding the math teacher suggestion, we will continuously look for a candidate through all of our hiring channels, LinkedIn, Edjoin, Paycom…etc. We will also monitor the classes by having check-ins with the covering teacher to assist in any way possible. Lastly, although there were lots of thoughts and suggestions about the math teacher, we are" Met 6/23/2022 2022 19647330117655 Magnolia Science Academy 7 6 "MSA-7 annually conducts the CORE Districts survey instrument to students in grades 3-5, 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 educational partners 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 school connectedness. In 2021-22, 97.2% of our 3rd to 5th grade students participated in the survey and their responses provided an average approval rating of 77% on the four topics of the survey, with a rating of 80% on Topic 1 (Climate of Academic support) and a rating of 78% on Topic 2 (Knowledge and Fairness of Discipline), a rating of 71% on Topic 3 (Safety) and a rating of 79% on Topic 4 (Sense of Belonging), whereas 88% answered positively to the question, “Overall, I am satisfied and would recommend this school to other students.” The changes in average approval rates from Spring 2021 to Spring 2022 were slightly down for all three educational partner categories with an decrease of 4 points for students (81% to 77%), 1 point for families (99% to 98%), and 4 points for staff (97% to 93%). One highlight from the surveys was the parent approval rating of Safety was 99%. Although this was a 1 point decline from last year, it is still very high. Considering how much had to be done and focused on in regard to health and safety this year and the fact that only six families chose to keep their students in Independent Study, we are relieved to see that our families felt safe sending their children to school with us during this stressful and unsure year. After analyzing all partner surveys we identified the biggest areas of concern and will put an action plan in place to address these concerns. These areas include: implementing a before-school program for our students, collaborate with Schools in Action to identify a new vendor or course of action to increase the food quality for the students, review and adjust recess and lunch procedures to implement post-pandemic protocols, collaborate with the PBIS team to reflect glows and grows for this school year, continue working on expansion plans for more space and increase parent involvement by working with the PACE Coordinator to create an action plan to re-engage families to acceptable levels per educational partner survey." Met 6/23/2022 2022 19647330122747 Magnolia Science Academy Bell 6 "Traditionally, MSA Bell conducts a school climate survey every year during the early spring through Panorama. Surveys have been the primary means of collecting student, family, and staff voices about what we are doing great and should keep doing, and what areas for improvement are so we can continue to provide our students with the best quality education. This feedback instrument provides teachers and school leaders with valuable data about how students see their classes, how much parents are involved, how supported staff feels, and how to facilitate improvement. Throughout the document, many references have been made to the various components of the survey. This portion will be dedicated to the free responses from our stakeholders. The following are strengths as identified by each stakeholder group: - Students: Supportive staff with many resources available; Fair and Respectful treatment of everyone; School facilities - Families: Staff is supportive of family needs; Rigorous instruction; Communication through ParentSquare - Staff: Welcoming environment and supportive; Collaborative spirit among staff; Availability of resources to support learning Connection is a hallmark of MSA Bell, across all stakeholders the value and importance of connecting and building relationships are essential. MSA Bell team will continue to adapt to the needs of the community to ensure this continues. MSA Bell has an array of resources that are available to enhance learning. Leadership will continue to create messaging and training for all stakeholders to fully utilize the resources available. The following are needs as identified by each stakeholder group: - Students: Remote learning and the pace of instruction; Amount of student work; Pre-pandemic issues related to middle school such as uniform, bullying, etc. - Families: Accessibility and availability of office hours and staff; Pre-pandemic issues such as traffic, outside environment - Staff: Additional workload due to Distance Learning; Lack of physical interaction with students that diminishes accountability; Need for culture building across all stakeholders There are a couple of pre-pandemic issues that resonate with middle school experience, although it has been more than a year since students and teachers have set foot on campus. Some of these issues include traffic and bullying (social media and COVID), these will need to be monitored closely, especially as the school returns to a hybrid format. The ability to access staff through office hours or hours of operation has been a challenge. The pandemic has shifted the office of operation to ensure COVID mitigating factors are in place such as schedule through appointments, health screening, and limiting operation hours. As Los Angeles county transitions to less restrictive tiers, so do the operating hours and support for families." Met "Here are some other factors that are being explored and implemented to ensure a rigorous academic program that adapts to the needs of the community: - Increase tele-outreach to support in various areas such as the transition to hybrid, and educate with online tools such as Illuminate and ParentSquare. - Evaluate instructional practices to highlight promising instructional practices such as a focus on power standards, ensure assignments are relevant to finish product, emphasize learning skill sets and recognition of the process for learning, staff sharing, and highlighting instructional practices during meetings. - Adjustment of schedule to ensure time is allocated for an appropriate break and lunchtimes, and shift advisory to assist with academic interventions - Dedicated task force members to highlight and solicit information about reopening, to be part of the decision-making process. - As students return, opportunities to increase student-to-student interactions will be explored further through professional development. - As students return to campus, the instructional staff will focus on reviewing and adjusting the school-wide expectation matrix to continue to align with our PBIS goals. - Explore communication inhibiting factors Findings have been shared with various stakeholders through various meetings/informational sessions." 6/23/2022 2022 37683380109157 Magnolia Science Academy San Diego 6 "MSA-San Diego annually conducts the CORE Districts survey instruments 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 , 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 2020-21, 94.7 % of our students participated in the survey and their responses provided an average approval rating of 76% on the eight topics of the survey., with a rating of 75% on Topic 3 (Safety) and a rating of 65% on Topic 4 (Sense of Belonging / School Connectedness). Our approval rating,Safety rating, and sense of belonging rate for students increased significantly compared to last year. Our student approval rates increased 14% from the past school year. There has been a concerted effort in supporting our students’ social-emotional wellbeing through weekly SSR lessons,daily advisory ZOR lessons, as well as explicitly teaching students the values we share in our character education initiative we call the WIZARD way. One of our goals for our students is to provide a learning environment where students learn skills to become independent learners. Based on student survey results the highest approval rates are “overall school experience ” 89% favorable and “Climate of Support for Academic Learning” 82% favorable. These results attest that we are on the right path focusing the whole child. 89% of our students indicated that “Overall, I am satisfied and would recommend this school to other students.” Given that we were in distance learning for nearly a year, the overall satisfaction rate is a testament to the dedication of our teachers who were determined to provide an engaging distance learning program for our student body. Moreover, it is a reflection of MSA San Diego leadership’s guidance, coaching and efforts to adjust to the educational landscape that had many changes." Met 6/23/2022 2022 31668940138081 Maidu Virtual Charter Academy 6 "MVCA administered the CHKS survey in to all 9th & 11th Grade students, staff, and parents. Unfortunately even after repeated attempts to have students complete survey we had only 24 students respond. Out of those 24 students, the results showed significant positive numbers for caring adults, being happy at the school, and high expectations. However, we know that many of our students come to us with pre-existing issues of anxiety and social/emotional distress. Our students often choose MVCA because comprehensive sites are often a contributing cause to their anxiety. We continually try to connect with our students in different ways. We have tried to coordinate activities outside the classroom and offer opportunities for students to connect with each other. Our teachers create very engaging online courses and are very flexible and accommodating to our students needs. Moreover, MVCA teachers act as advisors and help students academically and socially." Met 6/21/2022 2022 07100740114470 Making Waves Academy 6 "Based on the California Healthy Kids Survey (CHKS) that we administered in March 2022, we found the following results among our students: • School Connectedness: Upper School (56%) Middle School (60%) • Academic Motivation: Upper School (59%) Middle School (68%) • Caring Adult Relationships: Upper School (63%) Middle School (51%) • Perceived School Safety: Upper School (63%) Middle School (53%) Overall results were in alignment with our pre-covid trends; however, we experienced a decrease in students' perception of school safety (in the middle school) and having caring adult relationships at the school (in both middle and upper school). These outcomes mirror the feedback the school has received from other student culture and climate surveys as well as anecdotal feedback collected over the course of the school year. Students like many adults experienced anxiety and uncertainty related to returning to campus due to the ongoing pandemic. Moving forward, Making Waves Academy has prioritized revamping our advisory curriculum and implementing a cluster-based model for school leadership and student support. This year we increased the number of on-site social workers available to provide real-time support for students. Next year, we will prioritize hiring additional deans, campus supervisors, and assistant principals, which will contribute to a healthy school climate." Met 6/13/2022 2022 26736920000000 Mammoth Unified 6 "MUSD made progress supporting student in social-emotional learning and overall well being . The California Healthy Kids Survey demonstrates that four significant student indicators chosen for monitoring the district strategic plan all increased. Significant progress was made in the areas of school connectedness and high expectations, meaningful participation and felling safe at school." Met "In terms of safety, MUSD has not experienced any serious school wide safety incidents during the current school year. All staff was trained in both the online and in-person ALICE and Suicide /Threat Prevention in April. Office staff monitor ingress and egress to the school sites in person with a door buzzer and camera system. Mammoth Lakes Police and Mono County Probation provide School Resource Officers to MUSD to keep students and staff safe. While chronic absences remain low (8.7%) and suspension/expulsion rates remain at zero, parents and staff have still provided feedback that we focus on school wide behavior systems , restorative justice, acceptance, belonging and anti-bullying." 6/16/2022 2022 23655730000000 Manchester Union Elementary 6 "The annual parent participation in our local parent survey increased; 60% of parent surveys were returned (9 English and 5 Spanish). Parents indicated satisfaction with the school, particularly with regard to class sizes, teacher quality, and positive student attitudes toward school. Parent participation was maintained at approximately 80% at parent nights (Open House, Math Night, etc…). Parents and students are engaged and feel positively connected to the school." Met "Parents and students reported positive perceptions with regard to school safety and connectedness, through our annual parent survey. The school plans to continue and strengthen our practices (strong home-school communication, many opportunities for families to engage with the school, and emphasis on student wellness, including use of Action Network and other SEL supports) in the coming year, in order to strengthen and maintain our positive results. The school plans to administer the California Healthy Kids survey, in addition to our annual local parent survey, in 2022-2023, to gain additional insights with regard school climate." 6/21/2022 2022 19753330000000 Manhattan Beach Unified 6 "Maintaining a positive school climate in which students, parents, teachers, and staff feel safe and connected is a top priority for MBUSD. Programs and practices that address school safety and social-emotional wellness have become an integral part of our educational community. The MBUSD Social & Emotional Learning Framework incorporates skills and competencies as identified by CASEL and the CDE. All schools are in various stages of PBIS implementation and use data from school climate questions for all stakeholders in the LCAP survey. Students in grades 5, 7, 9, and 11 participate in the California Healthy Kids Survey (CHKS). Additionally, students in grades 6th-12th participate in the Panorama Ed survey focused on sense of belonging and SEL. These measures help inform us of the effectiveness of our efforts. We believe that the programs, policies, procedures, and practices adopted and implemented through this lens help foster a safe organizational climate that addresses the needs of our educational partners. Elementary teachers have access to evidence-based SEL lessons to implement each week, designed by MTSS TOSA and MTSS Coordinator. MBUSD launched a new website called Health and Wellness Resources in May to provide staff, students and families with a one-stop-shop of information and resources related to mental health services. Anti-bullying assemblies were held at the Elementary and Middle school this year. In addition, bullying prevention videos and resources were shared with staff and families. Secondary schools implemented a successful Link Crew program, along with Healthy Relationships Committee, Denim Day, student club-led assemblies, SafeBae seminar, and SEL Week. All schools hosted parent workshops on cyber-safety and mental health. The middle school and high school successfully implemented Signs of Suicide as part of a comprehensive suicide prevention program. All Elementary schools are official “No Place for Hate” schools. These schools have made progress in increasing safety and engaging all students in an equitable and inclusive learning environment. MBUSD increased school-based therapist hours at all sites in order to provide students with Tier 2 and 3 mental health services. In addition, the district counselor held weekly meetings with small groups of students at one elementary site. Site administrators, teachers, staff and parents have stated that the increased mental health services are appreciated as they continue to refer students who need extra support. Based on survey feedback, the district will offer administrators, teachers, and classified staff a variety of professional development opportunities in the 2022/23 school year." Met 6/22/2022 2022 39685930000000 Manteca Unified 6 "Manteca Unified School District utilizes the California Healthy Kids Survey to report student perception of school safety and connectedness. Percent of students who reported feeling Safe at school: 5th graders : 77% 7th graders : 60% 9th graders : 60% 92%-95% of students at all surveyed grade levels indicated they felt safe to any degree. This is contrasted with the 2020 survey where 89%-95% of students indicated they felt safe to any degree. Younger students indicated a higher level of feeling safe. Connected: 5th graders : 69% 7th graders : 59% 9th graders : 59% Levels of connectedness have remained relatively constant, again with younger students indicating a higher level of connectedness than older students. These results were also consistent with the district culture survey, given annually. MUSD continues to focus on culture and climate through programs such as Positive Behavior Supports and Interventions and has enhanced physical safety aspects at school. A focus on safety, including digital/cyber safety, is a key target in the MUSD mission and vision." Met 6/14/2022 2022 04614990000000 Manzanita Elementary 6 "Survey to be administered at least every other year. (Healthy Kids 20-21) A local survey was sent to all educational partners in the spring of 2022. 83% responded that they feel their child is safe at school. Parents/ Community Members- Parents and community members are requesting that Manzanita School will implement interventions, but also there was a strong emphasis on enrichments for students in academics and exploratories for middle school students. Additionally, parents are seeking additional staff training and implementation of social-emotional supports and counseling. Students- Students have responded that they feel safe at school. Students have expressed a need for more social-emotional support. Middle school students are requesting more class offerings. Teachers/ Local Bargaining Units/ School Personnel/Classified Staff- Faculty and staff see the need for implementing academic interventions in reading, writing, and math during the school day and professional development in PLC and social-emotional learning." Met 6/16/2022 2022 49708966052039 Manzanita Elementary Charter 6 "After reviewing the Youth Truth Survey, the following metrics were identified as areas of improvement: one for students and one for families. These metrics are now being used in our LCAP goal #2: Students of all cultural and racial backgrounds will indicate feeling more a part of their school community on the Youth Truth Survey. Manzanita Elementary Charter results will indicate 2 percentage points more students reporting as “Yes, very often they feel a part of their school community.” (with an increase in 5% by 23-24 school year) Families will indicate more “Agree” and “Strongly Agree” responses to “My school respects people of different races and ethnicities” on the Youth Truth Survey. The School-Wide result will indicate 2 percentage points more responses in the “Agree/Strongly Agree” responses on the statement that “My school respects people of different: Races or ethnicities”. As action steps we are including: Positive Behavior Interventions and Support training and processes, Site Equity and Inclusion Teams, increased mental health supports on our school sites" Met 6/21/2022 2022 42692290116921 Manzanita Public Charter 6 "Results from both climate surveys and meetings show that the LEA is significantly meeting the needs of the school community. About 80-85% of all stakeholders report great satisfaction with the academic progress of scholars and express approval of school discipline and social emotional support measures. Throughout the pandemic, surveys showed strong support for the administrative and educational decisions made regarding school safety. The stakeholder groups (staff, parents and students) that were surveyed, shared a genuine concern about the long term mental health impact related to the pandemic. Parents and staff pointed to a need for increased social interaction opportunities for students. They also expressed a strong desire for as much enrichment learning as safely possible--including outside play and hands on learning with limited access to technology devices. Parents continually expressed great appreciation for the support that was provided by staff both academically and emotionally, and that their experiences with bilingual support staff was very helpful. In general, parents indicated that more services and pro-active approaches by counseling staff and support personnel were needed to meet the social-emotional needs of scholars emerging from the pandemic. Across stakeholder groups, the need for students to have access to social emotional resources and services was noted. Both staff and parents mentioned the need to have scholars held accountable for learning and that they needed support to assist them with this accountability. Parents communicated that they desire a continued return to strong enrichment activities including field trips, clubs and project based 'stretch' activities that can be offered at home. A parent group was formed to research the possibility of expanding Manzanita's charter school to a UPK-8 model. In the areas of safety, families communicated satisfaction with how the LEA handled COVID-19 safety/health demands, but requested a more comprehensive safety model concerning active shooters and physically equipping the campus with better entrance barriers. Parents noted the value of the ParentSquare application as an important tool that improved ongoing communication flow. Parents also appreciated administrative decisions regarding communications which were deemed ""post"" worthy versus ""alert"" worthy. Manzanita's Spanish speaking parents wanted to see a continued effort to ensure all communications are available in Spanish." Met 6/15/2022 2022 12629350000000 Maple Creek Elementary 6 "100% of parents responded that they felt connected to the staff and students at the LEA. 100% of students and teachers feel safe on campus. 100% of teachers report regularly collaborating and the students. 75% strongly agree that they are happy to be at school, while 25% agree that they are happy to be at school. To continue improvement teachers will attend Social Emotional Learning training and implement added skills and activities. Progress will be monitored with surveys, behavior, and conflict records." Met 6/15/2022 2022 15636100000000 Maple Elementary 6 "Our data indicates that 100% of our Spanish speaking respondents and between 80-100% of our English speaking respondents indicated that Maple provides adequate security adult supervision (88.2% agree or strongly agree), have safe arrival and dismissal procedures(100% agree or strongly agree) , are welcoming and supportive (98.3% agree or strongly agree), provide a positive culture (93.2% agree or strongly agree), teachers make learning meaningful (85.2% agree or strongly agree), Parents feel comfortable while at school (93.9% agree or strongly agree), staff are friendly and helpful (93.7% agree or strongly agree). understand and follow expectations (92.6% agree or strongly agree), provide activities in addition to classroom learning (88.6% agree or strongly agree). Open responses on the last survey question asked what activities students would like to see offered in school. There were a wide variety of responses including: more travel sports teams, more art classes, a swimming pool, more carnivals, more game days and longer recesses. The majority of the responses related to expanded learning opportunities beyond the school day. We have had this as a portion of our LCAP for the past several years and will continue to develop and devote resources to expanded learning options. Overall our survey results indicate that parents and students understand the school's expectations, feel that they receive a high quality education and provide meaningful activities beyond the school day for the students and families. An area that appears to need improvement is our nutrition services. In the year 2022-2023 we will continue serving breakfast and lunch to all students free of charge and explore new vendors for our food delivery. Our most recent student outcome results indicate that our students have continued to make growth in their overall mathematical testing and had a very slight decline in their ELA scores. Compared to other areas and districts in the State this is a very positive outcome." Met 6/16/2022 2022 34674210137950 Marconi Learning Academy 6 "In the spring of 2022, the local school survey questions were 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: * 100% of the students reported that they felt safe * 98% reported that they felt connected to an adult at the school 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 our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 100% reported that they felt safe, and 100% reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals." Met 6/8/2022 2022 51714070000000 Marcum-Illinois Union Elementary 6 "1. Data: A local climate survey was given to students in grades three through eight that provided a valid measure of school safety and connectedness. The results of this survey were shared with staff, the Marcum-Illinois EUSD School Board, and also the LCAP Advisory/Site Council. Findings from this survey indicated that 77.9% of students usually feel safe and 20.4% sometimes feel safe at Marcum-Illinois School. In addition, 8.8% of students feel that bullying is usually a problem at the school. Less than 1% of students say the school is not clean. Ninety-two percent of students say there are activities at school they enjoy participating in. 2. Meaning: Spring 2022 local student survey results indicate that the school has created a safe environment, it is clean and in good condition, and there are engaging activities students enjoy. Not all students understand what bullying is and not all staff know how to respond to reports of bullying. We need to find and implement an anti-bullying curriculum and provide PD to staff. 3. Use: LCAP Goal 2 is to “Ensure the school is a safe, engaging, and inclusive environment for students and their families so that all students achieve academic excellence, and families will be actively involved in the educational process.” Expected outcomes are to increase the percentage of students usually feeling safe at school to 90% and decrease bullying to 8% or less. To achieve this goal, actions and services include promoting parent engagement, supporting the social-emotional needs of students and families, adopting an anti-bully curriculum, and continuing to provide safe, well-maintained facilities." Met 6/13/2022 2022 48705816116255 Mare Island Technology Academy 6 We need to work on improving the school climate in the areas of trust. Not Met 9/30/2022 2022 31750850117879 Maria Montessori Charter Academy 6 "MMCA 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. 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: Student Wellness Survey (1-5, 1= strongly disagree, 5=strongly agree). Target Threshold 3 or greater; did school meet threshold for each grade level and each question (yes or no) for these 3 core questions: “I feel welcome at my school.” “I feel safe at my school” “I feel like people care about me at my school.” 4th Grade Yes Yes Yes 5th Grade Yes Yes Yes 6th Grade Yes Yes Yes 7th Grade Yes Yes Yes 8th Grade Yes Yes Yes" Not Met 9/26/2022 2022 15636280000000 Maricopa Unified 6 "Annual Updated Identified Needs: The District had made successes towards the last LCAP Goals, However, everything changed for the District and world when COVID19 struck in March 2020. COVID continued to make a significant challenge to implementing Goals during the 2021-2022 school year. After two years of mostly off campus or amended on campus education, the District returned to full day, full class instruction. While the district is proud that implementation of the modified school instruction was a GREAT SUCCESS due to the MUSD staff and Board working together for long hours day after day to support students, families, and staff during this very difficult time, returning to a normal school day proved to be very difficult to the students and staff. MUSD has identified many areas for improvement based on the metrics provided in the update. Actual data and metrics used is determined for this update given the availability of information. The LCAP as adopted relied on the the following information and little to no change can be shared after year 1 of the LCAP plan. 2020-21 CAASPP Data for all students indicate -CAASPP ELA- Grades (3-8 & 11) 18% Met/Exceeded Levels -CAASPP Math- Grades (3-8 & 11) 7% Met/Exceeded Levels Local I-Ready Data for the 2022 School Year indicates: Reading for All Students 19% On or above Grade Level 36% One grade level below 15% Two grade levels below 30% Three or More grade levels below Math for All Students 9% On or above Grade Level 39% One grade level below 18% Two grade levels below 33% Three or More grade levels below Actions for English Learners (EL) (17%): A review of the needs, conditions, and circumstances based on our 2019 CAASPP and other benchmark assessments data, the District needs to focus on building skills and increasing test scores in ELA and Math for this EL sub-group. This group on the 2019 CAASPP increased 32 points in ELA, however they are still 65.7 points below standard. On the 2020-21 CAASPP, the English Learner students had a 19% Met/Exceeded Overall Performance Levels in ELA. This group on the 2019 CAASPP increased 17.9 points in Math, however, they are still 101 points below standard. On the 2020-21 CAASPP, the English Learner students had a 7% Met/Exceeded Overall Performance Levels in Math. Actions for Socio-economically Disadvantaged (SED) student population (94%): A review of the needs, conditions, and circumstances based on our 2019 CAASPP and other benchmark assessments data, the District needs to focus on building skills and increasing test scores in ELA and Math for this SED sub-group. This group on the 2019 CAASPP increased 12.3 points in ELA, however they are still 79.4 points below standard. On the 2020-21 CAASPP, the Socio-economically Disadvantaged students had a 17% Met/Exceeded Overall Performance Levels in ELA. This group on the 2019 CAASPP increased 6.2 points in Math, however, they are still 113.8 points below standard." Met 6/9/2022 2022 21102150000000 Marin County Office of Education 6 We noted an increase in students who occasionally feel unsafe on campus overall. As we analyze these findings it is felt that some of the cultural setbacks are a result of students feeling disconnected and socially isolated during the pandemic. We continue to have areas of strength in the areas of relationships - student to student and student to teacher. Part of our decision to hire the Learning Coaches as part of our MCOE team was to work more directly on Social and Emotional wellbeing. We are also focusing on increasing safety procedures through drills and training. Met 6/21/2022 2022 22102230000000 Mariposa County Office of Education 6 "MCOE administered the California Healthy Kids Survey (CHKS) in the 2021-2022 school year. Results measure MCOE’s progress towards an overall positive school climate and culture keeping the needs of individual children in mind. Parent data at MCOE indicates that 56% of parents feel encouraged to be involved in the school with only 13% saying they themselves felt involved. Also, 50% indicated that their input is encouraged but only 25% say that they feel welcomed at their students school. In an effort to support our continued growth in this area, we will focus on the areas of priority as identified in Local Indicator Priority 3 Family Engagement. We will focus on effectively communicating with community members at the beginning of the school year in explicit and succinct ways that their input can be valuable when it comes to making decisions. We will do this through written communication that outlines for them ways to get involved and what their involvement can lead to. An example of this would be, showing community members how LCFF funding is used and how past input for the LCAP has shifted the current living document. We will also focus on school site data talks that correlate student success with the decisions that are being made. If community members can see specific areas of student need, we predict that they may be more inclined to give input related to how to solve issues that directly impact our students and their achievement. We will also look at why only 25% of parents feel welcomed on campus and how this correlates to participating in school events. This will be done through empathy interviews and action plans created from that information." Met 6/16/2022 2022 22655320000000 Mariposa County Unified 6 "MCUSD administered the California Healthy Kids Survey (CHKS) in the 2021-2022 school year. Results measure the district’s progress towards an overall positive school climate and culture keeping the needs of individual children in mind. Students in grades 5th, 7th, and 9th - 12th responded to this survey. For our 5th and 7th grade students, 55% of them stated that they felt connected to their school. This is down from 66% in 2018. For our 9th - 12th grade students, 64% stated that they felt connected to their school. This is up from 62% in 2018. Perception of meaningful participation opportunities was below the state average for both middle school and high school. Some of these scores may be influenced by the school closures and Covid protocols once we re-opened. We found difficulty in staying connected with students and parents during this time although we made our best effort. While, the covid-19 pandemic certainly made connection on amongst community members more difficult that cannot be the primary reason we see these scores below State average as they are not greatly deviated from the 2018 data that was pre- pandemic. Because of this, we see these as true areas for growth and reflection. We believe that students feeling connected to their school and that there are meaningful opportunities for participation for them and their families is critical in creating the academic and social emotional environment that we hope for our schools to be. In an effort to support our continued growth in this area, we will focus on the areas of priority as identified in Local Indicator Priority 3 Family Engagement. We will focus on effectively communicating with community members at the beginning of the school year in explicit and succinct ways that their input can be valuable when it comes to making decisions. We will do this through written communication that outlines for them ways to get involved and what their involvement can lead to. An example of this would be, showing community members how LCFF funding is used and how past input for the LCAP has shifted the current living document. We will also focus on school site data talks that correlate student success with the decisions that are being made. If community members can see specific areas of student need, we predict that they may be more inclined to give input related to how to solve issues that directly impact our students and their achievement." Met 6/16/2022 2022 05615720000000 Mark Twain Union Elementary 6 "In our CA Healthy Kids Survey (CHKS), 32% of our 5th graders and 31% of our 7th graders indicated meaningful participation; 70% and 64% respectively had academic motivation Students in fifth grade indicated a much higher parent involvement, 78% versus 50% of the 7th graders; For a feeling of safety we are only at 70% for both grade levels. Slightly over 60% of both groups have felt extreme or chronic sadness. For our staff responses in the CA Healthy Kids Survey, they reported only 21% meaningful participation and 23% parent involvement. The staff indicated a huge need for a continuum of services by rating adequate support services at 6%, only a 7% for readiness to learn, 19% motivated to do school work and 7% believing the instructional model is motivating students to learn. Staff indicated on the CHKS that professional development is needed in engaging students in learning and in the area of supporting students in the area of trauma experiences. Our goals were developed broadly to allow the development of systemic changes focusing on continuous improvement for student achievement through both social-emotional wellness and instructional practices. These two goals were derived from the input data specifically emphasizing student learning, engagement, and being ready to learn, indicated as the top priority of the parent survey being student learning coupled with the CHKS less than 40% indicating they are meaningfully participating and over 60% experiencing significant sadness. While students generally feel safe as indicated in the student survey and the CHKS survey, the interviews and parent surveys unveiled urgency needed in the area of belongingness, increased and improved attitudes of acceptance regarding individual differences. Through a focus on social-emotional wellness imbedded in learning, the District is committed to inclusionary practices for students, limiting exclusion and isolation, reducing bullying, and fortifying students with coping and self-advocacy spaces when those separation and intolerant situations occur. 49% of the 7th graders in the CHKS have experienced bullying and 37% have been afraid that they were going to be beat up; and 77% have had pervasive hopelessness; 35% of 5th graders have been called names or targets; 30% have been hit or pushed; 30% a victim of cyberbullying and 13% with frequent sadness. In the 2021 CHKS 23% of 5th 20% of 7th, 8% of 8th graders do not feel safe at Mark Twain Elementary; 23% of 5th at Copperopolis do not feel safe at school most or all of the time. Students feeling like they have at least 1 caring adult: 5th - 74%; 6th -50%; 7th - 55%; 8th - 49% Percentage of time feeling totally alone in a month, the students reported: 5th - 8%; 6 - 13%; 7th - 25% and 8th - 18%" Not Met "PBIS was instituted prior to COVID years and last year it took time to ramp back up, however, that is a focus on both school campuses. Below is an accounting of our 6th - 8th grade counselor on our largest campus, Mark Twain. # of Students Who Received Scheduled Counseling via IEP or parent request - 35 # of Personal/Social Counseling Check-Ins Held - 386 # of Teacher Consultations - 42 # of Community/Professional Consultations - 53 # of Admin Consultations - 35 # 504s Attended - 2 # of Conflict Resolution Sessions 82 # of Parent Phone Calls - 103 # of Parent/Student Conferences attended - 21 # of Classroom Lessons - 94 # of Group Counseling Sessions - 16 # of CPS Reports filed - 21 # of Suicide Assessments - 10 # of Calaveras Care Team Referrals - 5 # of Wellness Center Referrals - 48 # of Calaveras Mentoring Referrals - 4 # of Child Advocacy Center Referrals - 2 # of Foster or Homeless Youth outreach sessions (with students or parents) - 17 # IEPs attended - 16 # Transitional IEPs attended - 7 # Club Meetings Hosted (Advisor of Club Live, Diversity Club, Garden Club, and FNL Mentoring) - 41 # Community Meetings Attended (FYS, District Prevention, Wellness Center, ELAC, Resource Connection, Mental Health Breakfasts) - 14 # Badger Newsletter Articles Written - 4 # Brief Intervention (substance abuse) Sessions held - 12" 10/13/2022 2022 49708050105890 Mark West Charter 6 "School safety and school connectedness are critical components to a successful environment that optimizes learning opportunities for all students. In order to better understand our students’ perceptions related to feelings of connectedness and safety at school, the Mark West Union School District participated in the California Healthy Kids Survey (CHKS) for the 2021-22 school year. Our 7th graders responded to various survey items in the CHKS during in-person instruction. Approximately 72% of the 7th graders surveyed feel connected to their school most or all of the time. Similarly, 74% of students responded either “Yes, I feel safe at school most of the time” or “Yes, I feel safe at school all of the time.” It is important to review this survey data and examine any differences found among student groups such as gender and race/ethnicity. School connectedness is an area of strength for the Mark West Union School District. However, there are areas that warrant further investigation and opportunities for improvement. While 72 % of white students report feeling connected to their school, the percentage of hispanic/Latinx students is lower at 72%. Student gender appears to be a factor when it comes to school connectedness. While 83% of our students identifying as female report feeling connected to their school, only 70% of our students identifying as male report feeling connected to their school. Similarly, most of our students feel safe at school. Seventy-nine percent of our 7th graders reported feeling safe at school most or all of the time. When examining differences among groups, our female students reported higher feelings of school safety with 95% reporting feeling safe most or all of the time compared to 70% of males. Learning more about our students of mixed ethnicity is an area of growth for our district. Seventy percent of our Hispanic or Latinx students report feeling safe compared to 88% of White students. In order to gather more information that will be utilized for continuous improvement, our LEA will be participating in the Youth Truth Survey, which will provide more information related to school connectedness and safety with a broader sample of students that will include grades 3rd, 4th, 5th, 6th, and 8th. Our district is providing professional learning opportunities for our staff in Positive Behavior Intervention and Supports along with social emotional learning to foster improved relationships for students. We continue to seek out and attend safety trainings to ensure effective and well established safety protocols and procedures." Met 6/9/2022 2022 49708050000000 Mark West Union Elementary 6 "School safety and school connectedness are critical components to a successful environment that optimizes learning opportunities for all students. In order to better understand our students’ perceptions related to feelings of connectedness and safety at school, the Mark West Union School District participated in the California Healthy Kids Survey (CHKS) for the 2021-22 school year. Our 5th graders responded to various survey items in the CHKS during in-person instruction. Approximately 80% of the 5th graders surveyed feel connected to their school most or all of the time. Similarly, 80% of students responded either “Yes, I feel safe at school most of the time” or “Yes, I feel safe at school all of the time.” It is important to review this survey data and examine any differences found among student groups such as gender and race/ethnicity. School connectedness is an area of strength for the Mark West Union School District. However, there are areas that warrant further investigation and opportunities for improvement. While 81% of white students report feeling connected to their school, the percentage of hispanic/Latinx students is lower at 77% and mixed (2 or more) ethnics is even lower at 72%. Student gender did not appear to be a factor when it comes to school connectedness. Similarly, most of our students feel safe at school. Eighty percent of our 5th graders reported feeling safe at school most or all of the time. When examining differences among groups, our female students reported slightly lower feelings of school safety with 77% reporting feeling safe most or all of the time compared to 83% of males. Learning more about our students of mixed ethnicity is an area of growth for our district. Sixty-two percent of students with mixed ethnics report feeling safe compared to 81% of Hispanic or Latinx students and 84% of White students. In order to gather more information that will be utilized for continuous improvement, our LEA will be participating in the Youth Truth Survey, which will provide more information related to school connectedness and safety with a broader sample of students that will include grades 3rd, 4th, 5th, and 6th. Our district is providing professional learning opportunities for our staff in Positive Behavior Intervention and Supports along with social emotional learning to foster improved relationships for students. We continue to seek out and attend safety trainings to ensure effective and well established safety protocols and procedures." Met 6/9/2022 2022 43693936046619 Marshall Lane Elementary 6 "Survey Administration and Measurement: In 2021.2022, CUSD administered a Student Engagement Survey to students in grades 3-8. The statements below were used to measure student perception of school climate across CUSD campuses using a five-point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree): I feel safe at my school School rules are fair My school is clean Students are nice to each other at my school I like going to my school each day CUSD will use the baseline results from the Student Engagement Survey to determine desired outcome for Top Box scores (percent of students reporting 5 'Strongly Agree') in 2022.2023, with a goal of achieving an Overall Mean of 4.5 for questions by 2023.2024. Winter 2022 Survey Results: The Overall Mean (average) and Top Box scores for each of the selected questions are reported below. Overall Mean and Top Box by Question (January - February 2022) I feel safe at my school: 3.8; 27.44% School rules are fair: 3.68; 23.36% My school is clean: 3.21; 11.39% Students are nice to each other at my school: 3.20; 12.36% I like going to my school each day: 3.63; 29.97% Number of Responses: 2641 “I feel safe at my school” was the highest rated, with four schools with a Mean of 4.0 or higher, and five schools with a Mean of 3.8 to 3.9. Ratings were lower for, “My school is clean” and, “Students are nice to each other at my school” with no schools reporting a Mean of 4 or higher. Generally, elementary school ratings were higher than those from 6-8 and K-8 sites. Decisions, Actions, and Next Steps: Student Engagement Survey data was shared with site administrators in March 2022, and schools reviewed results and discussed next steps. In April 2022, CUSD results were shared with staff as part of the Superintendent’s share out on themes from the staff, community, and student surveys. In this session, staff had the opportunity to provide input on how to address opportunities for improvement. In 2021.2022, CUSD professional development for schools and staff focused on Multi-Tiered Systems of Support (MTSS) and Tier 1 interventions with an emphasis on Social-Emotional well-being, including trainings on Insights to Behavior, Zones of Regulation, Character Strong, 4Cs, and Behavior Bootcamp. For 2022.2023, schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on student kindness and peer interaction, and each school has developed a Fall plan that includes school-wide strategies for Social Emotional Learning. We continue to fund a Behavior Specialist to support all schools." Met 6/23/2022 2022 07617390000000 Martinez Unified 6 "Martinez USD administered the California Healthy Kids Survey (CHKS) in the 2021-22 school year, as it had in the five previous school years, to students in grades 5, 7, 9, and 11. Although not required to give the CHKS annually, MUSD has chosen to do so to more carefully monitor and respond to the overall health and safety of our students. A total of 899 secondary students and 197 elementary students responded. In the category of School Safety, the majority of students in 5th grade surveyed, 87% responded that they “feel safe at school.” This has stayed relatively consistent over the past three years. This year 41% of our 11 graders agree with the statement “Perceived as Very Safe or Safe,” At the secondary level, we are seeing a steady decline in this category. Grades 7, 55% agreed and Grade 9 was 45%. With the pandemic, it is difficult to determine the root cause of students who responded ""unknown"" or ""disagree."" There has been a layer of uncertainty and unknowns as a result of school closures and a global pandemic. School connectedness is an area that has a similar trend, with 78% of 5th grade students surveyed feeling connected. We saw in decrease from 59% in 11th grade to 41% of student feeling connected at school. In grades 7 and 9 there was a slight decline with an average of 58% from 47%. In looking to improve this sense of connectedness, MUSD continues to explore social-emotional support and have a multi-year partnership with the Contra Costa County Office of Education to implement Positive Behavior Intervention and Support (PBIS) at Martinez Junior High School. Choose Love and Character Counts is being implemented at our elementary sites as a foundation of our Social Emotional Learning. Our Wellness Coordinator also assures that all programs are in alignment with providing effective and efficient delivery of support services for students and families. The Wellness Coordinator facilitates ongoing communication among parents and guardians, students, and staff to ensure that support services and programs are integrated into the school setting. We will continue to administer the CHKS each year as another measure used to determine benefits and district goals." Met 6/27/2022 2022 49402466051932 Mary Collins Charter School at Cherry Valley 6 "Petaluma City Schools administered The Youth Truth Survey in January 2022 to students in grades 3-12. Middle and high school students’ sense of belonging increased from 2021. Middle school increased from 51% to 57% and high school increased from 37% to 52%. 66% of students report that they feel safe at school and 44% of students report that when they are upset or stressed there is an adult at school they can talk to. Additionally, 38% of middle and high school students report that discipline at their school is fair. Petaluma City Schools is implementing Positive Behavior Intervention and Supports (PBIS) districtwide. School site teams will be trained in developing site-wide behavior expectations. Onsite coaching will also support implementation and refinement of PBIS systems and restorative practices.The district will also support site administrators with development of the Single Plans for Student Achievement and including areas for improvement on school connectedness and safety." Met 6/28/2022 2022 58727360000000 Marysville Joint Unified 6 "Analysis of the CHKS for the 2020-2021 school year, as well as a comparison across results from 2015-2019 yield several trends to address. First, on average, District results have remained fairly level for the past 3 administrations of the CHKS. However, the data below reflects the education student received through either in-person or hybrid learning. School Connectedness: When compared to the 2018-19 data, school connectedness had very little change in the data. Mostly a slight increase in students agreeing that they feel a connection to the school. The data also shows a slight decrease in meaningful participation. However, the most noticeable decrease to report is the difference in our monthly absences of 3 or more days. The students reported fewer absences than in the previous administration of the CHKS data, however, our absence rate does not correlate with this result. MJUSD feels that the discrepancy in these results can be contributed to the fact that fewer students across the district participated in the CHKS in 2020-21. Academic Motivation, Caring Adult Relationships, and Staff having High expectations: Most of the data remains flat in these categories with the only exemption of an increase in academic motivation. However, the data presented in CAASPP and state testing would not necessarily complement this finding. MJUSD feels that the differences in the data are reflective of the low participation in the CHKS. Parent Involvement and Facilities: The CHKS shows that there is a decrease in the areas of parent involvement in the schools and facilities upkeep. MJUSD would agree that parent involvement during the 2020-21 school year had some noticeable barriers. In terms of our facilities, we would also agree that we have some areas of concern. In both parent involvement and facilities, MJUSD has taken a very active approach to address these areas. Safety: The data shows that students feel safer at school than they did in 2018-19 and that supports the data on our school suspension rates. However, since many of our students were at home or in hybrid instruction, the data for suspension for the 2020-21 school year was not typical. Our superintendent has made educational partner involvement a top priority. Autonomy for the sites in how they accomplish this evaluated task will vary to some degree. However, revitalized PBIS efforts, attendance initiatives, the introduction of the SEL curriculum, school counselors K-12 and a directive to increase community and business partnerships set the tone for the expectations of the sites in bettering climate. Professional development around climate topics is being utilized to increase the motivation and practices around engaging all educational partners in the educational process." Met 6/28/2022 2022 19647330126136 Math and Science College Preparatory 6 "At Math and Science College Preparatory we take school safety and connectedness very seriously, as such we administer a survey to all students every year. When asked, “There is an adult at school that I can go to if I need help.” 82% of students answered agree or strongly agree." Not Met 10/5/2022 2022 12753820000000 Mattole Unified 6 "Sustaining an inclusive, caring, and collaborative culture and school climate at all of our schools has been and will continue to be a top priority at Mattole Unified School District. All students need to feel welcome and connected to the school community, with opportunities for engagement and open communication. In the Spring of 2022, the district administered the Panorama Student Survey to students in grades 3-12. The survey consists of the following 10 scales used to measure the following student perceptions: • Classroom Climate – the overall feel of a class including aspects of the physical, social and psychological environment; • Engagement – their behavioral, cognitive, and affective investment in the subject and classroom; • Grit – their ability to persevere through setbacks to achieve important long-term goals; • Learning Strategies – the extent to which they use metacognition and employ strategic tools to be active participants in their own learning process; • Mindset – the extent to which they believe that they have the potential to change those factors that are central to their performance in a specific class; • Pedagogical Effectiveness – the quality and quantity of their learning from a particular teacher about that teacher’s subject area; • Rigorous Expectations – whether they are being challenged by their teachers with high expectations for effort, understanding, persistence, and performance in the class; • School Belonging – the extent to which they feel that they are valued members of their school community; • Teacher-Student Relationship – the overall social and academic relationship between students and their teachers; and • Value of Subjects Taught – how interesting, important, and useful a particular school subject seems. Summary of Answers Percentages - those who chose a favorable answer to the questions by grade level ranges (Elementary = Grades 3-5, Secondary = Grades 6-12): School Belonging: Elementary 90%, Secondary 87% School Climate: Elementary 90%, Secondary 80% School Engagement: Elementary 80%, Secondary 73% School Safety: Elementary 90%, Secondary 87% School Teacher-Student Relationships: Elementary 90%, Secondary 87%" Met 6/23/2022 2022 06616060000000 Maxwell Unified 6 "The district uses two specific questions from the California Healthy Kids Survey as part of measuring growth in their 'I feel safe in my school.' Response percentages include strongly agree and agree answers and are as follows: 5th grade 64%, 7th grade 80%, 9th grade 72% and 11th grade 72%. The second question is 'I feel like I'm a part of the school.' Results are 5th grade, 68%, 7th 56%, 9th 64% and 11th 58%. Data shows that on average 3/4 of the students feel safe at school. When looking at the results about 5% of our students do not feel safe while at school. A challenge is knowing what the students define as feeling safe and feeling a part of the school while they are completing the survey. For the 22/23 school year each site will be implementing a social and emotional curriculum." Met 6/23/2022 2022 13631800000000 McCabe Union Elementary 6 "MUESD administered the California Healthy Kids Survey to 148 out of 175 seventh-grade students. 65% responded that they feel a connectedness to school, and 84% perceive school as very safe. The survey revealed that 45% of seventh-grade students experience chronic sadness / hopelessness and 18% responded that they have considered suicide. Students also noted that 61% of students perceiving that there are caring adults in school indicates room for improvement in noticing and listening to students. This year the district introduced a 30-minute CTE advisory period in 7th and 8th grades where students will learn more about themselves and career options. Teachers will also have an opportunity to build relationships with students as they implement Multi-Tiered Systems of Support (MTSS) strategies. 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 14th year and promotes good citizenship by developing 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 utilizes handheld radios for communication throughout the campus, a phone system that allows for better communication to ensure student safety, and has installed speakers throughout the campus for better communication. MUESD has cameras on the buses to ensure student safety when riding to school and back home. MUESD implemented the Visitor Management System, Raptor, which scans visitor's ID and checks them through a registry data base. MUESD also continues to use Catapult, a web based communication tool to be used in case of an emergency to account for staff and students." Met 6/14/2022 2022 15739080000000 McFarland Unified 6 "We annually survey all parents TK-12th Grade and all student 5th Grade through 12th. As part of our annual LCAP survey, parents agreed with the following statements at the indicated percentage: * 100% agreed to ""My child's school is a positive place to be"" * 96.6% agreed to ""My child is safe on campus"" As part of our annual LCAP survey, students agreed with the following statements at the indicated percentage: * 88.9% agreed to ""My school is a positive place to be"" * 85.6% agreed to ""My school is safe for all students"" * 84.5% agreed to ""I feel safe at school"" While the results of our survey were predominantly positive, we can see a discrepancy between what parents think about safety and climate and what our students think. We also found that the majority of students that stated they did not feel safe came from our high school. In response we are adding a security guard and a Student Affairs Specialist." Met 6/30/2022 2022 12629500000000 McKinleyville Union Elementary 6 "In 2022, McKinleyville Union School District conducted the CA Healthy Kids Survey for students, parents and staff. Each survey includes a section on school climate. Our results for 2022 are as follows: Students: 56% of middle school students indicate they feel ""safe"" or ""very safe"" at school. 84% of 5th graders indicate they feel safe at school ""most of the time"" or ""all of the time."" 80% of 5th and 6th grade students indicated they have caring adults at school Parent/Guardian: 100% of parents/guardians indicate school is a safe place for their child. 72% of parents/guardians ""agree"" or ""strongly agree"" that their school provides instructional materials that ""reflect my child's culture, ethnicity and identity."" Based on the survey results conducted in the Spring of 2022, our younger students and some families feel very safe and connected to our schools. As our students move into the highest grades those feelings decrease, this is an area for further study and improvement." Not Met 9/14/2022 2022 15636510000000 McKittrick Elementary 6 "Local Climate Survey This measure addresses information regarding the school environment based on the local climate survey administered every other year on the topics of school safety and connectedness. LEAs report how they administered a local climate survey (at least every other year), providing a valid measure of perceptions of school safety and connectedness to their local governing boards at a regularly scheduled meeting and reports to educational partners and the public through the dashboard. The summary of progress is required to be based on information collected which captures a valid measure of student perceptions of school safety and connectedness in at least one grade within the grade span. Local Climate Survey Summary (Twenty-One responses-lowest to date) 95% felt the school was very to extremely safe. 90% of the parents believed their students felt very safe to extremely safe at school. 90% of the parent felt 'very' to 'extremely' comfortable talking to their student's teachers about problems their child may be having. 86% of parents felt eh information given by the principal to be 'very' to 'extremely' useful. 95% of the parent felt McKittrick had 'very' to 'extremely' high expectations of their students. 90% of the parents responded not feeling welcome did not keep them from participating in their student's education. 100% of parents felt McKittrick is preparing their students for the next academic school year. The district needs to continue focusing on increasing nonconnected community member participation in the decision-making process. The school district excels at getting the word out to the community through postings at the local post office, webpage, Friday notices, social events, and word of mouth. The district can still improve the two-way communication process. The district's dashboard shows the school's 'Conditions and Climate' score is green. The district will continue to do the following, 1. Post upcoming events at the local post office to offer social outreach to the community, 2. Address public concerns at the monthly board meetings, 3. Solicit input from all educational partners through small group sessions, and finally, 4. Use of Survey Monkey as a tool to gather perception data. The district will research the creation of an app to mirror the school webpage to increase stakeholder participation." Met 6/14/2022 2022 24657630000000 McSwain Union Elementary 6 "The district administered the Measurable Results Assessment (MRA) to collect information regarding school climate. The MRA is aligned with the district’s “Leader in Me” program. The survey includes responses from 287 students, 37 staff members, and 135 families Staff leadership includes personal and interpersonal effectiveness. Opportunities for improvement include taking personal responsibility and building sustained relationships. Student leadership includes personal development, interpersonal development, positive wellbeing, self-advocacy, and prosocial behaviors. Strengths included students taking responsibility for their actions and supporting each other. Opportunities for improvement include students building positive relationships, embracing mindsets that build resilience and hope, and advocating for themselves. Family and community engagement includes school and family partnerships, family engagement, and community engagement. The greatest strength indicated was that teachers feel like most student families engage as partners in their child’s learning. Opportunities for improvement include the student’s families being more satisfied with the way school includes them, and the school engaging the community through collaborative partnerships. Supportive staff environment includes staff voice and collective efficacy. Strengths include staff believing they are positively impacting others and that they are provided opportunities to use voice and choice in decisions that are important to them. Opportunities for growth include teachers believing that their collective actions can positively impact students and help them succeed. Supportive student environment included school climate, student empowerment, trusting relationships, and school belonging. Strengths include staff seeing the worth and potential in every student, and supporting each student needs. Opportunities for growth include students believing they are cared about and are provided with opportunities that include them in decision-making and growing their leadership competence. They also include students having a high trust relationship with at least one teacher. Empowering teachers included supportive teacher and academic self-efficacy. Opportunities for growth include students receiving more encouragement and support from their teachers, and students being able to apply personal leadership habits. Goal achievement includes student goals, student goal support, and school goals. Opportunities for growth include students gaining confidence in their ability to set and achieve goals, teachers being able to support their students in achieving their goals, and teachers seeing a meaningful role for themselves in creating and achieving school goals." Met 6/14/2022 2022 56105616055974 Meadows Arts and Technology Elementary 6 "Each year, MATES surveys the fifth grade students. When asked, 96.3% of students feel that they belong, and 98.4% of them feel safe at school. Based on previous student survey data, MATES implemented a conflict resolution strategy called the HEART Highway. When this year's class was asked if they knew how to work out conflicts with their classmates, 87.5% of the students believed they can. 100% of students believe that their teacher cares about them, and 92.1% believe that their teacher listens to their ideas. 92.2% of students look forward to coming to school each day, and 92.2% of students say that they can read with confidence. Additionally, 92.2% can do math with confidence. When asked if they can get help when they don't understand something 100% of students said they could. MATES has had a core values program, the HEART of an Eagle, in effect for 12 years. The program exemplifies what each student should strive to achieve. Also, MATES has developed a conflict resolution tool for students. This tool is a type of peace path called “The HEART Highway,” and provides students with steps to resolve conflicts with their peers. All staff members were trained to implement the HEART Highway, and the tool is available in all classrooms, specialist classes, and on the playground." Met 5/23/2022 2022 13631980000000 Meadows Union Elementary 6 "MUSD administered the California Healthy Kids Survey to students in grades 5th and 7th. 86% of students stated that the school has high expectation of them, which was a small decrease from 89%. 75% of students felt they have a caring adult relationship at school, which was a significant decrease from 92%. 51% of students experienced chronic sadness/hopelessness which is a very significant increase from 27%. Analyzing results of this survey reaffirmed the impacts of being home in distance learning for more than a year. Being a small rural school with limited resources, the personal interaction and socialization was absent making an impact on students social emotional development. Based on the information provided, MUSD began the school year with a new curriculum which is Second Step to address the social emotional development of our students. Additionally, an additional counselor position was filled to address the needs of all students, in particular those with social emotional needs. These counselors planned a school year with specific group sessions, monthly parent trainings with specific topics like: how to help at a home, anti-bullying, inclusion, cultural awareness." Met 6/29/2022 2022 23102310000000 Mendocino County Office of Education 6 "MCOE Educational Programs provide different opportunities for parents and students to communicate with the school sites. Some examples are: frequent and ongoing verbal communication, written communication utilizing mail, texting, email, and postcards sent home to identify student successes with family. For the Orr Creek/TSP programs, we set up Family collaborative meetings that took place bi-monthly to inform families about the program, and focused on aspects of the TIERS model. Parent Surveys were sent out electronically and were made available via the TSP Website. *All staff is available by phone, email, and virtual meetings. Parents and students are provided with this information. For the Community School program, parents are contacted specifically once per month per telephone and once per quarter via written communication updating them on current school goals/programs and asking for feedback. Parent surveys are also provided during student intake with some of this same information. *The academic counselor meets with students and parents separately 2x/month to review academic progress, discuss College/Career Readiness and any other levels of support that are requested.. * 91-93% of students who responded to the CA Healthy Kids Survey feel safe at school and with school staff." Met 6/27/2022 2022 10751270000000 Mendota Unified 6 "During the 2021/22 school year MUSD students in grades 5, 7, 9, and 11, participated in the California Healthy Kids Survey (CHKS). Student safety is a district priority. The school district continues to make improvements in this area as outlined in the 2022/32 LCAP and uses the CHKS results for continuous growth in the area of student safety. The percentage of students who perceive school to be safe are as follows: 5th grade = 73%, 7th grade = 65%, 9th grade = 67%, and 11th grade = 68%. When compared to data from 2019 (prior to school closures) grade 5 decreased, grades 9 and 11 had an increase, and grade 7 remained the same. It is believed that the growth in this area in grades 9 and 11 has to do with the fact that the high school has many opportunities for students to get involved. Providing increased opportunities allows more students to feel included and gain a greater sense of belonging and ultimately safer. The percentage drop in grade 5 is being closely looked at because in general student discipline did not increase and actual suspensions and expulsions did not increase either. It is possible that students may not have felt safe due to the insecurities of returning to school after COVID 19. There was no significance difference between subgroups. With regards to school connectedness, the ratings were as follows: 5th grade = 70%, 7th grade = 65%, 9th grade = 59%, and 11th grade = 58%. All grade levels with the exception of grade 5 increased in this area; grade 5 remained the same. It is important to note that the comparison is being made to a year when students completed the survey remotely (2020/21). Based on these results, students tend to feel more connected to the school when younger. There were no significant differences between subgroups in this area. The high school continues to make growth in this area. It is believed that this is due to the amount of increased opportunities afforded by the school site and the conscious effort staff made to ensure that all students participate and belong to a club or team. They accomplished this by expanding their after-school offerings and ensuring that students have an opportunity to know what is available. The district’s elementary schools have also increased their after-school offerings; however, the challenge remains to be after-school-transportation. Currently, the district does not provide transportation for students who participate in an after-school offering. Moving forward, the district will conduct a study to learn if providing transportation is feasible and then follow-up to see if providing transportation will have a positive impact on the number of students participating in after-school offerings." Met "Feeling connected to school has a direct impact on a student’s perception of school safety. Previously it was found that although students had not been physically hurt they were not feeling safe. So, the district decided to increase opportunities for student engagement as noted the district’s LCAP. The district has been consistently increasing its after-school offerings for the past three years and has noticed that students are now feeling more connected and safer. Next steps will be to continue to survey students to find out what their interests are and for staff to make conscious efforts to ensure that students participate." 6/15/2022 2022 33671160000000 Menifee Union Elementary 6 "During Spring 2022, our school district introduced a School Climate and Culture Survey from Panorama which replaced our previous implementation of the California Healthy Kids Survey to increase the range of feedback to include students in the third-eighth grade, MUSD staff, and families. We celebrated impressive overall participation rates of 81% of eligible students completing the Student Competency and Well-Being Measures, and 76.5 % of eligible students completing the Student Supports and Environment Survey. Based on 2,912 responses, 63% of students in grades 3-5 responded favorably to perceptions of student physical and psychological safety at school which places Menifee at the 70th percentile nationwide according to Panorama data sets. In comparison to the universal goal, 62% of students are socio-economically disadvantaged, 57% of students in foster care, 67% of students experiencing homelessness, 62% of students learning English, and 61% of students receiving special education services responded favorably. To increase our impact on student access to social-emotional learning and well-being, we have included the digital version of Second Step for all students and teachers to further social-emotional learning at Tier 1. The addition of social workers provided greater support and mental health services for all students receiving special education services. School counselors provide Tier 1 support for all students, analyze data to form targeted intervention Tier 2 support for lagging social-emotional skills, and assist with personalized support for general education students requiring Tier 3 support. School climate survey data reveal additional opportunities for growth with 59% (30th percentile nationally) of 3rd-5th grade students and 45% (10th percentile nationally) of 6th-8th grade students responding favorably to perceptions of the overall social and learning climate of the school. Students in both grade spans expressed increased concern with the behavior of other students impacting learning. Kognito, a virtual learning platform for trauma-informed practices, was introduced to meet the expressed needs of staff to support students with appropriate responses to student behavior at some sites. Ripple Effects was introduced to our middle schools to provide evidence-based, trauma-informed digital interventions to improve behavior and social-emotional skills at all three tiers. Based on our data, we will expand these professional learning opportunities and programs for appropriately responding to student behavior and targeted behavior interventions districtwide in the 2022-2023 school year." Met 6/28/2022 2022 41689650000000 Menlo Park City Elementary 6 "MPCSD administers the Panama Survey to 3rd-5th and 6th-8th grade students. For sense of belonging, our 3rd- 5th graders scored at 4/5 and our 6th-8th graders scored 3.3/5. For feeling physically & emotionally safe our 3rd-5th graders scored 4.2/5 and our 6th-8th graders scored 4.1/5. Our elementary students, returned to school, re-adjusted to in person instruction, continue to feel a strong sense of belonging and safety in their school community. Our middle school students scored slightly lower in the sense of belonging, unlike their elementary counterparts. Most of our students reported feeling safe and connected to their schools. As a result, we will continue to work at having an average 4-5 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. We have created a Whole Child Learning and Development Framework that emcompasses our approach in raising outcomes for all students that includes social-emotional well being in addition to academic achievement." Met 6/9/2022 2022 24657710000000 Merced City Elementary 6 "The LEA administered the California Healthy Kids Survey (CHKS) to students, the California School Parent Survey (CSPS) to parents, and the California School Staff Survey (CSSS) to staff again in October 2022 and provided the following outcomes: DATA 2020-2021 Sense of Safety 3rd-grade 80% 5th-grade 76% 7th-grade 72% 2021-2022 Sense of Safety 3rd-grade 81% (+1%) 5th-grade 79% (+3%) 7th-grade 53% (-19%) 2020-2021 Sense of Connectedness 3rd-grade 59% 5th-grade 59% 7th-grade 68% 2021-2022 Sense of Connectedness 3rd-grade 72% (+13%) 5th-grade 71% (+12%) 7th-grade 52% (-16%) MEANING Comparisons of students' sense of safety and connectedness to school from the 2021-2022 California Healthy Kids Survey to the 2020-2021 administration indicate that 3rd and 5th-grade students feel safer and more connected to the school. There is a trend noted in the 7th grade of feeling less safe and less connected to the school. Forums, parent meetings, and Thoughtexchange responses indicated two areas for consideration when interpreting the data. 1) The 2020-2021 administration of the California Healthy Kids Survey occurred during a time when students were engaged in distance learning and participated remotely in the survey, and; 2) In 2021-2022 students are attending school in person. Current 7th-grade students are attending a new school (middle school) and received no orientation or transitional support designed to connect them to their new campus due to the pandemic. USE To support the transition from elementary school to middle school in 2021-2022, middle school staff have designed a virtual orientation for each site that includes information about school climate, schedules, campus service locations, academic, sports, after-school and music programs, bussing, Round-Up, and contact information. Teachers and staff from the school site are featured in the virtual orientation. Because current local health guidance indicates a return to in-person activities to start the 2022-2023 school year, in-person reception and transition activities such as Round Up and Back-to-School night are planned." Not Met 11/8/2022 2022 24102490000000 Merced County Office of Education 6 "DATA: The LEA administered the annual school climate student survey in the spring of 2022. The survey provides a measure of perceptions of school safety, preparedness, and connectedness. Of the 111 surveys received, the highest ratings were: +students feel safe on campus and/or in their online learning classroom (100%) +students believe that being prepared for high school, college and the world of work is important (98%) +students believe that the teachers and staff truly care for them (92%) +students usually expect to have a good day in school (90%) The lowest positive ratings were: +having at least one school friend to talk to during a difficult day (64% - increased 10% from the previous year) +when feeling upset, frustrated, or angry, having an adult at school to talk to (73% - increased 2% from the previous year) +looking forward to participating in school (86% - increased 10% from the previous year) MEANING/USE: Analysis of the data demonstrates that students need to continue to receive wrap-around support in academics, behavior, and socio-emotional and physical wellness. Students are beginning to connect again and build peer and staff relationships. We know that happens when they come to school all day every day. For our lowest-rated questions listed above, there was an increase in positive responses from the previous year which effectively shows we are moving in the right direction. We hired youth engagement specialists to work with students in re-engaging in-person schooling and motivating them to attend every day by building positive relationships and incentivizing them. This coming school year, there will be increased extracurricular opportunities during and after school for school engagement, which involves collaboration with community agencies. Also, the school sites will continue in their work in the Positive Behavioral Intervention and Support (PBIS) system to educate students on expected behaviors in school to increase the effectiveness of discipline practices. This system focuses on and rewards positive behaviors and helps build a stronger school climate. Our Leadership team and sites will begin work in Multi-Tiered Systems of Support this next year to continue identifying the needs of our students and implement proper support." Met 6/21/2022 2022 24737260000000 Merced River Union Elementary 6 "Overall, responses from our local climate survey indicate that parents and students feel both safe and connected to the school community. The district continues to pride itself on the home-to-school relationship that it has established with the community and has made it a goal every year. The district continues to provide staff development in Social and Emotional Learning areas and will address these areas by expanding on the Multi-Tiered Systems of Support (MTSS) and focusing specifically on the Positive Behavior Interventions and Supports (PBIS). The district received the MTSS grant and will send its PBIS Team for a week-long training during the summer. The district is close to meeting its goal of a fully implemented PBIS system. The district will use the data from surveys to improve its overall scores in these identified areas to best meet students' and parents' needs. 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." Met 6/20/2022 2022 24102490106518 Merced Scholars Charter 6 "DATA: MSCS annually administers a school climate student survey twice per year, once per semester. The survey provides a measure of student perceptions of school climate in regards to safety, connectedness, and academic motivation and opportunities. The school climate survey was administered in the winter of 2021 and the spring of 2022. The following data is from the spring 2022 surveys. Overall, 85.75% of the student responses positively rated the school in a variety of areas related to school climate. The four main areas of measure, as noted as a metric for Goal 3 of the LCAP, are students feeling safe in school (in person or virtually) (97.44%), feeling supported by school staff (92.31%), believing teachers and staff truly care about them (91.03%), and having an available adult at school to talk to when feeling upset or frustrated (78.21%). The results in other areas of the survey showed similar results. An area of concern continues to be with students having at least one school friend they can talk to when having a difficult day (61.54%). This area is and continues to have the lowest rating of all school climate ratings. MEANING: Overall, the relationships that staff have built and continue to develop with students reflects in the student’s positive view of the school. The school’s positive climate continues to be a strength of the program. The difference in the overall rating between last year and this year was just -2% despite the school growing by 100% in one year. Still, MSCS continues to want to see improvement in this area, as stated in the metrics for Goal 3 of the LCAP. An area that is a challenge, but an area of growth for the school as well, is in addressing students’ emotional health and well-being. Only 61.54% of students stated that they had at least one school friend they could reach out to. MSCS feels this continues to be a lingering effect of the pandemic. Some students continue to meet virtually and still lack opportunities for social engagement. This area will continue to be a focus of the school. USE: The school has implemented several supports to address the identified area of concern. The social/emotional (SEL) team formed this year will help to do outreach and support for students and families. While that work started this school year, not all staff were in place until mid-way through the year. In 2022-23, these outcomes should improve with the outreach the team has conducted and continues to conduct on behalf of the school. The school plans to continue with enrichment activities and SEL workshops and social activities to help better connect students with the school and one another. Also, the school continually provides students opportunities to set goals, plan, and develop career and life skills to prepare them for the community and global environment. The school's goal is to support the needs of the whole child and their families." Met 6/21/2022 2022 24657890000000 Merced Union High 6 "Safe school environments and climate is a top priority throughout MUHSD. Each site promotes and respects relationships, involvement, diversity, and the appreciation of cultures. In addition to providing a quality education, Merced Union High School District will continue to expand engagement opportunities for all students and offer programs and activities students can participate and exceed in. Each year, students, faculty, and parents in MUHSD take the California Healthy Kids Survey. MUHSD surveys all 9th, 11th and alternative education students annually. In addition, student voice has been collected during district and site surveys, WASC and mini-WASC focus groups and annual lunches with the superintendent. On the CHKS, 49% of students reported that there is a teacher or other adults that really cares about them at school, and 52% of ninth graders and 47% of eleventh graders feel connectedness to school. In regards to academic motivation and students being motivated to complete their schoolwork, 59% of all students survey strongly agreed or agreed. 52% of ninth graders and 49% of eleventh graders reported feeling ""safe or very safe"" at school (on average 42% of students reported neither safe nor unsafe) in 2021 compared to ratings of 50% to 55% in 2020. This data indicates that the alternative education students express the same levels of feeling safe as the students at the comprehensive school sites, which demonstrates growth for the alternative schools. 37% to 40% of ninth and eleventh graders reported experiencing chronic sadness or hopelessness in the past 12 months compared to 39% to 43% in 2020. As a response to concerns over these numbers, full-time Student Support Managers (SSM) and Sierra Vista mental health counselors, a community mental health provider, are at each site and are authorized to provide therapy. The SSMs and academic counselors have received training in crisis screening and are available to assist students. Also, the district employs full time School Resource Officers in partnership with local law enforcement agencies and part and full time campus liaisons to ensure safety at all campuses. Also, MUHSD in collaboration with the local Black Parallel School Board and the English Learner Advisory Committee continues to provide support to all students and families. MUHSD staff members have been making progress toward student-centered classrooms and schools that are developed primarily on creating relationships. For the future, the district will focus closely on gathering student responses with a specific emphasis on school safety and continuing to create caring relationships." Met 6/8/2022 2022 51714150000000 Meridian Elementary 6 "1. We provided a survey at the beginning of the year and a county wide Panoramic Survey at the end of the year. We are still waiting for the data from the Panoramic, but will include the data from the beginning of the year. 79% of students like school 80% feel successful 86% feel like we have high standards 100% feel like expectations are clear 100% feel respected by teachers 80% feel they are rewarded by good behavior 86% feel safe 92% feel they have an adult they can talk to Overall the climate is good. Student behavior is the biggest challenge. It has improved throughout the year. I expect the next survey to reflect a higher number. 2. Junior high students were more likely to feel that there were behavior problems, more likely to not like school, and more likely to not feel successful. The junior high underwent many challenges this year with the changing of teachers mid-year. There was significant improvement and we expect an increase in results. However, we find that students' behavior was the biggest barrier to school climate this year. 3. We created a behavior plan, re-designed the 1-2 grade classroom, and provided support for teachers for student behavior. In addition, a new teacher was hired so that the principal could be available to handle discipline instead of teaching. We also provided a school counselor to help with social emotional issues. Many students were also given IEP’s that helped to address behavior challenges. We provided many incentives such as tiger tickets and student of the month to help positively motivate students toward good behavior. We plan to continue in this direction and provide more professional development and collaboration in order to improve behavior next year. We did see an improvement in behavior, but still need more improvement." Met 6/22/2022 2022 56724700000000 Mesa Union Elementary 6 "Mesa Union School District regularly uses stakeholder feedback to understand the district/school climate and to evaluate the perceptions of important groups to evaluate practices and improve programming. Mesa Union School District understands that student perceptions are empirically linked to academic outcomes. Therefore, it is critical to have a complete understanding of the student, family and staff experience. Specifically, Mesa Union has administered the YouthTruth annual survey to students and families in grades 5-8 since 2017 and has utilized the results for the following aims: - To help the district grow and innovate as a learning organization - To help us assess needs in the community and better target resources - For strategic planning and goal setting - To monitor the effect of changes/modifications - For professional learning, development and coaching - To inform decision-making as well as the school model, instructional, and/or leadership changes For the 2021-2022 school year, the following were key takeaways from the annual YouthTruth Survey administration and other input opportunities from district educational partners: - Addressing Interrupted Learning during COVID Pandemic - Focus on Core Instruction - Student-Centered Learning - Early Childhood Programs - Expanded Learning Opportunities (after-school programming) The implementation of the following strategies has enabled Mesa Union to continue to monitor, implement and prioritize school connectedness and school culture. Mesa Union School has implemented or will implement the strategies/activities below during to advance district goals in the areas of school culture, stakeholder engagement and student connectedness. - The school maintained an attendance rate over 96%. - In 2021-2022, student focus groups were facilitated to gather student input and feedback on school culture and climate based on the YouthTruth Survey results. These focus groups will resume in 2022-2023. - Focus on Early Childhood Learning, namely in the areas of literacy and numeracy; increased coordination of services, improved instructional materials and added personnel (teachers/paraprofessionals). - Professional learning and development for teachers/certificated staff regarding student-centered learning grounded in the Mesa Union Framework for the Future - Professional learning and development for teachers/certificated staff regarding the social-emotional health of students was informed and planned with the outcomes of the YouthTruth survey. - Continued school wide implementation of CHAMPS positive behavioral support program. - Increase mental health and counseling services to support the health and social emotional needs of students. - Implemented a number of school wide strategies (i.e., Tiger Tags, Positive Behavioral Referrals, etc.) and activities (i.e., Kindness Week, Kindness Club, etc.) that have increased awareness of the effects of bullying and made a positive impact on student interactions." Met 3/22/2022 2022 19753090137703 "Method Schools, LA" 6 "In the 2021-22 school year, Method Schools released a survey to its students and families. Survey results show: -74% were satisfied with Method School’s efforts to address social and emotional wellness. -91% of survey respondents felt Method Schools’ instructors were very or extremely effective. -78% of respondents felt that parents received the training and assistance needed to best support students at home. Based on survey results, Method Schools provides an effective instructional program. However, more emphasis should be placed on providing the wraparound services that address social and emotional wellness and supports parents who act as learning coaches at home. From the above data, Method recognizes the need to expand wraparound services available to its families. Method will further develop its yearlong homeroom curriculum to address social emotional learning, safety, and inclusivity. Further, a more refined onboarding and orientation process and the development of Parent Advisory Committee will address shortcomings in supporting our parents and families." Met 6/1/2022 2022 37680490129221 MethodSchools 6 "In the 2021-22 school year, Method Schools released a survey to its students and families. Survey results show: -74% were satisfied with Method School’s efforts to address social and emotional wellness. -91% of survey respondents felt Method Schools’ instructors were very or extremely effective. -78% of respondents felt that parents received the training and assistance needed to best support students at home. Based on survey results, Method Schools provides an effective instructional program. However, more emphasis should be placed on providing the wraparound services that address social and emotional wellness and supports parents who act as learning coaches at home. From the above data, Method recognizes the need to expand wraparound services available to its families. Method will further develop its yearlong homeroom curriculum to address social emotional learning, safety, and inclusivity. Further, a more refined onboarding and orientation process and the development of Parent Advisory Committee will address shortcomings in supporting our parents and families." Met 6/1/2022 2022 17640550000000 Middletown Unified 6 "MUSD uses the results of the California Healthy Kids Survey to guide planning and development of policy and procedures. The California Healthy Kids Survey indicates that 69% of students feel connected with their school site, 76% feel safe or very safe at school and 13% have experienced bullying. MUSD will work to strengthen our procedures to ensure that 100% of students feel safe and we will maintain a zero tolerance for bullying." Not Met COVID has given us some data that could be relevant and misleading. 9/29/2022 2022 15636690000000 Midway Elementary 6 "Parent surveys revealed that most respondents (95%) Strongly Agree or Agree with all school climate questions. Safety, parent relations, and fair treatment of students were amongst the more favorable responses. School currently has ""TIGER"" program that promotes and celebrates attendance, citizenship, and academic successes. Students are recognized monthly and quarterly and have the opportunity to earn field trips for their accomplishments. Students have adopted these set standards from the program, allowing for a positive school environment to flourish. This positive school climate has helped overall student success." Met N/A 6/21/2022 2022 21653910000000 Mill Valley Elementary 6 "MVSD administers the California Healthy Kids Survey to 5th and 7th graders every year. The results of the survey are shared with the school board. For spring 2022, there was a 93% response rate for 7th graders and 84% response rate for 5th graders. Middle school spring 2022 results indicate 61% of seventh grade students report “Agree” or “Strongly Agree” for school connectedness; 68% report “Pretty Much True” or “Very True” for caring adult relationships; and 71% report “Safe” or “Very Safe” for school safety. Elementary school spring 2022 results indicate 83% of fifth grade students report “Most of the Time” or “All of the Time” for school connectedness; 76% report “Most of the Time” or “All of the Time” for caring relationships; and 89% report “Most of the Time” or “All of the Time for school safety. The data from the California Healthy Kids Survey shows us that the majority of surveyed students feel safe and connected at school. It also shows that elementary students feel more connected and safe than middle school students, offering an opportunity to investigate why that may be and also to watch the data moving forward in future administrations of the survey. While the results indicate majorities of students, they also provide specific areas where there is significant room for improvement. MVSD has implemented Toolbox social-emotional curriculum across all elementary schools. The middle school tried one social emotional curriculum in the 21-22 school year and is investigating other options for curriculum during the 22-23 school year. All schools have dedicated school counselors. The middle school is opening a Wellness Center for additional student support." Not Met 10/13/2022 2022 41689730000000 Millbrae Elementary 6 "According to the 2021-22 California Healthy Kids Survey, 76% of our students feel connected to their school as opposed to 62% in 2020. Likewise, 85% of students surveyed feel safe at school as opposed to 73% in 2020. Things that have contributed to these increases include 80% of students responded “yes” or “yes, most of the time that they feel they have a trusted adult at school that cares about them.” 93% of students also report that they feel that they exhibit good behavior at school. Although there is room for improvement, we know that caring adult relationships and positive behavior foster academic success." Not Met 10/4/2022 2022 39754990102392 Millennium Charter 6 "The majority of parents who responded to the survey had positive remarks about the school. Eighty three percent of responding parents rated the school highly overall. The specific areas of improvement identified by the survey were parent outreach and communication. Respondents were highly satisfied with instruction, quality of the program and teacher effectiveness. The school is formulating a plan to have better parent outreach by adopting a model that is being used by our middle school which appears to have a more effective connection with parents. The school hopes this will help to increase parent involvement, understanding and contribution to the overall school success." Not Met 10/10/2022 2022 43733870000000 Milpitas Unified 6 "We will continue to administer regular anonymous surveys to staff and students to evaluate program effectiveness to improve school culture. The program is deemed effective by the total number of English Learners, Low Income and Foster Youth students with discipline records and survey results reporting having a strong sense of safety and belonging. Site and District leaders review data regularly and make needed adjustments. a) Create cadence and timelines for responsiveness (at the school leadership level) to student progress (or lack of progress) b)Make sure students have an opportunity to share their experiences regarding feeling safe and supported at school. c)Hire Mental Health Counselors to expand and prioritize supports for English Learners, Low Income, and Foster Youth. Goal 2 focuses on actions identified by the stakeholders in terms of establishing safe schools where students and families feel connected, Action 5 Mental Health addresses the socio-emotional standards with a focus on mental wellness, safety, diversity, and community building. African American parents requested peer tutoring and mentoring for our elementary students. The ThoughtExchange survey's top rating identified the need to add computer and science courses/classes, social-emotional learning, and cultural bias." Met 6/28/2022 2022 20756060125021 Minarets Charter High 6 "Overall, the feedback provided by stakeholder groups reaffirmed and built upon many of the key priorities communicated in past input and the more recent Learning Continuity and Attendance Plan process. The following summary outlines the overarching themes that emerged across various input strands, specific recommendations and priorities that emerged within LCAP goal areas, and provides links to additional and more detailed stakeholder feedback documents. Stakeholders were supportive of maintaining the theme of Rigor, Relevance, Relationships, and Resiliency within the broad goals. Stakeholders were supportive of maintaining the broad goals that captured specific actions intended to provide services to all students and actions intended to provide services to necessary subgroups. The District’s 2022-23 LCAP plans for continued/expanded/refined actions in the following areas as a result of stakeholder (students, parents, staff) input: Attendance Expansion of Co-curricular Programs Student Information and Intervention Dashboard (Parsec) Class Size Reduction (including focus on math at the earlier grades) Staff professional development and collaboration (Project Based Learning, STEAM, VAPA, Student Intervention and enrichment (Multi-Tiered System of Support for academics, behavior and social emotional needs)" Met 6/21/2022 2022 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 achieve a 90% or higher safety satisfaction rating. In 2021-2022, Mirus exceeded this metric. 96.9% of students reported that they felt safe at Mirus and 97.1% of parents reported that they feel their child is safe at Mirus. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2021-2022 Mirus’ suspension rate was 0.12% and expulsion rates are 0.12%. These metrics indicate that students’ needs are being met in a positive and supportive learning environment that protects and encourages their participation and engagement in school." Met 6/21/2022 2022 19753090137786 Mission Academy 6 "In the spring of 2022, the local school survey questions were 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: * 100% of the students reported that they felt safe * 98% reported that they felt connected to an adult at the school 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 our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 100% reported that they felt safe, and 100% reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals." Met 6/3/2022 2022 27660840000000 Mission Union Elementary 6 "Mission has always had a very special bond with its families. The PTO has always worked hard on securing funds for the school field trips and many different events have always been organized under the supervision and the consideration of the parents who are highly involved in the education of the children. It is not unusual to see many parents gather before and after school to chat about different matters concerning the school. Furthermore, the open door policy of the school administrator has always been a plus and very inviting for parents and community member to come and offer suggestions to further improve the collaboration between the community and the school. One of the most telling examples of how much the community is vested in the school is the fact that a local member of the community has been supporting the arts/music program at a very high cost for many years now. During the last five years, the administrator running he school has never missed a PTO meeting where she has always reported about the latest in school news and offered information on budget, testing and curriculum. Additionally, the parents at Mission are always visiting classes and offering help and support through materials or volunteering. The pandemics have halted some of the efforts but as of mid last year things have somehow returned to normal. The school did an excellent job keeping the community informed during the pandemics and offering support and materials for testing and sanitization as well as filtering the air in the classrooms. Through survey and informal assessments and dialogues the school staff was always able to sense how satisfied the community is with the level of communication that the school held and was always swift to rectify any issue. Mission’s strength is in the level of community school collaboration and in how the school has sustained such a welcoming environment where all parents feel able to access teachers and administrators at all times" Not Met "The LEA will make Positive Behavioral Interventions and Supports available at a Tiered system for the 2022-23 school year. Every effort will be made to work on the above-mentioned areas to create and continuously improve the school culture and climate. At the beginning of the 2022-23 school year, a safety threat risk assessment analysis will be sought after by the new Superintendent/Principal to identify areas of safety that also need to be worked upon." 9/27/2022 2022 19651360114439 Mission View Public 6 "In the spring of 2022, the local school survey questions were 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: * 100% of the students reported that they felt safe * 99% reported that they felt connected to an adult at the school 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 our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 100% reported that they felt safe, and 100% reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals." Met 6/8/2022 2022 33669930139360 Mission Vista Academy 6 "We administered the California Healthy Kids Survey, California School Parent Survey, and California School Staff Survey in the 2021-22 school year. The survey results demonstrate that most of our students feel high levels of connectedness to our school." Not Met 9/15/2022 2022 48705810137380 MIT Griffin Academy Middle 6 Our local climate survey indicates that we need to work on staff relations with each other and students Not Met 9/30/2022 2022 49708476072136 Miwok Valley Elementary Charter 6 "The YouthTruth survey was administered in 2021-22 and addressed the following areas: 1. Covid Effect 2. Engagement 3. Relationships 4. Culture 5. Belonging The results of the survey showed that 28% of students responded with a positive rating that they experience an orderly, respectful classroom environment. 58% of students responded with a positive rating that they feel welcome at their school. 89% of students responded with a positive rating that they perceive high expectations and feel engaged with their school and their education. One of the barriers to returning to in-person learning following the COVID pandemic was students having had to learn over Zoom. This did not afford for the same type of community building that in-person learning provides. Consequently, building a sense of community took longer than usual and getting back into the routine of in-person learning took longer as well. The YouthTruth survey will continue to be used in the 2022-23 school year for a more in-depth look at student perception." Met 6/23/2022 2022 50711670000000 Modesto City Elementary 6 "In addition to the California Healthy Kids Survey, the district provided an Engagement Survey during the 2021-22 school year. Hanover Research analyzed the data, which was included in the development of the district LCAP. Students reported strong feelings of engagement. When asked if they feel welcome at school, 75% of the students answered in the affirmative. When asked if teachers listen to them, 68% answered in the affirmative. When asked if they feel students respect each other, 64% answered in the affirmative. Elementary students reported slightly higher results than high school students with regard to school connectedness (64% vs 60%). This was also reported in adult support (76% vs 72%) and in facilities upkeep (80% vs 77%) 40% of students feel bullying is a problem, this is an area of growth for the district. Social-emotional distress was reported by 23% of elementary students and 29% of high school students. Additional PD for teachers and staff related to working with students, as well as increased mental health support services, are being provided." Met 6/20/2022 2022 50711750000000 Modesto City High 6 "In addition to the California Healthy Kids Survey, the district provided an Engagement Survey during the 2021-22 school year. Hanover Research analyzed the data, which was included in the development of the district LCAP. Students reported strong feelings of engagement. When asked if they feel welcome at school, 75% of the students answered in the affirmative. When asked if teachers listen to them, 68% answered in the affirmative. When asked if they feel students respect each other, 64% answered in the affirmative. Elementary students reported slightly higher results than high school students with regard to school connectedness (64% vs 60%). This was also reported in adult support (76% vs 72%) and in facilities upkeep (80% vs 77%) 40% of students feel bullying is a problem, this is an area of growth for the district. Social-emotional distress was reported by 23% of elementary students and 29% of high school students. Additional PD for teachers and staff related to working with students, as well as increased mental health support services, are being provided." Met 6/20/2022 2022 25102560000000 Modoc County Office of Education 6 MCOE does not operate a school making this priority Non-applicable. Met 6/13/2022 2022 25735850000000 Modoc Joint Unified 6 "For Grade 5: 1. Per the CHKS, School Engagement and Supports are high, students feel safe at school, students are not well behaved, narcotic use is less than 10%, and 25% of students have experienced sadness. 2. Student behavior is an issue in early grades and it is hoped the introduction of PBIS will improve student behavior. 3. No revisions at this time as due to COVID everything was derailed. We were seeing improvement in 2019-20 prior to the shutdown. For Grade 7, 9, 11: 1. Per the CHKS, caring adult relationships and high expectations are constant, but all other measures of school engagement decrease from grade 7 to 11, students feel less safe, substance abuse increases as does sleep deprivation, sadness and suicidal ideation. 2. Data indicates a significant majority of students do not have negative experiences on campus, but students question their safety on campus. The prevalence of intoxicants in the lives of student is significant. A large amount of students are not in a good place mentally. 3. School social worker has been added as has school counselor time. Awareness of student mental health issues was a large driver in opening and keeping open the schools for 2020-21." Met 6/21/2022 2022 36678270137174 Mojave River Academy - Gold Canyon 6 "The Mojave River Academy students, parents, and staff participated in WASC survey. Students at Mojave River Academy feel connected to school (85%) and also feel that their school is safe (85% agree or strongly agree). Parents and staff also feel that Mojave River Academy is a safe place for all students. 87% of parents feel that there is a caring adult at their student’s school. 95% 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.This school year, additional counselors were hired to work with their students regarding social-emotional concerns, attendance post-high school planning, and academics. Translators and Family Engagement specialists were hired to ensure that families have access to information in their primary language. They also help ensure students have access to resources that are based on individual student needs. Teachers and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication." Met 6/15/2022 2022 36678270137232 Mojave River Academy - Marble City 6 "The Mojave River Academy students, parents, and staff participated in WASC survey. Students at Mojave River Academy feel connected to school (85%) and also feel that their school is safe (85% agree or strongly agree). Parents and staff also feel that Mojave River Academy is a safe place for all students. 87% of parents feel that there is a caring adult at their student’s school. 95% 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.This school year, additional counselors were hired to work with their students regarding social-emotional concerns, attendance post-high school planning, and academics. Translators and Family Engagement specialists were hired to ensure that families have access to information in their primary language. They also help ensure students have access to resources that are based on individual student needs. Teachers and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication." Met 6/15/2022 2022 36678270137182 Mojave River Academy - National Trails 6 "The Mojave River Academy students, parents, and staff participated in WASC survey. Students at Mojave River Academy feel connected to school (85%) and also feel that their school is safe (85% agree or strongly agree). Parents and staff also feel that Mojave River Academy is a safe place for all students. 87% of parents feel that there is a caring adult at their student’s school. 95% 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.This school year, additional counselors were hired to work with their students regarding social-emotional concerns, attendance post-high school planning, and academics. Translators and Family Engagement specialists were hired to ensure that families have access to information in their primary language. They also help ensure students have access to resources that are based on individual student needs. Teachers and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication." Met 6/15/2022 2022 36678270137190 Mojave River Academy - Oro Grande 6 "The Mojave River Academy students, parents, and staff participated in WASC survey. Students at Mojave River Academy feel connected to school (85%) and also feel that their school is safe (85% agree or strongly agree). Parents and staff also feel that Mojave River Academy is a safe place for all students. 87% of parents feel that there is a caring adult at their student’s school. 95% 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.This school year, additional counselors were hired to work with their students regarding social-emotional concerns, attendance post-high school planning, and academics. Translators and Family Engagement specialists were hired to ensure that families have access to information in their primary language. They also help ensure students have access to resources that are based on individual student needs. Teachers and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication." Met 6/15/2022 2022 36678270137216 Mojave River Academy - Rockview Park 6 "The Mojave River Academy students, parents, and staff participated in WASC survey. Students at Mojave River Academy feel connected to school (85%) and also feel that their school is safe (85% agree or strongly agree). Parents and staff also feel that Mojave River Academy is a safe place for all students. 87% of parents feel that there is a caring adult at their student’s school. 95% 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.This school year, additional counselors were hired to work with their students regarding social-emotional concerns, attendance post-high school planning, and academics. Translators and Family Engagement specialists were hired to ensure that families have access to information in their primary language. They also help ensure students have access to resources that are based on individual student needs. Teachers and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication." Met 6/15/2022 2022 36678270137208 Mojave River Academy - Route 66 6 "The Mojave River Academy students, parents, and staff participated in WASC survey. Students at Mojave River Academy feel connected to school (85%) and also feel that their school is safe (85% agree or strongly agree). Parents and staff also feel that Mojave River Academy is a safe place for all students. 87% of parents feel that there is a caring adult at their student’s school. 95% 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.This school year, additional counselors were hired to work with their students regarding social-emotional concerns, attendance post-high school planning, and academics. Translators and Family Engagement specialists were hired to ensure that families have access to information in their primary language. They also help ensure students have access to resources that are based on individual student needs. Teachers and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication." Met 6/15/2022 2022 36678270137224 Mojave River Academy - Silver Mountain 6 "The Mojave River Academy students, parents, and staff participated in WASC survey. Students at Mojave River Academy feel connected to school (85%) and also feel that their school is safe (85% agree or strongly agree). Parents and staff also feel that Mojave River Academy is a safe place for all students. 87% of parents feel that there is a caring adult at their student’s school. 95% 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.This school year, additional counselors were hired to work with their students regarding social-emotional concerns, attendance post-high school planning, and academics. Translators and Family Engagement specialists were hired to ensure that families have access to information in their primary language. They also help ensure students have access to resources that are based on individual student needs. Teachers and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication." Met 6/15/2022 2022 15636770000000 Mojave Unified 6 "The most recent California Healthy Kids Survey had the following results: School Connectedness: 5th grade, 64%; 7th grade, 29%; 9th grade, 30%; 11th grade, 37%. Sense of Safety: 5th grade, 74%; 7th grade, 25%; 9th grade, 24%; 11th grade, 25%. Prior to distance learning, our most recent climate surveys revealed the following: 72.3% of students reported having a sense of safety, and 74.8% of students reported having a sense of connectedness. This reveals that the detrimental impacts of the pandemic on attendance, chronic absenteeism, and social skills, have had a significant social/emotional influence on students. The district has pivoted to meet this new need through ongoing youth mental health first aide training, PBIS implementation training, and the addition of new staff, including counselors and psychologists." Met 6/30/2022 2022 45701106117931 Monarch Learning Center 6 "This year the culture and climate survey showed that students, parents, and staff believe that Monarch is a safe and nurturing place to send children to learn. Every student has access to curriculum. Each student has access to technology. The LCAP goals address giving more help to close the equity gad as measured with disadvantaged students. We will continue to improve in two way communication with parents." Met 6/29/2022 2022 54718110139477 Monarch River Academy 6 97% of the students surveyed feel that Monarch River Academy works with their parents/guardians to help them do their best in school. We have students that hold offices on our school site council who provide input regarding school climate. Not Met Monarch River Academy is a non-classroom-based program that supports students who learn in their home environment which affects the climate according to their home situation. 9/8/2022 2022 26102640000000 Mono County Office of Education 6 "Data from 2021-2022 CHKS Meaningful Participation at school (Average reporting “Pretty much true” or “Very much true”) 25%; School Connectedness 58%; School perceived as very safe or safe 67%; Experienced any harassment or bullying 8%; Had mean rumors or lies spread about you 0% Been afraid of being beaten up 8% Been in a physical fight 0% Seen a weapon on campus 0% Cyberbullying in the past 12 months 8% Survey Total school supports These results are reviewed bi-annually and continuously considered for areas of needed growth and improvement. Our continued approach to improving school climate is to focus on individual relationships as well as needs. Our Individual Learning Plans (ILP’s), completed annually and updated quarterly focus on academic as well as socio/emotional and career needs/goals. We work continually to educate and support all of our staff, including administrative and support staff to develop meaningful, supportive relationships with our students and time and situations allow and as appropriate. We understand that many of our students do not have positive adult relationships in their lives and we strive to provide each at least one positive, caring adult relationship that they can rely on." Met 6/29/2022 2022 10623230000000 Monroe Elementary 6 "Healthy Kid's survey was administered to K-5 and 6-8. We noted that ALL students are struggling academically, emotionally and behaviorally. Each group of students is at least 2 years behind in all academic areas and we have seen an uptick in use of Vapes and illicit drugs. Students are having difficulty sitting still and attending. 100% increase in suicidal ideation. 70% identified depression and anxiety. Our response is in increase in psychology services, behavior team services and All For Youth Services," Met 9/8/2020 2022 43693936046627 Monroe Middle 6 "Survey Administration and Measurement: In 2021.2022, CUSD administered a Student Engagement Survey to students in grades 3-8. The statements below were used to measure student perception of school climate across CUSD campuses using a five-point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree): I feel safe at my school School rules are fair My school is clean Students are nice to each other at my school I like going to my school each day CUSD will use the baseline results from the Student Engagement Survey to determine desired outcome for Top Box scores (percent of students reporting 5 'Strongly Agree') in 2022.2023, with a goal of achieving an Overall Mean of 4.5 for questions by 2023.2024. Winter 2022 Survey Results: The Overall Mean (average) and Top Box scores for each of the selected questions are reported below. Overall Mean and Top Box by Question (January - February 2022) I feel safe at my school: 3.8; 27.44% School rules are fair: 3.68; 23.36% My school is clean: 3.21; 11.39% Students are nice to each other at my school: 3.20; 12.36% I like going to my school each day: 3.63; 29.97% Number of Responses: 2641 “I feel safe at my school” was the highest rated, with four schools with a Mean of 4.0 or higher, and five schools with a Mean of 3.8 to 3.9. Ratings were lower for, “My school is clean” and, “Students are nice to each other at my school” with no schools reporting a Mean of 4 or higher. Generally, elementary school ratings were higher than those from 6-8 and K-8 sites. Decisions, Actions, and Next Steps: Student Engagement Survey data was shared with site administrators in March 2022, and schools reviewed results and discussed next steps. In April 2022, CUSD results were shared with staff as part of the Superintendent’s share out on themes from the staff, community, and student surveys. In this session, staff had the opportunity to provide input on how to address opportunities for improvement. In 2021.2022, CUSD professional development for schools and staff focused on Multi-Tiered Systems of Support (MTSS) and Tier 1 interventions with an emphasis on Social-Emotional well-being, including trainings on Insights to Behavior, Zones of Regulation, Character Strong, 4Cs, and Behavior Bootcamp. For 2022.2023, schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on student kindness and peer interaction, and each school has developed a Fall plan that includes school-wide strategies for Social Emotional Learning. We continue to fund a Behavior Specialist to support all schools." Met 6/23/2022 2022 19647900000000 Monrovia Unified 6 "Data: Key learnings from the CHKS: School Connectedness: The majority of our students feel a sense of connectedness to their school. This sense of connectedness seems to diminish as they progress from elementary to high school. At each of the school levels, some student groups were less likely to report a sense of connectedness. Perceived Safety: The majority of our students reported a sense of safety at their schools, and a small percentage (between 4%-8%) reported feeling unsafe. Students’ perception of safety seems to diminish slightly as they progress from elementary school to high school. At each of the school levels, some student groups were less likely to report that they felt safe at school. Elementary students participated in a survey designed by the Learner-Centered Collaborative. The great majority of elementary students reported that they develop their strengths with pride, confidence, and healthy self-esteem. Overall, elementary students rated high levels of agency, collaboration, and problem solving. Meaning: Areas of strength: Overall sense of connectedness and safety. Elementary students reported high levels of connectedness and motivation. Areas of growth: Creating sense of belonging, connectedness, and safety for all student groups. Improving/maintaining sense of connectedness and safety through middle and high school. Use: Revisions, Decisions, Actions Capturing Kids Hearts-- District-wide implementation of a character-based curriculum for students that equips schools to implement transformational processes focused on social-emotional wellbeing, relationship-driven campus culture, and student connectedness. This year we are expanding school counselors to provide one full-time counselor at each elementary school site. Additionally, we are adding two social workers to serve families within our school district. We are also expanding services provided by the Wellness Center for students in our middle and high schools." Not Met 10/26/2022 2022 19647330114959 Monsenor Oscar Romero Charter Middle 6 "The schoolwide Dashboard Suspension Rate Indicator color is yellow. The Charter School's percentage of students suspended at least once was 12.0%, higher than the State’s at 3.4%. The school’s leadership has noted the following: • Maintained Coordinator of Culture and Climate. • Hiring of Coordinator of Student Services and School Culture and Climate Manager. • Student behavior management training with Restorative Practices and full PD days dedicated to training staff on providing students with socio-emotional supports. • Positive Behavior Support Systems Team meets and monitors the highest need for behavioral intervention and socio-emotional support.• Student Success and Progress teams of staff and family members to assist students in improving poor academic, behavioral, and attendance metrics. Relationships among students and teachers continue to be a high priority for the school. The suspension rate increased slightly for English learners by .3%, and for Students with Disabilities, 2.4%. A notable decline of 2.9% for Social Economically Disadvantaged and Hispanic has declined 3.1%. Using the Multi- Tiered process schoolwide is in place, with additional support and intervention provided through social-emotional learning and counseling. The key is ensuring that all stakeholders have the training, systems, and support needed to create an outstanding positive school climate each year." Met "The loss of a staff member due to COVID, as well as the loss of several parents and close community members caused emotional issues on our campus. Support offered to address the socio-emotional conditions expanded in this area of concern." 6/29/2022 2022 54720090000000 Monson-Sultana Joint Union Elementary 6 "The District administered a survey to students in grades 6-8 in the Spring of 2022. 84.6% of students reported feeling extremely safe at school. Emotional bullying is the biggest behavioral issue reported (teasing, name calling, etc.). 56-60% reported they are doing well in MATH/ELA. Overall, 67% reported having the supports they need at school to be successful." Met 6/21/2022 2022 19647336018204 Montague Charter Academy 6 "We have learned that Montague parents, despite the lingering effects of the pandemic, are still highly satisfied with the school, and were excited to return to “normal” school events such as cultural events, field trips, and opportunities to build relationships with other parents. Additionally, we learned from this year’s LCAP Survey that our families value science education, and are eager for more regular science instruction. Our data from the survey suggests that our students feel safe at school and know who to report to when something unsafe occurs. Our low suspension and expulsion rates plus high enrollment and attendance also support that data. As a result of COVID/school closures, parents identified the need for more interventions and academic support in core curricular areas. MCA will be adding more interventions during the day and after school, tutoring opportunities, and maintaining current staffing teacher assistants to conduct more small group instruction in English Language Arts and Math" Met 5/31/2022 2022 19648080000000 Montebello Unified 6 "Montebello USD administers a yearly LCAP survey to all stakeholders, including students. The following shows the percentage of students who agreed or strongly agreed with each statement. I feel safe at school. 2019-20: 77.7% 2020-21: 91.7% 2021-22: 84.7% I feel connected to school. 2019-20: 67.4% 2020-21: 90.7% 2021-22: 70.7% Additionally, parents and personnel complete a similar survey with the following results: Parents: Students feel safe at school. 2019-20: 87.8% 2020-21: 91.6% 2021-22: 86.9% Personnel: Students feel safe at school. 2019-20: n/a 2020-21: 91% 2021-22: 92.3% Parents: Students feel connected to school. 2019-20: 87.6% 2020-21: 86.7% 2021-22: 84% Personnel: Students feel connected to school. 2019-20: 87.1% 2020-21: 91.2% 2021-22: 83.5% Parents and personnel reported that schools are or feel safe at a higher rate than students. This indicates that outreach efforts to educate parents and personnel on school safety resources, policies, and procedures have been more effective for adults than for students. Mental and physical health services and counseling have been given additional emphasis and increased funding in the LCAP to support students’ social and emotional needs, which contributes to their sense of safety. Student perceptions of safety and connectedness decreased significantly in 2021-22. This may be partially due to the return to in-person learning. There exists a continued need to focus on student mental health and wellness. Focus group data indicated a need to focus on social and emotional supports for students. Additional personnel have been added to support student mental health, including counselors and marriage and family therapists. The District is planning to increase these types of services in the coming years. Supporting students’ overall well-being, including social emotional learning, will be an area of District focus for the foreseeable future." Met 6/29/2022 2022 42692520000000 Montecito Union Elementary 6 The school implements a comprehensive survey each Spring that indicates high levels of satisfaction across all areas of the school. Most scores are in the mid to high 90th percentile while our lowest scores still fall near the 80th percentile. The school looks for upward and downward trends and implements improvement plans for the lowest scoring areas. Not Met 8/16/2022 2022 27102720112177 Monterey Bay Charter 6 "Local Climate Survey Summary MBCS surveys students in grades three, five, and seven annually regarding school climate and culture. The school community values relationships with students and their families. The survey results reflect this value. Teachers remain with their classes for several grade levels; each child and their family are well-known members of the class and school community. The school's LCAP goal of a positive school climate has focused attention on this area. Administration disaggregates annual student survey data and the results guide continuous improvement efforts through school-wide strategic planning. MBCS is considered a safe learning environment by 91% of the students according to survey results. The school additionally surveys middle school students on the topic of Diversity, Equity, and Inclusion, and the results indicated over 87% of students felt welcomed by their peer group and over 96% felt welcomed by their teachers. Students report that they have felt unwelcome due to their race, religion, gender identity, and their appearance. The most recent survey results reflect a range between one to five percentage points differences from answers to the previous survey. The majority of students have at least one positive relationship with an adult at school and state that adults help them resolve conflicts on campus; however, a key learning point is that 32% of students do not feel they are treated respectfully by their peers. The comments centered largely around disrespectful or hurtful language. The results are presented to the Faculty and Board of Directors. The school retains two intern counselors from CSUMB who support our part-time Licensed Clinical Social Worker and full-time School Counselor. The counseling team focuses on social-emotional learning through whole class and small group lessons and a variety of student-led affinity groups. The school is onboarding Circle Up!, a schoolwide social-emotional learning curriculum to meet the needs of students. Additionally, the MTSS Mandate group continually reviews the school’s Multi-Tiered System of Support to deepen the school’s commitment to identifying and meeting our students’ needs at bi-weekly meetings." Not Met "The key focus goal of the MTSS Mandate group is to implement a social-emotional learning program that includes a nonviolent communication component to improve peer-to-peer relationships and supplement the school’s investment in social skills programming for general education and special education students. Explicit instruction in conflict resolution using nonviolent communication methods is intended to address the student survey concerns regarding peer-to-peer interaction. A unified language reinforced by all staff, faculty, and administration will support the success of the social-emotional learning program. The committee will examine the next survey to determine the effectiveness of the social learning program in improving peer interactions on campus." 10/4/2022 2022 27102722730232 Monterey County Home Charter 6 "DATA: In general, the data collected via student surveys suggests that the vast majority of students feel safe, supported. well cared for, and enjoy their weekly meetings. Zero students indicated that they feel unsafe on campus. MEANING & USE: There is always room for improvement. Until we can maintain a metric of 100% of students feeling safe, supported, well cared for, and pleased with their weekly meetings, we will have work to do in this area. In the immediate future, we plan to create additional instructional and support videos that will enhance the support provided to students in both the academic and technological realms." Met 6/15/2022 2022 27102720000000 Monterey County Office of Education 6 "MCOE Court and Community Schools administer the Youth Truth Survey annually to capture student perspectives and opinions about the school climate, engagement, and resource access. The key learnings from the survey indicate that 80% of students surveyed positively connected to the school and their teachers. This data reflects the commitment of staff and teachers to establish strong relationships with the students and genuinely understand their needs and assets to work with them effectively towards completing their high school education. The data also reflects the strength of the varied models, which allow program options for students to engage in school and connect with their teachers. The schools strive to have 100% of students engaged and connected with their teachers. Students described barriers outside of school impacting their ability to commit to their studies. The schools must continue exploring options such as transportation, independent studies, and blended programs to ensure that all students feel connected to school and thrive." Met 6/15/2022 2022 27660920000000 Monterey Peninsula Unified 6 "MPUSD made progress in improving school climate evidenced by student YouthTruth perception data, chronic absenteeism and attendance rates, grades and suspension rates. Below the YouthTruth data indicates a comprehensive comparative to other California districts. It explains MPUSD's relative position to other districts in California. Elementary *Engagement: 43rd percentile *Academic Challenge: 43rd percentile *Instructional Methods: 43rd percentile *Culture: 36th percentile *Belonging: 16th percentile *Relationships: 45th percentile *Student Motivation: 15th percentile *Emotional & Mental Health: 25th percentile Middle School *Engagement: 10th percentile *Academic Challenge: 9th percentile *Culture: 25th percentile *Belonging and Peer Collaboration: 39th percentile *Relationships: 18th percentile *Emotional and Mental Health: 18th percentile *Diversity, Equity & Inclusion: 43rd percentile High School *Engagement: 47th percentile *Academic Challenge: 34th percentile *Culture: 41st percentile *Belonging and Peer Collaboration: 66th percentile *Relationships: 20th percentile *Career and College Readiness: 38th percentile *Emotional and Mental Health: 32nd percentile *Diversity, Equity & Inclusion: 41st percentile" Met 1/25/2022 2022 49708210000000 Montgomery Elementary 6 "Student surveys stated that students feel safe on campus. They identified several factors that make them feel safe: a fenced and gated facility, small school, knowing everyone at school for most of their lives, feel like family, and good teachers they can talk to when there is a problem. MES's suspensions or expulsions since 2015 has been zero. In 2021-22 , we introduce ToolBox, a socio-emotional learning program to help address students' concerns about teasing and name calling. ToolBox provides students, families and staff a common language along with socio-emotional skills to help students manage conflicts and practice self-regulating techniques. Through a program through the County Office of education, we have been able to have a school counselor twice a month to meet with classes to reinforce socio-emotional skills and to meet individually with students whose parents have requested additional counseling." Met 6/13/2022 2022 56739400000000 Moorpark Unified 6 "1. DATA: The MUSD LCAP Stakeholder Survey is administered each year to students in grades 8-11. The data reported below is taken from the 2021-22 survey. • 88% of students reported feeling safe at school • 71% of students reported feeling connected to their school and teacher • 85% of students feel that they have school staff that are involved and care about their academic progress • 79% of students feel that they have a trusted adult at school they can talk to about problems or ask for help • 94% of students feel that their teachers believed that they could be successful in class 2. MEANING: Our survey results as listed above demonstrate that an area of strength is a high percentage of students (85%+) reporting feeling safe at school, having school staff that are involved and care about their academic progress, and who feel that their teachers believe that they can be successful in school. As a result of only 71% of students reporting feeling connected to school, as well as the negative impacts on students due to the COVID-19 pandemic, MUSD launched both a virtual and in-person Wellness Center. Since the launch of our virtual Wellness Center, it has been visited upwards of 4,000 times in over 10 countries. Our in-person Wellness Center, located on the campus of Moorpark High School, has been visited by 33% of the student body. The Wellness Center has over 20 student peer mentors who help to create a welcoming, safe, and inclusive environment as well as host monthly mental health workshops. 3. USE: MUSD will add a 5th grade student survey to the 2022-23 school year so we can gather data from students in the K-5 grade range. MUSD summer school students will tour the MHS Wellness Center so they are familiar with its resources and services prior to the start of the school year." Met 6/14/2022 2022 07617470000000 Moraga Elementary 6 "5th and 7th grade students took the California Healthy Kids Survey in October 2021. Results showed that 93% of 5th grade students, and 75% of 7th grade students, felt safe at school. Results showed that 85% of 5th grade students, and 71% of 7th grade students, felt a sense of connectedness at school. The 5th grade data on safety and connectedness has remained relatively steady over the past seven years. The 7th grade data on safety and connectedness is lower than it has been in prior years. There is also a delta between 5th grade results and 7th grade results. Staff and families collaborated around these results, with a focus on improving the student perception of safety and connectedness in 6th-8th grade. Based on these results the District has continued to support increased counselor and psychologist staffing. In the 2022-2023 school year the middle school will begin implementation of Positive Behavior Supports and Interventions (PBIS). The District will also engage staff and students in 6th-8th grade suicide prevention training. The District will reconvene the District Safety Committee. The District will give student surveys focused on social emotional learning (SEL) and diversity, equity, inclusion, and belonging." Met 6/7/2022 2022 43695750000000 Moreland 6 "This indicator is aligned to and measured in Moreland's LCAP Goal 4. We surveyed our students using a District Perception Survey in Spring 2022. There are two questions that we monitor on this survey that are measured and reported on in the LCAP. According to the results, 65% of students felt that they belonged at school and 62% of students felt safe at school. These numbers are significantly lower that pre-pandemic results. Since returning to in-person learning, we've increased the amount of social emotional and mental health supports we offer at each campus. We believe the ramifications of this pandemic will be present for a number of years and have decided to maintain this high level of support. We trained all of our site administrators on restorative practices to promote trust and relationship building. We also decided at our comprehensive middle school to offer Safe Schools Ambassadors (SSA) and Where Everyone Belongs (WEB) to help build student capacity in the areas of school connectedness and belonging. We believe these actions will increase our students sense of safety and belonging." Met 6/14/2022 2022 33671240000000 Moreno Valley Unified 6 "Moreno Valley Unified School District is committed to seeking input for decision making from parents and families, especially those that are underrepresented. We will capitalize on our positive growth in this overall indicator by continuing/improving/increasing the frequency of the following strategies, with a focus on providing opportunities to have underrepresented families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. Via the Spring 2022 Family survey (Panorama), 86% of families indicated their school is welcoming to parents, 91% indicated their school communicates well with people from their culture, and 81% indicated they DO NOT worry the school will treat their child differently if they raise a concern. These are all strengths for Moreno Valley USD. While the above are clear strengths of the district, each represents a minor decline in positive attitudes over the Fall 2019 administration of the family survey. The 86% was a drop of 6 percentage points, 91% was down 3, and the 81% declined from 84%. We will improve these rates by bolstering the following practices: - 2022 School Safety Survey - LCAP Meetings - School site meetings (SSC, ELAC, AAPAC) - District Meetings (DELAC, AAPAC, LCAP, CAC)" Met 6/28/2022 2022 43695830000000 Morgan Hill Unified 6 "The Morgan Hill Unified School District surveys students for their perceptions of their school using a survey tool developed with Hanover Research with questions regarding school safety, connectedness, and academics. Additionally, every other year, MHUSD also administers the California Healthy Kids Survey. Local survey results can be seen in the LCAP annual report under LCAP Goal #3. Several key results connected to school safety, connectedness, and academics are listed below and where rated on a likert scale ranging from ‘do not agree’ to ‘strongly agree’: - Doing well in school - Feeling safe at school - Likeability of going to school - Caring about their school - Student voice for decision making and learning - High expectations for student achievement - Trusted adults on campus - Coursework is rigor and inclusivity of all learners Based on the 2022 survey results, 90% of students agree/strongly agree that they want to do well in school, 64% care about their school, 54% report that their teacher takes the time to build trusting relationships in class with 55% reporting they have a trusted adult on campus, and 53% indicated that they feel safe at school. Further, 38% reported that they like going to school. Additionally, 52% agree they have a voice in decision making and learning and 67% believe their school sets high expectations for student achievement, and 54% indicate that their coursework is rigorous and inclusive of diverse learners. The survey data, along with district qualitative data (focus groups, etc.), indicate that an overwhelming majority of students want to do well in school and a majority care about their school. However, an area of growth is school connectedness—trusting relationships and student voice and agency—that has, unfortunately, become a challenge with the real world effects of the global pandemic. As a response, the district has begun implementing more opportunities for student voice/agency via the BELE Network, student focus groups at school and the district office covering a variety of topics, surveys, opportunities for feedback, among others, implemented Wellness Centers, and has partnered with a social emotional learning platform for student checkins. Additionally, the district is working toward a TK-12 counseling plan that will, in part, help address these topics with our students." Met 6/21/2022 2022 36677770000000 Morongo Unified 6 "Due to the COVID-19 Pandemic and school closures, the 2019-2020 California Healthy Kids Survey (CHKS) was suspended. The survey was administered during the 2020 /21 school year in grades 5, 7, 9 & 11. The Morongo Unified School District participates in the CHKS administration every other year. District overall results from the previous two administrations indicate an increase in school climate satisfaction. The CHKS was administered in the Morongo Unified School District during the 2020/21 school year. The participation rate for each grade level was as follows: (365) 54% fifth grade students, (417) 67% seventh grade students, (460) 76% ninth-grade students, and (325) 61% of eleventh-grade students. Data: In an effort to enhance the overall learning experience of its students, Morongo Unified School District is focusing on teacher-student relationships, student motivation/performance, school/student safety, and harassment. In elementary schools, 96% of fifth-grade students reported that there is a “moderate/high number of caring adults at their schools"", 97% of fifth-grader students reported that there is a “moderate/high number of adults with high expectations, 92% of 5th-grade students feel connected and 84% of 5th-grade students feel academically motivated. Perceived student safety at school: 71% of 5th graders either responded, Yes, most of the time or all of the time. Harassment/bullying (been hit or pushed) 20%, (mean rumors spread about you) 25%, and (been called bad names or mean jokes made about you) 25%. At our secondary (middle, junior high, and high schools), the data focus was on teacher-student relationships, student motivation/performance, parent involvement, school/student safety, and teenage suicide. 66% of 7th-grade students reported that there is a “moderate/high number of caring adults"" in 9th grade 47%, 11th grade, and 57%. Student academic performance or feel motivated, 7th-grade students, 62%, 9th-grade students, 54%, 11th-grade students, 51%. Promote parent involvement in schools: in 7th grade, 56%, 9th grade, 42%, and in 11th grade, 40%. Perceived safety at school in 7th grade, 68%, and 11th grade 44%. Chronic Sad or Hopeless Feelings, Past 12 Months 7th grade, 38%, 9th grade, 41%, and 11th grade, 61%. Considering attempting suicide: 7th grade, 16%, 9th grade, 17%, and 11th grade, 20%. Meaning/Use: The Morongo Unified School District has identified through the disaggregation of the California Healthy Kids Survey data that a continued emphasis on Multi-Tiered Systems of Support (MTSS), Positive Behavior Intervention and Support (PBIS), and Social-Emotional Learning (SEL) for all our students is necessary to increase the number of students who feel safe at school and decrease the number of students who feel harassed at school. At the secondary level, a focus on building student-teacher relationships and improving the motivation to learn and increase academic performance is always a focus area and continued concern." Met 6/28/2022 2022 09619290000000 Mother Lode Union Elementary 6 "Each year, the Mother Lode Union School District gathers information on school climate through a variety of surveys. The main survey for students is the California Healthy Kids Survey. Additionally, MLUSD also reaches out to other grade level students through local surveys in order to gather a clear picture as to how students are feeling in regards to their learning and their school culture. The most recent surveys several key points. One of the strengths the data showed was that students felt safe at their school. The data also shared that students felt they had a caring adult on campus. One of the areas of growth, which the data revealed, was that students wanted a strengthened connectedness with their campus. Due to these results, MLUSD has implemented several strategies to increase school connectedness. These strategies include contracting with Capturing Kids Hearts, increasing access to school psychologists and counselors, and increasing professional development on Social and Emotional Learning. While many of these strategies are ongoing, we are already seeing a decline in discipline and referrals for mental health." Met 12/8/2021 2022 37682130129668 Motivated Youth Academy 6 "Student Input Survey Data: Student Participants: Student Participants (26) : 7.7% English Learner; 7.7% Low Socio; 3.8% Homeless; 11.5% IEP, 69.2% Did not Choose a Category Results: 88.5% agree that their enrollment during the COVID-19 pandemic they were still able to do their schoolwork. Students shared that going back and forth between their parents and grandparents was a struggle with consistency. 100% of the students surveyed feel that schoolwork provides them with grade-level instruction and assessment of their progress in school 100% of the students surveyed feel that when they need help in one of their subject areas, they have access to a teacher that can help them 96.2% of the students surveyed feel that their teacher checks in on how they are doing/feeling 92.3% of the students surveyed feel that if they have a problem they have a teacher or counselor at school that they can talk to for support 100% of the students surveyed feel that their teacher cares about their education and helps them to succeed 100% of the students surveyed feel safe working in their online school course environment 100% of the students surveyed feel satisfied with this school Meaning: Overall high satisfaction with the school program. Use: Continue teacher collaboration and training to maintain and continue to improve the overall satisfaction and student perception of school safety and connectedness." Met "School Safety: 100% of survey participants feel safe and comfortable working in both online and offline course work, meeting with their teacher to discuss school work, and their teacher listens to their concerns and helps them find solutions. Respectful Climate: Promotes positive school climate - 100% of survey participants feel valued and respected by their teacher and school and feel that their teacher is supportive and gives useful feedback. Caring Adults: Having one or more caring adults increases students that experience success at school. 96.2% of survey participants agree that their teacher checks in with them to ask how they are doing/feeling and 92.3% feel that if they have a problem they know they have a teacher or counselor that they can talk to for support. Social and Emotional Learning: The process through which students effectively apply the knowledge and skills necessary to set and achieve positive goals. 88.5% agreed that they were still able to do schoolwork during the COVID-19 pandemic." 6/23/2022 2022 43696170000000 Mount Pleasant Elementary 6 "Results of the surveys indicate that 72% of fifth graders report a high level of caring relationships with an adult at school, and 70% report a high level of school connectedness. These percentages are up significantly from previous year. While 65% of seventh grade students report, caring relationships with a teacher or other adults, and 67% report a high level of school connectedness; these percentages are down from the previous year. A high percentage of parents (88%) also responded that district schools have adults that really care about students, and district staff (87%) report that schools are a supportive place for students. Parents (83%) believe that their school promotes respect of all cultural beliefs and practices. In regards to school safety, district staff (96%), parents (91%), and students (71% 5th grade, 65% 7th grade), feel MPESD schools are safe for students. In addition, district staff (91%) and parents (91%), and students (86% 5th grade, 69% 7th grade) responded that ""All students are treated with respect."" A high percentage of district staff (98%) reported that schools foster an appreciation of student diversity. In regards to school facilities, a high percentage of respondents feel school sites have ""clean and well-maintained facilities,"" (89% parents, 91% staff). Students feel the schoolyard and buildings are clean and in good condition most or all of the time (66% 5th grade, 54% of 7th grade). Areas for growth identified included providing opportunities for meaningful participation for students. For example, parents (70%) and students (45% 5th grade, 30% 7th grade), student mental health as an issue, while parents (70%) feel that quality counseling or social-emotional support are provided, district staff (74%) indicate they need more professional development in meeting the social-emotional needs of students. There was a significant increase in students (32% of 7th graders) reporting they had experienced chronic sadness or hopelessness. Staff (30% district, 45% at middle school) indicate student depression/mental health is a moderate to severe concern, and 16% of 7th graders report considering suicide within the year. Bullying or harassment among students has also been identified as an area for improvement; 39% of 7th graders reports experiencing bullying. Parents (39%) and middle school staff (70%) indicate bullying is a moderate to severe problem for students. Students (78% 5th graders, 49% of 7th graders) report an anti-bullying climate at school." Met "MPESD will implement district wide SEL curriculum. Every school site will have a support of a psychologist to help administer assessments, conduct annual reviews and monitor the progress of targeted students(English Learners, Foster Youth, and Low Income). The psychologist will ensure students receive appropriate placements, proper resources, and services to address their physical, emotional, and academic needs." 6/22/2022 2022 44697730000000 Mountain Elementary 6 "Mountain Elementary School District surveyed all students in grades 4th, 5th and 6th in May 2022. The survey measured school safety and connectedness. A following is the breakdown of the responses for all respondents. 1. Do the adults at school care for you? 77% Yes 21% Sometimes 2. Do you feel comfortable and safe in the classroom? 85% Yes 15% Sometimes 3. Do you feel comfortable and safe on the playground? 63% Yes 33% Sometimes 4. Do students respect each other at Mountain? Are they kind and helpful? 60% Most of them 40% Some of them 5. Does your teacher help you to do your best at school? 92% Always 8% Sometimes Our survey results suggest more work is needed to ensure the playground is a safe and comfortable space for all students. This question yielded the lowest results and suggests more is needed in terms of supervision, more varied activities for students, tools and supports to help students navigate conflicts and an emphasis on growing our school culture outside of the classroom. We plan to enlist the expertise of our students to help us understand where the disconnect is between the high reported levels of safety and security in the classroom, versus the relatively low numbers outside of class. MESD has hired additional yard duties for playground supervision. Administration and teachers have done class presentations about safety and conflict resolution during recess. Clear areas of strength for MESD our high levels of comfort and safety in the classroom which is a direct reflection of the connectedness students feel to adults on campus." Not Met 10/13/2022 2022 37682130000000 Mountain Empire Unified 6 "MEUSD utilizes the Healthy Kids School Climate Survey is administered each Spring to students in grades 5, 7, 9 and 11 and measures key indicators related to school climate and student well-being including: School Engagement and Supports School Safety Substance Abuse Mental and Physical Health This local climate survey captures a valid measure of student perceptions of school safety and connectedness and indicates that school climate is improving overall. However, continued improvement is desired and additional resources are being sought to support continuous improvement. MEUSD additionally utilizes a Student Voice Survey in Fall and Spring to students in grades 5 - 12 and measures key indicators related to school climate and connectedness. Students reported areas of strength - Connection with adults, students recognize the importance of goal setting, students understand that learning is important. Student Voice Survey results also highlighted areas of opportunity - Schools can do more when students are absent, students need to feel valued, homework should have meaning." Not Met "While the trend is positive, there is still much room for improvement. To support this improvement MEUSD has opted in to the School Climate Transformation Grant (SDCOE). This five-year project (funded at $3,750,0000) will support 11 of the small San Diego County districts who have opted to be part of a consortium to enhance their multi-tiered system of supports with the goal of improving school climate and student engagement. The district partners are: Alpine, Borrego Springs, Dehesa, Jamul-Dulzura, Julian Union, Julian Union High, Mountain Empire, San Pasqual, Spencer Valley, Vallecitos, and Warner. This grant supports the CHKS survey staff results which indicate the additional PD in the efforts of improving school climate and student connectedness are both needed and desired by staff." 10/11/2022 2022 20764146110076 Mountain Home Charter (Alternative) 6 "Mountain Home School’s 2022-23 LCAP speaks to our ongoing commitment ensuring that we are meeting the diverse needs of our student population. The 3 Goals of the 2022-23 LCAP address improving student guidance and instruction and improving student engagement within a positive school climate. The following information contains the results of our Student Survey from March 2022 of this school year. The feedback from this survey contributed to our LCAP goals and actions for the 2022-23 school year. 22 Mountain Home School Charter students from the grade spans K-5 and 6-8 responded to our local school survey on a variety of topics. The results were as follows: I receive encouragement from teachers and other school staff. 59% rated Excellent; 22% rated Above Average The school works with my parent/guardian to help me do my best in school. 73% rated Excellent; 9% rated Above Average My school is clean and in good condition. 64% rated Excellent; 23% rated Above Average I feel safe when on campus with the COVID safety measures that have been implemented. 84% responded YES How emotionally safe do you feel with staff and students at our school? 50% rated Excellent; 27% rated Above Average My school provides textbooks and other learning materials to meet my educational needs. 86% rated Excellent; 10% rated Above Average I feel my Advising Teacher (and other classroom teachers) take the time to discuss my grades, academic progress and success, or areas for improvement with me and my parents. 68% rated Excellent; 23% rated Above Average I feel welcomed, valued, and connected to others in my school community. 64% rated Excellent; 9% rated Above Average How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 23% rated Almost all the time; 27% rated Often; 36% rated Sometimes; 14% rated Never Did you participate in any of our teacher-led class offerings? 95% responded YES How well did the school support your education-related technology needs? 68% rated Excellent; 18% rated Above Average Overall how would you rate your mental health? 43% rated Always good; 43% rated Usually good; 14% rated Sometimes poor; 0% rated Usually poor Have you had any problems this school year with your schoolwork or daily life due to any emotional difficulties, such as feeling depressed, stressed, or anxious? 14% responded YES; 86% responded NO" Met 6/14/2022 2022 05100580530154 Mountain Oaks 6 "In the January 2021 Program Survey for Parents, 92% of parents felt that the lines of communication between Mountain Oaks Families and the School staff were clear. 88% felt that the school program is meeting the needs of their family. The most common suggestion for improvement was the desire for more core, direct instruction classes, especially Art, PE, Science and Music. 88% felt that the school provides outstanding Student Support Services. The most common comment indicated some parents were not familiar with the programs, mainly because they did not have a reason to access them at the current time. 86% were familiar with and understand the grades, assessments, and testing that their student(s) participated in. Some parents indicated that they would like to gain a greater understanding of how testing fits into their child’s educational plan, and 91.83% felt that their family is clear regarding goals and expectations for their students. 94% of parents were familiar with and understand the paperwork, policies, and procedures for managing their student's learning plan. 90% of parents felt that Mountain Oaks provides a safe learning environment and maintains a positive school culture. All parents indicated that they felt safe while on campus. In response to the identified needs, the school engaged in an ongoing effort to improve student achievement in Math and ELA, College and Career preparedness, and improve student, parent, and community engagement. Steps taken to achieve these goals were, and continue to be, pushing out a targeted information a campaign to increase dual enrollment and participation in CTE programs, assessing technological needs to continue to offer blended learning curricular opportunities, partnering with the PTO to expand co-curricular activities, and partnering with the County Office of Education and Sierra Child and family service to establish a wellness center to support families and connect them with community resources." Met 6/15/2022 2022 45737000000000 Mountain Union Elementary 6 "Our LEA uses the Kelvin survey tool to gather insight into student beliefs around school climate, safety and connectedness. The small sample size of our student population does not allow for us to disaggregate the responses by student group without identifying individual students so the data is reviewed as a whole. The spring of 2021, students had returned to campus and student views towards emotional safety, relationships with peers and staff, and having a growth mindset were reported in the mid to high eighties percent as favorable. The same students reported favorably 70% when asked about self management. The same questions were asked in the spring of 2022 after students had returned to in person instructions. Student views towards discipline, emotional safety and relationships at school scored favorably in the mid 70% the high 70% range. View towards self management were much low scoring favorably in the high 50% range. These results are reviewed with the SEL teaching staff and the SEL problem of practice team (who are working on codifying our SEL program). Adjustments and interventions/enrichments are made regularly to the SEL lessons being taught based on these survey results. The next survey is schedule for the end of May." Met 6/16/2022 2022 53750280000000 Mountain Valley Unified 6 "In an effort to address the on-going challenge of creating and maintaining a safe and supportive culture and climate, the data collected from the 2021 California Healthy Kids Survey (CHKS) indicated that students do feel connected at school and supported by adults. The results compiled under the “Perceived Safety at School Questions” show that in grade 7- 94%, grade 9-86%, and grade 11-94% of the students feel safe at school. ""School Connectedness Scale Questions"" show an average reporting of ""agree"" or ""strongly ""agree"" in grade 7- 60%, grade 9-47%, grade 11 58%. The data collected in the area of student connectedness were high overall, as were the results for the ""High Expectations-adults in school"" which reflected the following: ""pretty much true"" of ""very much true"" in grade 7-79%, grade 9- 64%, grade 11- 68%, and the other category of ""Caring adults in school"" results also used the verbiage of ""pretty much true"" or ""very true"" in grade 7- 66%, grade 9-52%, grade 11-58%. An area of need is 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 there is a positive change reflected in the results of next year’s administration of the California Healthy Kids Survey." Met 6/8/2022 2022 19648160000000 Mountain View Elementary 6 "The LCAP Student survey was administered to 1,384 students in grades 4-8. Four key indicators were measured to determine students' overall wellness and school climate. 83% of students indicated they feel safe at school, which represented an increase of 16 percentage points from the previous school year. 81% of students indicated they felt proud to be part of their school community. 77% of students indicated that adults on campus treated them with care and respect. With regards to systems of support, students reported having a teacher/other adults at school who: 1) cares for them (80%), 2) believes in their future success (88%), and 3) makes them feel safe on campus (81%). In addition, 89% of students attending newly developed Tk-8 schools believed that teachers and staff at their Tk-8 school work together to create a caring school culture. These data results reflect the continued implementation of PBIS strategies across all of the schools. Despite all the challenges brought by the COVID-19 pandemic, all schools implemented Social Emotional Learning programs through the work of our School counselors. All schools are closed campuses and all have been outfitted with entrance cameras. All sites have campus monitors who are vigilant in addressing issues and preventing situations. Our community partners and School Resource Officer are pro-actively involved with each of our schools through parent meetings, advisement community outreach programs, positive student interactions, and participation in school and district events. School site counselors also provide group and individual sessions on emotional control, peer-topeer relationship building, communication, and other social-emotional competencies. Our middle school programs offer a variety of learning opportunities and ways for students to connect to school. These include Music Appreciation, Art, robotic classes, student clubs, ASB, AVID, Speak up contest, after-school intervention classes, after-school sports like SRLA, extended learning opportunities through ThinkTogether, and Saturday academies. Based on the data analysis from last year, addressing the need for student anonymity to give students the opportunity to report incidents such as bullying or harassment, we incorporated a student survey question to measure progress in this area. 84% of the student respondents knew who to go to for help at school if they are bullied or see someone get bullied. We will continue to incorporate questions related to student anonymity when reporting bullying or harassment. In addition, we will continue to build upon the success of the arts-embedded strategies to promote social-emotional awareness and self-management at all schools." Met 6/28/2022 2022 36677850000000 Mountain View Elementary 6 "Mountain View School District administered the California Healthy Kids Survey (CHKS) during the 2021-22 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. 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. Seventy-three percent of participating 5th graders and 62% of 7th graders perceived their school as “very safe or safe.” For grade 7, 25% of our students indicated that they felt “neither safe nor unsafe.” This means that 14% of students reported feeling “unsafe or very unsafe.” Ninety percent of staff and 92% of parents 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 assisting students that present behavioral challenges. For school connectedness there was more of a variation: 71% of the 5th graders and 63% of the 7th graders reported feeling connected to the school “most or all the time.” There was also a variance in academic motivation of students. Eighty-seven percent of 5th graders and 70% 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 occurs annually during the LCAP student engagement meeting with our middle school students to drive the direction of the LCAP. Students state that after-school sports is instrumental in increasing school climate and after-school sports remains a priority of the district." Met 6/13/2022 2022 36679186118350 Mountain View Montessori Charter 6 "1. VESD students in grades 3-6 take a survey to measure their Social Emotional safety and school connectedness three times per year (September, January, May). 85.1% of our students are reported as low risk in 2021-22. Our desired outcome is 95% at this level. VESD students in grades 2-6 also take an annual survey. Results on the question, ""I feel safe at school"" reflect 85.36% of students agreed with this statement. 2. Areas of growth include more visibility of school staff to promote a safe environment, ensuring students have targeted structures in place to learn self-management and coping skills, and continue building the capacity of staff to increase students social emotional well being. 3. VESD is using the results and analysis of our data in this area to strengthen capacity and reflection for leadership at the site levels with a monthly focus on SEL at management meetings. Each site has been provided with additional noon duty supervisors to sites to increase monitoring and support. Each VESD school site has a psychologist to work with individual and small groups of students as needed to increase awareness on strategies for self regulation and conflict resolution." Met 6/21/2022 2022 43695910000000 Mountain View Whisman 6 "In 2021-22, MVWSD administered a Local Control Accountability (LCAP)/Climate Survey to all students in grades 4-8. The survey provided measures of perceptions of school safety and connectedness. The total number of respondents was lower than in 2021. Additionally, many results throughout areas of the survey were lower than in previous years, although in many cases results were similar to results received pre-pandemic. The District believes that several factors contributed to the lower response rates and ratings including: -The District/community was coming out of a large COVID surge that impacted staff, students and families, and anxiety about the possibility of another surge after the February Break was high. -The District was in the middle of mediation with the Mountain View Educators Association on the Collective Bargaining Agreement. -Students, staff and families were experiencing pandemic fatigue and were wanting to have more “typical” conditions for everyday life and schooling. -Restrictions for social distancing and masking have impacted the school environment resulting in frustration for students, staff and families. Below are the survey highlights. On the LCAP survey 79% of our students agree or strongly agree that adults at school care about their success. 81% indicated that they trust their teachers and 74% are comfortable asking teachers questions. 92% of students state that they have friends at school. 72% of students feel safe on campus. 87% of students agreed or strongly agreed that students from different cultural backgrounds become friends. Areas of improvement from students perspective include focusing more on developing a student's character (62%) and being treated respectfully (62%). 68% of students agree or strongly agree that there are clear and fair consequences for breaking rules at school. MVWSD LCAP Goal 2 is to develop and implement programs and processes to support students' social-emotional health and behavior. Action 1 in this goal is to continue to have At-Risk Supervisors for all District schools. At-Risk Supervisors work directly with students and parents to provide support and interventions as needed. Having staff in these positions has been especially important in the 2021-22 school year as students transitioned back to in person learning. Action 8 is to implement a plan of action for competency-based Social Emotional Learning. The District has School and Community Engagement Facilitators (SCEF - LCAP goal 3, action1) to act as a 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. The District will continue with convening a Health and Wellness committee (Goal 2, Action 3) to review policies and programs that support overall student wellness. The District is also continuing its partnership with Santa Clara County Behavioral Health Services." Met 6/16/2022 2022 43696090000000 Mountain View-Los Altos Union High 6 "MVLA administers the California Healthy Kids Survey (CHKS) every other year. The CHKS was administered in 2022 to all 9th and 11th graders. They will re-administered the CHKS this fall in November 2024. Data: 1) School Connectedness: 67% of 9th graders (this was a 1% decrease from 68% in 2020) and 65% of 11th graders (this was a 1% increase from 64% in 2020) reported feeling connected to the 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. 2) Academic motivation: 68% of 9th graders (this was a 2% decrease from 70% in 2020) and 67% of 11th graders (this was a 2% decrease from 69% in 20) reported that they are academically motivated. Indicators for this domain are: I try hard to make sure that I am good at my schoolwork, I try hard at school because I am interested in my work, and I work hard to try to understand new things at school. 3) Caring Adult Relationships: 60% of 9th graders (this was an 8% decrease from 68% in 2020) and 64% of 11th graders (this was a 10% decrease from 74% in 2020) reported having a caring adult relationship. Indicators for this domain are: At school, there is a teacher or some other adult: who really cares about me, who notices when I’m not there. 4) High Expectations: 75% of 9th graders (this was a 3% decrease from 78% in 2020) and 75% of 11th graders (this was a 6% 6crease from 81% in 2020) reported being held with high expectations. Indicators for this domain are: At 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, and who believes that I will be a success. 5) Meaningful Participation: 28% of 9th graders (this was a 5% decrease from 33% in 2020) and 27% of 11th graders (this was a 7% decrease from 35% in 2020) reported having meaningful participation. Indicators for this domain are: At school: I do interesting activities, I help decide things like class activities or rules, I do things that make a difference. 6) School Safety: 75% of 9th graders (this was a 3% increase from 72% in 2020) and 77% of 11th graders (this was a 1% increase from 76% in 2020). Meaning: The data indicate that MVLA had a decrease for both 9th and 11th graders in almost all areas but safety. meaningful participation, high expectations, and caring adult relationships. Use: MVLA uses these data to identify/assess the needs of the students and to incorporate the needs assessment results in the WASC Goals, LCAP, and SPSA, which lead to implementing the plans to identify services and actions to support and improve the school climate for student learning." Met 6/23/2022 2022 36677930000000 Mt. Baldy Joint Elementary 6 "Mt. Baldy School understands the link between emotions and students’ ability to learn. By integrating social emotional strategies, protocols, language and practices, the LEA will be able to support student wellness, in turn, supporting students’ academic success. We conduct two types of student surveys to monitor students’ emotional needs. Aggregate data follows on four topics specifically addressing school climate. This data reported is from within the 3-8 grade span from a survey conducted in January 2022. One of the LEAs strengths is in school safety. Students in grades 3-5 and students in grades 6-8 responded favorably to questions regarding school safety, scoring in the 80th-99th percentile compared to schools nationally. Overall, students in grades 6-8 are scoring lower than students in grades 3-5 in areas of school belonging, how much students feel that they are valued members of the school community, and school engagement, how attentive and invested students are in school. The LEA will continue practices to support student social-emotional learning and wellness such as social emotional learning strategies and lessons, Commonsense Media Lessons, mindfulness practices, and teacher professional development as evidenced in LCAP goal 2, “Mt Baldy School will focus on excellent first instruction to expand our integrated, whole child, student-centered learning so all students have equitable opportunities to grow and develop,” as well as the metric associated with goal 2 in that there will be a positive increase in student responses to measures of the SEL competency related to self-efficacy. It is also evidenced in the expenditures associated with the Expanded Learning Opportunities Grant to train school staff on “strategies to engage students and families in addressing students’ social-emotional health.” In addition, SEL lessons, a SEL survey, and focused conversations will be conducted with student groups to understand and problem-solve in the areas of school belonging and school engagement." Met 6/23/2022 2022 07617540000000 Mt. Diablo Unified 6 "In the spring of 2021-2022 school year, a sampling of Mt. Diablo Unified School District students in grades 5, 7, 9, and 11 participated in the California Healthy Kids Survey (CAHKS.) A total of 1,522 fifth graders, 1,982 seventh graders, 1,313 ninth graders, and 1,169 eleventh graders took the survey. According to the CAHKS data, more than 82% of fifth graders surveyed agreed with the statement that they felt 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 said mean things about other students or called them bad names” was the most frequent offense identified by students that contributed to them feeling unsafe. At the secondary level, 57% of seventh graders, 54% of ninth graders, and 56% of eleventh graders felt safe or very safe at school. About three-in-ten secondary students report experiencing some harassment in the past year, with the percentages declining between 7th and 11th grades. When asked about school connectedness, 76% of the fifth grade students and 58% of seventh, 53% of ninth, and 51% of eleventh grade students surveyed felt highly connected with school peers and/or staff secondary level. It is important to note that each school site received specific climate information for their own school and has incorporated actions and services into their Single Plan for Student Achievement and Comprehensive School Safety Plan." Met 6/22/2022 2022 37680236037980 Mueller Charter (Robert L.) 6 "This data shows moderate-high rates of student connectedness. An area identified as needing attention is in meaningful participation as well as continuing to build school culture that feels safe for students. It is important to note this survey was conducted in May of 2021 during hybrid instruction. We recognize the impact of COVID on students’ ideas of perceived safety and the return to in person instruction. We provided more engaging opportunities for students to participate in school and after school activities with COVID modifications as necessary. We hope this percentage will continue to increase in the upcoming year. The CHKS survey was administered for 21-22 school year in April 2022 to 5th, 7th, 9th, and 11th grade." Met 5/12/2022 2022 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 3-8 anonymously responded to questions about the school climate here at Mulberry Elementary. There were 40 student surveys returned, stating that 88% of the students feel this is a safe place to attend school, with 10% saying they were not sure, and 2% responded no. 76% of our students feel as though their teachers are concerned about their success, with 16% responding they were not sure, and 8% answering no. 86% of our students feel they are involved in and a part of things at school, while 12% stated they were not sure, and 2% 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." Not Met 9/20/2022 2022 19647336119044 Multicultural Learning Center 6 This year we surveyed students in grades 4-8. Here is a summary of Schoolwide Data: • 66% of students reported that their teaches frequently seem excited to teach their classes • 81% of students reported that their teachers encourage them to do their best a lot • 52% of students reported feeling quite comfortable participating in their classes • 87% of students reported their teachers are very or extremely respectful toward them • 57% of students feel that people at MLC understand them well as a person • 65% of students feel that they feel a strong sense of belonging at MLC • 72% of students report that they care a great deal about other people’s feelings • 71% of students feel they get along very well with others who are different from them • 64% of students feel that they can express their feelings during an argument with peers most of the time. • 67% of students report a very positive climate at MLC • 39% of students report that students are disrespectful to others • 74% of students usually or always feel safe at school We took a deeper look at some of the data points that require improvement to see how it differed between grade levels and learned the following: • Fifth grade teachers appeared the most excited to teach – with 81% of students reporting strong feedback and they also had the highest rate of encouragement and students with a feeling of belonging.. • Students in 8th grade seem the most comfortable participating in class • Students ability to express feelings during an argument increased by grade level. • Students in the elementary grades (4-5) reported a higher score for positive climate then those in middle school grades (6-8) Met "This data shows us developmental trends in students and also correlations between the environment created by teachers and the impact on student feelings. Some areas of work include • Increasing professional development for teachers and staff in Restorative Practices • We have engaged a Behavior Coach to support the development of Relationship Protocols – designed to help staff support students as they navigate difficult conversations with each other and improve their relations • Continued work in SEL practices • At the middle school – working with a number of partners to engage students in more activities that increase their motivation and engagement in the school culture. • We are re-positioning staff and creating more balanced instructional teams to allow veteran teachers to share expertise and strategies with those whom are newer to the profession. • Even though safety is high – we are working with partners to increase programming in mental health supports, and trauma informed practices. • We are also investing in a deep study of Project Based Learning – to engage students in the classroom at higher levels and to encourage more participation and comfort. • We are exploring partners to work with in regards to diversity, equity and inclusion practices at MLC and deepening our work in engaging diver" 6/23/2022 2022 56725040000000 Mupu Elementary 6 "Due to the lack of consistent administration last school year, a Local Climate Survey was not done. With the start of a new administration and a more open campus to parents again, it will be important to send a survey out this year to see what we are doing well and where we can improve at Mupu. Parents have been happy and supportive saying they are excited to be back at the school site and such traditions as the morning “Flag Assembly” have been reinstated where parents and students come together each morning to start the day. We are in the process of adding three portables to the Mupu school site which will allow each grade level to have their own space/classroom next year. With the increased space, Mupu will be able to accept more inter-district requests while still maintaining smaller class sizes that our families and teachers are accustomed to. All Mupu staff works hard to build positive relationships and ensure that this is a place where scholars and families feel welcome." Met "The Mupu community has been through a lot this past year, returning to full in person instruction while dealing with the terminal illness of a beloved administrator. This year is about relationship building, growing and learning from our community on what the needs are and how we can move forward from last year. A climate survey will be done early in the year to begin collecting this important information." 6/16/2022 2022 15636850000000 Muroc Joint Unified 6 "For the 2021-2022 school year, Muroc Joint Unified School District has seen a suspension rate reduction of 1.92% when compared to the last full in-person school year (2018-2019). The unduplicated pupil population suspension rates are as follows: English Language Learners is 0%, Foster Youth is 25%, and socio-economic disadvantages students is 6.53%. Muroc Joint Unified School District will prioritize the social-emotional needs of our students by hiring an additional School Psychologist Intern and a School Social Worker. Muroc Joint Unified School District has also identified a need to provide more direct counseling services to students and families. Muroc Joint Unified School District currently has a School Psychologist with an MFT credential. To ensure students make progress, and to mitigate against regression, Muroc Joint Unified School District will look to extend services into the summer. Muroc Joint Unified School District will continue to collaborate and conduct weekly data analysis at the site level with its primary focus being suspension rates. Muroc Joint Unified School District will look to continue its initiative in creating a robust Multi-Tier System of Support." Met 6/22/2022 2022 33752000000000 Murrieta Valley Unified 6 "Our schools continue to be a place of choice in our area with 2507 transfers into Murrieta schools. Students transfer into the district for the following: continued enrollment in MVUSD, childcare, parent employment, siblings enrollment, and specialized programs that include visual and performing arts programs, AP, IB and Dual Enrollment courses, CTE pathways, and JROTC programs. 62% of families, 91% of district staff, and 75% of site staff are concerned about students’ social emotional well-being. 57% of families, 81% of district staff, and 75% of site staff are concerned about students’ academic growth. 62% of students indicated that they felt they could do well in school. 68% of students indicated they are putting forth effort into their classes. 49% of students indicated they are trying hard in school. 59% of students are satisfied with the amount of time they spend with friends. As a result of educational partner survey and advisory group feedback, the following are key areas that informed the development of the 2022-23 LCAP. • Continue to provide additional counseling and mental health supports for students • Provide additional academic supports and opportunities for students to accelerate learning especially in mathematics to foster career/college readiness • Provide professional development for staff to build capacity in PLCs, Universal TK implementation, inclusion and co-teaching, and social emotional learning • Continue to provide authentic student and family engagement opportunities to support student learning and well-being" Met 6/16/2022 2022 19647330102483 N.E.W. Academy Canoga Park 6 "A Student School Climate Survey was administered for NACP and data was analyzed in June 2022. Students in grades 3rd-5th participated. 81% of students surveyed felt that ""they take good care of the school grounds."" 94% of students surveyed felt ""At NACP they keep the building clean."" 94% of students surveyed felt that ""AT NACP teachers are nice people."" 94% of students surveyed felt that ""AT NACP my teachers respect me."" 94% of students surveyed felt ""I have a good relationship with my teacher(s)."" 75% of students surveyed felt that ""AT NACP I'm comfortable talking to a teacher about my problems."" 88% of students surveyed felt ""At NACP I feel safe on the way to school and on the way home."" 94% of students surveyed felt that ""At NACP when students have an emergency they can get help."" 69% of students surveyed felt that ""At NACP you can trust most people.""(peers/adults); 94% of students surveyed felt that ""At NACP even people who are different are respected."" The student data listed here as well as the parent data listed in priority 3, all reflect on the caring, safe environment NACP provides for its students, staff, and families. We pride ourselves on our continued success with student safety and connectedness." Met 6/16/2022 2022 19647330100289 N.E.W. Academy of Science and Arts 6 "N.E.W. Academy of Science and Arts (NASA) surveys students on school climate. This measure includes student perceptions on school safety. Included in this are responses to the physical environment, and connectedness and engagement and feeling of safety with teachers and peers. The data collected is used to establish programs, provide resources, and/or make necessary adjustments. The NASA Student Climate Survey is completed by 5th grade students at our school. Our next survey will be in November. Generally, the survey results from last fall shows most students perceive our school as clean and safe. Students felt that they would be helped in an emergency. They believe teachers respect them. Also, two thirds responded that they can be in different groups or activities. There were 56 student respondents to the Climate Survey. DATA: Physical Environment: The majority of students (79%) felt school buildings were always kept clean and school grounds were taken care of (70%). Their classrooms were nice (66%). Decisions: 39% felt students help make decisions. 55% of student’s felt they always had the ability to be in different groups or activities. Connectedness: 82% felt that teachers are nice people. Responses included teachers respected them (84% always). Students respecting teachers was perceived at 54% always. 54% felt students respect teachers. Most students said they always (59%) have a good relationship with the teacher. Talking to teachers comfortably about problems, students responded 30% always. Safety: 80% of students said they always feel safe. Students going and coming from school had an 84% always feeling safe response rate. 91% of students felt that they always get help if they have an emergency. 89% of students felt that adults in school care about students. MEANING: The data presented reveals that NASA provides students with a strong sense of “feeling safe” when coming to school and being at school. Students feel safe with the adults in our school. An area of challenge has been in providing the social-emotional support that students seek and has presented a barrier in their own self-acceptance. USE: NASA has strengthened its character building program (Character Counts!). NASA promotes the six pillars of Good Character (Trustworthiness, Responsibility, Respect, Fairness, Caring, Citizenship). Student Reflection forms will be used to enforce positive behavior and encourage students to do their own self-reflection. We hold a week-long event called “Character Counts Week” to promote the Six Pillars of Character. NASA will continue with end of the month behavior and recognition school wide assemblies. NASA has also put its efforts in strengthening the SEL program. SEL is delivered on a daily basis as a block of time when teachers will engage in activities that reflect our daily themes. Our School Counselor is leading the efforts in providing our students mental health support and providing our teachers with PD in SEL." Met 6/16/2022 2022 28102800000000 Napa County Office of Education 6 "All students are annually surveyed using the CA Healthy Kids Survey. Napa COE had an 75% participation rate on the CHKS in 2020-2021. In most areas, results from 2021-2022 are still trending down when compared to the results from 2018 and earlier years. Only 36% of students report they have a high degree of connectedness with school (as compared to 87% in 2018 and 79% in 2017). Only 33% of our students report they feel safe at school (as compared to 49% in 2019 and 61% in 2018 and 2017). 71% of our students feel that teachers have high expectations for them (which is up from 64% in 2019 but down from 89% in 2018 and 87% in 2017). 63% of students still feel that there is a caring adult at school for them (which is lower than 88% in 2018 and 88% in 2017). Based on the results, students are feeling less secure with school. Napa has seen a range of natural disasters impact our local area the last couple of years and more students are suffering from more trauma. Because of this, we will continue to provide the academic and behavior programs and ramp up our social-emotional program to support students. We will also explore ways to increase interesting and engaging real-world experiences and curricula to ensure our students have success in school and beyond. To help our students develop the self-regulation and interpersonal skills needed to form and maintain positive and meaningful relationships, we now employ a social worker, an SEL coach, SRO, instructional support specialist, and an interventions coordinator to work with students and families to address barriers preventing students, especially unduplicated students and those with exceptional needs, from thriving in school. The social worker and interventions coordinator work with community agencies to refer families for resources and services. We also employ trained para-professionals to create relationships with families and conduct the home visits. We will assign ""case managers"" to each classroom to connect with families on a weekly basis. The paraprofessionals, social worker, and interventions coordinator, SEL coach, and SRO also conduct home visits to strengthen school and family connections." Met 6/14/2022 2022 28662660000000 Napa Valley Unified 6 "Students today are faced with unprecedented challenges that impact their ability to succeed at school. This worsened when the COVID-19 pandemic caused disruptions at home and in school. The data used for this Self-Reflection comes from our internal Strengths and Difficulties questionnaire, a universal behavioral and wellness screener administered in grades K-12 twice a year. There are a few important positive trends regarding NVUSD’s wellness survey. From the fall of 2020 to the spring of 2022, the percentage of students falling in the ""Very High"" Total Difficulties Score category dropped from 9% to 4%. In addition, less than 2% of students in grades K-5 fell in the ""Very High"" Total Difficulties Score category in the spring of 2022. In addition, as students have returned to full-time in-person learning, there is a clear positive trend in NVUSD students' overall ""Strengths"" scores, with an increase in the percentage of students with ""High"" Prosocial scores. Further analysis of the types of difficulties students are experiencing reveals that more internalizing behaviors such as emotional and peer problems are predominantly affecting NVUSD students as of spring 2022. More concerning trends exist in secondary, particularly among LGBTQ and Transgender populations. High school students in Non-Traditional (Alternative) Schools had the highest percentage of students with a ""Very High"" total difficulties score. In addition, LGBTQ and Transgender students experienced double the rates of sadness and loneliness and were three times more likely to have considered suicide than any other demographic subgroup. In response to this trend analysis, NVUSD has drastically expanded its Multi-Tiered Systems of Support (MTSS) implementation system-wide. NVUSD responded by elevating the importance of identifying students in need of behavioral and social-emotional assistance. With the unanimous support of the school board, NVUSD leaders revamped the assessment system and overhauled the intervention tracking procedures in the Aeries student information system. NVUSD also built Aeries Analytics dashboards, allowing MTSS teams to quickly access student lists that meet certain data criteria to provide necessary interventions to help students succeed. Furthermore, NVUSD has committed additional funding to increase mental health professional staffing, including social workers, counselors, and school therapists. Lastly, NVUSD is implementing both designated and integrated social-emotional learning in all classrooms system-wide." Met 6/23/2022 2022 37682210000000 National Elementary 6 "In the 2021-2022 school year, the National School District administered the California Healthy Kids Survey to fifth grade students. The impact of COVID-19 health requirements resulted in only 207 students completing the survey (31% of the total number of fifth grade students enrolled in the district). However, the results obtained from the survey indicated that a majority of students' have a high level of connectedness and feel safe at school. In terms of school connectedness, overall 74% of the students felt strongly connected to their school, which reflects response data from the related questions: 82% indicated there are high expectations from adults at school 84% agreed that they are motivated to learn Data from disaggregated groups (race/ethnicity and gender) tend to be the same as the overall responses. All ethnic groups reported either 72% or 75% indicating that they feel connected at school. The differences between genders was also negligible in this area with 74% of females and 75% of males feeling connected to school. However, there was some disparity between ethnic groups in regards to academic motivation and high expectations. 90% of Asian or Asian American students have academic motivation while 83% felt that adults had high expectations for them. Compared to Asian or Asian Americans, only 73% of “something else” ethnic groups stated they had academic motivation and 77% felt that adults had high expectations for them. There were only slight differences between genders with both at 84% for being motivated academically. 80% of females felt that adults had high expectations while 85% of males responded positively to that question. Another important data point was regarding how safe students feel at school. Overall, 74% of students feel safe at school and 75% feel that their school has an anti-bullying climate. When looking at disaggregated data in terms of ethnicity, 92% of White students feel safe at school while only 71% of Hispanic students feel safe at school. This disparity is concerning and is a matter that needs to be addressed by the district. There is also a gap between ethnic group perceptions in terms of an anti-bullying climate at their school. 69% of Asian or Asian American students felt that “Yes,” their school had an anti-bullying climate most or all of the time. In comparison, Hispanic (76%), White (77%) and “Something else” (79%) felt that their school climate included anti-bullying. Gender did not reveal differences in these areas - both groups reported 74% feeling safe and 75% agreeing there was an anti-bullying policy in place. Based on the data, NSD is working closely with the counseling and psychologist teams to audit and address school practices that may be negatively impacting students' perceptions. Additionally, the District has established committees focused on DEI, Wellness, School Safety and Value Added focused on improving learning and school environment for students, staff and community." Met 6/22/2022 2022 34752833430659 Natomas Charter 6 "Natomas Charter School prides itself in creating small, supportive learning environments for all students. Students have opportunities to be involved in school decisions. The overall small school environment creates a place in which students are treated and respected as individuals. To assist with this effort, NCS has four social emotional counselors and collaborates with California State University to host counseling interns each school year. The school continues to refine initiatives such as WEB (Where Everyone Belongs) in middle school and Link Crew in high school to provide additional student leadership opportunities and peer-to-peer mentoring. These programs were expanded to have peer-to-peer academic support as well. Families participated in an annual school climate survey to provide feedback on school climate and provide feedback on the school environment, educational support, and school safety. Key findings from the parent survey include: 82% of parents report that the school values their child’s diversity, background, experiences and the school communicates well with their culture. Over 96% of parents reported feeling satisfied with the levels of support of COVID health, safety measures and communications. 81% of parents reported feeling like a valued partner in their child’s education. In addition, parents gave feedback about their child’s growth and educational progress in 2021-2022. 80% of parents reported that their child made expected academic growth. 76% of parents reported that their child felt well connected to staff. Natomas Charter School will continue to use parent and student feedback each year to refine our practices. Overall, Natomas Charter School tends to perform well in all areas measured under school climate. There was a drop in climate survey results this year due to COVID-related impacts to in-person learning. Despite the pandemic challenges of the 2021-2022 school year, the school built connection points for students and families. The school will continue to invest in programs that ensure students are well connected to school, such as WEB and LinkCrew. Additionally, the school is focusing all professional development on implementing effective strategies to support academic, behavioral, and socio-emotional learning. We expect these professional development activities to help us sustain and grow in the areas of school climate." Met 6/13/2022 2022 34752830112425 Natomas Pacific Pathways Prep 6 "NP3 administers parent and student surveys at least once every two years. The parent survey was designed to vary ways in which feedback was gathered. NP3 uses the information to reflect and improve upon practices and programs. The parent survey covers topics such as school safety, communication, environment, and learning. Our survey results indicate that 94% of parents felt like their child was safe on campus and 97% feel welcome at school. 81% of parents also reported that they feel their ideas are valued and included in school plans and 97% feel confident that the school provides adequate support to students’ families to help their student succeed." Met 6/28/2022 2022 34752830134049 Natomas Pacific Pathways Prep Elementary 6 "NP3 Elementary is a Leader in Me school. Leader in Me is based on student feedback and students leading their own learning. Students are a large part of leading our culture and their feedback is critical. We get feedback from students formally using surveys, but also informally through verbal inquiry. Because relationships are such an important part of NP3's culture, we have built strong relationships with students. These relationships allow us to maintain a strong pulse on what is happening on campus. In addition, every year as a staff we come together to analyze our school culture. as evidenced by standards outlined by the Leader in Me." Met 6/28/2022 2022 34752830120113 Natomas Pacific Pathways Prep Middle 6 "In a survey given to all NP3 Middle School students at the end of this school year, students shared that they value advisory and feel that it’s an important class and the main purpose of the class is to build community and to create and monitor their learning. 85% of our students report feeling safe, and 77% feel welcomed at school. Philosophically, NP3 wants to help build internal motivation in students. The biggest take away was that students reported that the thing that motivates them to be successful in school is their grades and themselves, followed by family and teachers. This shows that we are accomplishing our goal of building internal motivation and that the relationships they have with adults in their lives, on or off campus, are important to them. A strength of NP3 Middle School is the relationships that have been built on campus. Students understand the purpose and reason why we do things, such as Advisory. We are a Leader in Me school and students are encouraged to practice using the Leader in Me 7 Habits. Although we practice these habits on campus, a quarter of our students report that they feel they do not apply the 7 Habits in their life or at school. We will create a goal to address this challenge, as we feel the 7 Habits are habits that impact student success, not just in school, but throughout their life. NP3 Middle School's administrative team reviews data and student needs and continues to maintain the Advisory Program, which was a significant part of the successful support of students throughout the pandemic. Based on students’ request for more enrichment activities, staff implemented a variety of enrichment activities, competitions, trivia nights, experiences, and other engagement opportunities throughout the 2020-2021 school year." Met 6/28/2022 2022 34752830000000 Natomas Unified 6 "Local Climate Survey Summary A detailed Board report on February 9, 2022, titled Our Culture of Resilience: Social Emotional Actions and Physical Supports, was presented at a public board meeting which provides a brief summary focused on the social-emotional supports, prior work, current activities, next steps and considerations as we continue to support our students. This report provides the survey results to support our prior, continuing, and future work to impact a positive climate for student success." Met 6/22/2022 2022 01611190119222 Nea Community Learning Center 6 "Nea surveys learners grades 5th-12th twice per year. These surveys are based on the Healthy Kids Survey and are continuously revised by the standing School Culture Committee which consists of Nea staff. The learner survey focuses on a variety of items that impact their experience at the school from the content to their relationships with one another and staff. The School Culture Committee reviews the survey annually and make changed so that we get the most informative and accurate responses. The revised survey is then brought to the governing board each year for approval. A comments section in the survey provides an opportunity for parents to outline both strengths in the Nea program as well as areas of growth. These areas showed that parents are dedicated to learner achievement and progress on a daily basis. Facilitators use Class Dojo, email, weekly messages, texting and Powerschool to keep parents up to date of their learners behavior and classroom happenings. 6-12 parents/guardians can also access all data related to learners’ scores on assignments, benchmarks, quizzes and tests, via Powerschool and Jupiter. Parents receive local and state assessment data as soon as it's available and are able to visit staff websites for content specific questions. Survey results showed that the school received very high marks on portions including communication, safety, and relationship with adults on campus. Nea’s school culture has been consistently accepting. Learners have overwhelmingly felt accepted at Nea. Some of the highest marks on the survey were in the area of feeling connected to the school and staff. The survey results did show that for some, there are times learners do not feel that their opinions are accepted or heard by staff. Nea will collect more qualitative and narrative data around to better understand what will support growth in this area. Staff will also participate in consistent professional development around believing and valuing learner experiences. The Nea LCAP Goal stating: ""Focus on family, community, and staff engagement with actions to support meaningful parent/guardian participation and engagement with the school as a place of family and community support” is part of our 2021-23 cycle. This commitment is also reflected in the Nea Board's goal to promote Board and committee involvement from all stakeholders. To measure the effectiveness of Nea efforts to seek input from parents/guardians in school and district decision making and promote parental participation in programs, Nea sends out a comprehensive survey twice per school year." Met 6/15/2022 2022 36678010000000 Needles Unified 6 The annual LCAP survey identifies the needs within the school climate. The Healthy Kids Survey will be implemented this next year. Met There is a need to provide students with a specific survey to measure school climate and student experiences on campus. 6/28/2022 2022 37683956040513 Nestor Language Academy Charter 6 "In regards to local climate data goals, we set goals to ensure 82% or more of our students feel connected to the school and that students believe there are caring adults in school. Our goals are measured utilizing the California Healthy Kids Survey. During the 2021-2022 school year, based on student responses, the following grade levels agreed that they felt connected to the school: 3rd Grade: 77% 4th Grade: 77% 5th Grade: NR 6th Grade: 66% 7th grade: 55% 8th Grade: 61% Caring adults: the following percentages per grade level agreed that there are caring adults at school: 3rd Grade: 62% 4th Grade: 83% 5th Grade: NR 6th Grade: 73% 7th Grade: 49% 8th Grade: 56% Based on the data, only 1 grade level met the goal which allows us to identify the areas that we need to improve on, especially after 2 years of distance learning. We currently have a daily designated time and space for social emotional learning, a positive behavior interventions and supports leadership team focused on common expectations and improving school climate, consistent recognitions and awards, celebration assemblies, more in-person events, extra curricular activities and the implementation of culturally responsive teaching. We believe we have the foundation and systems in place to meet our goals." Not Met 9/8/2022 2022 29663400000000 Nevada City Elementary 6 "In analyzing the local data of the California Health Kids Survey (CHKS) need was identified for a supportive social emotional learning environment at Deer Creek (TK-3) with the consistent use of programs such as Positive Behavior Interventions and Supports, Love and Logic, The Toolbox, Tap in Tap out, Check in Check out, and other school community building systems. Routine trainings will to be offered to onboard new staff. There was a notable increase in School Climate key indicators such as thoughts of suicide, substance abuse, and feelings of loneliness between 6th and 8th grade. This is an area for further investigation and increase of support and training for students with such ideation. Input from stakeholders highlights the need to improve our data collection process, conduct routine analysis of local performance indicators as teacher teams, and determine the resulting action to improve student performance. Additionally, Tier II/III PBIS teams need to meet with staff representatives weekly/bi monthly to discuss the success of these systems. The LCAP committee discussed this finding and concluded an area of concern were Seven Hills students who were new to the school, who were struggling with feeling connected. Unduplicated students will receive services and support to address barriers to school engagement through the following actions: 1. Dean of Students (.60 FTE). 2. Student Assistance Program Coordinator at Seven Hills (1.0 FTE). 3. Site Principals will meet with parents/families and develop actionable plans to remove barriers to school attendance and address chronic absenteeism. Additional .40 FTE counselor support families to remove barriers to school attendance and address chronic absenteeism. 4. Peer mentoring" Not Met 10/11/2022 2022 29102980114330 Nevada City School of the Arts 6 "DATA: NCSA gives both the CHKS survey and a student survey. On average, over 85% of 4th-8th grade students are engaged, feel safe, and are happy at school (Student Survey 21/22). Students also report high levels of sadness/depression and thoughts of suicide on the mental health supplement of the CHKS survey. MEANING: The effects of the pandemic adversely affected the outcomes of the CHKS survey for 2021. NCSA clearly needs to create more support for students’ mental health. USE: We have added a Parent Resource Coordinator and a full-time counselor for students next year to support continued social-emotional support. We will refine our core SEL classes and adopt leadership and student-led restorative justice class for next year. We will add a Board Certified Behavior Analyst to our staff to support the implementation of Behavior Intervention Plans for students when necessary." Met "NCSA continues to train every new teacher and instructional assistant in Positive Discipline in the Classroom by Jane Nelsen, Lynn Lott, and H. Stephen Glenn. We hold weekly classroom meetings to build solution-based outcomes to problems. We train all teachers in Mindfulness through Mindful Schools. Classes are explicitly taught through these techniques. We continue to look through the lens of The Dimensions of Engaged Teaching by Laura Weaver and Mark Wilding; Cultivating an Open Heart, Engaging the Self-Observer, Being Present, Establishing Respectful Boundaries, and Developing emotional Capacity. Our Parent Resource Coordinator observes students and supports teachers and families in recognizing the child's beliefs behind their behavior. We offer opportunities for learning in every moment rather than punitive punishments. We work diligently to support our students' opportunities to understand themselves." 6/16/2022 2022 29102980000000 Nevada County Office of Education 6 "A local LCAP survey was given to students and parents/guardians at Earle Jamieson seeking input on their perspectives of school safety and connections to school. The key findings show that students feel safe and connected to their teachers. ? Survey sample included 6 surveys from EJ ? Survey sample included 4 parent/guardians from EJ ? 100% of students from EJ reported feeling safe at school ? 75% of parent responses reported their student feel safe at school; 25% feel their student feels slightly safe at school ? 100% of students reported feeling overall positive school connectedness ? 100% of parents/guardians reported overall positive school connectedness While our survey sample is small, the social emotional well-being of our students and staff are a primary area of focus in our program. We serve students who, for the most part, have a reduced capacity of social emotional skills and have had childhood trauma experiences. Therefore, it is paramount we address and serve these areas of need on an ongoing basis, so students feel safe, connected and are in an environment conducive to positive learning experiences. In addition, staff will be engaged in trainings specifically targeting these areas to build their capacity and be able to implement best practices throughout the day." Met 6/22/2022 2022 29663570000000 Nevada Joint Union High 6 "DATA: NJUHSD administers the CA Healthy Kids Survey to parents, staff, and students in grades 9 and 11 on a yearly basis. Previous measures of the District School Climate Index score were not provided by West Ed in the 2021-22 school year. 54-49-53% (9th-11th-NT [non-traditional schools]) of students reported Agree or Strongly agreeing to the School Connectedness scale. These scores represent a decrease of 6 for 9th, a decrease of 2 for 11th, and an increase of 1 for NT. 52-52-40% (9th-11th- NT) of students reported Agree or Strongly agreeing to the Academic Motivation scale. These scores represent a decrease of 5 for 9th, an increase of 4 for 11th, and a decrease of 3 for NT. 52-53-67% (9th-11th-NT) of students perceive school as very safe or safe. These scores represent a decrease of 22 for 9th, a decrease of 15 for 11th and an increase of 8 for NT. 17-31-47% (9th-11th-NT) of students report current alcohol or drug use. These scores represent a decrease of 2 for 9th, an increase of 1 for 11th and no change for NT. Link to full report - https://drive.google.com/file/d/1c9tseQB8eY9bsWnREN6rbjmSWWaKFXmS/view?usp=sharing MEANING: Overall, students report a slight decrease in their school connectedness scores from the 20-21 school year to the 21-22 school year. This trend is contradicted by the district’s LCAP survey scores, in response to the question “I feel involved and engaged in my school culture”. An increase in concern for student safety is also logical, as in the prior year, students attended school in a hybrid or distance learning setting. Anecdotally, school campuses felt less chaotic and safer when only half of the student body was in attendance. Additional indicators from our district LCAP Survey: 86.4% of parents, 92.1% of students, 75.3% of certificated staff, and 79.6% of classified staff report students feel physically safe at school. 79.2% of parents, 81.3% of students, 71.1% of certificated staff, and 77.6% of classified staff report students feel emotionally safe at school. 77.4% of parents, 74.8% of students, 45.8% of certificated staff, and 54.2% of classified staff report students feel involved and engaged in their school culture. USE: Our district schools continue to examine efforts to provide opportunities for student connectedness. Activities and programs such as Week of Welcome and Breaking Down the Walls target the development of positive school climates and culture. The district is also taking a look at instances of harassment/discrimination, and working to enhance and improve school responses to such items, as a heightened awareness has been drawn to school administrators and the board of trustees surrounding incidents of this nature. Programs aimed at Social-Emotional Learning have been developed in recent years. The district continues to emphasize to our staff the importance of building individual relationships with students and is moving forward in the implementation of restorative practices." Met 6/22/2022 2022 01612420000000 New Haven Unified 6 "In Spring 2022, the NHUSD Student Survey was administered. 2,547 total students from elementary, middle school, and high school completed the survey. Survey questions related to school safety and connectedness were drawn from and based on similar questions from the California Healthy Kids Survey (CHKS). At the elementary level, the areas of strength are “Feeling safe in my learning environment” (93%), “Feeling safe in my neighborhood” (93%), and “I work with other students from my classes” (92%). The elementary areas of growth are: “I share ideas during class discussions” (80%) and “My classes make me want to come to school regularly” (81%). These responses could be indicative of a lack of student engagement. In response, NHUSD has implemented two initiatives that we believe will increase student engagement. The first is the Technology Innovation & Creativity for Kids’ Engagement Team or TICKET Team. This group of curriculum leaders have been working to create a bank of strategies and sample lessons that teachers can employ to increase student engagement through the use of technology. We are in the second year of implementation and are looking to secure funding to secure a third. In addition, in an effort to equip are teachers with powerful and engaging teaching tools, we have installed Promethean panels (interactive whiteboards) in all classrooms and instructional areas. The intent is that with professional development, teachers will be able to integrate this tool into their instructional practies and increase student engagement. At the miiddle school level, the identified areas of strength are: “I feel safe in my learning environment” ( 94%) and “I feel safe in my neighborhood” (94%). Similar to the elementary survey responses, areas of growth were indicative of a lack of engagement: “My classes make me want to come to school regularly” (66%), and “I share ideas during class discussions” (73%). The strategies employed at the elementary level are also being employed at our middle schools. However, another identified area of growth was observed at the middle school level, “There is an adult at school I can talk to about non-academic issues (friends, family, social)” (73%). This si a concerning finding and not unexpected after a year of remote instruction. We implemented a vigorous SEL program district-wide this year that included socio-emotional curriculum and implementation of MTSS - Academic, Behavioral and Socio-Emotional Supports which will work to address this need. High School Areas of Strength are: Logan - “ I feel safe in my neighborhood (92%) and “There is an adult at school who believes that I will be a success (82%). CCHS -” I feel safe in my neighborhood” (96%), “I feel safe in my learning environment” (94%), and “There is an adult at school who believes that I will be a success” (91%) The areas for growth at the high school mirror those at the elementary and middle school levels though the numbers are m" Met 6/21/2022 2022 19647330111211 New Heights Charter 6 "DATA: Here are some of the key learnings from the survey results. 83% of families reported that Family-School Communication was strong and effective. Parents reported that communication from the school was helpful, provided clarity on academic expectations, safety and health protocols, and was comfortable. Most parents surveyed reported that the school highly values parents’ opinions. Parents also reported that their children enjoy going to school (78%) and that the school values diversity (83%). On a similar survey, 84% of students surveyed reported that their teachers encourage them to do their best and 79% of the time the felt a positive school climate due to their teachers' excitement about teaching class. On a student survey focused on students’ social/emotional competencies, students self-reported on topics related to: Supportive Relationships, Challenging Feelings, Self-Efficiency, Growth Mindset and Emotional regulation. Our students largest gains were in their feelings of self-efficacy (grades 3rd-5th) and emotional regulation (6th-8th). MEANING: The data reveals our strength in communication between the school and families. An additional strength is students' strong feelings of support from their teachers. An area in which the school continues to work to improve is to decrease parents fears for their children's safety. The national climate of fear is weighing on our parents as school shootings become more frequent. In terms of the data for students, we find interesting data points when we look at the sub-groups and the grade level variations. For example, the school climate indicator that teachers are excited to be teaching their classes was 100% true for African American students in grades 3-5 and 42% for African American students in grades 6-8. When students were asked if they felt the school had positive or negative energy, 75% of African American students in grades 6-8 said very positive, while 42% of African American students in grades 3-5 reported very positive. Also 62% of Latino students in grades 3-5 reported very positive energy, while 54% of Latino students in grades 6-8 reported very positive energy. We believe that the power of this data will be in how it changes overtime -- we will continue to look for meaning in these surveys to identify areas of improvement and areas of need. USE: We continue to work on our goal of inclusivity and equality in our school. The analysis of our data has been conducted with these goals in mind. We are providing social/emotional support inside the classrooms as well as outside of the classroom, such as grief counseling, morning meetings, regular check-in’s, and frequent communication with parents social/emotional skill-building. In addition, we will be implementing a data platform that will allow us to see our academic and social/emotional data in one system. This will be helpful in monitoring academic and social/emotional progress as well as providing support." Met 6/21/2022 2022 39686190000000 New Hope Elementary 6 "Data: In analyzing the 6-8 data (46 responses), specifically if students feel connected to an adult at school. Over 50% our our students feel connected to an adult. 70% of our students feel that people understand them. 75% Of students feel they belong at school. Students feel that adults treat them very well, only 6% feel adults treat them unfairly. Meaning: All in all, students feel positive to come to school and feel valued. However, there is room for growth for students to feel connected to school. Use: We will continue to focus on Capturing Kids Hearts in which the idea is to build relationships and to capture a kids heart first then it's pretty simple to capture their mind." Met 6/21/2022 2022 39686270117796 New Jerusalem 6 "During the Fall of 2021 administration of the Grades K-5 Student Climate Survey, there were 151 students who responded. Results from Fall 2021 Student Climate show that: 85.10% of students Agree and Strongly Agree that facilities are clean and good working condition. 39.96% of students Agree and Strongly Agree their school is safe or very safe. 82.12% of students Agree and Strongly Agree the climate at their school feels good. 86.31% of students Agree and Strongly Agree the academics is up to date. 83.00% of students Agree and Strongly Agree the communications at the school are effective. During the Fall of 2021 administration of the Grades 6-8 Student Climate Survey, there were 81 students who responded. Results from Fall 2021 Student Climate show that: 59.26% of students Agree and Strongly Agree that facilities are clean and good working condition. 58.02% of students Agree and Strongly Agree their school as safe or very safe. 62.61% of students Agree and Strongly Agree the climate at their school feels good. 65.43% of students Agree and Strongly Agree the academics is up to date. 75.62% of students Agree and Strongly Agree the communications at the school are effective. Identified Areas of Strength include: 1. Relations with students are positive and meaningful 2. School Climate at the school feels positive among Parents and Students Identified Areas of Need or Desired Improvements include: 1. Increased academic rigor 2. Increased communication 3. Relations among students needs improvement to avoid mean and disrespectful behavior In response to the data, the LEA plans to: 1. Address needs in LCAP Goal #2 that states: Strengthen our participation with families and Educational Partners in a variety of strategic opportunities to deepen family partnerships in order to build engaging and safe learning environments. 2. The actions within this LCAP Goal #2 goal are designed to promote, build and support meaningful relationships amongst parents, students, teachers, community members and other relevant educational partners. Feedback from educational partners and a review of survey data will provide evidence of the impact of engagement efforts and community partnerships by monitoring and evaluating student attendance, chronic absenteeism, to measure the impact of actions specific to increasing school connectedness, safety and collaborative relationships." Not Met 10/18/2022 2022 39686270000000 New Jerusalem Elementary 6 "During the Fall of 2021 administration of the Grades K-5 Student Climate Survey, there were 151 students who responded. Results from Fall 2021 Student Climate show that: 85.10% of students Agree and Strongly Agree that facilities are clean and good working condition. 39.96% of students Agree and Strongly Agree their school is safe or very safe. 82.12% of students Agree and Strongly Agree the climate at their school feels good. 86.31% of students Agree and Strongly Agree the academics is up to date. 83.00% of students Agree and Strongly Agree the communications at the school are effective. During the Fall of 2021 administration of the Grades 6-8 Student Climate Survey, there were 81 students who responded. Results from Fall 2021 Student Climate show that: 59.26% of students Agree and Strongly Agree that facilities are clean and good working condition. 58.02% of students Agree and Strongly Agree their school as safe or very safe. 62.61% of students Agree and Strongly Agree the climate at their school feels good. 65.43% of students Agree and Strongly Agree the academics is up to date. 75.62% of students Agree and Strongly Agree the communications at the school are effective. Identified Areas of Strength include: 1. Relations with students are positive and meaningful 2. School Climate at the school feels positive among Parents and Students Identified Areas of Need or Desired Improvements include: 1. Increased academic rigor 2. Increased communication 3. Relations among students needs improvement to avoid mean and disrespectful behavior In response to the data, the LEA plans to: 1. Address needs in LCAP Goal #2 that reads: Strengthen our participation with families and Educational Partners in a variety of strategic opportunities to deepen family partnerships in order to build engaging and safe learning environments. 2. The actions within this LCAP Goal #2 goal are designed to promote, build and support meaningful relationships amongst parents, students, teachers, community members and other relevant educational partners. Feedback from educational partners and a review of survey data will provide evidence of the impact of engagement efforts and community partnerships by monitoring and evaluating student attendance, chronic absenteeism, to measure the impact of actions specific to increasing school connectedness, safety and collaborative relationships." Not Met 10/18/2022 2022 19647330117614 New Los Angeles Charter 6 "Students in grades 6-8, were surveyed using Panorama SEL Survey. A total of 105 students participated and summary results are as follows: • 42% School belonging • 56% School Climate • 35% Student Engagement • 71% School Rigorous Expectations • 62% School Safety • 61% School Teacher-Student Relationships • 54% Valuing of School" Met 6/13/2022 2022 19647330133702 New Los Angeles Charter Elementary 6 "Students in grades 3-5, were surveyed using Panorama SEL Survey. A total of 105 students participated and summary results are as follows: • 63% School belonging • 62% School Climate • 52% Student Engagement • 65% School Rigorous Expectations • 52% School Safety • 71% School Teacher-Student Relationships • 61% Valuing of School" Met 6/13/2022 2022 19643520128496 New Opportunities Charter 6 "The school engaged in a continuous self-reflective process through solicited feedback throughout the year via formal anonymous surveys, presentations, and informal feedback Sessions from multiple stakeholders including, students, staff, and leadership. Key learnings from the survey results include: -100% of staff agreed that the school's climate is safe and that there is a high level of connectedness across school sites and departments 87% of staff agreed that they have been properly trained to meet students' emotional needs (within the learning environment). 80% of staff felt positive about how they are taking care of their own emotional needs as it relates to addressing and coping with challenges in the classroom The data shows that the trauma-informed approach that the school has adopted has not only created a safe, collaborative, and nurturing environment for students but it has also increased student outcomes and staff appreciation. The school will continue to apply this model to whole school operations and explore additional evidence-based supports to sustain a positive school climate." Met 6/23/2022 2022 19647330111484 New Village Girls Academy 6 "Students were administered an internal survey. The majority of students strongly agree that school staff believe that they can succeed in class, teachers explain the materials (homework and classwork) in ways that they can understand, and teachers connect classwork to life outside the classroom. The majority of students either strongly agree or agree that the school challenges them academically, provides the technology needed to learn, offers academic support when extra helps needed, and gives them a chance to learn about subjects that interest them. Most students agree that they feel safe in school, the school provides a positive and supportive learning environment, and the school is clean. Students vary in their response (ranging from strongly agree to strongly disagree) about the school behaviors expectations applied fairly to everyone." Met 6/29/2022 2022 36678760120006 New Vision Middle 6 "Based on the data, NVMS parents and guardians feel that students feel safe and that the school is communicating with them. In addition they feel supported by the school in their student's education. However, the key piece that we have learned is that the depth of parent involvement needs to improve. Parents come happily to fun events, but we need to encourage more involvement in Parent advisory groups, building parents' ability to advocate for their students at different levels. Parents need to be engaged on a deeper level when it comes to advocating for their students and taking a more meaningful role in the development of school procedures, curriculum, instruction, and activities. We have begun advertising and engaging parents at activities, and combining fun activities with School Site Council Meetings. In addition, we are having teachers hold competitions around parent involvement and engagement." Met 6/22/2022 2022 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 school year. A final response rate for all four grades were as follows: 5th-45%, 7th-75%, 9th – 52% and 11th – 7%. 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; Academic Motivation. Our students in grades 5th, 7th, 9th and 11th continue to report strong academic motivation and this is consistent with past surveys. 5th-88%, 7th-72%, 9th-69%, 11th- 65%. In our elementary schools, 76% of 5th grade students report feeling safe at school. In 7th grade, 62% report feeling safe at school. At the high school, we see these numbers decline, with 43%of students reported feeling safe in 9th grade and 70% of students reported feeling safe in 11th grade. When asked about a caring adult at school, 5th graders responded 73% 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 51% and 11th grade was 57%. Some students reported not feeling they have meaningful participating in class. 5th graders report 40%, 7th graders report 22%, 9th graders 21% and 11th graders report 26%. 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 an opportunity to have input into part of the processes of the school they attend. At the secondary level, we have begun to take a closer look at developing meaningful teacher-student relationships and connections between adults and students on campus. Another priority area is to further engage our Hispanic/Latino student populations and also ensure all cultures are honored and celebrated. In partnership with the Santa Clara County Office of Education and our partners with Alameda County Mental Health we are building an MTSS model that meets both the academic and the socio-emotional health of our students with a focus on our priority student groups. Also, through our partnership with the East Bay Agency of Children (EBAC) and with identified resources in our LCAP for each school site in NUSD, we are providing assistance for principals to continue to support the whole child." Met 6/16/2022 2022 31668520109827 Newcastle Charter 6 "After a hiatus of giving the CHKS due to Covid and distance learning, the district has returned to the traditional cycle of administering the California Healthy Kids Survey every other year to 5th and 7th graders, following the outlined process and requirements for each grade level. Key learnings from the survey were very similar to the last administration and again indicated that there has been growth in the 5th and 7th graders feeling of connectedness, safety, and well-being. The percentage of students who have been bullied online or have witnessed bullying was much lower than anticipated, which has led to discussion among staff and administration about if this really an truthful statistic, or if students are so desensitized to bullying online that they do not recognize it when it is happening. From our data, we are able to see growth areas in student's overall well-being, their connectedness to at least one adult on campus, and their lack of bullying interactions online and in real life. Growth areas continue to include student's perceptions of school and increasing the number of students who have a positive perception as opposed to a negative one, and student connection to administration and increasing the relationship building between the two groups. In the past two years, the district has implemented a social-emotional curriculum that works on teaching students skills in some of these areas, and also allows for an open dialogue between the students and the teacher to give both groups a better understanding of the needs our students face as well as a safe space to communicate. Staff was trained at the beginning of the year on Restorative Practices and starting the process of classroom circles. Newcastle is eager to have updated survey information that will help guide next steps for student support with a specific focus on how Covid and distance learning has impacted student health, well-being, friendships, sense of belonging, and connectivity to school." Met 6/22/2022 2022 31668520000000 Newcastle Elementary 6 "After a hiatus of giving the CHKS due to Covid and distance learning, the district has returned to the traditional cycle of administering the California Healthy Kids Survey every other year to 5th and 7th graders, following the outlined process and requirements for each grade level. Key learnings from the survey were very similar to the last administration and again indicated that there has been growth in the 5th and 7th graders feeling of connectedness, safety, and well-being. The percentage of students who have been bullied online or have witnessed bullying was much lower than anticipated, which has led to discussion among staff and administration about if this really an truthful statistic, or if students are so desensitized to bullying online that they do not recognize it when it is happening. From our data, we are able to see growth areas in student's overall well-being, their connectedness to at least one adult on campus, and their lack of bullying interactions online and in real life. Growth areas continue to include student's perceptions of school and increasing the number of students who have a positive perception as opposed to a negative one, and student connection to administration and increasing the relationship building between the two groups. In the past two years, the district has implemented a social-emotional curriculum that works on teaching students skills in some of these areas, and also allows for an open dialogue between the students and the teacher to give both groups a better understanding of the needs our students face as well as a safe space to communicate. Staff was trained at the beginning of the year on Restorative Practices and starting the process of classroom circles. Newcastle is eager to have updated survey information that will help guide next steps for student support with a specific focus on how Covid and distance learning has impacted student health, well-being, friendships, sense of belonging, and connectivity to school." Met 6/22/2022 2022 19648320000000 Newhall 6 "In the spring of 2021, all 5th grade students were given the opportunity to participate in the California Healthy Kids Survey. The 74% participation rate was the highest percentage ever. The following are key data points extracted from the survey: * 81% of the students state that teachers and grown-ups care about them at their school * 87% of the students state that teachers and grown-ups believe they can do a good job * 75% of the students report they are happy to be at their school * 82% of the students feel safe at school * 83% of the students feel students are treated with respect * 88% of the students report that teachers and grown-ups make it clear that bullying is not allowed * 93% of the students report that a parent or grown-up cares about their schoolwork. The year- to- year data is bit lower across all indicators with the exception of bullying which represented the fact that bullying is not tolerated on our campuses. Sites have examined their own data and put action steps into their SPSA for the 2022-23 school year . This data along with other indicators demonstrate that, in general, students feel connected, like their teachers, and have a lot of support at home. An area of district-wide growth is student engagement and students feeling happy to be at school. As we returned from the pandemic, a significant number of students had difficulty transitioning back to in-person instruction. Precious social emotional learning time was lost during the pandemic, and teachers reported that student behaviors increased and student stamina had decreased. Knowing that this was an area of growth, our Board invested in hiring additional counselors to provide more support and access to students in Tier I, II, and III. We also provided several professional development sessions at the beginning of the school year to address this need, including a session on improving classroom climate and another on structuring the classroom instruction to maximize student choice and engagement." Met 6/28/2022 2022 30665970000000 Newport-Mesa Unified 6 "NMUSD administered the California Healthy Kids Survey (CHKS) in 2020-21. According to the guidebook to understanding the results, “The research on promoting achievement emphasizes the need for two conditions: (1) a sense of the school as a caring, supportive community characterized by positive relationships among and between teachers and other school staff, students, and parents; and (2) a culture rooted in high achievement expectations and standards.” Therefore, NMUSD analysis encompasses the three areas of school connectedness, caring adults, and high expectations. Greater percentages of students responding *Average reporting “Yes, most of the time” or “Yes, all of the time” or “Agree” or “Strongly agree” are desired. In all areas, 5th graders responded with the highest percentages - 77%, 76% and 89% respectively. As the grades increase, the percentages decrease progressively from 5th to 7th to 9th to 11th grade, with 11th grade responding affirmatively 65%, 60% and 67% respectively. This means schools are maintaining high levels of positive response rates in these areas of school climate and are increasingly challenged as the students get older. The district will continue to invest in its approach to the ""whole child"" by emphasizing Social Emotional Learning, Mental Health and Positive Behavior as complements to Academics. Examples of this investment are ongoing and increased staffing to support student connection (social workers, behavior specialists, counseling services) as well as programming focused on Restorative Practices and Positive Behavior Supports and Interventions." Met "NMUSD administers the California Healthy Kids Survey (CHKS) at least every two years. The most recently available results from the 2020-21 school year were presented to the local Board of Education and the public in June 2021. A spring 2022 administration was conducted to better gauge school climate post-pandemic. At the time of the June 2022 presentation, participation rates and results were not available." 6/21/2022 2022 39773880131789 NextGeneration STEAM Academy 6 "Next Generation STEAM Academy annually administers both a Parent and Student survey to ask about connectedness to the school. The survey is done in the spring through a Google link sent by email to the parents to complete at home, and for students during class time so Teachers can support and work through the survey with the class as needed. Some results from the Student and Parent surveys for the 21-22 school year are below: 2021-22 LCAP Student Survey Results I like coming here to River Islands Technology Academy for school.... 75% of students surveyed strongly agreed or agreed with this statement, while 14% of students surveyed strongly disagreed or disagreed. Students feel comfortable talking with school staff… 71% of students surveyed strongly agreed or agreed with this statement, while 19% of students surveyed strongly disagreed or disagreed. Students feel safe at school… 77% of students surveyed strongly agreed or agreed with this statement, while 13% of students surveyed strongly disagreed or disagreed. Parent Survey Results My student likes coming to school… 62% of parents selected ""All of the time"", 31% selected ""Most of the time, 5% of parents surveyed ""Some of the time"", and 1% surveyed ""None of the time"". My child feels safe at school… 91% of parents surveyed strongly agreed or agreed with this statement, while 6% of parents surveyed strongly disagreed or disagreed. The Local survey has not allowed us to disaggregate data, other than by grade span. This is something that we will look at prior to administering the survey next to see if there is a way to include this component to provide us additional information when we look at grade span, gender, and ethnicity as a part of the results. We also will look at adding more safety related questions to take a look at student perceptions of the school campus and school events. The data that has been collected through this survey continues to be positive, and we think this is tied to the training we do with teachers about the student/teacher relationships that is such a large part of our culture. There is a small percentage of students who answered the questions in the negative, and we continue to explore ways that we can reach all students to make sure that they feel valued, safe and welcome here at school. By having the opportunity to disaggregate the data next year, hopefully we can better determine if there is a specific group(s) of students who are not feeling connected to so we can specifically address those areas with them." Met 6/16/2022 2022 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 2022) indicate that students in grades 5-8 have a positive perception of both classroom and school climate. The school climate is rated positively by students. When asked ""I feel happy to be at this school"", 69% of students responded ""most/all of the time"" and 31% responded ""sometimes"". The school was rated as safe by students. When asked ""I feel safe in my school"", 85% of students responded ""most/all of the time"" and 15% responded ""sometimes"". When asked, ""At my school, there is a teacher or some other adult who really cares about me"", 100% of students responded either ""a little true"" or ""very true"". These results indicate a slight decrease in the students' perception of school climate and school safety as compared to 2021 student survey results. Nicasio School will implement specific actions in response to these results for continuous improvement purposes, including providing students with activities that encourage connectedness among each other, seek student input when designing school activities, and providing social-emotional curriculum that builds agency and resiliency among students." Not Met 10/6/2022 2022 39686766042725 Nightingale Charter 6 "PLUS 97% ""there is a teacher or adult who really cares about me."" 57 student responses 82% ""I feel like part of this school."" 57 student responses 84% ""The staff at my school treat students fairly."" 57 student responses We need to continue to implement more school engagement sessions with our students and find better ways to build strong relationships between students and teachers as well as students and the school. One imperative key finding is that we had an extremely low amount of student participation. This highlights the need to ensure parents fill out the consent form and that students have multiple and plenty of opportunities to take the survey. It should be noted that students are recognized for improved academics, positive behavior and attendance biweekly, monthly and quarterly. We have a strong Support Team whose main focus is to help students self regulate and to address students’ social-emotional needs in a caring and supportive environment." Not Met 10/25/2022 2022 04614240110551 Nord Country 6 "THIRD THROUGH FIFTH GRADE: In general, the third through fifth grade school climate surveys indicated that this group of students at Nord Country School felt favorably about their experiences with teachers, staff, and with their classmates. This affirmed for many staff, teachers, and parents that Nord's close knit community provides a high level of connectedness and well being for our young learners. MIDDLE SCHOOL For middle school, results from our Spring of 2022 school climate survey were largely favorable in most school climate areas, however, there was a significant dip in the area of student belonging and connectedness. The prior year indicated that over 90% of students felt connected and a sense of belonging, whereas the Spring of 2022 survey indicated that only 49% felt connected. There were many factors at play that could have impacted this dip. For example, the quarantining process for students exposed to COVID interrupted classroom communities, masking was not optional until the mask mandate was lifted on March 11th, and there was a staffing vacancy for one of the middle school positions. These challenges and barriers were largely external. As these factors have changed for the coming year, there is anticipation that perhaps the feeling of connectedness in the middle school will be restored. Even if these external factors were the cause of this drop, many conversations were conducted, including at board meetings, staff meetings, and PTO meetings, to communicate the survey results. Through collaboration and partnership with board members and the school counselor, it was agreed that our school counselor would conduct some focus groups to further identify any elements that were creating a less connected climate. As a result, our school counselor discovered that students expressed a need for peer-to-peer relationship building. In planning the 2022-2023 school year, increased support for SEL and multi-aged mixed group experiences was articulated as a goal to work towards better peer relationships in the middle school. With these targeted approaches as well as with the loosened COVID-19 masking and quarantining requirements, more positive feelings about school climate may bounce back to pre-Pandemic levels. These anticipated results will be verified in the Spring of 2023." Met 6/22/2022 2022 15636930000000 Norris Elementary 6 "The California Healthy Kids Survey was administered to 6th grade students in 2021-22, however, those results are not yet available so our current data is based on the 2020-21 results. Below is a summary of the key indicators. School Engagement and Supports - 73% feel a sense of school connectedness - 80% are academically motivated - 72% believe there are caring adults in school – 88% believe there are high expectations from adults in school - 34% report meaningful participation in school – 52% express an interest in schoolwork done at school - 91% report satisfactory upkeep of facilities - 80% report that the school promotes parent involvement in school – 73% feel they have SEL supports – 75% feel there is an anti-bullying climate School Safety - 82% feel safe at school – 89% feel safe on way to/from school - 13% have been hit/pushed - 23% had mean rumors spread about them - 29% have been called bad names or target of mean jokes - 9% have seen a weapon on campus Substance Use - 18% use alcohol/drugs - 1% use marijuana - 1% smoke cigarettes - 2% vape Social and Emotional Health - 18% experienced frequent sadness – 79% have self-efficacy – 58% have problem solving skills - 67% have wellness The California Healthy Kids Survey was last administered to 7th grade students in 2021-22, however, those results are not yet available so our current data is based on the 2020-21 results. Below is a summary of the key indicators. School Engagement and Supports - 68% feel a sense of school connectedness - 67% are academically motivated - 6% had 3 or more monthly absences – 46% maintain focus on schoolwork - 60% experience caring adult relationships -74% believe there are high expectations from adults in school - 26% report meaningful participation in school - 88% report satisfactory upkeep of facilities - 57% report that the school promotes parent involvement in school School Safety - 67% perceive school as very safe or safe - 25% have experienced some form of harassment or bullying - 20% had mean rumors or lies spread about them - 14% have been afraid of being beaten up - 7% have been in a physical fight - 6% have seen a weapon on campus Substance Use - 3% use drugs/alcohol - 1% use marijuana - 1% binge drink - 1% have been very drunk/""high"" 7 or more times - 1% have been drunk/""high"" on drugs at school - 0% smoke cigarettes - 3% vape Social and Emotional Health – 25% have social emotional distress – 34% experienced chronic sadness/hopelessness – 13% considered suicide – 77% have self-efficacy – 70% have self-awareness – 54% have problem solving skills – 65% have optimism – 72% have gratitude" Met "In addition, parents of K-8 students completed a survey in March 2022. Some of these questions addressed student perceptions of school safety and connectedness. Below is a summary of those results. 96.6% believe the district effectively addresses attendance, dropout, and absenteeism issues. - 98.1% indicate their child(ren) look(s) forward to attending school each day. – 96.3% indicate their students are safe at school. - 94.7% 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. 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 PBIS. At the elementary campuses, there are behavioral support aides to provide support to students who need guidance in social and educational settings. Teachers are implementing SEL curriculum and SEL aides are being utilized to assist students in navigating emotions and interacting appropriately with peers. At the middle school, they have the Safe School Ambassadors program as well as the SLED (Students Leading Education) program. These programs give 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." 6/8/2022 2022 35675040000000 North County Joint Union Elementary 6 "The School Climate is a high priority at Spring Grove School. Based on recommendations from the 2020- 2021 parent survey, a School Psychologist Intern was hired to support students who had Social Emotional Needs. The District also worked with San Benito County Behavioral Health to refer students as needed. The ABC (Asset Building Champions) anti bully program was run by the PTO and volunteers. They provided monthly lessons to all students in TK-5th grade. The School Psychologist Intern provided monthly Social Emotional lessons to all students in 6th-8th grade. The District also participated in the Red Ribbon Week and provided information to students on alcohol, tobacco, and other drugs. The District also has a contract with Wonder Woofs to provide services to the school campus at least 4 times per year. Finally, the District has a service dog from Monkey Tail Ranch to provide emotional support to students and staff on campus." Met 6/23/2022 2022 37684520114264 North County Trade Tech High 6 We will be conducting a CHKS in the Spring of this year. The last one was done remotely during COVID in 2021. Our board and SSC have reviewed the results and advised and approved plans to increase our abilities to engage and celebrate all learners. Met "Coming out of COVID, we have adopted the motto ""Be the change you wish to see in the world"" as our overall theme. Educationally, we have adopted Intentional Teaching in order to meet the students at their current academic levels and move forward. Students academic gains and successes lead to increase growth in school climate. Finding new and unique ways to celebrate student successes and present them to families has been our push this year." 6/14/2022 2022 45700780000000 North Cow Creek Elementary 6 "1. DATA: The following information comes from surveys given to our parents, students and staff in the spring of 2022. The items listed are in no particular order or do not indicate how many of respondents made the request or comment. Parent Surveys Parent surveys indicated that they were pleased with the iLab program, speech program, sports program, the community school vibe, reading groups, speech accommodations, field trips, older students peer mentoring the younger children and ski club. Parents would like to see the following added or improved: Library, more geography, Spanish, more hands on learning, more science, improved music program, typing program, additional sports like soccer, a focus on computer skills and proper use of technology, improved lunches, parent volunteers in the classroom, more extra curricular, band, Lego robotics, American history, world history, tutoring, STEM type activities for the younger grades, anti-bullying, computer lab or electronic time children who excel in this area, homework support in after care, iLab, more field trips, and tie in some real world experiences along with classroom learning. Parents believe that the school can help their child academically by: Reopening the library, continue to help challenging their students, provide students better Chromebooks, better communication from staff, grading assignments and posting the grades to Aeries in a timely manner, discuss the dangers of vaping with middle school students, a focused attention on building an inclusive middle school where students respect one another, less work on computers and more direct instruction by teachers. Student Surveys Students overwhelmingly stated that they loved their school, loved the staff and felt welcome and safe. Students also appreciated the following: recess, friends, iLab, kids are respectful in grades K-5, Friday flags, talent shows, music program, recess, outdoor activities, sports, the playground, and the garden program. Students would like the following things to be improved at school: better food offerings in the cafeteria, longer recess, cleaner bathrooms, improved bathrooms (larger stalls, better supervision, and stall doors fixed), more writing time, electives (art, cooking, dance, music, theater, gardening, robotics), a library, returning to allowing students to sit with whomever they want to sit with at lunch, more PE, more sports (soccer, baseball), more engaging science activities, fundraisers to support wildlife, yard duty to be more consistent with consequences, increased supervision in the bathrooms, no toy policy on the playground, give warning before blue slips, more student events like Reading Day and Game Day, additional classrooms, and new playground equipment (balls, play structure, games). Staff Surveys Overall, the staff are very pleased with the school culture and climate. They believe they are a tight-knit staff that support student, families and each other." Met "2. Using our local survey data, we learned that the staff, students and parents believe we have the following strengths: We are a tight-knit community that fosters academic achievement and character in our students. We provide an enriching environment where students can explore and engage with curriculum and are encouraged to be responsible citizens. Using our local survey data, we learned that the staff, students and parents believe we need to improve the following: We need to update our social studies curriculum. We are waiting for the state to release a new curriculum framework and the State Board of Education recommended curriculum list. We will continue to use the Leader in Me to build student character and school culture as we see this is an area for continual improvement. Reengage parents for volunteering and re-implementing family engagement events. Implement all school systems that we facilitated prior to the pandemic Refine systems based on what we learned from the pandemic. Increase social emotional learning, refine intervention time, refine electives, students would like to sit with their friends at lunch again instead of assigned seating due to COVID restrictions, add world language as an elective to the middle school, and reach out to Foothill High School to see if they can provide a part-time staff member for world language. 3. We have not added a lot of actions/services to the LCAP. Instead, we are focused on reinstating and refining many of the program" 6/21/2022 2022 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 Spring 2022 to all 3rd-11th grade student in NMCUSD. The percentage of students who responded “very much or pretty much” that an adult on campus cared about them: Elementary Grades 3-6 (66%), Middle School Grades 7-8 (53%), and High School Grades 9-11 (53%). In the area of school connectedness, the percentage of students that responded they feel connected to their school: Elementary Grades 3-6 (66%), Middle School Grades 7-8 (53%), and High School Grades 9-11 (48%). In addition, the district’s attendance (ADA) showed a slight decrease from 2020-2021 to 2021-2022 by 2.64% from 90.02% to 87.38, below the target of 95%. The Student Attendance Review Team (SART) process at each school are addressing barriers for students attending school. From this data, it is clear that School Climate needs to be a continued area of focus and district and school MTSS teams will continue to focus on supporting attendance and engagement as well as expanding, monitoring, and evaluating student engagement activities and culture, and providing welcoming campus environments and spaces." 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: -District wide staff development on Trauma Informed Schools and Social Emotional Learning -The development of MTSS teams to provide supports to students in need -Addition of behavior technicians supporting students who need Tier 3 support -Implementation of a social emotional curriculum across all grade levels -A focus on teaching positive behavior and providing 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 -Mental health counseling and social work support to students in need" 5/19/2022 2022 19101990100776 North Valley Military Institute College Preparatory Academy 6 "Stakeholder surveys reveal extremely high levels of satisfaction across stakeholder groups. There are, of course, always areas for improvement. Based on the questions which had the lowest scores, NVMI has committed to focusing on the following in the 2022-2023 academic year 1) Ensuring all students and families know of and feel comfortable using the StopIt app 2) Implementing the new NVMI App 3) Continuing the work of the NVMI Diversity, Equity, and Inclusion Committee and involving stakeholders in the work of that committee 4) Encouraging even greater participation in the Parent Academy 5) Expanding all types of services offered under the NVMI Community Schools Grant initiative 6) Increasing student access to an array of socioemotional supports, including substance use disorder counseling and services" Not Met 9/27/2022 2022 12101240134163 Northcoast Preparatory and Performing Arts Academy 6 "School climate surveys indicate that the great majority (more than 95%) of NPA students either agree or strongly agree that the school is successful in maintaining a safe and healthy climate. There were no statistically significant variations between student groups within the community. NPA anticipates that its 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 6/6/2022 2022 12626870000000 Northern Humboldt Union High 6 "Students, families and staff were surveyed for school climate (Goal 2 of our LCAP). The California Healthy Kids Survey was administered in the Fall of 2022 to all grade levels with 1,279 (or 76.2%) students participating. 62.3% of the students reported that it is pretty much true or very true that there is a teacher or another adult from the school who really cares about them. 61.5% of all students felt the school is safe or very safe. The last year that a large enough sample size was collected on the CHKS was in 2018-19 where 30.02% felt safe or very safe at school. This year showed an increase of 31.48% which is more than 100% improvement. In the 2021-22 school year, 60.49% of the in person students felt connected to the school whereas only 32.04% of students who were learning remotely via independent study felt connected. This was not surprising as most independent study students never came to campus all year for a variety of reasons. This is a decline from 2018-19 were 90.56% of the students felt connected. Though students feel safe at school, there is improvement to be made for students to feel connected. As the 2021- 22 school year progressed and COVID became less prevalent more and more extra curricular activities had less restrictions. For example, sporting events opened to all spectators and mask mandates were lifted both during the school day and activities outside the regular school day. This progression to a less restrictive environment and an intentional focus on improved school climate and culture as part of the MTSS/LCAP should improve students' and staff feeling of connectedness." Met 6/27/2022 2022 12101240137364 Northern United - Humboldt Charter 6 "Northern United - Humboldt Charter School administered the School Climate Survey to students, parents, and staff. While we did receive 46 responses from our participants, our participation rate is much than in past years. I would say that Covid 19 and trying to return to normal played a part in our lower participation rate. A breakdown of participants is as follows: 3 students, 21 parents/guardians, and 22 staff members participated in the School Climate Survey. Of the 3 students who participated in the survey, 2 of the students were in grades 9-12th. When asked if they felt their school adequately prioritizes their safety, 100% of the students stated that they felt safe at school and that their school prioritizes their safety. In the 6th-8th grade,1 student participated in the survey process. Of the student who participated, 100% stated that their school did not place a high priority on school safety. 21 parents/guardians participated in the survey with 95.2% of the parents/guardians responding that they felt that Northern United - Humboldt Charter School placed a high priority on their student's safety. Moreover, 81% responded that they are provided ample opportunities to participate in their student's education. 22 Staff participated in the survey with 95.5% stating that they feel connected to their students. Staff also responded with an 81.9% that they feel connected to all staff and are regularly able to collaborate. While there was a lower participation rate in our survey process, the data provides a clear picture that students, parents, and staff feel safe and have a strong sense of connectedness to their school. Given that there were so few students participating in both surveys, we will continue placing emphasis on gaining greater participation in the upcoming school year. Covid 19 and the return to normalcy after the pandemic have played a significant role in our lower participation rate. However, in moving forward, we will provide ample time and opportunities for all educational partners to participate in our survey process. This should help significantly in avoiding sampling errors and bias." Met 6/30/2022 2022 47104700137372 Northern United - Siskiyou Charter 6 "Northern United- Siskiyou Charter School administered a survey to staff, parents, and students in grades K through 12 addressing school climate. The participation rate was - 9% for parents, 4.2% for students, and 20.1% for staff. Percent in each category who responded positively: Students: Safety - 100% Relationships - 94.6% Conditions for learning - 93% Empowerment - 100% Parents: Safety - 85.7% Relationships - 87.9% Conditions for learning - 97% Empowerment - 75.8% Staff: Safety - 100% Relationships - 100% Conditions for learning - 90.3% Empowerment - 75% Overall, students, parents and teachers feel a sense of safety and school being connected. In response to the data and stakeholder suggestions, to further develop a positive and welcoming school climate, we are increasing our staff training in PBIS. We have also created a full time counseling position." Met 6/30/2022 2022 36103630115808 Norton Science and Language Academy 6 "In the fall of the 2021-22 school year, Norton Science and Language Academy conducted a climate survey to the following groups: School Personnel, Families, Elementary grades 3-5 and Middle/High School grades 6-9. Personnel Data - School personnel responses by category are indicated below. Each category displays the mean of scored questions from 1-4, with 4 being the highest and most desirable. Staff Connectedness Mean of 3.38 Structure of Learning Mean of 3.31 School Safety Mean of 3.43 Physical Environment Mean of 3.35 Peer/Adult Relations Mean of 3.16 Parental Involvement Mean of 2.97 Family Data - Family responses by category are indicated below. Each category displays the mean of scored questions from 1-4, with 4 being the highest and most desirable. Teaching and Learning Mean of 3.53 School Safety Mean of 3.55 Interpersonal Relationships Mean of 3.42 Institutional Environment Mean of 3.65 Parental Involvement Mean of 2.93 Elementary Student Data - Elementary students in grades 3-5 responses are indicated below. Each category displays the mean of scored questions from 1-4, with 4 being the highest and most desirable. Like School Mean of 2.91 Feel Like they Do Well Mean of 2.65 School Wants Student to Do Well Mean of 3.54 School has Clear Rules on Behavior Mean of 3.6 Teachers Treat Students with Respect Mean of 3.5 Good Behavior is Noticed Mean of 2.81 Get Along Well with Others Mean of 3.05 Feel Safe at School Mean of 3.04 Students Treat each Other Well Mean of 2.6 Adults at School will Help Mean of 3.36 Student Behavior Allows Teachers to Teach Mean of 2.47 Middle/High School Student Data - Middle and High School students in grades 6-9 responses are indicated below. Each category displays the mean of scored questions from 1-4, with 4 being the highest and most desirable. Like School Mean of 2.92 Feel Successful Mean of 2.8 School has High Standards of Achievement Mean of 2.98 School has Clear Rules on Behavior Mean of 3.22 Teachers Treat Students with Respect Mean of 3.26 Student Behavior Allows Teachers to Teach Mean of 2.91 Good Behavior is Recognized Mean of 2.75 Feel Safe at School Mean of 2.94 Adults at School will Help Mean of 2.85 Data indicates the areas of strength are in school safety, the school’s environment, student understanding of the rules, and teachers being respectful to students and each other. Areas for growth would be in reinstating parent volunteers once it’s safe to do so. Implementing a program to help students be more respectful towards each other so that students can enjoy their school experience and learn. The school also needs to help students feel successful and recognize good behavior." Met 11/8/2021 2022 19648400000000 Norwalk-La Mirada Unified 6 "District data was collected in 2021-22 using a set of school climate and culture surveys through Panorama. The survey was given to students, parents, and staff in the Spring of 2022. Data was organized and displayed in our Panorama data dashboard and framed through similar demographic populations as compared to the CORE Data Collaborative. Family Survey + NLMUSD LCAP Panorama Topic Descriptions include the following with the percentage of favorable responses: Climate of Support for Academic Learning 92% (a 1% decrease from prior year) Knowledge and Fairness of Discipline, Rules and Norms 90% (a 6% decrease from prior year) Sense of Belonging (School Connectedness) 91% (a 3% decrease from prior year) Safety 93% (a 3% decrease from prior year) Student Culture & Climate Survey Topic Descriptions include the following with the percentage of favorable responses: ELEMENTARY STUDENT SURVEY Climate of Support for Academic Learning 74% (7% increase from prior year) Knowledge and Fairness of Discipline, Rules an Norms 84% (2% increase from prior year) Safety 67% (a 9% decrease from prior year) Sense of Belonging (School Connectedness) 79% (the same as prior year) SECONDARY STUDENT SURVEY Climate of Support for Academic Learning 64% (a 2% decrease from prior year's survey) Knowledge and Fairness of Discipline, Rules and Norms 71% (a 3% decrease from prior year's survey) Safety 65% (a 9% decrease from prior year) Sense of Belonging (School Connectedness) 55% (a 6% decrease from prior year's survey) Student SEL Survey ELEMENTARY STUDENT SURVEY Growth Mindset 75% (a 2% decrease from prior year) Self-Management 71% (a 5% decrease from prior year) Social Awareness 73% (a 1% decrease from prior year) Self-Efficacy 61% (an 6% decrease from prior year) SECONDARY STUDENT SURVEY Growth Mindset 65% (the same as prior year) Self-Management 69% (a 3% decrease from prior year) Social Awareness 66% (a 3% decrease from prior year) Self-Efficacy 45% (a 1% decrease from prior year)" Met "The Family Survey reflected a decrease in percentages in the areas of Safety, Climate of Support for Acad. Learning, Knowledge and Fairness of Discipline, Rules and Norms as well as the area of Sense of Belonging (School Connectedness). Despite the decreases, all areas remain above 90% in favorable responses. The Elementary Student Culture & Climate Survey had an increase in the percentage of favorable responses in the areas of Climate of Support for Acad. Learning, Knowledge and Fairness of Discipline, Rules and Norms, and decrease in the area of Safety. In the area of Sense of Belonging (School Connectedness) there was no change from the prior year. The Secondary Student Culture & Climate Survey had decreases in favorable responses in the areas of Climate of Support for Acad. Learning, Knowledge and Fairness of Discipline, Rules and Norms, as well as Safety, and sense of belonging. The Elementary student SEL Survey reflected a decrease in the areas of Growth Mindset, Self-Management, Social Awareness, and Self Efficacy. The Secondary student SEL Survey reflected a decrease in the areas of Self-Management, Social Awareness, and Self Efficacy. The area of Growth Mindset remained the same as the prior year. NLMUSD is addressing the needs above with a 3-year SEL as a Leverage for Equity Plan with a focus on Equity, Social Awareness, Responsible Decision Making, Intro to Restorative Practice and Relationships. LCAP human and fiscal resources are also continuing." 6/13/2022 2022 33736760121673 NOVA Academy - Coachella 6 "The 2021-2022 Family-School Relationship Survey for LCAP provided the following information: Parents and families were most satisfied with the School Climate, rating it 91.93% satisfactory (the previous survey was 80.61%). Next is School Fit with a satisfaction rating of 86.65% positive feedback (the previous survey was 83.67%). The lowest scores related to how student interests connected to the school activities offered and student reports about openness to asking for help from adults. School Safety was rated with 77.83% positive feedback (the previous survey was 78.57%). Grit, the lowest-rated section, was rated with 69.93% positive feedback (the previous survey was 58.33%). The increase in the School Climate rating is a positive sign. School Fit and School Safety maintained similar satisfaction ratings. There was a significant increase in Grit, but the low number shows that there is a need for the teaching of good habits that will build student endurance and grit. The 2021-2022 Student Climate Survey provided the following information: Students were most satisfied with the Climate of Support for Academic Learning with a rating of 94.79% (the previous survey was 83.43%). Next was Safety with 91.15% positive feedback (the previous survey was 78.70%). The third was the Sense of Belonging (School Connectedness) with an 86.36% satisfaction rating (the previous survey was 86.39%). Last was Knowledge and Fairness of Discipline, Rules, and Norms at 84.09% (the previous survey was 84.02%). The close nature of the scores for Sense of Belonging and Knowledge and Fairness of Discipline, Rules, and Norms shows that there is consistency in practice for the school, but more improvement should be made in these areas. An area of significant improvement is in the sense of Safety for students section of the survey. The vigilance of teachers and staff, and the willingness of students to report bullying behavior by other students is one area of change. Additional improvement can be made in the area of Knowledge and Fairness of Discipline, Rules, and Norms, specifically taking into account the survey results." Met 4/21/2022 2022 30666700106567 Nova Academy Early College High 6 "On the 2021 Student Climate Survey, students expressed an overall high satisfaction with instructional methods, classroom culture, campus safety, and relationships. For example, 88.3% of students surveyed reported that their teachers check for understanding and support students when they struggle. 82.6% agreed that their teachers want them to think about things they learn, not just memorize them. 93.2% of students reported that they feel physically safe at NOVA. Students identified needs for improvement around distance learning, workload, belonging and school culture. While 94.3% of respondents say they feel welcome at NOVA, only 61% say that five or more adults know them by name. 61.6% of students say that the workload during this pandemic year is more difficult than the prior year. These results demonstrate an increase in caring adult relationships from the previous year, which speaks to the continued dedication of staff and the strength in ability to build strong bonds with students. An area of growth is to address belonging and school culture. There is a need to provide additional opportunities for students to connect with peers, staff and the school community. This can be achieved by increased availability and involvement in clubs, school events, extracurricular activities, after school programs, community service and family engagement outreach. Actions and services will include continued development and implementation of parent and student surveys and ongoing development and implementation of a positive school culture. Examples of implementation include: the Positive Behavior Intervention System (PBIS), SEL Family curriculum, and the expansion of community partnerships that work in tandem with the counseling program to support students' school connectedness and belonging." Met 4/21/2022 2022 21654176113229 Novato Charter 6 "Novato Charter School administers the California Healthy Kids Survey to grades 5-8 annually. In 2022, 73% of our elementary school students (grades 5-6) responded positively to questions related to school connectedness. 85% of our elementary school students responded positively to questions related to perceived school safety. 88% of our elementary school students responded positively to questions related to academic motivation. 70% of our middle school students (grades 7-8) responded positively to questions related to school connectedness. 80% of our middle school students responded positively to questions related to perceived school safety. 69% of our middle school students responded positively to questions related to academic motivation. To strengthen our school climate, Novato Charter School aims to continue implementation and analysis of anti-bias education, continue to engage services of a school counselor, continue social and emotional learning (SEL) work internally as well as with community partners, and to implement Positive Behavior Interventions and Supports (PBIS) and social and emotional learning (SEL) supports schoolwide." Met 6/8/2022 2022 21654170000000 Novato Unified 6 "NUSD administers the research-based student and stakeholders Youth Truth Survey annually. 2021-22 survey results indicated that students feel very safe during the school day and part of the school community. Positive results can be attributed to district initiatives that include counseling for students, community liaisons who help communicate with newly immigrated Spanish-only speaking students, and their families, Restorative Justice program that reduces punitive measures and builds trust among peers, and collaborations with community organizations (Marin Food Bank, $10,000 Degrees College Readiness Program and Novato Police Department School Resource Office, Program) that improve students well-being and educational experiences. Although majority of students have very positive perceptions regarding school safety and connectedness, there are still some students who do not. During 2022-23, NUSD administrative and site leaders will work with the Director of Student Services, and Student Support Wellness Coordinator to design and provide opportunities for students to feel safer and more connected at school. Counseling will continue to be offered by a contracted provider, and a crisis team comprised of district personnel will continue to support sites during school emergencies. for 22-23 school year, NUSD every school will have a training team who will be trained in Positive Behavioral Interventions and Support program. Once the training is completed, each team will train all school site staff in the program." Met "In addition to administering the Youth Truth Survey annually, NUSD administers the California Healthy Kids Survey to students in 5th, 7th, 9th and 11th grader every other year. Results are studied to identify areas of strength and concern." 6/14/2022 2022 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 to our local governing board, stakeholders participate in determining the goals and actions for our LCAP. A revised survey was created and given to stakeholders." Met "Results showed that 100% of parents agree or strongly agree that Nuestro is a safe place for their children, while 95% of all stakeholders agree or strongly agree that Nuestro is a safe place for their children. Results also showed that 93% of our students feel they are safe at school, while 7% of our students feel that they are bullied at school. Lastly, results showed that 78% of students felt school was a clean place. Survey results have led directly to focusing more time, effort, and resources to improve our school climate and school cleanliness." 6/9/2022 2022 15634040120139 Nueva Vista Language Academy 6 "Nueva Vista Language Academy has made significant progress in the area of School Climate in recent years. The staff firmly believes that students need to be in school daily in order to receive a high quality education and be part of a positive school climate. Therefore, positive attendance rates are a high priority. Nueva Vista Language Academy is very proud of their attendance record for the 2021-2022 school year and for the start of the 2022-2023 school year. Each year, Nueva Vista Language Academy administers the PBIS Self-Assessment Survey and the PBIS School Climate Survey to staff and students. This survey is given to all students in grades 3-5; NVLA has been surveying students and monitoring the data since 2016. On the PBIS Self-Assessment Survey, the “Implementation Average” for Nueva Vista Language Academy has increased from 60% in Fall 2019 to 63% in Fall 2021 to 68% in Fall 2022. 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 2022 ( 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 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 analyzed and used in guiding their decision making throughout the year." Met "Every year, Nueva Vista Language Academy sets a school-wide theme that guides the climate activities throughout the year. Taken from the film, Jurassic Park, this year’s theme is, “Digging Deeper!” NVLA will take students, parents and on an academic journey by digging deeper in every area. Each quarter, students will learn about paleontology and implement their new learning with hands-on activities and lessons. At the end of each semester, students in each classroom will be selected to earn special awards that correlate with their school theme." 6/13/2022 2022 33671573331014 Nuview Bridge Early College High 6 "Combined Nuview Union School District results from 2020-2021 LCAP Stakeholder feedback survey results show that: 70.1% of respondents indicated that students feel connected to school 75.9% of respondents indicated that students feel safe at school 54.6% of respondents indicated that the school provides extracurricular activities such as clubs, sports, band, etc. From this data, we see the need to maintain a safe and supportive environment that promotes equity, engagement, and school connectedness. After reviewing prior years suspension, chronic absentee rates and data from the California Healthy Kids Survey as well as stakeholder feedback, we see the need for increased supports provided to students in order to ensure their physical and social/emotional well-being." Met 6/13/2022 2022 33671570000000 Nuview Union 6 "One of NUSD’s goals is that students will be provided additional supports to ensure equal access to a safe, supportive and nurturing environment that promotes equity, engagement, and school connectedness. After reviewing prior years suspension, chronic absentee rates and data from the California Healthy Kids Survey as well as stakeholder feedback, we see the need for increased supports provided to students in order to ensure their physical and social/emotional well being. As indicated by our 2022 LCAP stakeholder feedback survey: 80% of respondents indicated that parents feel welcomed at the school sites 74.5% of respondents agreed that staff does more than expected to keep students engaged and connected to school 50% of students that responded agreed that staff does more than expected to keep students engaged and connected to school 71.3% of respondents indicated that students feel connected to school 79.4% of respondents indicated that students feel safe at school 75% of students that responded indicated that they feel safe at school 66.9% of respondents indicated that the school provides extracurricular activities such as clubs, sports, band, etc. 63.6% of students reported that the school provides extracurricular activities such as clubs, sports, band, etc. Parents, community members and staff that were in attendance at the Virtual Superintendent Town Halls and LCAP educational partner meetings shared the need for us to provide additional counseling support to engage students and families in addressing students’ social emotional health and academic needs. From this data, we see the need to maintain a safe and supportive environment that promotes equity, engagement, and school connectedness. Current district wide data around the areas of chronic absenteeism, student engagement, student suspensions gathered from a variety of state and local sources demonstrates that there is a need to focus on maintaining a positive and engaging climate at each school, where students feel valued, supported and safe." Met 6/13/2022 2022 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/African American and White/Asian students. In order to further support this area of need, Restorative Practices and alternatives to suspension from a book titled “Don’t Suspend Me!” by Hannigan were presented to all administrators in August 2019. Through the implementation of all three approaches, from March 13, 2019, to March 13, 2020, the day schools closed due to COVID, suspensions were reduced for all students by 60%. In the year 2020-2021, during the COVID closure, we had a total of 2 suspensions during distance learning. As of May 2022, as students have gotten readjusted to returning to an in person instruction, our suspensions have increased but are still below the pre COVID numbers of 2018-2019. The district surveyed 5th and 7th graders to complete the 2021-2022 California Healthy Kids Survey. Those results are not yet available. Highlights from previous years are listed below: Highlights from California Healthy Kids Survey ""I feel safe within a positive school environment"" 2018-2019 Survey Results: 5th graders: 80%; 7th graders: 61% 2019-2020 Survey Results: 5th graders: 84%; 7th graders:58% 2020-2021 Survey Results: 5th graders: 81%; 7th graders: 61% However, this year we have implemented a Sense of Connectedness and Belonging survey that is given separately to our to 3rd to 5th grade students and our 6th to 8th grade students three times a year. These have been the results: GRADES 3-5 students who Feel Safe at School 2021-2022 September 93% January 90% April 92% GRADES 6-8 students who Feel Safe at school: 2021-2022 September 93% January 90% April 89% Based on the results from the previous CHKS survey as well as this years Sense of Connectedness and Belonging Survey climate, OGSD meets standard for school climate. Data varies slightly from elementary schools and middle school students perception of safety. Through a reimplementation of PBIS, restorative practices as well as alternatives to suspension, we will work to further reduce suspensions overall, but with a target to students with disabilities. 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 6/16/2022 2022 49708396051890 Oak Grove Elementary/Willowside Middle 6 "DATA: Youth Truth Data was administered January 2022 as part of a countywide pilot program. 204 elementary students were surveyed (grades 3-5) and 356 middle school students were surveyed. School connectedness related student survey data was the overall categories of ""Belonging"" and ""Relationships"". -Belonging Summary Data: OGES: 60% (a decrease of 9% from January 2021, however, 5% better than the county average). WMS: 59% (an increase of 2% from January 2021 and 7% better than the county average) -Relationships Summary Data: OGES: 76% (a decrease of 13% from January 2021 and 4% below the county average). WMS: 53% (a decrease 13% from January 2021 and 4% better than the county average) -OGES: ""Do you like attending your class"" 49% (a decrease of 8% from January 2021 and 3% below the county average) -WMS ""I enjoy school most of the time"" 51% (a decrease of 8% from January 2021 and 1% below the county average) School Safety related student survey data was the question ""Do you feel safe during school?"" -OGES:67% (a decrease of 4% from January 2021 and 2% better than the county average). -WMS:69% (a decrease of 13% from January 2021 and 5% better than the county average). MEANING: Students took the Youth Truth survey in January of 2022. This was right after a significant surge in COVID19 cases had just happened. Our students were in distance learning for most of the 2020-2021 school year and although the hope was that 2021-2022 was going to be a ""normal"" year. It has been far from normal. This data provides us with a baseline moving forward to determine how our efforts during the 2022-2023 will impact student connectedness and school safety. USES: 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. Based on this data and educational partner engagement we will continue with LCAP Goal 3: Culture, Climate, and Community Engagement and the following related actions: counseling, social/emotional curriculum, supervision/alternative discipline, facilities, parent/school partnership and community events, communication, diversity, equity and inclusion." Met 6/22/2022 2022 49708390000000 Oak Grove Union Elementary 6 "DATA: Youth Truth Data was administered January 2022 as part of a countywide pilot program. 204 elementary students were surveyed (grades 3-5) and 356 middle school students were surveyed. School connectedness related student survey data was the overall categories of ""Belonging"" and ""Relationships"". -Belonging Summary Data: OGES: 60% (a decrease of 9% from January 2021, however, 5% better than the county average). WMS: 59% (an increase of 2% from January 2021 and 7% better than the county average) -Relationships Summary Data: OGES: 76% (a decrease of 13% from January 2021 and 4% below the county average). WMS: 53% (a decrease 13% from January 2021 and 4% better than the county average) -OGES: ""Do you like attending your class"" 49% (a decrease of 8% from January 2021 and 3% below the county average) -WMS ""I enjoy school most of the time"" 51% (a decrease of 8% from January 2021 and 1% below the county average) School Safety related student survey data was the question ""Do you feel safe during school?"" -OGES:67% (a decrease of 4% from January 2021 and 2% better than the county average). -WMS:69% (a decrease of 13% from January 2021 and 5% better than the county average). MEANING: Students took the Youth Truth survey in January of 2022. This was right after a significant surge in COVID19 cases had just happened. Our students were in distance learning for most of the 2020-2021 school year and although the hope was that 2021-2022 was going to be a ""normal"" year. It has been far from normal. This data provides us with a baseline moving forward to determine how our efforts during the 2022-2023 will impact student connectedness and school safety. USES: 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. Based on this data and educational partner engagement we will continue with LCAP Goal 3: Culture, Climate, and Community Engagement and the following related actions: counseling, social/emotional curriculum, supervision/alternative discipline, facilities, parent/school partnership and community events, communication, diversity, equity and inclusion." Met 6/22/2022 2022 56738740000000 Oak Park Unified 6 "OPUSD relies on data from multiple sources to determine the conditions and climate of our schools. Those data sources include, but are not limited to: -California Healthy Kids Survey -Challenge Success Survey (grades 6-12) -LCAP Survey -Other school/local measures Based on the 2021-22 CA Healthy Kids, 66% of students feel connected to their school, 78% of students feel safe at school, and 59% feel they have a caring adult on campus. Our Diversity and Equity Task Force will continue to discuss additional ways to support and promote feelings of connectedness and safety for all student populations. Data from these sources has led to the following District Goals: -Promote, adhere to, and whenever possible exceed state and county health guidelines to ensure a safe environment for all students, teachers, staff, and families. -Provide multi-tiered systems of support to all students, especially students not performing at grade level, based on student assessment data gathered at the beginning of the school year and at multiple points during the school year. -Develop written plans with site leaders and counseling staff using evidence-based strategies to support social-emotional well-being of students as they transition back to on-campus learning. -Each school site will develop a plan to articulate the Climate of Care with measurable outcomes to ensure all students feel valued, honored, and connected to their school. -Ensure that our schools appreciate, celebrate, and provide equitable opportunities for all students. -Partner with The Howard Group to continue and further the work of the Diversity and Equity Task Force. -Evaluate and improve processes for student access to courses and counselors including increased academic and college counseling. -Maintain our relationship with Challenge Success at MCMS and OPHS and explore expansion of this program. -Continue to work on disaster preparedness plans and drills (earthquake, fire, lockdowns, shelter-in-place, evacuations, etc). -Partner with the Positive Coaching Alliance (PCA) to support our advisors, coaches, student-athletes, and their families to further enhance the school’s climate of care. -Provide education to students on digital citizenship and online safety -Partner with WOLF Adventures to focus on building school culture and easing transition to new campuses/return to on campus instruction" Not Met 9/13/2022 2022 45700860000000 Oak Run Elementary 6 "After reviewing the data, it was noted that our school climate was good or exceptional. Parents frequently noted that the school provides a family-friendly atmosphere, a safe environment and a top-notch education for their student(s). Additionally, COVID caused some students to lag behind their peers and the staff had difficulty implementing interventions due to co-horting restrictions. This year, we will provide focused interventions, summer school, and high-impact tutoring in order to support students who are at-risk of failing. Our strengths include having a family-friendly environment, a focus on academics, quality teachers who are passionate and caring, good communication, and sports. Parents believed that the school truly supported each and every child, even families from underrepresented student groups. This data also indicated that we need to increase a focus on social emotional supports and interventions districtwide. A recent challenge for our district and districts throughout the state is a lack of substitute teachers. The lack of staffing has caused our staff to do double-duty and provide coverage for absent personnel. Natural disasters and power shutoffs have also impacted our work with students." Not Met 9/14/2022 2022 54720170000000 Oak Valley Union Elementary 6 "The district participates in a survey called Youth Truth. This survey digs a little deeper into more sensitive topics such as diversity and socio-emotional well-being. It was important that these questions are asked of our youth especially because of the effects of the pandemic. The findings were broken up by 3rd-5th grade responses and 6th-8th grade responses and the district decided to hone in on 4 areas: 1)feeling safe at school, 2) feeling connected to the school, 3) the presence of a caring adult, and for 6th-8th grade only 4) diversity in posters, publications, textbooks, and content. The survey was extensive but for this report, the district will focus on just these four areas. DATA: 1) Feeling safe at school: 3rd-5th grade 73%, 6-8th grade 66% 2) Connectedness to school: 3rd-5th grade 70%, 6-8th grade 69% 3) Presence of a Caring adult: 3rd-5th grade 64%, 6-8th grade 58% 4) Diversity in posters, publications, textbooks, and content: 6-8th grade 36% MEANING Younger students in the 3rd-5th grade survey group, when looking at ethnicity student groups, consistently feel the same about safety. It is when the students are older in middle school where there is a difference in feeling safe by ethnicity. Hispanic student feel less safe that their white student counterpart, 59% to 86%. Another interesting data point is that 3rd-5th grade white students feel less connected, 50%, to school versus 74% of Hispanic students feeling connected but at the middle school level they are virtually the same percentage, 71% feeling connected. Lastly, overwhelmingly white students in both grade level groups, have identified that there is a caring adult to talk to, 78% (elem) and 86% (MS), versus only 60% (elem) and 54% (MS) of Hispanic students being able to identify a caring adult. USE The school counselor has been instrumental in providing mental health support to our students and the district was able to bring on a male, Hispanic counseling tech to support the counselor. His presence has created a positive connection with our middle school boys. The district will continue to have both positions next year and anticipate that the middle school percentages will increase when asked again if there is a caring adult they can connect to. All students safety were in jeopardy when a fearful, weapon incident occurred on campus just prior to this survey. The district also anticipates there will be an increase of positive safety response next year with the addition of the SRO and other safety measures that have been put in place since. The district will strive to include more cultural events throughout the year so that younger students feel represented at school. It will also be a good idea to encourage teachers to provide more culturally diverse posters, books, etc. in the classroom." Met 6/28/2022 2022 39686350000000 Oak View Union Elementary 6 "The District learned from the data reported in the survey that families, staff and students feel safe and connected at school. There is room for growth in the are of student connectedness at the middle school level. The increased counseling services will focus on providing students a safe place to connect with staff." Not Met 6/22/2023 2022 50755640000000 Oakdale Joint Unified 6 "OJUSD students took the California Healthy Kids Survey in December of 2021. At 5th grade, 77% of students reported feeling school connectedness most of the time or all of the time. At 7th grade, that feeling of connectedness decreased to 60%, at 9th grade to 55%, and at 11th grade to 54%. This decline is mirrored in several of the other positive indicators. For example, academic motivation is at 83% for 5th grade, 63% for 7th grade, and 54% for both 9th and 11th grade. Most students do feel that there are caring adults at school with 73% reporting most of the time or all the time in 5th grade, 56% in 7th grade, 45% at 9th grade, and with a bounce back at 11th grade with 56% again. Overall, school climate as reflected by this survey seems generally positive although there is room for improvement. Reports of cyberbullying in the past 30 days was at 21% in 5th grade, 28% in 7th grade, 27% at 9th grade, and 29% at 11th grade. Reports of physical fighting decreased from 31% in 5th (hitting and pushing), to 14%, 11%, and 6% respectively in grades 7, 9, and 11. 5th graders feel safe at school most of the time or all of the time at 83%, and school is perceived to be safe or very safe at 60% for 7th grade, 49% for 9th grade, and 57% for 11th grade. An area that OJUSD has taken direct action on this past year and will continue to take action on is student mental health. Though most high school students report a level of satisfaction with their lives in the 60th percentile, and 5th graders say they have a feeling of wellness 71% of the time, the District has taken action to increase these percentages and decrease the reports of hopelessness and considerations of suicide by increasing mental health help access, implementing an SEL program at the elementary level, and training all staff in suicide awareness and prevention. As far as substance use, 10% of 5th graders report using drugs or alcohol at some point in their lives, and 5% of 7th graders, 14% of 9th graders and 24% of 11th graders report current drug or alcohol use. Cigarette smoking is low in all grade levels, but vaping continues to be an issue, especially at the secondary level with 3% of 7th graders, 7% of 9th graders, and 13% of 11th graders reporting having vaped in the past 30 days. Clearly more preventative work can be done in this area. Overall, especially in a year marked by COVID absences and turmoil, OJUSD is generally pleased by the moderate to high levels of school connectedness and safety that students report, while there is room for improvement in student substance use and in student mental health, our most urgent concern." Met 6/13/2022 2022 01612590000000 Oakland Unified 6 California Healthy Kids Survey (CHKS) - Administered in 2020-21 to all students in grades 5-12 - District-wide student participation rate was 37.8%* - 23 schools had a student survey participation rate of 70% or higher - 69.8% of students reported feeling connected to their school. (Up 10+ points from 19-20) - 82.0% of students reported feeling safe in their school. (Marked increase from last year. But low participation rate.) Met Slightly lower participation rate; 10 fewer schools with participation over 70% 6/29/2022 2022 01612590100065 Oakland Unity High 6 "In our local climate surveys students consistently give high rankings to school safety and connectedness. Oakland Unity High School administers a general student survey twice per year, once each semester, which captures student perceptions of school safety and connectedness, as well as a survey for each Advisory. Students respond on a scale, ranging from strongly disagree to strongly agree 1-5 ranking. The survey includes open-ended questions, such as “Describe something that you think needs to be improved at Unity and ideas for improving it.” Participation rates for both surveys are very high, for 21-22, In Semester 1, 85% of students participated in the general survey; close to 100% for the Advisory survey. The surveys consistently show students’ highly rating (i.e., 4 and 5) the school for college preparation, academic and emotional support of student growth, and a positive school culture. Students report ""I feel physically safe on the Unity Campus,"" ""I feel emotionally safe and supported on the Unity Campus,"" ""If I have a problem, I can get help from one of the school staff."" Advisory ratings for the specific items related to safety and connectedness are very high: 75-90% select 4 or 5. Since many of our students live in and/or travel through unsafe neighborhoods in Oakland on the way to school, the school is a dependable refuge. The school is designed to foster a positive school culture and sense of safety and belonging by holding high behavior expectations and providing high levels of academic and emotional support. In the words of one student: Unity high is “a strict school but with a beautiful community.” Our teachers and administrators respond to misbehavior swiftly and with clear consequences, called “natural consequences.” Students perceive the school discipline process as fair and positive. The majority of students confirm: ""The discipline at Unity gives me the chance to learn how to become a positive member of this community."" A specific area we would like to see improvement is for more of our students to know the Habits of Heart and Mind and confirm that their teachers have spoken about them. We would like to see an increase in the number of students who strongly agree: “I know what Unity’s Habits of Heart and Mind are.” “My teacher talks about Unity’s Habits of Heart and Mind.”" Not Met "Our school culture reinforces positive behavior, using the Habits of Mind and Positive Behavioral Interventions and Supports and also imposes natural consequences for misbehavior. We cultivate a culture of caring and emotional safety through our Advisory System. The surveys themselves contribute to our school culture by clarifying our values and showing our students that we care about what they think. We routinely use the students' suggestions for how to improve our school from the survey item: “Describe something that you think needs to be improved at Unity and ideas for improving it.”" 9/14/2022 2022 01100170131581 Oakland Unity Middle 6 "Oakland Unity Middle School administers a student survey in fall and spring semesters. 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, 85% of students participated in the anonymous survey. This rate of participation is above the 70% rate of participation for the statewide survey. Our survey is anonymous, confidential and participation requires permission from parents. 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, 85% agreed or strongly agreed that they feel physically safe on the Unity campus. For the question most relevant to “connectedness,” 80% 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. (80) 3. Students of different cultures are respected at our school. (70%) 4. School staff at Unity care about students. (90%) The comments section of the survey confirms student confidence in our school safety and connectedness: 1. Unity is… “small and safe and you have a lot of attention” 2. “Gives a lot of rules and wants people to respect each other” 3. “a school that cares about students, respects students and listen to students.”" Not Met 9/14/2022 2022 07617620000000 Oakley Union Elementary 6 "The California Healthy Kids Survey (CHKS) was administered to fifth and seventh grade students in Spring of 2021. At the elementary school level, a district total of 5th grade students completed the CHKS for a response rate of 54%. Females made up 66% of responders with males making up the remaining 34%. At the middle school level, a District total of 484 7th grade students completed the CHKS for a response rate of 87%. Females made up 49% of responders with males making up the remaining 51%. 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; 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%. 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. We will compare the data and information we have with the data we get with the next implementation of the CHKS to see the areas of growth and areas we need to continue to improve. We have moved to annual administration of the CHKS." Met School Climate is one of our targeted goals via our LCAP. We have specific goals that are addressed and changed based on our educational stakeholders. We also look very closely at our CHKS and work with school sites to present it to their Educational Stakeholders. 6/15/2022 2022 27102726119663 Oasis Charter Public 6 "Data: more female parents than males responded to the survey, 51.4% were college graduates, 68.6% were Hispanic, and 48.6% have been with Oasis for 4 years or more. 94.3% states Oasis is a safe school. 68.6% stated that there are plenty of volunteer opportunities. other results: 77% stated that students at Oasis has the capability to achieve higher scores on assessments, 94% said their children are motivated to learn, 91.4% stated they have high confidence in teachers, 94% stated their child loves to come to school. Meaning: Parents were satisfied with the school, as were their children. USE: a lot has happened in a year, the school has undergone many staff changes. A new survey is needed so we can asses if we are still in good standing with families or need to make improvements. Based on the last climate survey, we could improve in the area of families views on students' capability to achieve higher scores on assessments. We would like to see the 77% into the 90 percent as the other results are." Met "The school has undergone many staff changes, COVID has had effects on everyone. A new survey will be completed by November with a follow up in the spring. The Nov. results can help us develop changes/programs to assist in areas that score low, if they do." 6/6/2022 2022 30664640140061 OCASA College Prep 6 Measured Through: School-Wide Parent Meetings Individual Parent Meetings PTSA Volunteer Participation Staff Meetings Student Meetings Newsletter Readership There was a particular focus on feeling safe due to COVID-19. All safety measures were discussed with staff and families prior to implementation. Met 6/28/2022 2022 19647330102335 Ocean Charter 6 "Survey results indicated that middle school students feel supported by affinity groups that meet regularly and offer information, a safe space to share and listen, and fun activities for the particular sub-group and those who are interested in that sub-group. Survey results also indicated that having alternative spaces for students during recess times is extremely helpful to students who need a social break. Actions taken in response to these results are: - Student created and faculty supported affinity groups - Library option during recess times - CARE team support for students who need further mental health support - training for office staff in supporting students with emotional and/or executive functioning needs - ongoing professional development for teachers in how to elicit student input on their needs and then meet those needs" Not Met 10/6/2022 2022 44698070110007 Ocean Grove Charter 6 "In the Spring of 2022, all students in grades 5, 8, and 12 were asked to complete our School Climate Survey, which measures student satisfaction with the school, school connectedness, and school safety. Of our 5th, 8th and 12th-grade students, OG 28% responded. The majority of students responded positively in all areas, responding that their school experience in various areas is positive most or all of the time. Some of these areas included if they felt their teachers encouraged them to do their best, felt their teachers gave them feedback on their schoolwork and felt successful at school in general. Our lowest-scoring item centered around whether the students felt there were opportunities to participate in school-sponsored activities. These activities include field trips, park days, family days etc. For this item, 46% of students felt there were opportunities available. This is understandable given the Covid restrictions and closures limiting gatherings in person. The full results of this survey can be found at: https://drive.google.com/file/d/1YSkhL46LsUGMvFc08lZ3HfdbyPRGL7uM/view?usp=sharing" Met 5/11/2022 2022 56725120000000 Ocean View 6 The district completed both an educational partners survey as well as conducting a culture audit by an outside consultant. Findings found that schools are safe and welcoming but there are some concerns as they relate to student learning achievement and employee bias. The district has implemented a new MTSS system in order to address the district's DEI mission ensuring that all students achieve academic and social-emotional and behavioral success. Met 6/14/2022 2022 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 second through fifth grade participate in a locally developed survey and students in seventh grade participate in the California Healthy Kids Survey (CHKS). Both are anonymous, confidential surveys measuring student perception of school safety and connectedness. Results are shared with site administrators and provide valuable information when planning student supports. Results from the locally developed spring 2022 fourth and fifth-grade climate survey indicate that 85% of students feel teachers treat all students fairly, 89% feel teachers and other adults treat students with respect, 87% report students are taught that bullying is not allowed, 90% report that their school teaches students to treat each other with respect, and 84% report feeling safe at school. Results from the same second and third-grade climate survey indicate that 97% of students feel teachers want them to do well in school, 92% of students report the school teaches students to treat each other nicely, 88% of students report teachers help students when someone is mean to them, and 86% of students feel safe at school. According to the spring 2022 CHKS survey, 79% of seventh-grade students report there is a teacher who always wants them to do their best, 67% report that teachers tell them when they do a good job, 66% of students report there is a teacher or other adult who believes they will be a success, 66% of students report feeling close to people at their school, and 58% of students report feeling safe at school. OVSD continues to focus efforts on school climate in the LCAP. The surveys, along with patterns and trends in the discipline, attendance, and suspension data, indicate areas of focus are increasing student voice and student feeling of belongingness at school and developing social/emotional learning at all schools. Strengthening these areas involves reviewing and improving Positive Behavior Interventions and Supports (PBIS), which includes communicating to students the expected behavior in all areas of the school and reinforcing self-monitoring behaviors. Additionally, training in and implementation of Restorative Practices will strengthen students’ social-emotional learning through the teaching of the skills needed to build relationships in the school community. Continuing to promote bully prevention and school attendance reinforces student feelings of safety and school connectedness." Met 6/28/2022 2022 37735690000000 Oceanside Unified 6 "Data: School Safety: Anti-bullying climate has decreased in Elementary from 78% to 74% School Connectedness: Many students feel connected throughout all grades although the percentage has dropped over the last couple years for grades 7, 9, and 11. Elementary grades 71%; Grade seven 50%; grade nine 43%; grade eleven 47% Meaning: In the past year school connectedness has decreased. While this past year students have returned to in-person instruction, there were many barriers to student and staff connection due to lingering effects of the COVID-19 pandemic. Facilities have had special care to keep students and staff safe over the 2021-2022 school year. Use: OUSD hired school counselors and assistant principals for all elementary schools. We also started 4 community schools in January to address the needs of the community in support of student achievement. We will be expanding to two additional schools due to the success of these schools. This is a renewed focus on Social emotional health of staff and students. This has helped us address many student concerns. OUSD will continue to maintain a high standard of safety protocols in place for students and staff." Not Met "The Oceanside Unified School District is committed to maintaining safe and secure campuses in order to promote the health and well-being of our students, families, and staff. The following prevention practices are in place to support the safety and security of our schools. OUSD partners with the Oceanside Police Department to provide four dedicated School Resource Officers (SRO) within the district, who are regular visitors on our campuses. OUSD employs a highly trained team of over 45 campus security personnel who serve our middle schools, high schools, and Surfside Educational Academy. This summer, our administrative and custodial team joined with the Student Services Coordinator, SRO, and OPD SWAT Officers to conduct comprehensive security walkthroughs. Our schools have Raptor’s Visitor Management System, which helps us protect our students and staff by tracking all visitors and volunteers entering campuses. Our school has a Comprehensive Crisis Response Plan that is reviewed annually with all staff and placed in all classrooms with details on how to respond safely in specific emergency situations. In September 2022, all of our staff will participate in active assailant training where we will learn and practice response protocols for keeping our students safe in an unlikely situation involving an armed intruder. Our schools regularly practice disaster and evacuation drills with our students and staff, including a minimum of two lockdown drills per year. OUSD is also" 9/6/2022 2022 19648810136945 OCS - South 6 "The Spring 2022 administration of the CA Healthy Kids Survey was given to students in grades 4th, 5th, and 6th who were given parental consent. A total 88% of all students at these grade levels received parent consent and completed the survey. Some highlights of this survey include: 67% of student respondents indicated they felt connected to school 80% of student respondents indicated they felt safe at school all or most of the time 70% of student respondents indicated they felt school was fair and rules were clear 92% of student respondents indicated they exhibited positive behavior at school These results serve as evidence that overall, our school climate and campus are a safe, welcoming, and positive environment for students. In examining the results of the Spring 2022 administration of the CA Healthy Kids Survey, two key areas for improvement were found that will serve as reflection and discussion points among our community. These areas include inspiring students to feel a sense of pride in their school and helping students increase their motivation to learn at school. The results of the Spring 2022 CA Healthy Kids Survey, the CA School Staff Survey, and the CA School Parent Survey have been received and an initial analysis of its findings were used to inform these Local Indicators. During our planned professional development sessions, our team of staff and faculty will spend time further exploring and discussing these results to identify our greatest areas of improvement. This process will include a variety of perspectives and viewpoints, and will enable our school community to identify the need and create a plan for improvement that includes not only school staff, but also external educational partners and stakeholders." Met 6/14/2022 2022 19101996116883 Odyssey Charter 6 "The Spring 2022 administration of the CA Healthy Kids Survey was given to students in grade 5th and 7th who were given parental consent. Some highlights of this survey include: 84% of student respondents in elementary school indicated they felt connected; 69% of middle school student respondents indicated they felt connected. 91% of student respondents in elementary school indicated they felt safe at school; 71% middle school student respondents indicated they felt safe at school. 86% of student respondents in elementary school indicated they felt school was fair and rules were clear; 67% of student respondents in middle school indicated they felt school was fair 98% of student respondents in elementary school indicated they exhibited positive behavior at school In examining the results of the Spring 2022 administration of the CA Healthy Kids Survey, two key areas for improvement were found that will serve as reflection and discussion points among our community. These areas include helping middle school students improve their motivation to learn at school and develop meaningful participation at school. The results of the Spring 2022 CA Healthy Kids Survey, the CA School Staff Survey, and the CA School Parent Survey have been received and an initial analysis of its findings were used to inform these Local Indicators. During our planned professional development sessions, our team of staff and faculty will spend time further exploring and discussing these results to identify our greatest areas of improvement. This process will include a variety of perspectives and viewpoints, and will enable our school community to identify the need and create a plan for improvement that includes not only school staff, but also external educational partners and stakeholders. These results serve as evidence that overall, our school climate and campus are a safe, welcoming, and positive environment for students." Met 6/14/2022 2022 56725200000000 Ojai Unified 6 "In the 21-22 school year the CHKS survey was administered to 7th, 9th and 11th graders. As expected due to the pandemic the data revealed drops in school connectedness from 2020 to 2022. However, school safety data remained consistent with pre-pandemic results. Social and Emotional Health showed concerns for chronic sadness and considered suicide. The District data is consistent with overall concerns about the negative effects of the pandemic. This data has been the catalyst for new initiatives which include items such as: updating risk assessment protocols, training of site admin and counselors on risk assessment, the addition of wellness centers and adding Thrive Hikes and the BARR program." Met 6/29/2022 2022 49708476051924 Old Adobe Elementary Charter 6 "The YouthTruth survey was administered in 2021-22 and addressed the following areas: 1. Covid Effect 2. Engagement 3. Relationships 4. Culture 5. Belonging The results of the survey showed that 37% of students responded with a positive rating that they experience an orderly, respectful classroom environment. 61% of students responded with a positive rating that they feel welcome at their school. 87% of students responded with a positive rating that they perceive high expectations and feel engaged with their school and their education. One of the notable aspects of this data is that when it is examined in greater depth, it is clear that as students move up the grades, their sense of belonging and their experience of an orderly peaceful environment diminishes. This was most dramatic at the 6th grade level. There are several factors that could contribute to this fact. We had two new teachers in 6th-grade classrooms this year, and to some extent, their inexperience contributed to a classroom environment that was not consistently orderly and respectful. In addition, returning from a year of primarily distance learning, with little peer contact, the students were re-establishing their social relationships and status within the group. This could well have led to an increased degree of social conflict and an increase in inappropriate behaviors. In third, fourth, and fifth grades, the scores were much higher on the survey, although slightly lower in fifth. In response to the low ratings that our sixth graders gave for engagement, in addition to some other indicators on the Youth Truth survey, our team took action to address some of the student concerns and worked together with the Sonoma County Office of Education to develop an action plan for the remainder of this year and for the 2022-23 school year. We have added an additional action focused on developing student belonging and connection. This involves providing opportunities for students to build meaningful connections with staff and school through empathy interviews and student leadership experiences, and have budgeted for the expenses involved in hiring substitutes for this purpose. This will enable teachers in the upper grades to have time to build meaningful connections through Empathy Interviews and to work on developing Student Leadership projects at the school site to increase their sense of ownership and belonging here at Old Adobe. The YouthTruth survey will continue to be used in the 2022-23 school year for a more in-depth look at student perception." Met 6/23/2022 2022 49708470000000 Old Adobe Union 6 "The YouthTruth survey was administered in 2021-22 and addressed the following areas: 1. Covid Effect 2. Engagement 3. Relationships 4. Culture 5. Belonging The results of the survey showed that 20% of students responded with a positive rating that they experience an orderly, respectful classroom environment. 55% of students responded with a positive rating that they feel welcome at their school. 87% of students responded with a positive rating that they perceive high expectations and feel engaged with their school and their education. One of the barriers to returning to in-person learning following the COVID pandemic was students learning over Zoom. This did not afford the same type of community building that in-person learning provides. Consequently, building a sense of community took longer than usual, and getting back into the routine of in-person learning took longer as well. The YouthTruth survey will continue to be used in the 2022-23 school year for a more in-depth look at student perception." Met 6/23/2022 2022 37683380123778 Old Town Academy K-8 Charter 6 "Approximately 50% of the respondents noted that there is no conflict regarding racial tension. graffiti, 95% of respondents said that the OTA is a safe place. About 75% of respondents said that their child felt connected. Overall, the survey results aligned with the perception of our beliefs about the school community." Met N/A 6/23/2022 2022 42772140138388 Olive Grove Charter - Buellton 6 "OGCS administered the California Healthy Kids Survey (CHKS) in May 2022, but we did not receive enough responses to generate valid data points. A local climate survey was administered to parents/guardians, students, and staff in October 2021. Below is a summary of the relevant responses from students. 96.8% of students indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be."" 96.3% of students indicate they strongly agree/somewhat agree with the statement, ""OGCS is welcoming and values all people."" 94.8% of students indicate they strongly agree/somewhat agree with the statement, “OGCS is focused on learning.” 86.4% of students strongly agree/somewhat agree ""OGCS values input, ideas, and collaboration."" This topic is specifically related to goals 2 (Health, Wellness, Safety, & Climate) and 3 (Engagement) in our 2022-23 LCAP. OGCS will continue to administer surveys and analyze responses to ensure that families continue to feel safe at, connected to, and engaged with the school." Met 6/23/2022 2022 42772060138370 Olive Grove Charter - Lompoc 6 "OGCS administered the California Healthy Kids Survey (CHKS) in May 2022, but we did not receive enough responses to generate valid data points. A local climate survey was administered to parents/guardians, students, and staff in October 2021. Below is a summary of the relevant responses from students. 96.8% of students indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be."" 96.3% of students indicate they strongly agree/somewhat agree with the statement, ""OGCS is welcoming and values all people."" 94.8% of students indicate they strongly agree/somewhat agree with the statement, “OGCS is focused on learning.” 86.4% of students strongly agree/somewhat agree ""OGCS values input, ideas, and collaboration."" This topic is specifically related to goals 2 (Health, Wellness, Safety, & Climate) and 3 (Engagement) in our 2022-23 LCAP. OGCS will continue to administer surveys and analyze responses to ensure that families continue to feel safe at, connected to, and engaged with the school." Met 6/23/2022 2022 42771980138362 Olive Grove Charter - Orcutt/Santa Maria 6 "OGCS administered the California Healthy Kids Survey (CHKS) in May 2022, but we did not receive enough responses to generate valid data points. A local climate survey was administered to parents/guardians, students, and staff in October 2021. Below is a summary of the relevant responses from students. 96.8% of students indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be."" 96.3% of students indicate they strongly agree/somewhat agree with the statement, ""OGCS is welcoming and values all people."" 94.8% of students indicate they strongly agree/somewhat agree with the statement, “OGCS is focused on learning.” 86.4% of students strongly agree/somewhat agree ""OGCS values input, ideas, and collaboration."" This topic is specifically related to goals 2 (Health, Wellness, Safety, & Climate) and 3 (Engagement) in our 2022-23 LCAP. OGCS will continue to administer surveys and analyze responses to ensure that families continue to feel safe at, connected to, and engaged with the school." Met 6/23/2022 2022 42772220138396 Olive Grove Charter - Santa Barbara 6 "OGCS administered the California Healthy Kids Survey (CHKS) in May 2022, but we did not receive enough responses to generate valid data points. A local climate survey was administered to parents/guardians, students, and staff in October 2021. Below is a summary of the relevant responses from students. 96.8% of students indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be."" 96.3% of students indicate they strongly agree/somewhat agree with the statement, ""OGCS is welcoming and values all people."" 94.8% of students indicate they strongly agree/somewhat agree with the statement, “OGCS is focused on learning.” 86.4% of students strongly agree/somewhat agree ""OGCS values input, ideas, and collaboration."" This topic is specifically related to goals 2 (Health, Wellness, Safety, & Climate) and 3 (Engagement) in our 2022-23 LCAP. OGCS will continue to administer surveys and analyze responses to ensure that families continue to feel safe at, connected to, and engaged with the school." Met 6/23/2022 2022 39103970120717 one.Charter 6 "Based on recent stakeholder survey information, one.Charter is doing well communicating with families and providing opportunities for parents and students to have a voice in their child’s education. Overall parents, students, and staff feel they contribute positively to the school learning environment. Feedback regarding parents/guardians and students feeling that their involvement in their or their student’s education was valued with an 88% return of strongly agreeing or agreeing with this statement. Also, 85% of parents/guardians and students felt that they or their student’s teacher(s) ask to meet at least once a year in a face to face meeting regarding how they or their student is doing in school. It should be noted that at the one.Charter school sites, parents/guardians are invited to come visit the teacher at the end of every quarter in a parent/teacher/student conference. This provides three separate conferences for parents/guardians and students to meet with the teacher(s) throughout the year. Another area of review may be providing all families with information regarding resources in the community. 61% of families answered they are given information about community resources including mental health, counseling and food resources, while 38% stated they were not given information in regards to these resources. We need to identify ways to change that 38% response. A survey, which was given across each grade span regarding local climate and perceptions of school safety, seems to indicate a strong agreement that one.Charter has made safety a top priority. 93% of students and parents surveyed strongly agreed, agreed or were neutral in their belief that the school is a safe place to learn." Met 6/23/2022 2022 36678190000000 Ontario-Montclair 6 "Question: I feel like I am part of this school Grade 5 40% - Yes, all of the time 28%- Yes, most of the time Grade 7 12% Strongly agree 35%Agree Question: Do you feel safe at school? Grade 5 35% Yes, all of the time 39% Yes, most of the time Grade 7 18% Strongly agree 40% Agree During the summer prior to starting the 2021-2022 school year, the district continued providing Restorative Practices training to staff to recognize signs of a student is in crisis. In addition, four schools trained their whole staff in Restorative Practices. Professional deveIopment, case management, and mental health services were all administered in blend of in-person and virtual environments. The district also increased implementation of daily Social-Emotional Learning (SEL) and implemented the Panorama SEL Universal Screener. As students shifted back to in-person learning, and teachers began to see the impact of COVID-19 on students and their families, school staff utilized referral systems to match student and family needs. Full-time Outreach Consultants (ORC) were hired at each school site during the 2021-22 school year to better connect students and families to services and support in order to overcome barriers to success. In addition, the ORC became the school coach in daily SEL Through the District's Multi-Tiered System of Support, services were principally dedicated to our unduplicated students to ensure a system of supports for students' social-emotional learning. Additional services to the unduplicated were provided, including the social-emotional counseling of students and the services of the district support team to assess and provide services to high-need students and families. Some challenges we encountered were a result of the COVID-19 pandemic surge at the beginning of the school year, then again after Winter Break. This impact was felt by the community which created high levels of worry and stress due to the disruption of daily lives and concern about the physical health of oneself and others. Many families experienced job loss and, with that, financial strain. With this added stress, the demand for supports increased. We knew that without adequate SEL support, students would be unable to focus on the task of learning and engaging in school." Met 6/16/2022 2022 27102720116491 Open Door Charter 6 "The Open Door Charter School administers the Youth Truth Survey annually to capture student perspectives and opinions about the school climate, engagement, and access to resources. The key learnings from the survey indicate that 80% of students surveyed have a solid connection to the school and their teachers. This data reflects the teacher’s commitment to establishing strong relationships with the students and genuinely understanding their needs and assets to work with them effectively towards completing their high school education. The data also reflects the strength of the independent study model that allows students (the majority of them are working adults and parents) to have flexibility in doing their school work and connecting with their teachers. The school strives to have 100% of students engaged and connected with their teachers. Students described barriers outside of school impacting their ability to commit to their studies entirely. The school has to continue to explore options such as scheduling, virtual, and asynchronous options to ensure that all students feel connected to school and are thriving." Met 6/15/2022 2022 19642871996479 Opportunities for Learning - Baldwin Park 6 "OFL- BP conducted its School Climate Survey through Panorama Education in the Spring of 2021-2022. 76 staff members, 61 Parents/Guardians and 793 students participated in the survey. The survey was sent to all educational partners including parents/guardians, students and staff. Based on the data analysis of the School Climate Survey for each of the 13 school sites that compose OFL- BP, the trends identified resulted in the following areas of strength and areas of focus being identified by each group across the entire charter. Perceptions of the overall social and learning climate of OFL BP were 76% positive among parents and guardians and 75% positive among students. Areas of strength include 93% of parents/guardians reporting that teachers respect their children and 85% also reporting that school administrators create an environment that helps children learn. Perceptions of student physical and psychological safety at school is 93% positive. OFL BP is proud to continue offering SEL and experiential learning opportunities as well as continued professional development for staff to support a positive learning environment for all students. Areas of Improvement- Only 43% of students feel they are valued members of the school community and 38% reported feeling engaged in school on this year’s survey. To address the need for Social Supports for students from their peers and to rebuild an inclusive learning environment, OFL- BP will continue to provide opportunities for students to work with peers and create positive academic and social relationships that will support their overall academic progress. Field trips, collaborative workshops, group projects, student groups and events will be hosted by the school to make additional gains in this area. Now that the school is able to offer more in-person activities for students, school connectedness should increase since it will provide more opportunities for students to socialize and interact in person. To address the areas of focus identified by stakeholders in the School Climate Survey and to maintain gains in this area, OFL- BP stakeholders developed LCAP- Goal 4- to cultivating a safe and healthy learning environment and school climate through an increased emphasis on conducting meaningful Stakeholder Engagement opportunities and ensuring all stakeholders feel safe and a sense of connectedness to our program especially for our Foster Youth, Homeless, English Language Learners (EL), Students with Disabilities (SWD) and Socioeconomically Disadvantaged pupils (FRMP). Priority 1 will be implemented to ensure the maintenance, operations, facilities and Teacher assignments are in good standing. LCAP Goal 3, Actions 2 and 5 will help us rebuild our school communities in the wake of the Covid pandemic. LCAP Goal 1 Action 4 will allow us to provide quality professional development for staff to learn more about supporting students socially and emotionally as well as academically." Met 6/20/2022 2022 30664646120356 Opportunities for Learning - Capistrano 6 "OFL-Capo used the data from the School Climate Survey conducted in the Spring of 20-21 and local surveys to determine student perception of school safety and connectedness as the next School Climate Survey will not be administered until Fall 22-23. Data from the School Climate and local surveys seemed to be in alignment in which they identified OFL- Capo’s strengths as promoting a safe positive school environment and feeling connected to the school. OFL- Capo receiving highest ranking in Safety Rules and Norms (4.7 out of a possible 5) as identified by school personnel. This area of strength speaks to the school’s ability to maintain safety, both physical safety and social-emotional safety, and the consistency and fairness with which rules are enforced. Social Inclusion (4.29 out of a possible 5) was identified by students as a strength for the school. This area of strength identifies the school’s quality of acceptance of students with disabilities as members of the school community, including enhanced opportunities for socialization, extracurricular activities, leadership, and decision-making. Parents identified School Connectedness/ Engagement (4.29 out of a possible 5) as an area of strength for the school which speaks to the positive identification with the school; norms for broad participation in school life for students, staff, and families. Additionally, in the most recent Educational Partner Survey 92% of staff, 82.14% of students and 58.84% of parents reported feeling connected to the school. Educational holders value these aspects of the school and believe they are essential especially as the school slowly transitions back to in-person learning. OFL- Capo will continue efforts to maintain a safe and positive learning environment in which educational partners feel connected to the school. In response to the results above LCAP Goal 4 Action 1 and Action 2 were added to leverage the resources needed to maintain and further improve upon educational partner outreach and engagement, continue our solid feedback from partners and further serve to improve upon them." Met 6/13/2022 2022 19644690128736 Opportunities for Learning - Duarte 6 "Data: The LEA administers the School Climate Survey every other year. The LEA plans on administering the next cycle survey in Spring 2023. The following data is derived from the Spring 2021 survey: The School Climate Inventory Survey was completed in April of 2021 by 72.73% of 7th, 8th, and 10th grade students, 95.24% of staff, and 32.73% of parents with students in these grade levels. The survey indicated an overall positive score across all indicators, with scores less than 2.5 being negative, scores between 2.5 and 3.5 being neutral, and scores above 3.5 being positive. Overall scores were 4.4 for staff, 4.09 for students, and 3.79 for parents when averaged across all areas of school climate measured by this survey. Current school year educational partner surveys reflect the following percentages in sense of connectedness to the school as well as a positive school climate: Spring 2022 survey results: Connectedness 83%; Positive School Climate:85.33%. Areas of Strength/Areas of Growth: The LEA has been able to maintain a positive school climate and sense of educational partner connectedness through a school year of a blended model of both distance and in person learning. Students, parents, and staff continue to exhibit a sense of connectedness to OFL Duarte as exhibited by survey results. When students feel connected to their teachers, they feel supported, cared for, and heard, which is crucial when experiencing big transitions that impact academic, mental, and social-emotional well-being, as is what took place during the pandemic. Students and staff also indicated that the LEA has been successful in establishing a school culture that promotes respect for diversity and communicates clear norms and expectations for students. Both are crucial for creating a safe space for students to learn and thrive. An area of growth for the LEA is to continue to increase its student and parent engagement event offerings to support social emotional wellbeing of students. Next Steps: The LEA hopes to engage more educational partners on Lions Lair and on social media to provide an inclusive, healthy, positive space for interaction. The LEA also plans on offering more mental health workshops to support the social emotional needs of students. The LEA has established two metrics in its 2021-2024 LCAP to help measure its success in instilling a positive school climate and ensuring that educational partners feel that the LEA creates a safe, positive learning environment. These metrics use educational partner surveys and the LEA’s high school and middle school dropout rate to assess the quality of school culture and its impact on student retention. Goal 4 Action 1, which is geared towards offering educational partner engagement events and utilizing technology to improve student/parent communication, demonstrates the LEA’s emphasis on prioritizing family outreach and school connectedness." Met "OFL Duarte promotes inclusion and a safe learning environment for all students served by the charter. Posters and flyers also reinforce and remind educational partners of the richness and value diversity brings to our school community and how individual differences should be celebrated. Additionally, a student workshop was held this past school year focusing on the body, mind, and heart connection for students and their well-being. OFL-Duarte has also expanded its online presence on social media and through creating a school “blog” called Lions Lair where students, staff, and parents can share, post, and interact socially and safely online using a monitored platform. This past year, the school has also enhanced its Social Media presence through applications such as Instagram." 6/21/2022 2022 19651361996263 Opportunities for Learning - William S. Hart 6 "OFL-WSH conducted local climate surveys to gather feedback from students, parents, and school personnel for the 2020-21 school year. In compliance with state requirements, OFL-WSH administered the Comprehensive School Climate Inventory (CSCI) in spring 2021 and will administer this survey again in Spring of 2023. Surveys measured school climate perceptions in: Safety, Teaching and Learning, Interpersonal Relationships, Institutional Environment, and Social Media. The results indicate that 67.79% of students from the targeted grade levels (8th and 10th) participated in the survey. 90% of school personnel and 21.83% of parents participated in the survey. Analysis and evaluation of the data findings were conducted to help guide the 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 3.5 or above in most categories reflecting a positive attitude. School personnel had the highest rate of positive responses followed by parents, and then students. While overall median scores were high, several sub-categories had lower median scores across all subgroups of participants. Social Media, Social and Civic Learning, and Social Inclusion tended to show lower positive perception median rankings. OFL- William S Hart exhibited areas of strength in Social Support from Adults, Safety Rules and Norms, Safety, and Support for Learning based on the survey results. Engagement surveys conducted in the Fall and Spring continue to reflect the findings from the last climate survey. Challenges include ensuring safe social media experiences, establishing the importance of social and civic learning, and providing a sense of social inclusion. OFL - WSH is committed to creating a safe and positive learning environment for all students. Student Council groups have been established at each school site and are focused on student engagement and inclusion with a focus on diversity. Sports program awareness and participation continues to grow and has contributed to school pride, student engagement, and an increased sense of school community. Wellness groups led by the School Psychologist have been implemented at each school site to provide students with a safe space to share feelings and connect with other students. Pathways trips, including Service Learning, offer experiential learning opportunities with a focus on social and civic learning. OFL-WSH continues to require 10 hrs of community service as a graduation requirement and community service opportunities have been expanded." Met 6/21/2022 2022 01100170136226 Opportunity Academy 6 "AOA administered the local climate survey in the spring of 2022 to all its education partners inclusive of the bargaining units, students, families, and community partnerships. Overall, the culture and climate survey results verify that the school continues to provide an environment for learning. 90.7% of those surveyed stated that the school actively seeks the input of its educational partners before making important decision while 100% of those surveyed noted that the adults at the school really care about the students. Finally, 92.9% of those surveyed agreed that the school staff take education partners concerns seriously. Because the school takes an active role in communicating with all education partners in purposefully designed cycles of inquiry and in shared data spaces, changes to any programming can happen immediately, if applicable" Not Met 7/1/2022 2022 19644690139535 "Options For Youth - Duarte, Inc" 6 "Data: Our School Climate (CSCI) survey is administered every other year and last was Spring 2021. The data provided below reflects the findings. Our next CSCI survey will be administered Spring 2023. Respondents gave a score between 1-5 (5 the highest). Surveys indicate overall positive results, with scores less than 2.5 being negative, scores between 2.5 and 3.5 being neutral, and scores above 3.5 being positive. Overall scores were 4.29 for staff, 3.87 for students, and 3.82 for families. Meaning: Feedback gathered from the CSCI Survey indicates the school has developed a sense of connectedness for students, staff and families as evidenced by the positive results for the School Connectedness/Engagement indicator (Students: 3.93, Families: 3.94, and Staff: 4.42). OFY-D strongly establishes positive, supportive relationships between staff and students. The LEA prides itself on its individualized, student-centered approach to learning and building rapport between staff and students. Our success is evidenced in our high scores with all Educational Partners in the Support for Learning indicator (Students: 4.06, Families: 4.11). Students and families also indicated that OFY-D has been successful in establishing a school culture, as seen in scores for the Respect for Diversity indicator (4.00 and 3.95). The charter also received positive results on the survey’s Safety, Rules, and Norm’s indicator (Students: 3.98, Families: 3.91, Staff: 4.44) and prides itself on maintaining safe spaces for students and families. An area of growth continues to be Social Media, which had a positive result (Students 3.72, Families 3.61, Staff: 3.58). The LEA is vigilant in setting clear expectations about respectful behavior towards oneself and others, both in-person and online. This is embedded in school norms which were created by our Educational Partners. They’re communicated with students as discussions about mutual respect, advocacy, and an openness to diversity and new experiences are integrated into student appointments. OFY-D has also expanded its online presence on social media through Instagram and Facebook. OFY-D hopes to engage more educational partners through social media accounts to provide an inclusive, healthy, positive space for interaction. Use: OFY-D established 3 metrics in its 2021-24 LCAP to help measure its success in instilling a positive school climate and ensuring our Educational Partners feel that the LEA creates a safe, positive learning environment. These metrics use Educational Partner surveys and the charter’s high school and middle school dropout rate to assess the quality of school culture and its impact on student retention. Goal 4, Action 1, offering Educational Partner engagement events and utilizing technology to improve student/parent communication, demonstrates the LEA’s emphasis on prioritizing family outreach and school connectedness." Met 6/21/2022 2022 19752911996016 Options for Youth San Gabriel 6 "OFY-San Gabriel’s Comprehensive School Climate Inventory survey is administered every other year through the National Climate Center. The next administration will be in the 2022-2023 school year during the Fall semester. From the 2021 administration in the Spring the following categories fell into the positive range across all educational partners: Safety Rules and Norms, Support for Learning, Respect for Diversity, Social Support/Adults, School Connectedness/Engagement Areas our school scored low to note: Social and Civic Learning and Social Support/Students, Social Inclusion. We still surveyed our educational partners with an internal LCAP survey and based on feedback from surveys, committees, and educational partner meetings, the LEA is focused on continuous improvement and adapting our program to address areas of strength, growth and barriers to academic growth for our students. Areas of Strength: 89% of parents stated they feel school has established safety rules and norms 79% of students feel that the learning center is a supportive environment 90% of students feels school offers enough intervention opportunities 100% of Parents feel that the atmosphere is uplifting and positive or healthy and calm. Areas of Growth: In a response to an opened ended question about how we can improve school culture, here are some of the responses: Social Emotional engagement (Goal 4, Action 2/Goal 1/Action 4) More student groups Workshops driving by parent requests/engagement (LCAP Goal 1/ Action 6, Goal 4/Action 1 Student Engagement events (Goal 3/Action 2) Meaningful parent involvement, increased committee participation (LCAP Goal 4 Action 1,) LCAP Goal 4 Action 3 - School Safety" Met 6/24/2022 2022 19753090136648 Options for Youth-Acton 6 "The Comprehensive School Climate Inventory (CSCI) administered by the National School Climate Center every other year. The last time it was administered was in April 2021. Our next CSCI survey will be administered in Spring of 2023. The data provided below reflects the findings from Spring of 2021. The results indicate that 75.82% of students from the targeted grade levels (7th, 8th and 10th) participated in the survey. 98.17% of school personnel participated in the survey and 31.80% of parents participated in the survey. Overall, students, families, and school personnel scores are indicative of positive perceptions of the school. Parent median scores for Safety Rules and Norms and School Connectedness averaged at a 4. Student median scores for Safety Rules and School Norms, School Connectedness and Virtual Learning Environment were a 4 on a 5 point scale. School Personnel average score for Safety Rules and Norms was a 4.75 and the average School Connectedness was a 4.5 Feedback gathered from the CSCI survey shows consistent positive perceptions across stakeholders and subgroups. According to student responses, leadership and professional relationships are areas of strength for our school. The student median score for respect for diversity was a 4. This is indicative of the quality of social relationships among adults and students and school leaders communicating a clear vision, being readily available, and involving stakeholders in key decision-making. Moreover, school staff identified professional development, respect for diversity, social support among adults, and leadership as areas of strength. School personnel scored leadership, professional relationships, and School Connectedness as approximately 4.5 on average. OFY-A developed three metrics in its 2021-24 LCAP to help measure its success in cultivating a positive school climate and ensuring our educational partners feel that the school creates a safe, positive learning environment. These metrics will use educational partner surveys and the charter’s middle and high school drop-out rates to assess the quality of school culture and its impact on student retention. As outlined in our LCAP Goal 4 Action reads, The charter will host various Educational Partner engagement events specific to unduplicated students, community, and the general student population to seek feedback in the development and growth of our program. The charter will administer a school climate survey to gauge student, parent, and staff perceptions of the school environment. This action will also include the materials needed to improve engagement, including providing public transportation, charter level events,and award banquets." Met 6/24/2022 2022 36678760120568 Options for Youth-San Bernardino 6 "The Comprehensive School Climate Inventory (CSCI) administered by the National School Climate Center in April 2021 encompasses thirteen different dimensions that measure a variety of topics: safety, teaching and learning, interpersonal relationships, institutional environment, and social media. Examining results from the School Improvement 2021 survey, All Educational Partners identified available student social supports as an area of need. In response to this identified area of need, the school returned to in-person instruction at the beginning of the 2021-2022 school year. In addition, the school also increased the offering of experiential field trips to increase social emotional support and provide more opportunities for staff and students to build meaningful relationships. The LEA will also improve our social support for students by offering student council all school sites. The LEA will contract with school psychologists to provide students with lunchtime groups to discuss topics that address mental health awareness and care. Based on results, the LEA will continue to build upon the already established offering of social-emotional support including mental health awareness emails to all families. Student Council will be offered at all school sites, and events such FAFSA Night, Family Fun Night will be offered to all families. Sports, field trips, and Homework Cafe Nights are offered. We have increased student engagement in our sports program by including E-sports and due to high levels of student participation, we will continue this offering going forward." Met 6/24/2022 2022 34674473430691 Options for Youth-San Juan 6 "The Comprehensive School Climate Inventory survey is administered every other year through the National Climate Center. The next administration will be in the 2022-2023 school year during the Spring semester. From the 2021 administration in the Spring the following categories fell into the positive range across all educational partners: Safety Rules and Norms, Sense of Social-Emotional Security, Support for Learning,Social and Civic Learning, Virtual Learning Environment, Respect for Diversity, Social Support for adults, School Connectedness and Environment, Social Media, and Social Inclusion. One category, Social Media, we scored below the positive range. Based on feedback from surveys, committees, and staff meetings, the LEA is focused on continuous improvement and adapting our program to address areas of strength, growth and barriers to academic growth for our students. Areas of Strength: 95% of students and families stated they have respectful relationships with staff 91% of students have never been bullied online by someone from school 80% of students feel connected to adults at school 82% of students have access to internet Areas of Growth: In a response to an opened ended question about how we can improve school culture, here are some of the responses: Social media engagement More student groups Workshops or discussions around racism, bullying, etc (LCAP Goal 2/ Action 7, Goal 4/Action 2, 4 and 5, More inclusion workshops Celebrations for personal achievements for students and milestones Meaningful parent involvement (LCAP Goal 4 Action 1,)" Met 6/17/2022 2022 36679343630670 Options for Youth-Victorville Charter 6 "OFY Victor Valley used the data from the School Climate Survey conducted in the Spring of 20-21 and local surveys to determine student perception of school safety and connectedness as the next School Climate Survey will not be administered until Fall 22-23. The Comprehensive School Climate Inventory (CSCI) administered by the National School Climate Center encompasses thirteen different dimensions that measure a variety of topics: Safety, teaching and learning, interpersonal relationships, institutional environment and social media. The results indicate 50.83% of students from the targeted grade levels (7th, 8th and 10th) participated in the survey 9.66% of school personnel participated in the survey and 30.83% of parents participated in the survey. Finding show a consistent positive perception across stakeholders and subgroups. Out of the three groups that participated in the survey, staff scored the organization the highest, followed by students, then parents. Scores within each group were high with the median score for Staff being 4.13, Students 4.10 and Parents 3.89 on a 5 point scale. The scores were low in Sense of Social-Emotional Security (3.33, 4.00, 4.00) likely due to stresses caused by the pandemic. Categories with high solid-high ratings include but are not limited to: social support from adults, respect for diversity, safety rules and norms, school connectedness and engagement, sense of physical security, and support for learning.The programs, culture, and vision at OFY Victor Valley continues to drive a high level of support and safety throughout its daily efforts for students.WE ensure that students feel welcomed within the school, and that they also feel supported by all staff. To address these categories, the school has implemented multiple intervention programs. Mental health awareness info and strategies are incorporated into the school culture which has been incorporated into LCAP Goal 4. Each month, a different mental health issue is highlighted. The school has a Student Council, Chess Group, Game Group , Drama Group,Music Group and Cadet Corps to help support students’ social emotional growth. Our Student Council has taken a proactive role in providing additional social engagement opportunities for students. Sports program participation continues to be a strength for the school. This has helped contribute to school pride, student engagement, and an increased sense of school community. Students also participate in our CREW program that helps prepare students for college. Areas of growth : Social media, social and civic learning and a sense of social- emotional security." Met 6/24/2022 2022 10623310000000 Orange Center 6 "To provide a safe, comfortable, collaborative learning environment, facilities, furniture, and grounds have been well maintained. A digital check-in system/background check system (Raptor) has been implemented and maintained. Cameras (6) have been installed at the school entrance and other strategic areas around campus. To ensure student engagement in a rural school, home-to-school transportation has been provided. The district encouraged increase in clubs and campus activities pre-COVID-19 to support a positive school climate. It is the intention of the district to continue these activities post-COVID-19. The District has provided preventative healthcare measures through a site LVN to assist in disseminating health information, and communicating with parents in regard to preventative health/emotional issues, immunizations, and COVID-19 testing/screenings in order to improve attendance and loss of instructional time. Due to extenuating circumstances, many students have not had the opportunity to engage in activities that identify students who are in need of academic and behavior programs and intervention, in and outside of the regular school day. The district provided a Positive Behavior Intervention and Support Program (PBIS) to ensure character education and behavioral interventions are in place and the Time to Teach behavior program. Due to extenuating circumstances, many students have not had opportunities to engage in activities that assist those in need of social skills and counseling services, in and outside of the regular school day. Because of this need, the District provided supplemental services through district psychology services in the areas of social skills and counseling services (Tiger Talks and Behavior Academies). Providing referrals and communicating with parents in regard to socio-emotional issues in order to improve attendance and loss of instructional time. Teachers and support staff will continue to receive training in the areas of behavior intervention, student engagement, and training regarding strategies that can be used with students who struggle with socio-emotional issues. 2018-19 School Climate Survey: How connected do you feel at your school? Very connected- 46% Somewhat connected- 43% Not connected- 10.1% How safe do you feel at your school? Very safe- 46% Somewhat safe- 47% Not safe- 7.1% (Due to Covid-19, School Climate Survey was not taken for the 2019-20 school year.) District data indicates need for increased parent involvement and increased number of opportunities for students to demonstrate visual/ performing art skills, such as: Before and after school interventions, student engagement/ attendance/ positive behavior activities, specialized parent meetings, extracurricular/ VAPA opportunities. To meet the need for appropriate performing space, the district will provide a solution to improving airflow/cooling in the Auditorium/Cafeteria in order to provide an appropriate environment for activities." Met 6/29/2022 2022 30103060134056 Orange County Academy of Sciences and Arts 6 Measured Through: Schoolwide Activities Volunteer Parent Meetings Individual Parent Meetings Staff Meetings Student Meetings Newsletter Readership There was a particular focus on feeling safe due to COVID-19. All safety measures were discussed with staff and families prior to implementation. We will expand opportunities for volunteering in 2022-2023 Met 6/28/2022 2022 30103060139964 Orange County Classical Academy 6 OCCA will include student input in their future strategic planning to offer opportunities for students to speak specifically to topics including that of school climate. Not Met N/A 7/14/2022 2022 30103060000000 Orange County Department of Education 6 "OCDE administered the 2021-2022 Student Climate Survey to our ACCESS Community, ACCESS Juvenile Hall, and Orange County Special Education students to solicit valuable feedback as we evaluate our programs and services in support of continuous improvement necessary for ensuring every student has the opportunity to develop and achieve both personally and academically. Research has shown that students who feel safe and connected to their school, staff, and academic program are more likely to progress in ways that positively impact their progress both in and out of school, leading to a smooth college and career transition upon their graduation. While measuring school climate has always been of high importance, the unusual circumstances of the past two years caused by the pandemic have made this more critical, as we consider the impact of learning loss, our students’ emotional state during this stressful time, and the best ways to mitigate these challenges by providing a strong academic program and collaborative partnership with the students and their families, and offering appropriate wrap-around supports where needed. Survey results are communicated to school administrators and used to evaluate student support services at the school sites, as well as to add or modify actions and services in the LCAP. This analysis resulted in ongoing funding for increased academic supports, school-based mental health services for both general and special education students, as well as increased Social-Emotional Learning professional development opportunities for our staff. Our School Accountability Report Cards and the measures in our LCAP provide data and metrics related to student academic achievement, suspension, attendance, dropouts, and graduation rates. Our LEA has developed a comprehensive policy for consistently addressing student behavior across the program within the Multi-Tiered Systems of Support (MTSS) framework. To support fidelity in MTSS implementation, the LEA collects and analyzes both state and local data on an ongoing basis. The ACCESS Community School’s 2021-2022 Student Climate Survey reflected 81% of the students “Agreed” or “Strongly Agreed” that the school staff connects with students regarding their goals, plans, and interests, and 84% “Agreed” or “Strongly Agreed” that learning opportunities were both meaningful and engaging. In our Orange County Special Education division, 94% of respondents indicated that they “Agreed” or “Strongly Agreed” that the school provides materials and learning tools that meet their educational needs, and 94% also “Agreed” or “Strongly Agreed” that learning opportunities provided by their schools and teachers are meaningful and engaging. These measures and responses reflect a school culture that is responsive to students’ academic needs and their level of engagement, as well as the students’ sense of connection to our schools and staff." Met 6/1/2022 2022 30103060134841 Orange County Workforce Innovation High 6 "In the spring of 2022, the local school survey questions were 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: * 100% of the students reported that they felt safe * 95% reported that they felt connected to an adult at the school 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 our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 100% reported that they felt safe, and 100% reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals." Met 6/7/2022 2022 30666210000000 Orange Unified 6 "OUSD selected the Each Mind Matters School Climate Student Survey licensed through OCDE 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 1/24/22 through 2/11/22 to all 6th, 8th, and 10th graders district-wide. Active permission was required for all elementary students to participate; passive permission was accepted for middle and high school students. 3,354 students participated in the survey. The focus of the survey was to produce data to assist our district and site administrators 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. There were no areas that indicated ""need for improvement;"" however, OUSD will continue implementing MTSS to embrace all students in a positive environment that promotes health and wellness. The district will provide opportunities for engagement and grow student leadership and voice at all sites. Responses to a sense of physical, social and emotional security were positive, and students appear to be less concerned with the threat of cyber-bullying. This is reassuring as anti-bullying campaigns are in effect across the district, and all sites have access to mental health counselors on a daily basis. The survey showed that 58% of the students felt they would go to college. With continued efforts to support students through programs such as AVID, AP, IB and CTE, we anticipate this percentage to grow. Social support from an adult or another peer is also recognized as a strength as is social connectedness and engagement. Areas that OUSD determined in need for improvement are social and civic learning and respect for diversity. Although cultural relevancy remains a focal point for professional development for our staff, it is clear that more discussion is needed with students. These results will generate conversation with school and district administration as to how to better equip our students." Met "The survey was divided into five dimensions: Safety, Teaching and Learning, Relationships, Institutional Environment and Behavioral Health. The following is a breakdown of topics within each dimension: Safety: Norms and Rules; Physical, Social and Emotional Security; Cyberbullying Teaching and Learning: Support for Learning; Social and Civic Learning Relationships: Respect for Diversity; Social Support Adult to Student; Social Support Student to Student; Social Support Adult to Adult Institutional Environment: School Connectedness; Physical Surroundings Behavioral Health: Stress and Anxiety; Depression. Results were reported using a mean score to measure school climate and student behavioral health. Sites received a copy of their data and the overall district data. Our Board received an overview and a summation of results in ""Friday Letter"" format in June. Each school received an individual report to inform their School Plan for Student Achievement. We will explore the use of other climate surveys through the use of a task force to meet the needs of our community and then administer either this survey once again or a new one in the 2023/24 school year." 6/2/2022 2022 43696330000000 Orchard Elementary 6 "Orchard did not take a survey during the 2020-21 school year and utilized informal data gathering in 21-22. The District explored various SEL tools and surveys and prioritized an official survey for the 22-23 school year. In 21-22, surveying shared a need for ongoing feedback loops with Orchard students. The data showed that we need to dive deeply into our student's needs and assess ways to increase SEL learning amongst staff and students. This led to a scheduled summer training on Responsive Classroom. The District will work to implement a student survey for all students in 3rd-8th grade to be utilized twice per year. In addition, SEL learning will be brought into the middle school elective wheel." Met 6/9/2022 2022 49709614930319 Orchard View 6 "Through the annual School Safety survey for students in grades 6-12 and the student survey students consistently rate OVS as a safe and welcoming school with a low rate of bullying. 96% of students reported that they felt safe at OVS. Student in grades 8-12 report that OVS’s small size and safe school environment is one of the top four reasons they like OVS. Behavior and discipline problems are minor occurrences at OVS. All OVS students sign a behavior agreement at the beginning of the school year. The director works directly with the student, teachers, and parents to address behavior problems. The school attributes its small size and one-to-one teaching to its low level of discipline problems. Through the WASC process of continual school improvement the school has added a School-wide Learning Outcome to support students in becoming independent learners who develop skills and self-awareness to live a healthy and productive life and is working and is working collaboratively to identify measurable steps to achieve that outcome." Met 6/24/2022 2022 42692600116434 Orcutt Academy Charter 6 "1. DATA The following were the school’s major areas of focus in 2021-2022. Data from the 2020 California Healthy Kids Survey (CHKS) are cited for each area. ""Experienced social emotional distress"" - 43% of 7th graders, 44% of 9th graders, 45% of 11th graders ""Experienced chronic sadness/hopelessness"" - 40% of 7th graders, 46% of 9th graders, 63% of 11th graders These percentages were an increase from when the CHKS was administered in 2018. Focus groups suggested that this is because of the pandemic and the isolation it has caused. ""Considered suicide"" - 20% of 7th graders, 20% of 9th graders, 21% of 11th graders These percentages, although unacceptably high, are similar to what they were in 2018. Focus groups determined that suicidal ideation is strong and we need to work to focus on these children and reach out to any who are showing signs. ""Adults have high expectations for students"" - 83% of 7th graders, 79% of 9th graders, 73% of 11th graders ""Caring adults in school"" - 70% of 7th graders, 65% of 9th graders, 65% of 11th graders While these are higher numbers, we continue to target improvement in this area. 2. MEANING The emotional distress, chronic sadness, and suicidal ideation are areas for immediate focus. Even one student experiencing any of these conditions is too many, and yet we have substantial percentages of students in these categories. It is imperative that the district address these issues, as learning cannot occur without a foundation of social/emotional wellness and safety. 3. USE The district added an elementary counselor for the 2021-2022 school year and for 2022-2023 has hired a guidance technician at OAHS to provide the high school counselors more time to address social/emotional needs. The district has implemented Securly, an internet filtering program that does real-time scanning of students' online activity (on district-provided devices) for self-harm, suicidal ideation, depression, sexual harassment, bullying, and threats. In summer programs in 2021 and 2022, the district piloted the Social, Emotional, and Ethical (SEE) Learning program, with the program receiving positive reviews from teachers and students. The district is working to implement SEE Learning districtwide in 2022-2023. Finally, the district is exploring options for social/emotional screening tools." Not Met 9/14/2022 2022 42692600000000 Orcutt Union Elementary 6 "1. DATA The following were the district's major areas of focus in 2021-2022. Data from the 2020 California Healthy Kids Survey (CHKS) are cited for each area. ""Frequent sadness"" - 10% of 5th graders, 8% of 6th graders ""Experienced social emotional distress"" - 24% of 7th graders ""Experienced chronic sadness/hopelessness"" - 36% of 7th graders These percentages were an increase from when the CHKS was administered in 2018. Focus groups suggested that this is because of the pandemic and the isolation it has caused. ""Considered suicide"" - 12% of 7th graders This percentage is similar to what it was in 2018. Focus groups determined that suicidal ideation is strong and we need to work to focus on these children and reach out to any who are showing signs. ""Adults have high expectations for students"" - 93% of 5th graders, 88% of 6th graders, 79% of 7th graders ""Caring adults in school"" - 84% of 5th graders, 77% of 6th graders, 70% of 7th graders While these are positive numbers, we continue to target improvement in this area. 2. MEANING The emotional distress, chronic sadness, and suicidal ideation are areas for immediate focus. Even one student experiencing any of these conditions is too many, and yet we have substantial percentages of students in these categories. It is imperative that the district address these issues, as learning cannot occur without a foundation of social/emotional wellness and safety. 3. USE The district added an elementary counselor for the 2021-2022 school year and has retained the counselor in 2022-2023. The district has implemented Securly, an internet monitoring program that does real-time scanning of students' online activity (on district-provided devices) for self-harm, suicidal ideation, depression, sexual harassment, bullying, and threats. In summer programs in 2021 and 2022, the district piloted the Social, Emotional, and Ethical (SEE) Learning program, with the program receiving positive reviews from teachers and students. The district is working to implement SEE Learning districtwide in 2022-2023. Finally, the district is exploring options for social/emotional screening tools." Not Met 9/14/2022 2022 12629680000000 Orick Elementary 6 A school climate survey was developed and administered to students in grades 4-8. Results indicate all students feel safe and connected to the school. Students were also provided an opportunity for input regarding activities they would like to participate in at school. Suspension rate in 20/21 = 3.8% a decline from the previous year Expulsion Rate remains 0% Met 6/16/2022 2022 07617700000000 Orinda Union Elementary 6 "Orinda USD has administered climate surveys since 2009. The California Healthy Kids Survey (CHKS) is a school climate survey required by the state of California to be administered every other year. Orinda USD administers this survey annually. The CHK Survey was administered to 93% of 7th graders and 79% of 5th graders. The key indicators that are examined in the survey are School Engagement and Supports, School Safety, School Disciplinary Environment, Substance Abuse, Routines, Learning from Home, Peer Relationships and Social Emotional Health. Below is a 21-22 summary of the results in key indicators: School Engagement & Supports High number of OUSD students feel connected to their schools. 5th graders report: 88% felt academically motivated 87% felt connected to the school. 81% reported that adults were caring at school 91% shared that adults showed had high expectations of them. 79% felt their parents were involved in the school. 80% felt they had social emotional support 7th graders report: 76% of middle schoolers felt a connection to school 67% felt they were academically motivated. 73% reported that they had caring adult relationships 80% reported that adults had high expectations of them. Surveys demonstrated lower percentage of Asian students feeling connected to schools and having SEL support. School Safety High numbers of OUSD students feel safe at their schools. 5th graders report: 92% reported feeling safe at school 22% shared they had been called bad names or the target of mean jokes. 15% reported they had mean rumors spread about them. 8%reported being hit or pushed and 6% reported seeing a weapon at school. 7th graders report: 82% perceived the school as safe or very safe 21% reported experiencing harassment/bullying 20% reported having mean rumors/ lies spread about them 10% reported being afraid of being beat up 7% reported being in a physical fight 12% reported seeing a weapon on campus Surveys demonstrated lower percentage of Asian students feeling safe. Additionally there as a gender gap with boys experiencing more fights. Social and Emotional Health OUSD students demonstrate high level of wellness, however there was an increase in mental health challenges during the 21-22 school year. 5th graders report: 8% reported frequent sadness 87% reported that they had self efficacy 60% felt confident with problem solving. 17% of our Asian students reported feeling frequent sadness. 7th graders report: 29% reported that they experienced social emotional distress 26% reported experiencing feelings of chronic sadness/ hopelessness. 8% reported considering suicide 82% felt they had self efficacy 58% reported feeling comfortable in problem solving. 30% of students identified as Other and 26% of our Asian students reported" Met "Mental health and student well being is a particular focus and an increased priority for the OUSD staff following the years of distance and hybrid learning. While the CHKS data demonstrates that OUSD students feel high levels of safety and connectedness on school campuses, the level of social emotional need and support has increased from prior years. To address this issue, several LCAP action steps have been written and immediate steps have been taken. OUSD has increased counseling services at all schools and opened Wellness Centers at all Elementary schools. A renewed character education/SEL curriculum is being implemented in all grades with modules focused on supporting student wellbeing and to address school culture and climate. Schools have implemented community circles protocols across the classrooms and staff will be examining restorative practices. To help support students in reporting incidents on campus, a new anonymous reporting system was implemented" 6/13/2022 2022 11754810000000 Orland Joint Unified 6 "Orland Unified School Districts selected the California Healthy Kids Survey as the metric to measure school climate. Grades 7, 9, and 11 were surveyed. Data from 2021-22 administration indicate that: 1. School Connectedness, students reporting a High Level of Connectedness: Grade 7 (59%), Grade 9 (49%), and Grade 11 (45%) 2. Caring adult relationships; (Average Reporting) Grade 7 (53%), Grade 9 (47%), Grade 11 (44%) 3. School perceived as 'safe' or 'very safe' Grade 7 (54%), Grade 9 (50%), Grade 11 (48%) 4. Experienced chronic sadness/hopelessness Grade 7 (40%), Grade 9 (44)%, Grade 11 (50%)" Met 6/22/2022 2022 36678270000000 Oro Grande 6 "Oro Grande Elementary administered a School Climate survey to all parents, and students in grade 4th-6th. All staff also completed the survey. The survey revealed that 82% of parents agree or strongly agree that “school[s] effectively keep parents informed about events and activities. Nearly 97% of parents believe that their child wants to learn and believe that their students want to do well in school. Student safety and connectedness continues to be a priority at Oro Grande Elementary and many programs have been implemented to ensure students are safe and feel connected. The school will continue to look for new ways to engage students and give them opportunities to share their concerns. Oro Grande continues to build programs that promote a safe school environment for students and staff. I-School and Student Leading Education Development (SLED) programs give students a platform to voice concerns and allow them the tools to find their own student lead solutions to these problems. This year the students are working towards opportunities to engage with students that are not feeling connected at school. Oro Grande added personnel and programs to address the issues of school 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 to work with parents, students, and staff on physical health concerns and healthy living. An elementary school counselor works to provide students assistance with social issues that affect their academic progression. The second year of social-emotional curriculum, along with professional development for staff has resulted in all students having tools to advocate for their emotional health." Met 6/15/2022 2022 04615070000000 Oroville City Elementary 6 A school climate survey was sent to students and parents. An average of the responses received are listed below. The scale was 1 to 4 with a score of 4 being the highest score. Elementary Students School wants me to do well 3.7 Students behave so teachers can teach. 2.4 Students treat each other well. 2.5 Middle School Students feel connected to others at school. 2.8 I know an adult at school I can talk to for help 2.9 Students behave so teachers can teach. 2.8 Family Response Teachers treat all students fairly 3.3 Teachers promote success for all 3.5 School has clear rules 3.5 Met "OCESD has been implementing PBIS, SEL and this year Restorative to promote a positive school climate. All staff is being training in equitable and trauma informed practices." 6/29/2022 2022 04615150000000 Oroville Union High 6 "CHKS survey was administered to students grades 9-12. 1,143 students took the survey and 26% of respondents agreed school was supportive and an inviting place for students to learn. ." Met "OUHSD began implementation of CR-PBIS during the 2020-2021 school year. The focus is to change the culture to a positive educational environment. We use Safe, Respectful and Responsible as a framework for our Positive Intervention Program." 6/22/2022 2022 54720250000000 Outside Creek Elementary 6 "The school safety revealed that a high majority of students and parents feel safe at school. Due to the recent violent incidents that have been occurring on school campus nationwide, the school focuses on keeping all gates locked during school year. The school trains the staff and students to be vigilant in recognizing unsafe conditions." Not Met School climate has been progressing to a climate in which kids feel safe each and every day. There were no instances of violence on school campus. 9/1/2022 2022 14632970000000 Owens Valley Unified 6 "As compared to the 2020 CHKS survey, there were several areas in which our district excelled: We saw a decrease in the percentage of students who reported that they engage in vaping and a significant reduction in the number of students who reported being very drunk or high 7 or more times. There was a reduction in the number of students who considered suicide. On the other hand, the area of student absences increased to a great degree. This data would indicate that our drug and alcohol educational programs have had a positive effect on our students and that our supports for emotional wellness and social-emotional learning are impacting students in a positive way. Student engagement has been impacted in a negative way. We need to concentrate on improving student engagement through improved attendance, given our attendance data." Met 6/8/2022 2022 30103060133785 Oxford Preparatory Academy - Saddleback Valley 6 "Overall OPA students are connected to OPA, want to do well in school and believe that OPA provides a positive learning environment. They care about the school, and feel their teachers listen to them, as well as encourage them to do their best. ? 84% of students agree or strongly agree that OPA provides a positive learning environment. ? 85% of OPA students care about their school ? 96% of students want to do well in school ? 83% of students say their teachers listen to them ? 88% state that teachers and school staff encourage students to do their best . Some areas for growth are providing students with opportunities to build character and engagement in their education to build their desire to come to school. These lower positive responses may have been due to changing circumstances due to COVID-19 restrictions. These areas, however, will continue to be a focus and are being addressed through PBIS, MTSS, and the implementation of the OPA Champion Profile." Met 6/23/2022 2022 30664640124743 Oxford Preparatory Academy - South Orange County 6 "Overall OPA students are connected to OPA, want to do well in school and believe that OPA provides a positive learning environment. They care about the school, and feel their teachers listen to them, as well as encourage them to do their best. 84% of students agree or strongly agree that OPA provides a positive learning environment. 85% of OPA students care about their school 96% of students want to do well in school 83% of students say their teachers listen to them 88% state that teachers and school staff encourage students to do their best Some areas for growth are providing students with opportunities to build character and engagement in their education to build their desire to come to school. These lower positive responses may have been due to changing circumstances due to COVID-19 restrictions. These areas, however, will continue to be a focus and are being addressed through PBIS, MTSS, and the implementation of the OPA Graduate Profile. 60% of students state that OPA has programs that build character 61% of students like coming to school" Met 6/23/2022 2022 56725380000000 Oxnard 6 "The Oxnard School District utilizes the Panorama Social-Emotional Learning: Student Competency & Supports survey with students in grades 3-8 as a formative assessment of student needs. The topics included in this survey include teacher-student relationships, sense of belonging, social awareness, self-management, growth mindset, and emotional regulation. This narrative will capture 3rd to 8th-grade responses from the Spring of 2022 surveys. The following areas were surveyed Area Surveyed 3rd-5th Grade -Favorable Responses 6th-8th Grade - Favorable Responses Emotion Regulation 48% 43% Engagement 65% 34% Growth mindset 60% 49% Self-management 65% 64% Sense of Belonging 66% 43% Social Awareness 67% 56% Teacher-Student Relationship 77% 52% The findings of the Spring 2022 SEL surveys will guide district and school staff in identifying the social and emotional needs of students. The district-wide staff has access to structured SEL lessons through Panorama, goals are written into school plans and school counselors are doing many activities at each site to address these areas. As evidenced by the survey, there is a point between elementary grades and middle school grades where students’ favorable responses drop in all areas. The district is going to target transition to 6th grade to better understand the disconnect. Additionally, the district will dedicate resources to continue its implementation of Positive Behavior Intervention Supports (PBIS) and restorative practices. The district is adding additional school counselors at the K-8 schools and in the expanded learning program. The comprehensive middle schools have opened wellness centers at all the sites. The wellness centers are being used very strategically to target students who appear disconnected from the school. The Superintendent has established a student group, The Superintendent Fellows, with whom he meets monthly to get the voice and perspective of students. The students provide recommendations on areas of improvement and areas of success." Met 6/22/2022 2022 56725460000000 Oxnard Union High 6 "The Oxnard Union High School District administered the YouthTruth Survey to all students during the 2021-22 school year, measuring multiple data points including both student perceptions of school connectedness and school safety. Of the 10,135 students who completed the survey, 40% reported they feel connected to their school community, just under the state average of 46%. A marked difference between larger comprehensive sites and smaller sites was observed in the data, with 38% of the responses at Pacifica High School, the largest comprehensive site, reporting they feel connected to the school community compared to 65% of the responses at Oxnard Middle High School, the District’s smallest site. School safety responses were also analyzed, with a total of 9% of the responses reporting a concern for school safety affecting their academic achievement, matching the state average. A similar trend of decreasing percentages of students reporting a concern for student safety was also observed in the survey responses between larger and smaller comprehensive school sites. School Connectedness begins even before school starts with the District’s Getting Back to Business Week for all 10th-12th graders. This week is devoted to giving students a chance to meet with their counselors, teachers, club advisors, turn in forms and to pick up their school laptops. For incoming freshmen, all schools make use of Link Crew, or a similar program, to bridge the transition from middle school to high school. Student Voice is an essential part of student success and school connectedness within the District. All school sites have a principal’s advisory student council, as well as the Superintendent. Each of these important avenues create opportunities for students to regularly share with their campuses and the District their ideas and concerns for student growth and success. Multi-Tiered Systems of Support is essential to the success of any campus within the District. With regular MTSS meetings and an increased use of Positive Behavioral Interventions and Supports (PBIS) at all sites within the District. Sites will regularly monitor site data regarding school connectedness as school discipline incident referral trends. PBIS seeks to improve the social emotional competence, academic success, and school climate by empowering PBIS teams to successfully implement the foundations and principles of Safe and Civil Schools. PBIS is a multi-year approach to improving school climate and student success focused primarily on Tier 1 in the MTSS pyramid." Not Met "The Oxnard Union High School District utilizes Covitality as the district-wide mental health screener to identify wellness and mental health needs for all students. The Covitality results are utilized to identify the placement of students within a continuum of services provided in Wellness Centers; including school-based mental health and mental health referrals to Ventura County Behavioral Health (VCBH) and community-based organizations. In addition to providing students with access to individualized services, Covitality climate data is utilized to inform school-wide workshops, mental health campaigns, and social-emotional learning lessons to address areas of need within the area of student wellness." 10/12/2022 2022 37680490136416 Pacific Coast Academy 6 "We administered the California Healthy Kids Survey, California School Parent Survey, and California School Staff Survey in the 2021-22 school year. The survey results demonstrate that most of our students feel high levels of connectedness to our school." Not Met 9/14/2022 2022 44697994430229 Pacific Coast Charter 6 "According to the Fall 2020 Youth Truth summary results, overall school culture was rated in the 84th percentile, and relationships fell in the 85th percentile. Areas of improvement were found in the areas of belonging and peer collaboration and college and career readiness. The school will be working on improving student connection to post secondary plans, but since the results for belonging and peer collaboration had dropped significantly from prior years, the low numbers could have been a result of the conditions brought on by the national lock-down. The school continues to provide students and families with an inclusive and welcoming educational experience at PCCS, and although there is the challenge of having the students be independent and home school learners, the staff works to provide field trips, events, workshops, and on-site hybrid classes and activities that help provide the students with a sense of contentedness and belonging that enhances their academic experience." Not Met 9/26/2022 2022 23655576116669 Pacific Community Charter 6 "The California Healthy School survey was conducted with grades 4-12. Due to the small population of the school, some grade groups were collated to meet the minimum number of particpating students. Highlighted results include: 65% students ireport there are caring adults in school; 82% report feeling safe in school; 50% report having academic motivation; 65% report feeling sad or hopeless in the past 12 months; 21% report current alcohol or drug use. Social emotional learning has been identified as a high priority as a tool for improving student's individual life satisfaction, feeling cared for by the adults in their lives, and providing them with the proper means for maintaining positive mental health." Met 6/29/2022 2022 09618530930214 Pacific Crest Academy 6 "The California Healthy Kids survey was given to 9th and 11th grade students in the fall of 2021. This data was analyzed and compared to the prior 3 years of the survey. This analysis was done with staff, parents, and students. Areas of greatest strength (and continued strengths from prior years) include: Perceived safety at school, Feeling safe at school; At my school there is a teacher or some other adults who really cares about me, Teachers treat students fairly and with respect. The most prevalent area of concern continues to be the number of students reporting feelings of chronic sadness and hopelessness. This number greatly reduced among 9th grade (down 24% to 7% reporting this) but increased among 11th grade to 52%. We did recognize that this could be a continued consequence of the COVID-19 pandemic. Students were isolated more than ever before and this has shown its effects on mental health and emotional wellbeing. Although still an area of concern, we did see a decrease in the number of 9th graders who have seriously considered suicide in the pervious 12 month period from 21% down to 13%. We have had and will continue to keep one of our LCAP goals focusing solely on mental health and wellbeing of our students. We have created a peer mentor program and are implementing an SEL curriculum into classes utilizing Capturing Kids Hearts. We also held monthly students activities during the school day to build community for our unique campus where students are not required to be at school 5 days a week. We believe all of these will continue to build connections among students and staff and help students attend school more to seek out the social connections." Met 6/7/2022 2022 27661340000000 Pacific Grove Unified 6 "Pacific Grove Unified School District continued its practice of administering the California Healthy Kids Survey at all school sites. Students in grades 5, 7, 9, and 11 took the survey at Forest Grove Elementary School, Robert Down Elementary School, Pacific Grove Middle School, and Pacific Grove High School/Community High School. The results of the survey were shared with our governing board at a regularly scheduled meeting on May 19, 2022. The results also helped drive our site social emotional goals in our school plans for student achievement which were developed in consultation with our school site councils at each site. Pacific Grove High School PGHS identified numerous areas of strength after analyzing the CHKS results. No substance use at school, parent involvement, and academic motivation were viewed as relative areas of strength. Based on the data and after reflection with educational partners, PGHS chose to focus on three areas of improvement: 1) Increase students' sense of safety, 2) Increase school connectedness, and 3) Increase the number of students who report caring adult relationships. Pacific Grove Middle School Pacific Grove Middle School areas of strength as no substance use at school, perceived school safety, and school connectedness. When the Middle School community reflected on CHKS data and local surveys, they found that an area of growth is providing students with greater input in school decision making. Forest Grove Elementary Forest Grove showed strengths in school connectedness, academic motivation, and promotion of parental involvement. The school's areas of improvement included building an environment where students feel safer and rule clarity. Forest Grove's site goals include promoting an anti-bullying program at school and clearly defining the school rules for students. Robert Down Elementary Robert Down's strengths are in the areas of perceived school safety, parental involvement, and academic motivation. The school has identified building an anti-bullying climate and increasing school connectedness as goals. To increase a sense of connectedness, RD will implement a more vibrant student council presence on campus in the coming year." Met 5/19/2022 2022 39686760124248 Pacific Law Academy 6 "Key learnings from the School Climate survey does show that over 84 percent of Pacific Law Academy Students feel that at least one adult on the Pacific Law Academy Campus cares about them. PAWS Advisory period has allowed the students to build relationships with the staff through Distance learning. Staff has taken ownership of their advisory class to provide support. The data does show that Pacific Law Academy has established a family culture that has sustained even in the Distance Learning World. Evidence is the communication with the support staff and the 100 percent turning in of materials and redistribution in a week at the beginning of the school year. Challenges are with our 9th graders, they have not had the in-person experience of the upper-classmen. The barriers will be the students that choose to remain in distance-learning when we return to live in-person instruction. We have developed one-one Mentorships provided by the upper-classmen to support individual ninth graders virtually. We are in the process of getting a report from the Student leadership about the effectiveness of having a mentor for the freshmen students. We will look at their grade improvements, teacher reports of increased participation. Willingness to have camera on during class and speaking during class." Not Met 10/25/2022 2022 37103710138016 Pacific Springs Charter 6 "In 2021-22, as part of the 2022 LCAP Educational Partner Survey, all students were asked to complete 25 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). 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 where students follow rules and are treated fairly. Students in grades 3-12 were surveyed. On average, students responded positively to 56% of the questions, responded neutrally/I don't know to 29% of the questions, and responded negatively to 14% of the questions, indicating an overall positive perception of the school’s climate with room for growth and targeted efforts. The two statements with the highest ratings were: “I get along with people who are different than me,” (83% of students responded ""yes"" and “I think my teacher tells me if I did a good job"" (79% of students responded ""yes""). The two statements with the highest negative ratings were: “I think this school has helped me learn about colleges” (32% of students responded ""no""), and “I have seen problems between people who look different,” (34% of students responded ""yes"" - there may have been some confusion because this was the only question where a negative response was ""yes""). These and more detailed results were reported to departmental leadership during the LCAP process in June 2022. The school plans to include a segment of the CHKS again in the 2022-23 school year, meeting the State Priority 6 requirements. In response to the results, and in an effort of continuous improvement, the school plans to further develop and increase social-emotional learning lessons for students, including an available database of SEL lessons and activities, curated by counselors and available to all teachers. School leaders also expanded the Mental Health Services Department, increasing the number of school counselors and psychologists." Met 6/9/2022 2022 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. Students in grades 3-8 each complete a survey online. 229 surveys were completed during the 2021-22 school year. Results indicate that 88% of 3rd-5th grade students and 76% of 6th-8th grade students have a teacher or other adult from school who they can count on for help, no matter what; 90% of all students indicated they feel safe at school, and 74.7% of students feel comfortable speaking to teachers and/or administration. The results of the survey were used to direct ongoing upgrades and improvements in order to decrease chronic absenteeism and suspension rate. The number of students who completed the annual survey was up from 2020-21. We will take steps to ensure that most, if not all, students complete the 2022-23 student survey. In order to increase students' school connectedness, Pacific Union has increased psychological and counseling services, implemented Social and Emotional Learning school-wide, and increased attendance rewards. The objective is to strengthen students' social and emotional skills, increase positive behavior, and promote an environment of acceptance." Met 6/28/2022 2022 12629760000000 Pacific Union Elementary 6 "PUSD administered the California Healthy Kids Survey during the 2021-2022 school year. A local engagement survey was also developed by administration with input from Site Council. Stakeholders saw Pacific Union School as a true community based school. Staff, families, and students feel welcomed and valued at school. The pandemic has made our community feel a bit isolated from our school campus because we have not been able to invite volunteers on campus this school year. We were able to provide a few community events towards the end of the school year. When asked what they liked most about the school, families and staff said they valued the sense of community on campus. Several highlighted the feeling of being part of a school family. The local engagement survey was sent to all families, including those of EL, foster, and homeless youth. The majority of families and students surveyed felt welcomed and said they felt that their children were treated with respect by staff and peers on campus. They reported that they felt the staff at Pacific Union School were available and responsive. Written Feedback Trends: -Healthier food choices in the cafeteria -Satisfaction with how academic needs are being met -Additional small group support -More aides -More rigor in math in the upper grades -More access to library/hire a librarian -Appreciation for weekly bulletin from the Principal -More supervision during recess and lunch -Focus on consistent discipline/PBIS -Teachers, support staff, and administration are committed to academic success for all students -All employees try to meet the needs of individual students -Positive nurturing environment -Students and staff feel supported -More time to talk and make decisions -Motivation of students and being respectful (ready to learn)" Met 6/16/2022 2022 37735693731221 Pacific View Charter 6 "PVCS conducts biannual student surveys. The last survey was issued at the end of the school year 2022. 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. 98% 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. Also, in support of this, are the survey results indicating that 73% of students feel that the staff takes bullying seriously and 98% feel safe at school.School support and safety is an area of strength for PVCS. Overwhelmingly, the difficulties brought on by the Covid pandemic created the biggest barriers to the school being able to implement services, especially enrichment opportunities for students including field trips, college visits and opportunities for social activities. The school plans to address these in the upcoming school year. In addition, the following goals are planned for the next school year. Note that Goal 3 focuses specifically on building on the positive school climate and improving services to students. Goal 1: All students will graduate from Pacific View with a post-graduation plan for entrance into colleges, universities, trade schools or the workforce, depending on their individual need. Goal 2: Increase student achievement in Math and ELA for students receiving intervention to build deficient skills. Goal 3: Expand and improve resources and services to students and parents to provide a sense of safety, school connectedness and support students’ emotional and social wellness." Not Met 9/28/2022 2022 12755151230150 Pacific View Charter 2.0 6 "Data: The LEA combined the HSRC and MARC for the Student survey as we are 1 LEA. Do the teachers and other grown-ups on-campus care about you? 48.4% Yes all of the time 27.4% Yes most of the time 19.4% Yes some of the time 4.8% no Never Do the teachers and other grown-ups at school listen when you have something to say? 41.9% Yes all of the time 29% Yes most of the time 27.4% Yes some of the time 1% no Never Do you feel close to people at school? 32.3% Yes all of the time 27.4% Yes most of the time 33.9% Yes some of the time 6.5% no Never Are you Happy at this school? 46.8% Yes all of the time 24.2% Yes most of the time 24.2% Yes some of the time 3% no Never Biggest Concern: Is your school Building Neat and Clean 32.3% Yes all of the time 32.3% Yes most of the time 27.4% Yes some of the time 8.1% no Never Do students at your school try to stop bullying when they see it happening? 41.9% Yes all of the time 24.2% Yes most of the time 17.7% Yes some of the time 16.1% no Never Summary: This data suggests a strong positive school climate. The majority of questions were answered yes. However, there was a negative trend on neatness and cleanliness, and students stopped bullying from happening. Students overwhelmingly reported that staff makes it clear that bullying is not allowed and that staff will help them through bullying. Actions Needed: Actions need to be taken to address student-to-student leadership and anti-bullying. Students need to feel comfortable taking a stand against bullying without retaliation. Additional steps need to be taken to address the cleanliness of the school and the general ""neatness"" of the school." Met 6/14/2022 2022 41689320000000 Pacifica 6 "Pacific School District conducted a climate survey of our 3rd through 5th grade students and our 6th through 8th grade students. Included in these surveys were questions that measured the perception of school safety and school connectedness. This survey were administered in September of 2018, September 2019 and December of 2021. The survey was not given in 2020 due to the pandemic and the students for the most part distance learning. The results of the survey indicated that over time the perception of students connectedness to school dropped. 83% of 3rd though 5th graders and 70% of 6th through 8th graders responded positively to questions around connectedness to school in 2018, Those percentages dropped to 80% for 3rd-5th and 68% for 6th-8th in 2019 and again dropped to 63% for 3rd-5th and 40% for 6th-8th. This survey data shows that the effects of the pandemic and the move to distance learning had an affect on the feeling of school connectedness with the students. Students were not feeling as connected to their school even when they returned to in-person learning. School Sites along the support from the district office are developing family engagement plans to that will address student connectedness to school along with family engagement. Also, with the implementation of the new Social Emotional Learning program that has a component of the program that directly addresses student to student, student to school staff and student to school community engagement. We are already seeing an improvement of students feeling connected to their school's due to some of these efforts." Met 6/15/2022 2022 44697990000000 Pajaro Valley Unified 6 "Every other year (except during the COVID closure), Pajaro Valley Unified School District administers the California Healthy Kids Survey (CHKS) in grades 5th, 7th, 9th and 11th. The last California healthy Kids Survey was administered in April of 2019. Since the last California Healthy Kids Survey, student school connectedness was stable or slight decline, while academic motivation and high expectations increased for middle and 9th grade school students. Across all grade levels, students perception of school safety was stable or increased. Chronic truancy for grades 7 and 11 increased while grade 9 decreased. In looking at the data, PVUSD has strengths with respect among adults to students, student to student and student to adults and the culture of fairness. Growth areas are academic rigor, student engagement and chronic truancy. In addition to the CHKS, Pajaro Valley Unified Administers the Youth Truth Survey each year to our students, staff and families. According to the Youth Truth Data from the Fall of 2021, 62% of our elementary students agree or strongly agree they feel like a real part of their school community. Sixty-Seven percent of middle school students agree or strongly agree they can usually be themselves around other students, with White students having the highest percentage at 74% and African American students the lowest at 69%. English Language Learners were slightly above the average at 70% while 68% of Non-English Language Learners agreed or strongly agreed. Additionally, 45% of middle school students agree or strongly agree the discipline in the school is fair, with African American students having the highest percentage at 49% and LatinX students the lowest at 44%. English Language Learners had a 2% higher agree or strongly agree percentage rate than Non-English Language Learners with percentages of 48% and 46% respectively. Fifty-eight percent of high school students agree or strongly agree they can usually be themselves around other students, with African American students having the highest percentage at 77% and Latinx the lowest at 58%. Moreover, 45% of high school students agree or strongly agree the discipline in the school is fair, with White students having the highest percentage at 50%. To address the areas of growth, PVUSD has launched several initiatives including the Latino Film Institute, El Sistema, Save the Music, Ethnic Studies course offerings and graduation requirement as well as remodeling of classrooms to mirror 21st century learning environments. Additionally, 100% of PVUSD schools have implemented Positive Behavior Interventions Supports (PBIS) with early adopters strengthening their implementation with 15 schools receiving bronze level, 8 schools receiving silver level, and 3 school receiving gold level recognition by the state. To support the fluctuating needs of students, all schools have a social emotional counselors and all schools have implemented Sown to Grow Social Emotional Platform." Met 6/22/2022 2022 04615230000000 Palermo Union Elementary 6 "The PBIS School Climate Survey was administered to students in in the 2021-2022 school year and the data shows the following results: I always/often like school: 2nd/3rd grade 70.3%, 4th/5th grade 67.4%, 6th-8th grade 61.2% I always/often feel safe: 2nd/3rd grade 76.4%, 4th/5th grade 81.6%, 6th-8th grade 75.1% I always/often feel like I do well: 2nd/3rd grade 72.9%, 4th/5th grade 66.9%, 6th-8th grade 69.7% Students always/often treat others well: 2nd/3rd grade 56.9%, 4th/5th grade 50.2%, 6th-8th grade 48.9% There is always/often an adult to help me: 2nd/3rd grade 85.3%, 4th/5th grade 87.5%, 6th-8th grade 73.2% The data suggests that overall, the student’s perception of the school climate falls on the more positive end of the scale, however, their perception of school climate is lower than what it was prior to the COVID-19 pandemic. Overall, students like school and feel safe at school. The majority of students feel successful and feel that they are treated with respect. In order to improve the overall school climate district wide and increase the student’s feelings of connectedness to their school, we will continue to provide the Capturing Kids’ Hearts training to staff and implement those strategies. In addition, we will continue to implement the 7 Mindsets social-emotional curriculum district wide and continue to improve and refine the Positive Behavior Intervention and Support strategies on all campuses. Data collected during the spring of 2023 will provide post pandemic baseline data that will allow the district and sites to more accurately determine if the implemented actions have produced the results that we are seeking in building a positive school climate for all students. In addition, each school site continues to analyze achievement data in order to determine intervention and core instructional strategies to improve student outcomes and their feelings of success at school." Met "In order to build positive school climate and positive connections with students and families, the district is increasing enrichment and extracurricular opportunities for all students. We are offering high interest clubs and expanded learning opportunities at various grade levels throughout the district and expanding our athletic programs to our K-4 grade students." 6/29/2022 2022 33670586031991 Palm Desert Charter Middle 6 "In February of 2022, the Palm Desert Charter Middle School students completed a school-wide student survey measuring Student Climate. Specifically, the survey asked questions to gauge their Sense of Belonging (student connectedness), Climate of Support for Academic Learning (academic preparedness), Knowledge and Fairness of Discipline, Rules and Norms, Safety, and Background questions. We administered the survey during class time, giving us an accurate reflection of our student body with 1118 responses out of a student population of 1290. The results are as follows: Sense of Belonging 44% (-12%), and Safety 60% (-19). We believe the downward trend is due to the fact that at the time of the Panorama Survey, we were having another surge of COVID on campus. We will implement the following actions during the 2022-2023 school year to build connections between teachers and students: Panther Academy (focus on school rules and norms), implement multiple school clubs, lunchtime activities, after-school tutoring, and afterschool sports." Met 6/15/2022 2022 33671730000000 Palm Springs Unified 6 "In the Winter of 2022, Palm Springs Unified School District administered school climate surveys to students in grades three through twelve through the Panorama Education data collection platform. 63% of elementary students and 66% of secondary students reported favorable perceptions of school safety, indicating a two percentage point decline in safety ratings by elementary students and similar levels of rating from secondary students when compared to pre-pandemic survey results. Socioeconomically disadvantaged (SED) students reported lower rates of favorability as their non-SED peers, while English Learners (ELs) reported similar ratings as non-EL peers in both grade spans. Hispanic students (elem 63%, sec 67%) reported higher safety ratings than African American (elem 59%, sec 60%) or White (elem 62%, sec 63%) student groups, consistent with pre-pandemic results. Safety is a high priority topic based on educational partner input and feedback, with student behavioral and support needs changing in the return to in-person instruction. Sense of Belonging (School Connectedness) items focus on student impressions of being a part of the school. Elementary students (76% favorable) continue to report significantly higher rates of connectedness than secondary students (52%). Similar to the ratings for schools safety, SED students reported lower connectedness ratings than non-SED students, while EL and non-EL students reported similar levels of connectedness. Hispanic students (elem 76%, sec 52%) reported higher connectedness ratings than African American (elem 72%, sec 45%) and White (elem 76%, sec 52%) student groups. School Connectedness at the secondary level continues to be an area of need for the district, with rates declining for most student groups as compared to pre-pandemic levels. Supports for connectedness continue to evolve to meet with the changing needs and interests of students." Met 6/28/2022 2022 19648570000000 Palmdale Elementary 6 School Safety: 74% felt safe at school most or all of the time Safe & Civil Schools Engagement & Connectedness 81% felt adults at the school care about them 71% high level of school connectedness SEAs (Student Engagement Advocates PROMISE Ambassadors Student Board Members Interschool Communication Council (ICC) Social Emotional Learning 86% felt respect by students and teachers occurred at school often Capturing Kids Hearts Met "PSD is continuing the 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. At PSD, students also have opportunities to be involved in student government, PROMISE Ambassadors, student board members and participate in the Interschool Communication Council." 6/21/2022 2022 43696410000000 Palo Alto Unified 6 "1. PAUSD administers the California School Climate Health and 3.P6.C) On the fall 2021 CalSCHLS, 63% of 5th grade students reported “yes” of most of the time” or “yes, all of the time” to the item: “Teachers and other grown-ups at the school care about you. The item was slightly different in the secondary CHKS, with 89% of 7th, 87% of 9th, and 78% of 11th grade students reporting “pretty much true” or “very true” to the item: “At my school, there is a teacher or some other adult who really cares about me.” 2. Compared to the Fall 2019 CHKS, the Fall 2021 survey showed a decline in 5th grade students feeling that an adult or a teacher at school cared for them. The subscales showed a 27 -percentage point decrease (90% to 63%) in comparison to the previous year’s administration and represent the area of the decreasement. Rigorous expectations which measure the extent that students believe teachers hold them to high expectations slightly increased (63%), however falls only in the 40th percentile when compared to the CORE districts data set. 3.PASUD Secondary schools will participate in a data inquiry and planning session to learn more about interacting with the Panorama platform, as well as ways to identify students who have responded less favorably to SEL questions. Future use of the Panorama platform will include grades 3-5, and possible parent surveys." Met 6/21/2022 2022 33671810000000 Palo Verde Unified 6 "2022 CA Healthy Kids Survey given to 5th, 7th, 9th, and 11th graders (given every other year) Elementary (5th grade): 233 enrolled, 45 participated (19%) Two survey results: Happy to be at school? 5 never, 34 some of the time, 23 most of the time, 39 all of the time Do you feel safe at school? 14 never, 33 some of the time, 39 most of the time, 14 all of the time. Secondary (7th grade): 199 enrolled, 30 participated (15%) (9th grade): 212 enrolled, 79 participated (37%) (11th grade): 195 enrolled, 110 participated (56%) Two survey results: Happy to be at school? 21 strongly disagree, 59 disagree, 182 neither disagree nor agree, 111 agree, 27 strongly agree Do you feel safe at school? 19 strongly disagree, 43 disagree, 151 neither disagree nor agree, 156 agree, 30 strongly agree. PVUSD has strengthened its social emotional supports for continuous improvement purposes." Met 6/28/2022 2022 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. The pandemic had an impact on student social/emotional growth as well as on the parents and staff who care for them. Surveys continue to confirm that students, staff and parents feel safe and supported by the school and district. They also confirm that gaps in social/emotional growth of students were created and/or exacerbated by the pandemic and actions and services are in place to mitigate those impacts." Met 6/15/2022 2022 19648650000000 Palos Verdes Peninsula Unified 6 "Data: PVPUSD administers the California Healthy Kids Survey(CHKS) in grades 5 every other year and grades 7, 9, and 11 every year, and utilizes the data for school-wide decisions regarding vision and direction as well as programs The CHKS is the only survey that every school participates in across the district regarding school climate. In the most recent CHKS (2021-2022) our results indicated the following: 5th Grade School Connectedness: 79% Caring Adult at School: 71% Feeling Safe at School: 88% 7th Grade School Connectedness: 66% Caring Adult Relationship: 62% School Perceived as Safe or Very Safe: 71% 9th Grade School Connectedness: 62% Caring Adult Relationship: 54% School Perceived as Safe or Very Safe: 72% 11th Grade School Connectedness: 64% Caring Adult Relationship: 63% School Perceived as Safe or Very Safe: 79% Meaning: Our multi-tiered system of support for school connectedness and school safety has been an area of growth in our district. We continue to refine our program based on the needs of our students. We have continued to provide universal programming, targeted responses services, and crisis intervention. An area that we would like to focus on is ensuring that 100% of our students feel they have a caring adult relationship and also 100% feel safe at school. Use: School sites will use this data and talk with educational partners about the ways in which the schools can improve in areas that were low. Actions that we already implemented that produced positive results consisted of guidance lessons at 6-12 followed by a wellness screener along with TK--5 age-appropriate social-emotional learning. As well, the district has increased the number of psychologists and therapists to meet the needs of our students. We have renewed our partnership with SAGE therapists at all secondary sites to provide ongoing support for our students. We have also implemented a student roundtable committee with the superintendent to increase student voice in relation to school safety and school connectedness." Met 6/22/2022 2022 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 73% look forward to going to school each day. 77% of students surveyed feel part of their school, while 87% of students feel their teacher/principal is willing to listen if a student has a serious problem. The survey identified 43% 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 has completed the process of executing a three-year implementation plan providing a Positive Behavior Intervention and Supports (PBIS) program at all sites and is focusing on deepening its universal Tier I and II systems. PBVUSD expects an increase in positive peer-to-peer interactions with continued PBIS implementation and refinement across the District." Met 6/14/2022 2022 35675200000000 Panoche Elementary 6 "During the 2020-2021 school year, Panoche School administered a School Climate Survey to all students in grades K-8. The survey data showed that 100% of students felt happy to be at school each day and cared for by their teacher. The survey revealed several areas that were preventing students from being successful, the majority of which were focused on the area of campus safety and security. 75% of students reported feelings of worry or fear regarding unauthorized persons on campus, and 38% of students expressed a desire from stronger campus safety measures. Based on the School Climate Survey results, Panoche School has implemented several actions which are outlined in the LCAP including: 1) Plans for purchase and installation of a wireless gate system 2) plans for purchase and installation of updated signage at perimeter entry points 3) repairs to perimeter fencing 4) classroom upgrades to create a welcoming environment. The first phase of this project, the installation of an electronic gate and video doorbell system, was completed in the Fall of 2022." Met 6/20/2022 2022 04615316112999 Paradise Charter Middle 6 "The results from the PCMS December 2021 BPIS Student Climate Survey indicate students are most satisfied with staff expectations for behavior and achievement as well as feeling respected by adults at the school. The December 2021 response rate was 88%. The overall connectedness/satisfaction rate was 80% with the lowest scoring areas as follows: I like school. 74% I feel successful at school. 78% The behaviors in my class allow the teachers to teach. 76% Students are frequently recognized for good behavior. 76% School is a place I feel safe. 78% I know an adult at school that I can talk to if I need help. 76% KEY LEARNINGS PCMS staff were surprised to see a low percentage of students agree with the statement, ""I know an adult at school that I can talk to if I need help."" AREAS OF STRENGTH/GROWTH Areas of strength at PCMS include establishing clear expectations for students and treating students with respect. Areas of focus in 22-23 include continued relationship building with students and their families, continued support of students' sense of safety and connectedness following the Paradise Camp Fire and COVID-19 pandemic, and increasing staff focus on classroom behaviors/interruptions and recognizing students more frequently for good behavior. LEAS RESPONSE TO THE RESULTS (planned actions or updates to existing actions) PCMS added an after-school program to address learning loss and provide students a safe place to connect with peers. Efforts to increase attendance will continue in 22-23. PCMS is also adding counseling spaces to provide students with additional mental health support. PCMS will provide follow-up training to staff to refresh PBIS Tiers I-III that addresses classroom behavior/interruptions (e.g., staff use of strategies such as 4:1 positive praise). Site administration met with each student to follow up on the statement, ""I know an adult at school that I can talk to if I need help,"" and determined most students were able to identify a person they could connect with if needed." Met 6/28/2022 2022 04615310000000 Paradise Unified 6 "PUSD disseminated the Student LCAP Survey to students in 4th through 12th grade. According to the 2021-2022 PUSD LCAP Survey for Students given in Spring 2022: 66% of the students who responded stated they strongly agree or agree they belong and feel safe at school 14% of the students who responded chose ""I don’t know"" when asked if they belong and feel safe at school 19% of the students who responded chose strongly disagree or disagree when asked if they feel safe at school In addition to the Student LCAP Survey, PUSD disseminated the Healthy Kids Survey during the Spring of 2021. Students were asked if there is a teacher or some other adult from their school...who really cares about them… who notices when they are not there… who listens to them when they have something to say. The averages below reflect students reporting “Pretty Much True” or “Very Much True” to the above questions: Grade 7- 49% Grade 8- 59% Grade 9- 47% Grade 10- 62% Grade 11- 63% RDV- 64% Students were asked if there is a teacher or some other adult from their school...who tells them when they do a good job… who always wants them to do their best... who believes that they will be a success. The averages below reflect students reporting “Pretty Much True” or “Very Much True to the above questions”: Grade 7- 60% Grade 8- 69% Grade 9- 54% Grade 10- 61% Grade 11- 67% RDV- 69%" Met "In 2020-21 we saw an increase in how our students felt about safety. This year we lost the ground that we had made up. Overall our data indicates that students are feeling less safe at school than the previous year. This is concerning as efforts have been made to increase Social Emotional Learning, reduce class size, and added additional campus supervision. While there is not concrete evidence as to the why, it appears that overall students are feeling sad or hopeless. Below is information from the Healthy Kids Survey: Students were asked if during the last 12 months they felt so sad or hopeless almost every day for two weeks or more that they stopped doing some usual activities. Students responded either Yes or No. Grade Yes No 7 51% 49% 8 57% 43% 9 59% 41% 10 58% 42% 11 48% 52% It would appear that feeling sad an hopelessness has been brought on by the trauma from the Camp Fire and COVID and it makes them feel unsafe." 6/21/2022 2022 58727360121632 Paragon Collegiate Academy 6 Paragon learned that school climate is positive. There were reports of minor bullying activities which were addressed. Paragon learned that students feel safe at school and that staff is extremely helpful in their learning. Paragon is content with the positive feedback but realizes that it must continue to be diligent in focusing on student and staff safety and positive morale. Paragon is excited to have a full time school psychologist who can help with student behaviors which in turn will improve our school climate. Not Met 10/6/2022 2022 19648730000000 Paramount Unified 6 "School climate is measured by students' responses on a survey that includes questions about students' perceptions of school safety and connectedness. The survey was administered online to all students in 7th and 12th grade. The statement on the survey that students respond to is: “I feel safe from harm while in my classes.” Students responded with one of four responses: Strongly Agree Agree Disagree Strongly Disagree The outcomes below reflect the percent of responses stating “Agree” and “Strongly Agree”. 7th grade - 80.4% responded Strongly Agree/Agree 12th grade - 86.8% responded Strongly Agree/Agree Students were also asked to respond with one of the same four responses to the following statement ""At this school, there is a teacher or other adult who really cares about me."" 7th grade - 88.6% responded Strongly Agree/Agree 12th grade - responded 92.0% Strongly Agree/Agree Survey results on students’ perception of school safety were shared with school principals. Principals analyzed site data to plan action steps specific to their school. Students in 5th grade were administered the California Healthy Kids survey beginning school year 2021-2022. Students were asked to respond to the statement ""Do you feel safe at school""? Students responded with one of four responses: No, never Yes, some of the time Yes, most of the time Yes, all of the time 5th grade - 93% responded Yes, some of the time/Yes, most of the time/Yes, all of the time. Support and Next Steps For the past eight years, schools have implemented Safe and Civil Schools, a nationally recognized PBIS approach for creating positive relationships between students and adults. Middle and high schools use restorative practices and selected schools have provided training in Capturing Kids’ Hearts. Middle schools implement Where Everyone Belongs and high schools have active Link Crew teams; all of these approaches foster a positive, caring school climate and increase students’ connectedness with school. To further strengthen the social emotional support system for students, the 2021-2024 LCAP provides one social worker at every site. In addition, social emotional lessons have been embedded in curriculum guides. In order to gain similar information throughout all grade levels, the California Healthy Kids survey will be administered to 5th, 7th, and 12th grade students this school year." Met 6/22/2022 2022 10623640000000 Parlier Unified 6 "Parlier Unified School District conducted a local climate survey to capture student perceptions for school safety and connectedness. The data gathered from the survey results indicate an increase in student connectedness as compared to the the previous school year and after the complete return to classrooms after the COVID school closures. The district's student survey was conducted in Spring 2022 for all students in 4th-12th grade. The results of the survey indicated that 86% of our students felt connected to school, while 60% of students felt safe at their schools. Some of the other findings from the survey indicated that students want to have more school activities that promote school spirit and Career and Technical Education (CTE) courses. Students indicated that they wanted more access to music, art, coding, and opportunities to learn different instruments. As a result, the district increased the number of music teachers at the elementary level and funding for the music program in the LCAP. The district also continued providing coding courses for staff and students for after school programs, including staff training to teach students how various coding programs. Parlier Unified School District will continue to reevaluate student connectedness and sense of safety at school by closely monitoring student and parent input on an annual basis, while continuing to expand the district's Visual and Performing Arts programs." Met 6/28/2022 2022 19648810113894 Pasadena Rosebud Academy 6 "At PRACS, we encourage students to take a survey that gives the school administration team and teachers a better understanding of what members of their school community think about their school. The information collected by the survey is designed to support a dialogue among all members of the school community about how to make the school a better place to learn. Based on the survey results, here are some findings: More than 90% of students agreed that PRACS helps them succeed in school while providing a safe and healthy environment. More than 80% of students agreed that PRACS Curriculum promotes understanding of Common Core standards and helps them prepare for high school. About 70% of our students agree that the school facilities are in good repair. More than 85% of students agree that school provides them with age-appropriate opportunities to participate in enrichment classes, sports, and other extra curricular activities to encourage a well-rounded educational experience. While at PRACS we are making great strides in proving a great academic environment, there is always room for improvement. As expressed in a survey that students would wish to see cleaner bathrooms, the frequency of getting the bathrooms cleaned has been increased. The staff in the hallways continue to monitor the bathrooms before and after breaks to make sure they are clean and well stocked. The students expressed a need for better internet service as all students rely on their chromebooks for several class assignments. Keeping this in mind, we are in the process of upgrading our internet services. In the meantime, we have updated routers installed in all classrooms to accommodate the use of chromebooks. The students also expressed the need for extra support with homework and classwork. Last year, we hired an intervention specialist to support students during school and provide free tutoring after school." Not Met 9/20/2022 2022 19648810000000 Pasadena Unified 6 "Safety results generally indicate that students at the elementary level tend to have higher rates of favorable responses than secondary grade students. Looking at specific question-level responses secondary students’ responses tend to be the least favorable concerning “people being respectful” and “students getting into physical fights.” At the elementary grades, “people being respectful” has the lowest rate of favorable responses. Sense of Belonging favorability results declined by 10% for secondary grade students and 6% for elementary grade students when compared to the prior year. For secondary students, this was mainly due to a decrease in favorable response rates around “teacher fairness” (decline by 22%) and “happy to be at school” (decline by 17%). For elementary students, the decline was 10% and 11% for “teacher fairness” and “happy to be at school” respectively. It should be noted that despite the decline in elementary grades, the favorability rating is above 80% for teacher fairness and above 75% for happy to be at school. Lastly, the favorability response rate for “do you feel close to people at school?” rose for both secondary grades (increase by 9%) and elementary grades (increase by 6%). Supportive relationship favorable response rates are generally the highest performing area across all school climate survey constructs. For both secondary and elementary grades, having supportive family and friends were the highest performing indicators with supportive teacher relationships being the lowest ranking indicator despite having favorable response rates of over 80% for elementary grades and 70% for secondary grades. These findings indicate that intentional strategies should be identified to promote greater respect of individual students’ identities within the classroom, school site, and broader Pasadena community. Additionally, more strategic steps may be needed to promote greater student awareness of the diverse make-up of learners that are students within PUSD while also strengthening the connection between classroom teachers and students." Met 6/30/2022 2022 34674210132019 Paseo Grande Charter 6 "In the spring of 2022, the local school survey questions were 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: * 100% of the students reported that they felt safe * 100% reported that they felt connected to an adult at the school 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 our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 100% reported that they felt safe, and 100% reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals." Met 6/8/2022 2022 40754570000000 Paso Robles Joint Unified 6 California Healthy Kids Survey 2021-2022 5th grade: School Connectedness 77% Caring Adult 76% Feel Safe at School 86% High Expectations 89% 7th grade: School Connectedness 54% Caring Adult 54% Feel Safe at School 50% High Expectations 68% 9th grade: School Connectedness 46% Caring Adult 61% Feel Safe at School 48% High Expectations 70% Met "The areas for growth appear to continue to be the student perception around feelings of safety at our secondary school sites. This is a challenge we have addressed through: - Increase of a School Resource Officer - Increase of counseling services on both secondary and elementary campuses. - Behavior paras at each site - Anonymous tip line on our website for students, parents, and community members to report concerns - Installation of vape sensors and security cameras on campus at all three elementary school sites: Paso Robles High School, George H. Flamson Middle School and Daniel E. Lewis Middle School." 6/28/2022 2022 37754160139451 Pathways Academy Charter - Adult Education 6 "School Climate 100% feel safe while working in the school online coursework 100% feel a genuine connection with the teacher and that she/he really cares about their success in school 100% feel safe and welcome to meet with the teacher to discuss their progress 100% feel their input is valued and respected when collaborating with the teacher or school staff and administration 94.4% During teacher meetings, the teacher inquired about the student's well-being and provided the student with information on accessing community coordinated services (health, mental health, public assistance, housing). Meaning: Pathways Academy recognizes that when teachers make learning meaningful and relevant to students’ lives, students develop a stake in their own education. A positive school climate includes teachers who encourage and support student learning. High Expectations increases confidence and improves academic performance. 100% of student respondents agree that the Intervention & Transition Coordinator works with them to ensure that they are on track with their educational plan and offers resources and additional support. Use: Continue professional development and teacher collaboration to maintain and continue to improve the overall satisfaction with the PACSAE school climate. Maintain student connection and engagement by continuing staff positive school climate collaboration and training. Teacher training will be provided by the Intervention & Transition Coordinator on inquiring about student well being to identify student needs and coordinating services to remove barriers to students completing coursework and staying on track to graduation." Met "School Safety- 100% of student respondents agree that they feel safe and welcome to meet with their teacher to discuss their progress. Respectful Climate: Promotes positive school climate - 100% of student respondents feel valued and respected when collaborating with their teacher and/or staff and administration. Caring Adults: Having one or more caring adults increases students experiencing success at school. 100% of student respondents agree that their teacher regularly checks in and provides academic updates and support, 99% of the adult student respondents agree that through teacher meetings, communication of community and state resources are shared, 89% of student respondents agree that during teacher meetings, their teacher inquired about their well-being and if needed provided them with information on accessing community coordinated services (health, mental health, public assistance, housing). Social and Emotional Learning: The process through which students effectively apply the knowledge and skills necessary to set and achieve positive goals. 100% of student respondents agree that they are engaged in completing assignments and coursework." 6/22/2022 2022 49707306120588 Pathways Charter 6 "Pathways conducts an annual survey of all parents. Results consistently indicate a very high level of satisfaction, not only with the overall school program, but also with parents' access to decision making and participation in programs. 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: 87% are satisfied or highly satisfied with Pathways overall; 85% agree or strongly agree that they have been invited to meetings; 80% agree or strongly agree that the school stays in touch with families and give families options for input; and 90% agree or strongly agree that Pathways is safe. We continue to monitor these results and seek parent input on areas for improvement." Met 6/15/2022 2022 51105120140152 Pathways Charter Academy 6 "Data from the 4/13 respondents to the Spring Panorama Survey shows: 90% Positive Relationships with a Caring Adult, 80% School Connectedness, 68% School Safety. Our takeaway from this data is that roughly 70% of students were not engaged enough to participate in the survey. Plans to address this include administering the survey during weekly in-person appointments and sharing the results of the surveys with students and parents. It is reassuring to see that the 30% of students indicated positive relationships and strong school connectedness. Other measures of school climate are reflected in the SEL Competency Survey administered to students in the Spring. 80% of students identified as having strong emotional regulation skills. 92% of students indicated they possess Grit. 90% indicated a growth mindset and 100% indicated strong self efficacy skills. Strengths identified through the surveys include strong caring adult relationships, sense of belonging and high expectations from adults in school. Students are growing in the area of social and emotional learning due to the increased levels of SEL support. Clarification is required to determine if School Safety is a concern at this time. In the wake of the Pandemic, safety questions needed to be modified to delineate the difference between physical safety and health safety. Since PCA operates on an independent study model, it is assumed that the 68% of students who feel safe is lower than preferred due to health concerns as opposed to physical and emotional safety while at school. The high transiency rate serves as a barrier to growth. During the Fall survey, there were 8 students enrolled. In the Spring there were 13 students but only 4 students participated. Many students only attend for the term of their expulsion which is the semester of the infraction and the next. Others choose to remain enrolled and graduate from PCA. This creates a need to disaggregate student survey data by length of enrollment. Overall attendance has decreased in the 21-22 school year, and there has also been an increase in chronic absenteeism. This increase has an effect on accessing all school resources such as class instruction, counseling support for academics and SEL, and building healthy relationships with staff. In 21/22 staff worked to implement PBIS Tier I and to begin the transition to Tier II. The work on PBIS will continue in 22/23 with Tier II work to begin in the fall semester. Counseling services will be increased and intake procedures will continue to be modified to become more effective and efficient when welcoming new students. By lengthening the orientation process and slowing down, it is hoped that students and their parents will become more connected at a faster rate and have a clear understanding of their own personal goals while attending. Consistent monitoring of ILPs will also be included in the modifications made to related actions." Met 6/22/2022 2022 36750440112441 Pathways to College K8 6 "The school conducted a school climate survey during the spring of 2022. Results from the survey were inconclusive due to the fact that response rates were very low. However, in developing the LCAP, parents participated in a number of focus groups all of which concluded that an area of growth for the school would be the development of social emotional learning for students and the hiring of a counselor." Met N/A 6/27/2022 2022 42767866045918 Peabody Charter 6 "Peabody Charter School chose to use the CalSchls Survey System (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 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. This data that comes from WestEd isn’t disaggregated by subgroups. The data reported here reflects an early survey. Peabody did survey last year, 2021-2022. Peabody plans to offer a new survey in the 23-24 school year. Key points shared with the Peabody Board of Directors included: (Data was disaggregated by ethnicity) School Connectedness: 84% of 5th-grade and 81% of 6th-grade LatinX students reported high levels of school connectedness. 88% of 5th-grade and 84% of 6th-grade White students reported high levels of school connectedness. 94% of 5-grade two or more races reported high levels of school connectedness Feeling Safe at School: 88% of 5th-grade and 97% of 6th-grade LatinX students reported feeling safe at school. 96% of 5th-grade and 90% of 6th-grade White students reported feeling safe at school. 100% of 5th-grade two or more races students reported feeling safe at school. Students reporting being respected at school: 91% of 5th-grade and 95% of 6th-grade LatinX students reported feeling respected at school. 96% of 5th-grade and 90% of 6th-grade LatinX students reported feeling respected at school. 100% of 5th-grade two or more races reported feeling respected at school. We saw some drop in school connectedness during remote/hybrid learning required due to COVID. That number seems to be increasing as evidenced by other local surveys the longer we stay in person." Not Met 9/28/2022 2022 56725530139592 Peak Prep Pleasant Valley 6 "Students: The majority of students felt supported by their teacher. The majority of students felt their homeroom teacher cared about them and their learning The majority of students felt like this was the right environment for them. The main areas of improvement that were common were more tutoring opportunities, in person field trips, and a bigger variety of elective courses. From our most recent survey, we are starting to see a trend in student's health: Students have exercised 4 or more times in the past 7 days. 88% have connected with friends in the past 7 days. 100% are interest in school work some to all the time. 100% reported back they have teachers that check in how they are doing. 100% reported they have teachers at school that care about them. 100% reported that teachers tell them they do a good job. 33% reported that teachers don't ask them what they want to learn. 100% reported that teachers listen when they have something to say. 100% reported that teachers believe that they can do a good job and want them to do their best (77.8--all the time, 22.2--most of the time) Parents: There was an overall satisfied rate of 4.5 out of 5. The majority of guardians felt their voices were heard. There was a lot of positive feedback on homeroom teachers and teacher communication and support. The main areas of improvement were common were more tutoring opportunities, parent resources/support, and all classes at one time. Teachers: There was a 100% satisfaction and return rate. They were all excited to return to school The main areas of improvement was for courses to be spread out, more opportunities for team meetings and participation There were a handful of things we added/changed due to stakeholder feedback: 1) We moved from 2 classes per term to 6. This allows for a better variety of courses and gives a clear start and end date. In addition, it provides more opportunity for student engagement. With that being said, for the students who need 2 courses at a time for flexibility or academic-risk, we can provide that flexibility and individualize their student load. 2) We added features to our learning management system that allows for feedback and progress reports. There are two main features: pre-test and progress meter. The pre-test will provide teachers and students an understanding of what content and concepts a student has mastered within a subject. This allows for re-teaching to fill learning gaps or support our gifted students. 3) We added more tutoring opportunities. Each teacher has an additional hour to their schedule for intervention. Beyond the live lessons, they now have an hour blocked for tutoring and an hour blocked for intervention. Any student may attend by may be required to come as well. 4) We added more elective courses. This is designed to engage more students. 5) We added additional resources for unique needs. Along with our pretest, we added MAP (Measure of Academic Progress), Raz Kids EL, social emotional learning courses," Met "To add what couldn't fit above: 6) We added a school Psychologist and additional counseling. 7) We fine-tuned our homeroom teacher structure to spread out student monitoring and engagement. This allowed for more homeroom teachers (mentors) and to ensure more student engagement monitoring. More importantly, this provides additional social emotional support. We provided more Live Lesson/Activities for students to participate in and meet other peers. We have seen an improvement and we are continue to further our opportunities for students and parents to connect with the school, but more importantly, find ways to feel cared about. Lastly, we are working on providing more Social Emotional Learning (SEL) courses and College Career Readiness opportunities including dual enrollment." 5/18/2022 2022 15636280128504 Peak to Peak Mountain Charter 6 "Peak to Peak Mountain Charter (hereafter, referred to as P2P or Charter) is a small rural school situated on a scenic campus nestled in the Los Padres National Forest, just 2.5 miles west of the mountain community of Pine Mountain Club. P2P serves a diverse group of about 60 students in Transitional Kindergarten (TK)-8th grades from Kern, Los Angeles, and Ventura Counties. The majority of P2P's students are from the Maricopa and El Tejon Unified School District. Our Charter serves students and families from the surrounding mountain communities of Pine Mountain Club, Pinon Pines, Lake of the Woods, Frazier Park, Lebec, Lockwood Valley, and Cuddy Valley. P2P believes that all children are unique and gifted individuals deserving of an educational program that delivers concepts, knowledge, and skills to compete for careers in a changing global economy extending far beyond local experiences. Our Charter plans to equip students to be ready for 21st Century teaching and learning and fully prepared for high school. We are committed to working collaboratively with parents and caregivers to develop lifelong learners in a safe, caring, and academic environment where students are challenged through expectations of integrity and personal best efforts where differences are valued. P2P leads by establishing student academic achievement through Individual Learning Plans (ILP's). After student goals and learning modalities are identified, the staff will articulate instructional strategies for targeted improvement through explicit direct instruction. Planning will be accomplished using the California State Standards (including but not limited to the Common Core State Standards (CCSS), Next Generation Science Standards (NGSS), and English Language Development (ELD) Standards; herein collectively referred to as the “state standards”). Curricula and educational program support through stakeholder input is necessary to tie into our Charter's belief of life and career student intellectual success. P2P's overall theme is ""Embracing the Nature of Learning."" P2P Charter Vision: Our Charter's Vision reveals a rigorous educational program delivered through aligned textbook adoptions and extensive virtual learning resources to support hands-on learning. Peak to Peak Charter specifics include: Individual Learning Plans, Multi-Subject Integration, Positive School-Wide Discipline, Strong Parent Participation, Low Student-Teacher ratios, Highly Effective Teaching (HET) and Engaging Enrichment Activities. The staff and students learn and practice positive citizenship through Lifelong Guidelines and LIFESKILLS to solve problems and manage daily activities in a positive environment. Charter Mission: Our Charter's Mission is to provide an exemplary, individualized, Common Core State Standards-based education for all children, with an emphasis on cooperative, hands-on, theme-based learning that challenges students to intentionally take ownership." Not Met 8/25/2022 2022 12629840000000 Peninsula Union 6 "We surveyed three grade levels, 3rd-5th. 80% of students surveyed reported feeling safe and connected at school." Met The week we conducted our survey was also the week of the Uvalde school shooting. We believe that the results show an increased sense of danger and uncertainty due to that tragic event. 6/13/2022 2022 29768770000000 Penn Valley Union Elementary 6 "PVUESD participated in California Healthy Kids Survey along with other surveys to parents and staff. This important information helps the school district with data to help drive change and promote a positive school climate. A key learning was that the majority of the students, staff, and families felt safe and secure in their school environment. There was an important identification related to school-to-home communication. As a result, a new communication platform was purchased to allow teachers, principals, and the district to communicate with parents in their preferred method (text, call, email, social media, etc.)." Met 6/14/2022 2022 49402466051981 Penngrove Elementary 6 "Petaluma City Schools administered The Youth Truth Survey in January 2022 to students in grades 3-12. Middle and high school students’ sense of belonging increased from 2021. Middle school increased from 51% to 57% and high school increased from 37% to 52%. 66% of students report that they feel safe at school and 44% of students report that when they are upset or stressed there is an adult at school they can talk to. Additionally, 38% of middle and high school students report that discipline at their school is fair. Petaluma City Schools is implementing Positive Behavior Intervention and Supports (PBIS) districtwide. School site teams will be trained in developing site-wide behavior expectations. Onsite coaching will also support implementation and refinement of PBIS systems and restorative practices.The district will also support site administrators with development of the Single Plans for Student Achievement and including areas for improvement on school connectedness and safety." Met 6/28/2022 2022 33671990000000 Perris Elementary 6 "Perris Elementary School District Administered the California Healthy Kids Survey in Winter 2021 to students in grades 5th and 6th as a measured goal established in the LCAP. That data reflected that 44% of 5th graders and 48% of 6th graders felt safe at school. The survey also reflected that 59% of 5th graders and 56% of 6th graders felt their teachers and other adults cared about them. The district continues to ensure the students feel safe on campus and continues to focus on strengthening relationships between staff, families, and students. Due to this data, there was a need for additional information in this area, and in 2021/22 a Panorama Survey was administered; according to this survey data administered to grades 3-8, 90% of students responded favorably (answered Yes- some of the time; Yes- most of the time; or Yes- all of the time) in response to the question, “Do you feel safe at school?” In response to the question, “Do the teachers and other grown-ups at school care about you?’, 94% responded favorably (answered Yes- some of the time; Yes- most of the time; or Yes- all of the time)." Met 6/16/2022 2022 33672070000000 Perris Union High 6 "Local Climate Survey Summary Grade 7: Target Sample 651; Final Number 84; Response Rate 13%: Grade 9: Target Sample 2603; Final Number 250; Response Rate 10%: Grade 11: Target Sample 2169; Final Number 233; Response Rate 13%: Alt. Site: Target Sample 127; Final Number 13; Response Rate 10%: SUMMARY OF KEY INDICATORS SCHOOL ENGAGEMENT AND SUPPORT High Expectations - adults in school care Caring adult relationships Academic Motivation Summary: Based on student responses they felt there was a teacher or caring adult from the school who really cares about them, who notices them when they’re not there, and who listens to them when they have something to say. Students also feel they have a teacher or caring adult who tells them they’re doing a good job, always wants them to do their best, and believes they will be a success. SCHOOL SAFETY AND CYBERBULLYING School perceived as very safe or safe Experienced harassment or bullying Had mean rumors or lies spread about you Cyberbullying Seen a weapon on campus Been in a physical fight Summary: Based on student responses 47% of 7th graders, 39% of 9th graders and 38% of 11th graders experienced any harassment or bullying for the following reasons; race, ethnicity, religion, gender, sexual orientation, physical or mental disability at least 1, 2 or more times over a 12 month period. Also, 43% of 7th graders, 34% of 9th graders and 27% of 11th graders had mean rumors or lies spread about them 1, 2, 3, 4 or more times over a 12 month period. SUBSTANCE ABUSE Current alcohol or drug use Summary: Based on student responses 15% of 7th graders, 7% of 9th graders and 19% of 11th graders report current use of alcohol or drug use in the past 30 days. ROUTINES Eating breakfast Bedtime Summary: Based on student responses, 60% of 7th graders, 63% of 9th graders, and 57% of 11th graders reported eating breakfast “today.” SOCIAL AND EMOTIONAL HEALTH Life satisfaction Experienced chronic sadness/hopelessness Social emotional distress Optimism Considered suicide Summary: Based on student responses 33 % of 7th graders, 44% of 9th graders, and 56% of 11th graders reported experiencing chronic sadness/hopelessness almost every day for two weeks or more over a 12 month period. Additionally, 32 % of 7th graders, 37% of 9th graders, and 47% of 11th graders reported social emotional distress over the past 30 days, which made it difficult to relax or get excited about anything. 17% of 7th graders, 27% of 9th graders, and 28% of 11th graders seriously considered attempting suicide over a 12 month period." Met 6/6/2022 2022 49402460131961 Petaluma Accelerated Charter 6 "Petaluma City Schools administered The Youth Truth Survey in January 2022 to students in grades 3-12. Middle and high school students’ sense of belonging increased from 2021. Middle school increased from 51% to 57% and high school increased from 37% to 52%. 66% of students report that they feel safe at school and 44% of students report that when they are upset or stressed there is an adult at school they can talk to. Additionally, 38% of middle and high school students report that discipline at their school is fair. Petaluma City Schools is implementing Positive Behavior Intervention and Supports (PBIS) districtwide. School site teams will be trained in developing site-wide behavior expectations. Onsite coaching will also support implementation and refinement of PBIS systems and restorative practices.The district will also support site administrators with development of the Single Plans for Student Achievement and including areas for improvement on school connectedness and safety." Met 6/28/2022 2022 49402460000000 Petaluma City Schools 6 "Petaluma City Schools administered The Youth Truth Survey in January 2022 to students in grades 3-12. Middle and high school students’ sense of belonging increased from 2021. Middle school increased from 51% to 57% and high school increased from 37% to 52%. 66% of students report that they feel safe at school and 44% of students report that when they are upset or stressed there is an adult at school they can talk to. Additionally, 38% of middle and high school students report that discipline at their school is fair. Petaluma City Schools is implementing Positive Behavior Intervention and Supports (PBIS) districtwide. School site teams will be trained in developing site-wide behavior expectations. Onsite coaching will also support implementation and refinement of PBIS systems and restorative practices.The district will also support site administrators with development of the Single Plans for Student Achievement and including areas for improvement on school connectedness and safety." Met 6/28/2022 2022 49402460000000 Petaluma City Schools 6 "Petaluma City Schools administered The Youth Truth Survey in January 2022 to students in grades 3-12. Middle and high school students’ sense of belonging increased from 2021. Middle school increased from 51% to 57% and high school increased from 37% to 52%. 66% of students report that they feel safe at school and 44% of students report that when they are upset or stressed there is an adult at school they can talk to. Additionally, 38% of middle and high school students report that discipline at their school is fair. Petaluma City Schools is implementing Positive Behavior Intervention and Supports (PBIS) districtwide. School site teams will be trained in developing site-wide behavior expectations. Onsite coaching will also support implementation and refinement of PBIS systems and restorative practices.The district will also support site administrators with development of the Single Plans for Student Achievement and including areas for improvement on school connectedness and safety." Met 6/28/2022 2022 49402460000000 Petaluma City Schools 6 "Petaluma City Schools administered The Youth Truth Survey in January 2022 to students in grades 3-12. Middle and high school students’ sense of belonging increased from 2021. Middle school increased from 51% to 57% and high school increased from 37% to 52%. 66% of students report that they feel safe at school and 44% of students report that when they are upset or stressed there is an adult at school they can talk to. Additionally, 38% of middle and high school students report that discipline at their school is fair. Petaluma City Schools is implementing Positive Behavior Intervention and Supports (PBIS) districtwide. School site teams will be trained in developing site-wide behavior expectations. Onsite coaching will also support implementation and refinement of PBIS systems and restorative practices.The district will also support site administrators with development of the Single Plans for Student Achievement and including areas for improvement on school connectedness and safety." Met 6/28/2022 2022 45699480141580 Phoenix Charter Academy College View 6 "PCA administered a climate survey in the spring of 2021. Overall the results of this survey demonstrated that the majority of students feel safe and comfortable at school, that they are provided the help that they need and that 64% of the student body feels connected to the teachers/staff of the school. Due to COVID and the results of the survey, PCA has hired a part time counselor to provide some focused classes on behavior, peer interactions, and growth mindset. PCA also provided professional development to all staff members, using the Capturing Kids Hearts method to ensure that there is a consistent expectation of all students and staff members and that all members of the PCA community are made to feel valued and respected." Met 6/20/2022 2022 01612750000000 Piedmont City Unified 6 "Schools administered the California Healthy Kids Survey modules in March 2022. Surveys were given to students in 5th grade, and to all 6th-12th graders. In addition, the district utilized the Staff and Parent modules across the district. Compiled results were returned to the district/schools in late May 2022. DATA: Several indicators in the California Healthy Kids Survey are used as metrics in the LCAP. Here are the results for those indicators from the 2022 Climate survey: Elementary Students 86% School Connectedness (+5% from 2020) 90% Feel Safe at School (-1% from 2020) 83% Caring Adults at School (+6% from 2020) PMS Students 80% School Connectedness (+6% from 2020) 83% Feel Safe at School (+2% from 2020) 77% Caring Adults at School (+3% from 2020) PHS Students 73% School Connectedness (+2% from 2020) 86% Feel Safe at School (+2% from 2020) 73% Caring Adults at School (+4% from 2020) MHS Students 64% School Connectedness (-12% from 2020) 74% Feel Safe at School (+6% from 2020) 83% Caring Adults at School (same as 2020) MEANING: The CHKS results were anticipated especially in reflecting the impact of the COVID-19 pandemic disruptions on school climate. The last CHKS administration was in February 2020, right before school closures and distance learning. The results represent the ""old normal"" and the schools were very interested to understand how students would describe school climate now in the ""new normal"". In nearly every category we have been following closely for the LCAP student perception of school climate improved. 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? Key findings show growing school connectedness through the grades in high school and high feelings of safety. There has been a focus on the 9th and 10th grade experience the last two years to increase school connectedness at PHS. Actions taken on the data include the addition of counseling services, further implementation of MTSS interventions especially on the social-emotional supports, wellness columns added to school newsletters, peer coaching, use in school ""CARE"" team actions, and communication outreach plans. This work continues as a major component of our LCAP." Met 6/8/2022 2022 06616140000000 Pierce Joint Unified 6 "The district uses two specific questions from the California Healthy Kids Survey as part of measuring growth in their LCAP. 1) 'I feel safe in my school'. Response percentages include strongly agree and agree answers and are as follows for the grade levels: 5th grade: 85%, 7th grade: 57%, 9th grade: 53%, 11th grade: 62%. 2) 'I feel like I am part of this school'. Response percentages include strongly agree and agree answers and are as follows for the grade levels: 5th grade: 85%, 7th grade: 53%, 9th grade: 36%, 11th grade: 35%. The data in terms of students feeling safe in school reveal that the youngest students at the elementary schools feel safer than the higher grade levels. Middle school and freshmen students feel the least safe while the number increases for feeling safer for juniors in high school. For feeling a part of the school, the percentage is as high as 85% at the elementary school and decreases as students move up through the grades in the district. Percentages are high at the elementary level and can be seen as a strength. Challenges include knowing how students define feeling safe and feeling a part of the school as they complete the survey. For the 2022/23 school year, the school sites are going to set goals to choose a specific area or question group from the survey and create an action plan on how to increase positive responses. They will then implement that action and measure the results through a mini-survey that the district has created." Met 6/16/2022 2022 10623720000000 Pine Ridge Elementary 6 "We gave a school wide survey to students and the results show that students are interested in more localized learning specific to the area that we live in. Our campus is a very rural campus with approximately 70 students. Our students are very interested in outdoor learning and are pleased with the small school atmosphere. One of the concerns that the students did have was the limited options of electives that we are able to offer. From this information, we are working to partner with other rural districts in our area to provide better opportunities for our students. This would include the sharing of a teacher, the possibility of combining the small classes a few days a week to have more students in one class and the use of zoom to help provide more electives. We have recently hired an teacher that is credentialed in a few different core and elective areas. This has provided us the ability to provide more options to our campus." Met 6/8/2022 2022 49708700000000 Piner-Olivet Union Elementary 6 "The district YouthTruth survey (Jan. 2022) revealed that students felt highly engaged and had positive relationships. However, most students felt school culture overall needed to be improved. Our professional development work with the Equity Collaborative this year is purposeful and meant to help us address equity issues that negatively impact school culture." Not Met 10/12/2022 2022 16639906010557 Pioneer Elementary 6 "The District administered a student survey addressing school connectedness and a sense of safety in the spring of 2022. It was administered to students in grades 4-8 with 775 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 from school staff with issues or problems they may face; and if the teacher talks to them about areas of strength and improvement. 88.4% of 4th and 5th graders expressed positive responses in the area of connectedness. 80.9% of 6th through 8th graders gave positive responses to a sense of connectedness. All school sites work to create a sense of connectedness and school engagement amongst the students. They provide clubs, activities, social-emotional lessons, and supports. The survey also sought information regarding the sense of safety students have through questions relating to knowledge of school rules for behavior, whether they felt that inappropriate behavior had consequences; if they felt safe while at school; and if the school was in good, clean condition. 4th and 5th graders gave 97.2% positive responses to questions regarding a sense of safety. 93.2% of 6th-8th graders gave positive responses. School sites and the District worked diligently to ensure that health and safety guidelines were adhered to during the COVID-19 pandemic. Additionally a variety of services and programs are in place to support a sense of safety such as providing health care staff, counseling staff, Positive Behavior Intervention and Support (PBIS), and a Multi-Tiered System of Support (MTSS). The District surveyed families about school climate and safety as part of its annual parent survey given in the spring of 2022. Overall, 97.9% of parents and families responded positively to their sense of school connectedness, and 97.4% responded positively that they felt their children were safe while at school. Pioneer has a MTSS as a unifying approach to student services and programs to meet all areas of student education, both academic and social-emotional. MTSS allows the District to leverage resources and services for all students; strategize effective supports for student success; and provide evidence-based, data-driven, district-wide, and school-wide supports for academic, behavior, and social-emotional learning (SEL). Participation in MTSS has resulted in the addition of SEL instruction; in-depth self-assessment of site and district level programs, policies, and needs to support students and staff which are guiding an ongoing system of improvement; and the plans to implement more SEL professional development and supports for students. Additionally, the district uses the PBIS model to improve school climate for all students. These programs are supported by action items in the Local Control and Accountability Plan and professional development for staff." Met 6/22/2022 2022 16639906110233 Pioneer Middle 6 "The District administered a student survey addressing school connectedness and a sense of safety in the spring of 2022. It was administered to students in grades 4-8 with 775 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 from school staff with issues or problems they may face; and if the teacher talks to them about areas of strength and improvement. 88.4% of 4th and 5th graders expressed positive responses in the area of connectedness. 80.9% of 6th through 8th graders gave positive responses to a sense of connectedness. All school sites work to create a sense of connectedness and school engagement amongst the students. They provide clubs, activities, social-emotional lessons, and supports. The survey also sought information regarding the sense of safety students have through questions relating to knowledge of school rules for behavior, whether they felt that inappropriate behavior had consequences; if they felt safe while at school; and if the school was in good, clean condition. 4th and 5th graders gave 97.2% positive responses to questions regarding a sense of safety. 93.2% of 6th-8th graders gave positive responses. School sites and the District worked diligently to ensure that health and safety guidelines were adhered to during the COVID-19 pandemic. Additionally a variety of services and programs are in place to support a sense of safety such as providing health care staff, counseling staff, Positive Behavior Intervention and Support (PBIS), and a Multi-Tiered System of Support (MTSS). The District surveyed families about school climate and safety as part of its annual parent survey given in the spring of 2022. Overall, 97.9% of parents and families responded positively to their sense of school connectedness, and 97.4% responded positively that they felt their children were safe while at school. Pioneer has a MTSS as a unifying approach to student services and programs to meet all areas of student education, both academic and social-emotional. MTSS allows the District to leverage resources and services for all students; strategize effective supports for student success; and provide evidence-based, data-driven, district-wide, and school-wide supports for academic, behavior, and social-emotional learning (SEL). Participation in MTSS has resulted in the addition of SEL instruction; in-depth self-assessment of site and district level programs, policies, and needs to support students and staff which are guiding an ongoing system of improvement; and the plans to implement more SEL professional development and supports for students. Additionally, the district uses the PBIS model to improve school climate for all students. These programs are supported by action items in the Local Control and Accountability Plan and professional development for staff." Met 6/22/2022 2022 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 115 students completed the printed survey at Pioneer Technical Center, Pioneer Technical Center Independent Study and Pioneer Technical Center Chowchilla. The current school population between both PTC Madera and PTC Chowchilla is 140 male (45%) and 168 (55%) female students. Of the 308 students, 83 (27%) are classified as English Language Learners, the highest percentage of EL students in many years. Of our students surveyed, 86.2% reported feeling safe at school, which was basically the same from the previous year. In addition, 83% of students reported that they felt “cared about” by teachers or adults at PTC, while 93% of students stated that PTC teachers want students to be successful. Moreover, 92% of students expressed that teachers or adults at PTC treat students fairly, which is an increase of 8% from the previous year. Specific items of particular relevance to school safety and impact on student learning, include factors outside of the school setting, such as, social-emotional needs and support, substance and alcohol abuse, gang involvement and unstable family environments due to housing and economic concerns. The impact of the COVID-19 Pandemic continues to affect social-emotional health of students, families and staff. 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. Teachers and other staff can utilize referral forms to school counselors and school psychologist to address social-emotional needs of students. If additional counseling services are required, referrals are made to partnering agencies. The LEA will continue to partner with local agencies and utilize appropriate staff to address areas of need. LEA plans to continue to collaborate and focus on increasing parent participation through outreach services, Open House, ParentSquare, and other efforts to facilitate meaningful parent involvement." Met 6/14/2022 2022 16639900000000 Pioneer Union Elementary 6 "The District administered a student survey addressing school connectedness and a sense of safety in the Spring of 2022. It was administered to students in grades 4-8 with 775 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 from school staff with issues or problems they may face; and if the teacher talks to them about areas of strength and improvement. 88.4% of 4th and 5th graders expressed positive responses in the area of connectedness. 80.9% of 6th through 8th graders gave positive responses to a sense of connectedness. All school sites work to create a sense of connectedness and school engagement amongst the students. They provide clubs, activities, social-emotional lessons, and supports. The survey also sought information regarding the sense of safety students have through questions relating to knowledge of school rules for behavior, whether they felt that inappropriate behavior had consequences; if they felt safe while at school; and if the school was in good, clean condition. 4th and 5th graders gave 97.2% positive responses to questions regarding a sense of safety. 93.2% of 6th-8th graders gave positive responses. School sites and the District worked diligently to ensure that health and safety guidelines were adhered to during the COVID-19 pandemic. Additionally a variety of services and programs are in place to support a sense of safety such as providing health care staff, counseling staff, Positive Behavior Intervention and Support (PBIS), and a Multi-Tiered System of Support (MTSS). The District surveyed families about school climate and safety as part of its annual parent survey given in the spring of 2022. Overall, 97.9% of parents and families responded positively to their sense of school connectedness, and 97.4% responded positively that they felt their children were safe while at school. Pioneer has a MTSS as a unifying approach to student services and programs to meet all areas of student education, both academic and social-emotional. MTSS allows the District to leverage resources and services for all students; strategize effective supports for student success; and provide evidence-based, data-driven, district-wide, and school-wide supports for academic, behavior, and social-emotional learning. Participation in MTSS has resulted in the addition of SEL instruction; in-depth self-assessment of site and district level programs, policies, and needs to support students and staff which are guiding an ongoing system of improvement; and the plans to implement more SEL professional development and supports for students. Additionally, the district uses the PBIS model to improve school climate for all students. These programs are supported by action items in the Local Control and Accountability Plan and professional development for staff." Met 6/22/2022 2022 09619450000000 Pioneer Union Elementary 6 42 6th-8th grade students completed the Spring 2022 CHKS Students agree or strongly agree that school is a supportive environment: 7th grade 28% 8th grade 47% Neither disagree or agree that school is a supportive environment 7th grade 61% 8th grade 37% Students agree that school is safe or very safe: 7th grade 52% 8th grade 55% Students do not feel school is safe: 7th grade 0% 8th grade 0% Adults at school have high expectations of students: 7th grade 73% 8th grade 80% Students have opportunities for meaningful participation in school: 7th grade 18% 8th grade 17% The perception students have regarding their opportunities for meaningful participation in school is an area that needs to be addressed at the middle school. The staff student council advisor is working with the counselor and outreach coordinator to create an active and engaged student council/leadership class that meets daily and represents students from 6th-8th grade. Met 6/16/2022 2022 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 (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 goals in site's SIngle Plans for Student Achievement. Due to on-going COVID challenges and the focus on a variety of issues for the return to in-person schooling, the last CHKS was carried out in Spring 2021, with relatively limited participation. Though we will be carrying out the CHKS in 2022-23. Highlights of CHKS 2020-21 (Spring 2021) regarding School Connectedness and School Safety: 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 (75%); 7th (80%); 9th (38%); 11th (No Result); Continuation HS (No Result). 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 (57%), 7th (65%), 9th (49%), 11th (56%), Alternative/Continuation HS (No Result). It should be noted that PUSD was still engaged in virtual instruction in 2020-21 due to COVID. We believe there was some confusion about responding to the survey based on Virtual Learning vs. In-Person or Hybrid learning (our model was entirely Virtual). So, for instance, statements about Safety would have applied to students being at home and/or for Safety online. But reviewing these results and other data points, and being aware of the stressors due to COVID and related mental health issues affecting a broad range of scholars and families, PUSD, as other districts did, engaged in significantly increasing its attention to Social-Emotional Learning as core to scholar and family well-being and enagement, through a variety of strategies, programs and both in-person and virtual events. We look forward to see how our scholars are faring in the 2022-23 CHKS administration." Met 6/8/2022 2022 49708390138065 Pivot Charter School - North Bay 6 "A local climate survey of Pivot Charter School students and parents/guardians was conducted. Results were generally positive, with 96.1% of students indicating they felt Pivot was a welcoming and friendly place, 77.9% of students indicating that their teachers were sensitive to their needs, and 85.7% of students indicating that they believe that they can be successful in school. A majority of students also indicated that they think participating in the supplemental program time and/or workshops at the resource center was beneficial to their academic progress, and that they feel Pivot is preparing them well for college or a career. Parents and guardians were also surveyed, with 94.7% indicating that they were satisfied with Pivot Charter School and 94.7% indicating that they were satisfied with the curriculum. When surveyed regarding how prepared they believe their student will be for college or a career after Pivot, 84.2% indicated that they believed their student was prepared. An area indicated as a need for improvement was in the area of social and emotional development and counseling. When asked about these needs of their students, 72.2% of parents and guardians believed that their child’s interactions with the school (in person or virtual) helped their child socially and emotionally this school year. When asked if they found the Pivot counseling communications helpful, 74.2% of parents/guardians indicated that they did as well as 40.5% of students. This demonstrates that more can be done to help students access and understand these resources. Many students commented that they want to see more clubs or social events at the resource center in the open response areas of the surveys. Pivot plans to safely incorporate more of these activities into its schedule for the upcoming school year." Met 6/4/2022 2022 37737910138222 Pivot Charter School - San Diego II 6 "A local climate survey of Pivot Charter School students and parents/guardians was conducted. Results were generally positive, with 96.9% of students indicating they felt Pivot was a welcoming and friendly place, 90.3% of students indicating that their teachers were sensitive to their needs, and 84.4% of students indicating that they believe that they can be successful in school. A majority of students also indicated that they think participating in the supplemental program time and/or workshops at the resource center was beneficial to their academic progress, and that they feel Pivot is preparing them well for college or a career. Parents and guardians were also surveyed, with 85.7% indicating that they were satisfied with Pivot Charter School and 78.6% indicating that they were satisfied with the curriculum. When surveyed regarding how prepared they believe their student will be for college or a career after Pivot, 71.4% indicated that they believed their student was prepared. An area indicated as a need for improvement was in the area of social and emotional development and counseling. When asked about these needs of their students, 78.6% of parents and guardians believed that their child’s interactions with the school (in person or virtual) helped their child socially and emotionally this school year. When asked if they found the Pivot counseling communications helpful, 64.3% of parents/guardians indicated that they did as well as 66.7% of students. This demonstrates that more can be done to help students access and understand these resources. Many students commented that they want to see more clubs or social events at the resource center in the open response areas of the surveys. Pivot plans to safely incorporate more of these activities into its schedule for the upcoming school year." Met 6/4/2022 2022 04614240137828 Pivot Charter School North Valley II 6 "A local climate survey of Pivot Charter School students and parents/guardians was conducted. Results were generally positive, with 94.4% of students indicating they felt Pivot was a welcoming and friendly place, 88.9% of students indicating that their teachers were sensitive to their needs, and 83.3% of students indicating that they believe that they can be successful in school. A majority of students also indicated that they think participating in the supplemental program time and/or workshops at the resource center was beneficial to their academic progress, and that they feel Pivot is preparing them well for college or a career. Parents and guardians were also surveyed, with 88.9% indicating that they were satisfied with Pivot Charter School and 100% indicating that they were satisfied with the curriculum. When surveyed regarding how prepared they believe their student will be for college or a career after Pivot, 88.9% indicated that they believed their student was prepared. An area indicated as a need for improvement was in the area of social and emotional development and counseling. When asked about these needs of their students, 50% of parents and guardians believed that their child’s interactions with the school (in person or virtual) helped their child socially and emotionally this school year. When asked if they found the Pivot counseling communications helpful, 61.1% of parents/guardians indicated that they did as well as 44.4% of students. This demonstrates that more can be done to help students access and understand these resources. Many students commented that they want to see more clubs or social events at the resource center in the open response areas of the surveys. Pivot plans to safely incorporate more of these activities into its schedule for the upcoming school year." Met 6/4/2022 2022 33103300137836 Pivot Charter School Riverside 6 "A local climate survey of Pivot Charter School students and parents/guardians was conducted. Results were generally positive, with 96.7% of students indicating they felt Pivot was a welcoming and friendly place, 78.7% of students indicating that their teachers were sensitive to their needs, and 84.6% of students indicating that they believe that they can be successful in school. A majority of students also indicated that they think participating in the supplemental program time and/or workshops at the resource center was beneficial to their academic progress, and that they feel Pivot is preparing them well for college or a career. Parents and guardians were also surveyed, with 100% indicating that they were satisfied with Pivot Charter School and 100% indicating that they were satisfied with the curriculum. When surveyed regarding how prepared they believe their student will be for college or a career after Pivot, 85% indicated that they believed their student was prepared. An area indicated as a need for improvement was in the area of social and emotional development and counseling. When asked about these needs of their students, 65% of parents and guardians believed that their child’s interactions with the school (in person or virtual) helped their child socially and emotionally this school year. When asked if they found the Pivot counseling communications helpful, 57.9% of parents/guardians indicated that they did as well as 68.3% of students. This demonstrates that more can be done to help students access and understand these resources. Many students commented that they want to see more clubs or social events at the resource center in the open response areas of the surveys. Pivot plans to safely incorporate more of these activities into its schedule for the upcoming school year." Met 6/4/2022 2022 54720410000000 Pixley Union Elementary 6 "Perceived Safety Reported feeling safe in school 7th graders 2021-2022 2019-20 2017-18 13% Strongly Agree 22% 32% Very Safe 36% Agree 43% 45% Safe 35% Neither Agree or Disagree 24% 17% Neither safe nor unsafe Do you feel safe at school? 6th Graders*/ 5th Graders 2021-2022 2019-20 2017-18 38% 52% 38% Yes, all of the time 38% 29% 41% Yes, most of the time 24% 15% 18% Yes, some of the time School Connectedness Those reporting Agree or Strongly Agree 7th graders 2021-2022 2019-20 2017-18 53% Agree or strongly agree 62% 75% Yes, Most or all of the time 6th graders* / 5th Graders 2021-2022 2019-20 2017-18 69% 77% 75% Yes, Most or all of the time School Connectedness Those reporting Agree or Strongly Agree 7th graders 2021-2022 2019-20 2017-18 53% Agree or strongly agree 62% 75% Yes, Most or all of the time 6th graders* / 5th Graders 2021-2022 2019-20 2017-18 69% 77% 75% Yes, Most or all of the time School Connectedness Those reporting Agree or Strongly Agree 7th graders 2021-2022 2019-20 2017-18 53% Agree or strongly agree 62% 75% Yes, Most or all of the time 6th graders* / 5th Graders 2021-2022 2019-20 2017-18 69% 77% 75% Yes, Most or all of the time Source: California Healthy Kids Surveys 2017-18, 2019-20 and 2021-22 Note- in 2021-22 the CDE changed the grade level given for the earlier administration of the survey from grade 5 to grade 6. Analysis: The change in survey group from 5th grade (prior years) to 6th grade (beginning this year) meant that both grade levels surveyed were at the middle school. Also, the scales used (descriptions for the students) changed which makes straight comparisons more suspect. It appears Safety and connectedness continue to be an issue for our students. Connectedness reported declined about 9% from last year and 23% from 2 years ago pre-COVID. The feeling of safety appears to have also declined progressively over the past 2 years, although the majority of students still do not report feeling unsafe there are less that report high feelings of safety at school. These will continue to be areas of discussion for site teams and the district safety team" Met 6/28/2022 2022 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 Bell Educational Solutions, comparative data from 2019, 2021, and 2022 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 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 2022 included 6,290 students. The data was disaggregated by grade span and results indicate the following: Most students “Feel safe at school” – 90% (3rd grade); 88% (5th grade); 77% (8th grade); and 77% (10th grade). These statistics remained fairly static from the previous year and only varied by 1% - 3% even with the pandemic. 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.” Data from this survey question showed a decline of 3% from the previous year. This statistic was expected as many school activities, events, and programs were cancelled during the 2020-21 school year as a result of school closures and COVID-19. The statement “I feel like I belong at this school” showed an increase of 6% - moving from 80% to 86% with the percentage of students who “Completely Agreed” or “Agreed” with this prompt. The final survey component aligning with school connectedness asked respondents to consider the extent to which, “Teachers care about what I think.” School climate results to this survey prompt experienced increases across all grade spans from the previous year with an aggregated increase of 5%. The percentage of students that “Completely Agreed” or “Agreed” increased from 77% in 2020 to 82% in 2021." Met 6/21/2022 2022 31750850137927 Placer Academy Charter 6 "The vast majority of families feel their students are physically and emotionally supported at school. The largest issue that was brought to our attention has been the need for a play structure. While this is the construction plan, the pandemic, supply chain, and vendor issues have created a delay." Not Met 9/22/2022 2022 31103140000000 Placer County Office of Education 6 "The latest (2020-2021) California Healthy Kids Survey administered to PCOE Court, and Community Schools students revealed several meaningful data points. Seventy percent (70%) of students agree or strongly agree they feel safe at school. Nine out of ten (90%) students believed their teachers treat them fairly, and 80% of students believed there is a teacher who always wants them to do their best. In terms of academic motivation, 76% of students agree or strongly agree they try hard at schoolwork. Given many PCOE students show gaps in their academic achievement, it is encouraging to know they try hard to do well in their schoolwork. Ensuring students feel supported is a cornerstone of establishing strong school culture. The PBIS School Climate Survey was also administered to students, families, and staff in the Fall of 2021 to measure their perception of school climate. The survey results revealed that students had a lower confidence level related to the school's standards for their achievement. For example, the average student rating on the item, ""My school has high standards for achievement,"" was 2.33 out of 4 (on a scale of 1-4, with 1 reflecting ""strongly disagree"" and 4 reflecting ""strongly agree"" ). This was the second-lowest rating out of nine survey items. Also, on the 2021 PBIS School Climate Survey, the average student rating on the time, ""I feel successful at school"" was 2.44 out of 4. These are two areas of focus in the 2021-2024 LCAP." Met 6/16/2022 2022 31103140126904 Placer County Pathways Charter 6 "The latest (2020-2021) California Healthy Kids Survey administered to students enrolled in Pathways Charter School revealed several meaningful data points. Eighty-nine percent (89%) of students feel safe or very safe at school. Nealy all (97%) students believe their teachers treat them fairly, and 89% of students believe there is a teacher who always wants them to do their best. In terms of academic motivation, 79% of students agree or strongly agree they are always trying to do better at schoolwork. Since 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. Ensuring our students feel supported is a cornerstone of establishing strong school culture. One challenge the survey results revealed is that only 35% of our students believe they have meaningful participation and a voice in how things work at their school. More specifically, only 29% of students reported it’s pretty much true or very true that they help decide school activities or rules. As a result, student voice and choice is an area of focus in the 2021-2024 LCAP. The PBIS School Climate Survey was also administered to students, families, and staff in the Fall of 2021 to measure their perception of school climate. The survey results revealed that students had a lower confidence level related to the school’s standards for their achievement. For example, the average student rating on the item, “My school has high standards for achievement,” was 2.6 out of 4 (on a scale of 1-4, with 1 reflecting “strongly disagree” and 4 reflecting “strongly agree”). Also, on the 2021 PBIS School Climate Survey, the average student rating for the item, “I feel successful at school” was a 2.6 out of 4. These are two areas of focus in the 2021-2024 LCAP." Met 6/16/2022 2022 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. PHUSD continues to implement PBIS to further support a positive school climate and provide students with tools and resources in dealing with conflict. Not Met 10/12/2022 2022 31668940000000 Placer Union High 6 "PUHSD administers the California Healthy Kids Survey (CHKS) to all 9th & 10th grade students, parents, and staff every year. The survey is administered via email and the district usually receives over 1,400 responses. The survey measures student, staff, and parent 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. 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. Unfortunately many of our numbers decreased as school closures and the pandemic had an effect on our students and staff. The areas of concern included increasing amounts of chronic sadness, suicidal thoughts and depression, and issues of bullying. Social and emotional health was a prominent issue identified by our students. Moreover, the number of students who have reported use of drugs and alcohol are still high but some areas, such as alcohol, have decreased, while others have remained steady. The survey also revealed that our students are struggling with a return to normalcy. The individual sites have created Coordination of Services Team (CoST) to discuss individual student needs and providing support. 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 staff are being trained. Through the CHKS survey, identified issues and concerns are followed up with our student board members and in our Student Voice meetings. Students are included in our development and implementation of student social/emotional health initiatives. PUHSD has also added more support service personnel to the sites including social workers, counselors, and Student Intervention Specialists." Met 6/21/2022 2022 09619520000000 Placerville Union Elementary 6 "(PUSD annually surveys students [CA Healthy Kids Survey] grades 5-8). See PUSD web page for Student survey results will be reported to the PUSD Governing when we receive them from CDE. The HKS is shared through the School Site Council, Health Education Advisory Committee as well as all teaching staff. Goals are written concerning school climate based on the information pulled from the CHKS." Met 6/9/2022 2022 24658130000000 Plainsburg Union Elementary 6 PUESD survey students in grades 6th-8th on how safe they felt at school and also how connected they felt at/to school. Our results were that 93% of the students surveyed said they felt safe while at school and 88% of the students felt connected to their school and school activities. We also surveyed families and 100% of families stayed that they felt their students were safe at school and 91% of families felt connected to school. This local survey shows that PUESD was successful in keeping our students safe and connected through a year of many unknowns. PUESD will continue to provide more opportunities for students to feel connected and more involved in school activities in the year to come. Met 6/9/2022 2022 24658210000000 Planada Elementary 6 "The ESE Climate Survey was administered to grades 5-8 by the LEA during the spring of 2022. 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. 67.28% 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. 73% of students say they feel safe at school." Met 6/30/2022 2022 11626380000000 Plaza Elementary 6 "Overall ,students reported on the 2021 CHKS that they feel happy and safe at school. Also, each year the district administers a school climate survey to parents. The overwhelming majority reported that they are happy with how the District educates their children, minimizes bullying and misbehavior, and provides a safe, welcoming environment. One area of growth is educating students and parents on internet safety in order to be digitally responsible citizens. The District solicited assistance from the County Sheriff's Department to give a social media and cyber bullying presentation to our 5th-8th graders." Met 6/16/2022 2022 51714310000000 Pleasant Grove Joint Union 6 "Data: A local climate survey was given to students in grades four through eight that provided a valid measure of school safety and connectedness. The results of this survey were shared with staff, the Pleasant Grove JUSD School Board, and also the LCAP Advisory/Site Council. Findings from this survey indicated that 83.3% of students felt safe at Pleasant Grove School and 11.8% sometimes felt safe at school. In addition, 9.8% of students feel that bullying is a problem at the school. Students feel connected to the school (89.3%) and 86.3% of students say there are activities they enjoy participating in at school. Meaning: Spring 2022 local student survey results indicate students feel connected to the school and have activities they enjoy. The school has created a safe environment, however, more education and structure need to be implemented regarding bullying and school safety. Use: LCAP Goal 2 is to, ” Enhance student engagement by providing enrichment activities, a positive and safe school climate, effective character education, and meaningful parent participation opportunities.” Expected outcomes are to increase the percentage of students usually feeling safe at school to 90% and decrease bullying to 5% or less. To achieve this goal, actions and services include promoting parent and student engagement, supporting the social-emotional health of students and families, and maintaining a safe, welcoming school environment." Met 6/15/2022 2022 29663730000000 Pleasant Ridge Union Elementary 6 "PRUSD provides the California Healthy Kids Survey and the PRUSD student, parent, and staff annual survey. All four surveys provide the school district with important information and data about the school and district climate/culture." Met 6/27/2022 2022 56725530000000 Pleasant Valley 6 "The California Healthy Kids Survey (CHKS) was administered to students in grades 5 and 7 in late winter of 2022. The examination of the CHKS demonstrated some needs that were not surprising given the impact the pandemic has had on students, families, and teachers. The percent of 5th grade students strongly agreeing or agreeing with the statement, ""I feel safe in my school"", was 86%. This marked a decrease from the previous cohort where 96% of students strongly agreed or agreed with the statement. The percent of 7th grade students strongly agreeing or agreeing with the statement, ""I feel safe in my school"", was 62%, which was a slight decline from the previous 7th grade cohort where 65% of students strongly agreed or agreed with the statement. When disaggregated further the 7th grade data showed that: 94% of 7th graders strongly agreed or agreed that they felt safe in classrooms 78% strongly agree or agree that they feel safe during lunch 70% strongly agree or agree that they feel safe in bathrooms 89% strongly agree or agree that they feel safe during passing periods 81% strongly agree or agree that they feel safe in the locker room. The overall connectedness percent for fifth grade students was 79%, which marks a slight decline from the previous cohort of 81%. The overall connectedness indicator for 7th grade students was 63%, which was an increase from the previous cohort where the indicator was 60%. Upon closer examination, the gap is that students do not always feel like they have meaningful input and participation in the activities at school. PVSD has allocated funds for lunch and after school sports and activities that will support connectedness on the campuses. For 5th graders, 78% strongly agreed or agreed that they are happy to be at their school, which marks an increase from the previous cohort in which 74% of students strongly agreed or agreed with the statement. The percent of students in 7th grade reporting that they feel close to people at their school was 73%. This was also an increase from the previous 7th grade cohort that reported 66% on this indicator." Met 6/23/2022 2022 40687910000000 Pleasant Valley Joint Union Elementary 6 "Based on the survey given to parents and students in grades 2-6 last spring, nearly 100% of the parents and students report that the school is a safe, welcoming, and nurturing environment where both parents and students report that they have people at the school who listen to them and who help them. A handful of students in the second grade reported that they felt the school rules were unfair. An investigation into this found that they felt that one of the instructional aides was too strict. Conversations with the aide helped to ease this feeling amongst the students." Met 6/22/2022 2022 54720580000000 Pleasant View Elementary 6 "Pleasant View School administers a Local Climate Survey yearly, that is given to all students in 3rd- 8th grades. The results of the survey are reported to the Local Governing School Board. These measures are 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. The following results are from the 2020-2021 school year; the survey was given in May of 2021. Student School Climate Survey (Combined Results 3rd-8th) 94% of students reported having felt close to someone at school. 96% of students reported believing that teachers and other grown-ups at school believe they can do a good job. 90% of students reported that teachers and other grown-ups care about them. 90% of students feel like they are a part of this school. 78% of students report that they are motivated to learn. 95% of students reported feeling safe at school. Historically we have been well over 90% we feel the drop in motivation is connected to Distance Learning and the Covid-19 Pandemic. 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 40% of our students. The school also believes Self-Efficacy is extremely important to student long-term outcomes. The school gave a self-efficacy survey to all 4th-8th graders in 2021-2022 (scores 1-4 range). The First score is from the 2021 survey prior to the pandemic and the second is from the 2022 survey. Our student's areas of strength were Academic Achievement 2.41/2.67 and Social 2.34/2.56. Our student's two weakest areas were in Self-Regulated Learning 2.15/2.20 and Enlisting Social Resources 2.23/2.23. It's apparent that there has been a significant drop in our student's beliefs about themselves. We attribute this drop to the COVID-19 Pandemic and Distance Learning. 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. 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 6/14/2022 2022 01751010000000 Pleasanton Unified 6 "DATA Pleasanton Unified School District administers the California Healthy Kids Survey to all students in grades 5, 7, 9, 11 and Village High School, including questions on School Engagement and Supports, School Safety and Substance Use and Behavioral Health. Our district-wide 2021-2022 student participation rate was 85%. School Engagement and Supports: Finding: Overall, students report high levels of School Engagement and Support. The percentage of students responding positively shows an overall decline as students get older. Elementary (5th grade): -92% responded “Yes, most of the time” or “Yes, all of the time” regarding Academic Motivation -81% of students attending in person and 68% of students attending remotely responded “Yes, most of the time” or “Yes, all of the time” regarding School Connectedness -75% of students responded “Pretty much true” or “Very much true” regarding Caring Adult Relationships Secondary (7th, 9th and 11th and Non-Traditional/NT): -71% (7th), 69% (9th), 66% (11th), 51% (NT) responded “Yes, most of the time” or “Yes, all of the time” regarding Academic Motivation and 76% (7th), 69% (9th), 68% (11th), 51% (NT) regarding High Expectations -70% (7th), 68% (9th), 64% (11th), 52% (NT) of students attending in person report a sense of School Connectedness -63% (7th), 56% (9th), 58% (11th), 50% (NT) of students responded “Pretty much true” or “Very much true” regarding Caring Adult Relationships School Safety Finding: Overall, students report feeling safe at school. The percentage of students responding positively shows an overall decline as students get older. -89% of Elementary students reported feeling safe at school and 90% reported feeling safe when walking to and from school. -73% (7th), 77% (9th), 76% (11th), 53% (NT) of students reported that they feel safe/very safe at school -Students at all grade levels reported a low incidence of physical fighting and weapons at school. - 5% (5th), 21% (7th), 17% (9th), 14% (11th), 23% (NT) responded “Yes, most of the time” or “Yes, all of the time” regarding Cyberbullying Substance Use and Behavioral Health Finding: Substance use has declined overall across all grade levels, while the number of students experiencing feelings of frequent sadness, chronic sadness and thoughts of suicide have increased since the last survey administration. Substance Use -Elementary (5th): No use (0) of cigarettes, vaping or marijuana, 13% tried alcohol at least once -Secondary: 7th and 9th grade (0-3%) reported little or no current use of alcohol/drugs, binge drinking, cigarette smoking, vaping or marijuana -11th grade students reported a decrease in the current use of the following substances: –18% alcohol use (22% in 2019) –9% binge drinking (11% in 2019) –1% cigarette smoking (1% in 2019) –5% vaping (13% in 2019) –7% marijuana use (13% in 2019) -Non traditional (NT) students reported a decrease in the current use of the following substances: –51% alcohol use (74% in 2019) –17%" Met "In response to the data represented here, Pleasanton Unified School District has identified the following priorities: -Response to Instruction and Intervention (RTI2) -Restorative and Trauma Informed Practices -Positive Behavior and Intervention and Support (PBIS) -Social and Emotional Learning (SEL) -Professional Development -21st Century Tools/Digital Resources -Family and Community Engagement -School Community Collaboration Our Local Control Accountability Plan (LCAP) provides the following resources to address student needs identified through this survey: -TK-12 Intervention and Integration Specialists at all levels -Reading Intervention Student Support Paraprofessionals for K-5 -Emerging Bilingual Program Staffing Support at Middle/High Schools -Early Literacy Resources -Youth Development Specialist for Foster/Kinship Youth -Three Social Workers -Child Welfare and Attendance Specialists -District Parent Liaisons -School Smarts in English and Spanish (Elementary) -Loving Solutions and Parent Project programs -Restorative & Trauma Informed Practices -Professional Development for Certificated and Classified Instructional Staff In addition, Safety and Wellness Supports are being developed, including, but not limited to: -Comprehensive School Safety Plans -Mandated Safety Drills (including drill schedule and reporting form) -Emergency Supplies -Updated District Wellness Policy -High School Wellness Centers -Increase of elementary counselors from half time to full time" 6/23/2022 2022 32669693230083 Plumas Charter 6 "Student Climate Surveys Data Summary Grades 7-12-Based on the collected data, the following are areas of strength: -90% of students feel safe at school -90% of students feel like they are involved in decisions about their education -65% of students feel close to people at school -80% of students feel like there is an adult at school to help them manage stress and to help motivate them -83% of students feel like teachers treat students fairly and equally -82% of students feel like they are respectful to their peers and staff Specific areas to improve on based on survey analysis are: -Continuously work to build relationship and team building with both peers and teachers -Ropes courses for junior high and high school? -Provide for monthly yoga/mindfulness class to continue to diversity student's experiences -Provide for an after school club -Provide for group therapy opportunities to continue to build empathy amongst students Grades 3-6: Based on the collected data, the following are areas of strength: -76% of students are happy to be at this school -75% of the students feel that the school rules are fair -87% of students feel safe at school -70% of students feel close to people at school -85% of students believe the teachers treat students fairly -95% of students feel that teachers and other school staff care about them Areas to continue to improve upon are: -To continue to implement a system of praise and validation -Better highlight student work in public places -Assessment meetings with students to validate placement and growth -Relationship and team building with both peers and teachers -After school program Monthly mindfulness" Met 5/23/2022 2022 32103220000000 Plumas County Office of Education 6 "DATA: School Climate Survey, overall results CRC: 3.16 CES 3.04 Greenville 3.1 QES 2.96 CJSHS 2.67 PJSHS 2.79 QJSHS 2.74 MEANING: Survey results show varying levels of success and challenges with school climate. USE: Focusing on the needs of students post COVID and Dixie Fire are a priority and being addressed through additional support services (Behavioral Health Specialists, Student Services and increased Counselor time)." Not Met 9/14/2022 2022 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 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. Not Met 9/29/2022 2022 32669690000000 Plumas Unified 6 "DATA: School Climate Survey, overall results CRC: 3.16 CES 3.04 Greenville 3.1 QES 2.96 CJSHS 2.67 PJSHS 2.79 QJSHS 2.74 MEANING: Survey results show varying levels of success and challenges with school climate. USE: Focusing on the needs of students post COVID and Dixie Fire are a priority and being addressed through additional support services (Behavioral Health Specialists, Student Services and increased Counselor time)." Not Met 10/12/2022 2022 09619600000000 Pollock Pines Elementary 6 "The district administered the California Healthy Kids Survey to grades 5 and 7 in May of 2022. The survey results for grade 5 and 7 revealed similar increased trends in the following indicators: School Engagement and Supports, School Safety and Cyberbullying and Social and Emotional Health. The district predicted the increase in these trends coming out of the pandemic. In response, the district implemented a wellness center at the beginning of the 2021-2022 school year to address these needs. The wellness center provides counseling for students who are struggling with social and emotional issues." Met 6/14/2022 2022 19649070000000 Pomona Unified 6 021-22 CHKS Results: the results of the survey show that in the four focus areas of the survey: -School Connectedness (Percentage of students and parents and staff that feel connected to the school) Grade 5 Students- 65% Grade 7 Students- 52% Grade 9 Students- 45% Grade 11 students- 48% Parents- ES- 37% MS- 44% HS- 33% Teachers- ES- 29% MS- 32% HS- 33% -Caring Adults (Percentage of students and parents and staff that feel students are surrounded by caring adults) Grade 5 Students- 64% Grade 7 Students- 53% Grade 9 Students- 48% Grade 11 students- 56% Parents- ES- 38% MS- 45% HS- 42% Teachers- ES- 41% MS- 46% HS- 40% -School Safety (Percentage of students and parents and staff that feel that the school site is a safe place) Grade 5 Students- 72% Grade 7 Students- 53% Grade 9 Students- 40% Grade 11 students- 50% Parents- ES- 39% MS- 47% HS- 31% Teachers- ES- 35% MS- 46% HS- 31% -Experienced Any Bullying or Harassment (Percentage of students and parents and staff that feel students are bullied or harassed at the school site) Grade 5 Students- 36% Grade 7 Students- 37% Grade 9 Students- 28% Grade 11 students- 21% Parents- ES- 17% MS- 14% HS- 21% Teachers- ES- 29% MS- 18% HS- 57% Met 6/29/2022 2022 15637190000000 Pond Union Elementary 6 "The survey results indicate that students feel connected to the school and have academic motivation. This includes socioeconomically disadvantaged, limited English proficient and students with special needs. 70% of all students feel the school has caring adults that have high expectations for them. The highest percent of results was found in the area that students feel very safe at school. The survey results indicate that students are not involved in alcohol or drug use. No students have indicated cigarette smoking. Approximately 40% of students have experienced harassment or bullying at school. 20% have been in a physical fight. These results have been shared with staff and stakeholders. Pond school has identified bullying and fighting as a challenge school wide. Staff members including playground and bus driver personnel have attended workshops and information to raise awareness of these challenges. Staff development days and small informal groups have created opportunities to share strategies. Students are rewarded for good behavior. Parent/student conferences are conducted to address students that continually experience difficulties. Additional actions include the establishment of a student-led leadership community at the school. Student leaders lead activities in classrooms to increase student awareness on important issues, such as bullying. Students are also provided buddies to pair up and support school attendance and positive behavior. Assemblies are conducted to reinforce students with positive or improved behavior and attendance. A teacher conducted 30-minute lessons in each of the classrooms about social-emotional support and behavior for three weeks. Results from these actions have shown a reduction in harassment and fighting. Attendance school wide is improving." Met 6/21/2022 2022 28662820000000 Pope Valley Union Elementary 6 "Annually, PVUESD students are asked to complete a school climate survey. Surveys were sent out during the beginning of May 2022. The survey was administered to all classes, with 22 students completing it. 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. The following are the results of the survey over the past several years: 2017 83.3% of students reported feeling safe at school 100% reported they participated in class and felt connected to some degree 2018 72.4% of students report feeling safe at school. 100% report they participated in class and felt connected to some degree. 2019 100% agreed they participate in class 100% felt connected to school 82% reported feeling Pope Valley was a safe place to go to school 2020 No results - not administered due to COVID and quarantine 2021 83% of students reported feeling safe at school 100% reported they participated in class and felt connected to some degree 2022 59% of students reported feeling safe at school 57% reported they participated in class and felt connected to some degree Ensuring that all students feel safe and connected to school is a priority for PVUESD and the school district is committed to addressing our culture and climate. Our LCAP Goal #4 is built around improving this area of our educational program. To improve and further build on the character counts program, PVUESD will host assemblies on anti-bullying, research the implementation of a peer mediation program, and research and implement a Positive Behavior Interventions and Support (PBIS) program so all staff are trained in how to respond appropriately to student behaviors. We will implement a tiered system of support, not only for academics but also for behaviors that is school-wide and takes a positive approach to working with students. Through several mental health grants, PVUESD will also be able to provide counseling services (one-one and group sessions) to students who need more support as well. With these investments, we would like to see more students feel safe and connected with school." Met 6/16/2022 2022 19647330107755 Port of Los Angeles High 6 "Student Climate Survey: At the beginning of 2nd semester, a student survey was conducted during each students’ English class. It was not mandatory to complete, but highly encouraged. Of the student body, 738 students completed the student climate survey. Strengths: Some of the strengths identified through the survey were an overall satisfaction with the cleanliness, safety and support provided at POLAHS. 94% of students reported they are clearly informed of all the schools rules. 88% feel that reports of bullying are taken seriously at POLAHS. 87% feel supported by staff and feel if they have a concern, they know how to report it. A majority of students reported having the textbooks and technology needed to be successful, along with access at home with internet access and laptops/desktops. The majority of students reported having an adult or family member who is able to support them with school work. If students do not have access to a Chromebook or hotspot, POLAHS is able to provide them upon request. Needs: Students reported a need for more after school academic support in Math and Science. Additionally, students reported they would like an increase in access to academic programs. Implemented Actions: POLAHS has maintained a security guard and custodians to continue the safety and cleanliness of the campus, and will continue to do so for the upcoming year. For the 2021-22 school year, POLAHS has continued with daily tutoring sessions before and or after school, arranged by department. If students need support outside of daily tutoring hours, Tutor.com was made available 24/7 for all students to access. POLAHS has maintained a textbook and technology budget, as well as tech service staff members. New actions for the upcoming school year based on student survey results include: POLAHS will be collaborating with CSU Long Beach for dual enrollment. CSULB/POLAHS will be offering additional classes on Saturdays, funded through the A-G grant (new action, 7.25). Student SEL Survey: An SEL student survey was distributed during homeroom, Similar to the school climate survey, it was voluntary to complete. Of the student body, 667 responses were collected. A number of students were unable to access the survey at that time and given access to complete it on their own time. Strengths: Many strengths were reflected in the student SEL survey. On average, 75% or more students report to have good mental health support and awareness. The majority of the student population did not feel the need to talk to a counselor or therapist and/or received help from a counselor, but 38% of the students would feel comfortable talking to a counselor, if needed. A number of students also report they do not have any involvement with drugs and/or alcohol, and they understand the consequences if they are using or possess alcohol or drugs while on campus." Met "continued... Needs: 30% did report report needing counseling services, but did not receive them. Additionally, approximately 25% wanted to talk to a counselor due to concerns with their mental health. Whereas, 60% of the students reported a variety of reasons as to the barriers speaking to a counselor. Approximately 60% of students are not seeking the support in times of need. Implemented Actions: -All students received social emotional learning through homeroom on a weekly basis. Through a variety of resources, critical topics are discussed such as stress management, substance abuse and prevention, mental health awareness, and college planning. POLAHS contracts part time with an SEL coach to incorporate SEL into everyday curriculum. -The Social-Emotional Counselor and the School Psychologist support Gen. Ed. students and students with IEPs or 504 plans. Both provide individual counseling, social group skills and when needed. Staff is trained on the referral system, and students are provided resources on how to access the support. New actions for the upcoming school year based on student survey results include: -For the 2022-2023 school year, SEL programs will be continued through the general education classes. The Tilly’s workshop will also be held once again for students by grade level. Rather than having an SEL coach, the clinician will switch to provide Tier 3 intervention (additional 15% S&C), in addition to the Social-Emo Counselor and School Psychologist." 6/15/2022 2022 54755230137968 Porterville Military Academy 6 "The 2020-2021 survey reflects that some students feel social-emotional distress at school with (34%). However, 70% report having peers they can rely on as well as 80% reporting they have an adult in their life that supports them. 73% of students reporting that cyberbullying hadn't happened to them in the past year. Overall, 68% of parents agree or strongly agree that the school is meeting the needs of their student. Teachers report that they need additional training in supporting our students with social emotional needs. The survey content overview is as follows: Characteristics of parent respondents and their children; Student supports and school conditions; How welcoming the school is to parents; Parental involvement in school activities and decision-making; School communications to parents; Parental involvement in their children’s education; and Parental perceptions of student risk behaviors. The questions are aligned with the staff and parent surveys so information obtained across these three groups can be compared. Overall School Connectedness Scales for middle school & high school averaged 60% of “Strongly agree” & “Agree”. For School Safety 73% of elementary students feel safe “All the time” or “Most of the Time”. For middle schools and high schools perceived safety at school average of 59% “Very Safe” & “Safe” an increase of 3% from the previous year. All students need to feel safe and connected to school so that they continue to attend school, behave appropriately, and attain a high school graduation diploma. Overall in the HKS survey 92% of all parents, 73% of elementary students, and 60% of high school students feel that school is a safe place an average of 75%. The following information was also obtained from the Dashboard data of Fall 2018 to report student connectedness: Attendance rate = 94%, Suspension rate = 6%, and Expulsion rate = 0.6% and Graduation rate of 84.6%. PUSD/PMA will continue to provide personalized learning plans to give students the opportunity to link academics to their career interest through assessment of the graduate outcome rubric, interest inventories and enrollment in career exploration electives. PUSD/PMA 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 student engagement and motivation. PUSD school campuses have been secured and enclosed by a fence. All schools have functional security cameras and shade structures. PUSD has hired additional personnel counselors, psychologists, nurses and behavioral intervention specialist to meet the social & emotional needs of students." Met 6/23/2022 2022 54755230000000 Porterville Unified 6 "DATA SETS: Response rates include: grade 5 (63%), grade 7 (83%), grade 9 (86%), and grade 11 (75%), parents (1,833), staff (713). Measured areas included: Engagement & Supports, Safety & Cyberbullying, Disciplinary Environment, Substance Use, Routines, and Social-emotional Health, Parental Involvement, Supports for Students, Support for Staff, Fairness, Clarity and Respect, and Student Motivation and Behavior. MEANING: - Grade 5 (https://bit.ly/pusd21-22-HKS-Elem): The vast majority of grade 5 students did not report participation in substance use (95.8%). Although this is a decline from the previous year (98%), the vast majority of grade 5 students still either abstain from use, or maintain a negative perception of substance use. The Black or African American student group reflected the greatest percentage (20%) indicating use of Alcohol or drugs, and vaping. The Hispanic population constitutes the largest student group, and 14% indicated that they’ve used alcohol. Students reported within the range of 62.5% and 69.5% in all other categories at grade 5. - Grade 7, 9, 11 (https://bit.ly/pusd21-22-HKS-Secondary): The vast majority of students reported that they abstain from substance use, or have a negative perception of it (grade 7 @97.7%, grade 9 @96.3%, and grade 11 @93.4%). School Engagement and Supports reflected as an area of need for all grades. Within this major category, the subcategory of Meaningful Participation consistently reflected low responses. Within the subcategory, the question set reflecting the lowest response was whether students felt that schools support meaningful participation: grade 9 (18%) students, grade 7 (21%) and grade 11 (21%). 32% of grade 7 Native American students group indicated meaningful participation, while 15% of grade 9 students identifying as two or more races, and 15% of grade 11 students who identify as “other” felt the same. - Parent (https://bit.ly/pusd21-22-HKS-Parent): Improvements were reflected in a perception of parent involvement (31.6% to 33.8%), a sense of support for students (40.4% o 48.8%), and parents not indicating that their students engage in substance use (75.3% to 80.2%). - Staff (https://bit.ly/pusd21-22-HKS-Staff): Majority of staff (72%) are not reporting that students engage in substance use. The greatest area of concern for staff appears to be in the area of sense of fairness, clarity of rules, and respect for diversity (37%) on average. USE: Porterville Unified intends to engage in review and reflection of data presented by the Healthy Kids Survey, and one realm of investigation takes place with site and district administration. Information presented is cross-referenced with information gathered from other sources, including perspectives shared by educational partners. Those areas that are reflected as consistent areas of identified need are then prioritized for discussion on improvement initiatives." Met 6/23/2022 2022 41689810000000 Portola Valley Elementary 6 "The Portola Valley School District administers an End of the Year Survey annually to both parents and students in grades 2-7. Results of the 2021-2022 End of year student survey indicate: 94% of students in grades 2-7 feel safe while at school. 87% of students say that there is an adult on campus that they can talk to and who will listen to them. 88% say that the school is clean and safe. 89% of students say they are provided with opportunities to be challenged. Results of the 2021-2022 End of year parent survey indicate: 98% of parents stated that our schools have a safe and positive learning environment. 90% of parents stated that they feel comfortable communicating with the school district. 89% of parents stated that they feel PVSD provides adequate opportunities for parent involvement. We look critically at this data each year in order to ensure that we are offering environments that are not only conducive to learning but that foster growth in the social emotional learning areas. The student survey shows that most students are learning and are being supported at our schools. The strength of our school is giving students the opportunity to be safe, and challenged in their learning. The parent survey supports what the students communicated in their survey of having a safe and positive learning environment. The 4-8 campus also has in place a “student council” which allows for student voice at the decision making table. Students’ comments indicate they would like to have more opportunities for critical thinking and student voice. The use of Project Based Learning and differentiated instruction that will meet this request of students." Met 6/16/2022 2022 37682960000000 Poway Unified 6 "We used the California Healthy Kids Survey - last administered in Spring 2021 (delayed from fall 2020 due to COVID) to students in grades 5,7,9 and 11. The Survey results show that 93% of our 5th graders and 76-77% of our grade 7,9,11 students perceive school as a safe place. The survey also shows that 82% of 5th graders feel connected to school, while 68-70% of our grade 7,9,11 students feel school connectedness. The information gleaned from this tool provides our staff with focus areas for sites to enhance their overall school student experience. This data also informs site-level social-emotional goals and equity goals in the School Plan for Student Achievement (SPSA). In response to the survey results, the Poway Unified School District has implemented the following supports: No Place for Hate - Anti-Defamation League, Start with Hello - Sandy Hook Promise, Second Step Curriculum - Social Emotional Learning Curriculum, additional counselors, social workers at the middle and high school levels, and increased hours for our Student Support Services personnel, Positive Behavioral Interventions and Supports (PBIS), and the ""Mindful Moment."" Based on the CHKS survey, informal input from parents and students, and the series of three Community Conversations to establish trust and Professional Learning focused on Inclusive Practices (UDL) and Racial Equity, we understand that barriers still exist for some of our students and families and we committed to removing those barriers. The creation of a new District position to guide the work - a Director of Equity and Improvement was done to help guide this work. As we reflect on the past two years and the impact of COVID on our student’s mental health, we put a number of programs and increased staffing in place to support their social-emotional needs: We increased school counseling support K-12; we increased the hours for student services specialists and assistants K-12; we added social workers and increased school psychologist support at the secondary level (6-12); we increased the number of Second Step (SEL curriculum) lessons taught district-wide at the elementary school level and purchased Second Step curriculum for the middle schools. To bridge the home and school for our families supporting children with disabilities, we created a new Special Education Parent Ambassador program and added a parent liaison at our Caring Connections Center. The District partnered with the County Office of Education to launch a new survey during the 2021-22 school year for grades 3-5 and 6-12 students to report on a range of issues related to educational equity in schools. It covered topics on diversity, sense of belonging, expectations, safety, harassment, gender equity, and others. The data identified a need to provide more specific strategies for sites to use to create a sense of belonging on campus; therefore, the next step is to provide professional learning for site administrators on Designing for Belonging." Met 6/2/2022 2022 19647330127936 PREPA TEC - Los Angeles 6 The school climate survey indicated that most parents were satisfied with the school. The school climate survey indicated some areas of growth such as providing more college and career readiness. Met 6/8/2022 2022 37683383731189 Preuss School UCSD 6 "CHKS 2021-2022 (High School Summary) The lowest scores were in the area of Supports and Engagement. Specifically, Academic Motivation was down 16% from the past offering. In reference to Two or fewer absences/month, the responses were down 7%. Perceived School Safety scores were down 8%. The highest scores were found in the area of Low Violence. Low Violence Victimization was up 8%, No Harassment up 9%, and No Mean Rumors was up 12% from the last survey. Another factor that stood out was in the area of Other School Climate Indicators - Facilities Upkeep. This indicator was down below the State's average. CHKS 2021-2022 (Middle School Summary) In the area of Supports and Engagement the School Connectedness indicator was at the highest mark since 2018. The indicator for Meaningful participation was at the lowest mark in five years at 24%. In the area of Low Violence the indicators for Low Violence Victimization, No Harassment, and No Mean Rumors were at their highest level since 2018. In the area of Other School Climate Indicators the No Substance Use at School indicator was at 98% agreement, while the indicator for Facilities Upkeep was mixed at 50%. Overall the scholars at The Preuss School are surveying at higher positive levels than the average State student. The indicators for Academic Motivation and Meaningful Participation show that our scholars may be demonstrating a new understanding of post pandemic priorities. The survey also indicated that High and middle school scholars were concerned about the school facilities." Met 6/23/2022 2022 43693856046486 Price Charter Middle 6 "PBIS School Climate Survey - Administered in Spring 2022 - All students in Grades 3-8 - Number of Student Responses: 1853 - School Climate Survey Results Spring 2022 - Percentage of Students in grades 3-8 Who Responded “Often” or “Always”. Survey Questions (Responses from Spring 2021 to Spring 2022, respectively) & the Change (from Spring 2021 to Spring 2022 is the percent of responses): 1. I like school - (76% to 84%) +8% 2. I feel like I do well in school - (78% to 77%) -1% 3. My school wants me to do well - (86% to 88%) +2% 4. My school has clear rules for behavior - (93% to 91%) -2% 5. Teachers treat me with respect - (95% to 91%) -4% 6. Behavior in class allows the teacher to teach - (95% to 80%) -15% 7. Good behavior is noticed at my school - (77% to 73%) -4% 8. I get along with other students - (88% to 82%) -4% 9. I feel safe at school - (87% to 83%) -4% 10. Students treat each other well - (92% to 73%) -19% 11. There is an adult who will help me if I need it - (81% to 84%) +3% Cambrian School District has been implementing Positive Behavior Interventions and Supports (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." Met 6/16/2022 2022 39754990102384 Primary Charter 6 "The majority of parents who responded to the survey had positive remarks about the school. Eighty three percent of responding parents rated the school highly overall. The specific areas of improvement identified by the survey were parent outreach and communication. Respondents were highly satisfied with instruction, quality of the program and teacher effectiveness. The school is formulating a plan to have better parent outreach by adopting a model that is being used by our middle school which appears to have a more effective connection with parents. The school hopes this will help to increase parent involvement, understanding and contribution to the overall school success." Not Met 10/10/2022 2022 11626460000000 Princeton Joint Unified 6 The Healthy Kids Survey was not completed this year but local survey data shows that students and families are positive and appreciative of the culture at Princeton schools. Met 6/23/2022 2022 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 Executive Director 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. In addition, during this time students gave their input on field trips, lunch, school activities, and much more. They also learned the Robert's Rules of Order and the spirit of entrepreneurship." Met 9/23/2021 2022 36678760109850 Public Safety Academy 6 "Students were provided with a survey in February 2022 asking for feedback regarding the state priorities that include academics, school climate, student engagement and safety. PSA also has an open door policy where student suggestions are considered throughout the year. 320 out of 380 responded to the LCAP survey, which represents 84% of the student population. This represents a 16% increase in responses from the previous year (2020-2021). The following narrative explains the results of the survey and verbal feedback. 68% of students report that it is important to them that there are custodians and a clean school. 68% of students feel that access to technology and other instructional materials are important basic school services. 50% of students said that they felt that they needed more or better access to technology in order to support student achievement. Students expressed the desire to increase extracurricular activities at PSA. 65% of students would like to see more college and career field trips, while 59% of students wish to increase extracurricular and enrichment activities such as clubs, ASB events, and sports for grades 6-8 in order to support student engagement. 60% of students feel that social and emotional learning is necessary to better the school climate at PSA. Feedback received from student input was used to inform school decisions. Highlights include course access, social and emotional needs, and safety. 100% of students have access to chromebooks and hotspots to take home as needed, as well as any materials and classes related to students’ academic success. To address the need for a clean campus, PSA has employed a full time janitorial service to ensure that PSA’s school campus is properly maintained and sanitized for all students and staff. The janitor is available during school hours, as well as before school hours to ensure deep cleaning is maintained. Currently, PSA offers a variety of extracurricular activities for students in grades 6-12 to participate in. This includes clubs, high school sports, and several ASB events throughout the year. PSA anticipates there will be more events and activities next school year to increase student engagement. 60% of students said that social and emotional learning was a priority. PSA employs two full time counselors that provide emotional and academic support to students. Additionally, PSA has begun offering virtual one-on-one counseling sessions to students who have been referred to these services. PSA uses the Six Pillars of Character education as a foundation in all classes. PSA plans to incorporate equity training into weekly staff PLCs as well as introducing more positive culture programs to the school to encourage equity and inclusion. It is the expectation that these activities will help with PSA’s chronic absenteeism rate as shown in the CA Dashboard." Not Met 10/20/2022 2022 19647330133298 PUC CALS Middle School and Early College High 6 "PUC CALS MS-HS conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. 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 70% Care My teacher in this class makes me feel that she 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 78% Confer My teacher wants us to share our thoughts 84% Consolidate The comments that I get on my work in this class help me understand how to improve. 78% Control Student behavior in this class is under control. 65% Safety I feel physically safe in this classroom. 76% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 80% PUC CALS ECHS: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 79% Care My teacher in this class makes me feel that she really cares about me 84% Care My teacher really tries to understand how students feel about things 83% Confer My teacher respects my ideas and suggestions 87% Confer My teacher wants us to share our thoughts 87% Consolidate The comments that I get on my work in this class help me understand how to improve. 85% Control Student behavior in this class is under control. 82% Safety I feel physically safe in this classroom. 88% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 89% PUC CALS MS received an overall score of 4.15 of 5 and an Average % Favorable of 78%. PUC CALS HS received an overall score of 4.37 of 5 and an Average % Favorable of 85%. During the 2021-22 SY, both PUC CALS MS and PUC CALS HS continued to focus on student engagement due to the transition from distance learning to in-person learning. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especially students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care." Met "The social-emotional well-being of all students is also another focus during the 2021-22 SY and moving into the 2022-23 SY. This is especially relevant as the school transitioned from “virtual” to “in-person” in the 2021-2022 SY. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC CALS MS will continue 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 CALS HS will continue to focus 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." 1/26/2022 2022 19647330129619 PUC Community Charter Elementary 6 "PUC CCES conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. 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 CCES Construct Item/Question % Favorable Rating General Education Captivate Learning is important in my classroom. 92% Care My teacher in this class makes me feel that she really cares about me. 82% Care I like the way my teacher treats me when I need help. 86% Confer My teacher wants me to share my thinking and ideas. 57% Confer My teacher wants me to explain my answers - why I think what I think. 82% Consolidate My teacher takes the time to help me think about what I have learned. 75% Control My teacher makes sure that I follow the classroom norms and the Habits of a Scholar. 87% Safety I feel safe in this classroom. 80% Safety I know my teacher will help me if I feel that people are being unkind. 90% PUC CCES received an overall score of 3.67 of 4 and an Average % Favorable of 76%. During the 2021-22 SY, PUC CCES continued to focus on student engagement due to the transition from distance learning to in-person learning. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students is also another focus during the 2021-22 SY and moving into the 2022-23 SY. This is especially relevant as the school transitioned from “virtual” to “in-person” in the 2021-2022 SY. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. 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 1/26/2022 2022 19647336116750 PUC Community Charter Middle and PUC Community Charter Early College High 6 "PUC CCMS-CCECHS conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. 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: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 81% Care My teacher in this class makes me feel that she really cares about me 84% Care My teacher really tries to understand how students feel about things 82% Confer My teacher respects my ideas and suggestions 89% Confer My teacher wants us to share our thoughts 91% Consolidate The comments that I get on my work in this class help me understand how to improve. 88% Control Student behavior in this class is under control. 78% Safety I feel physically safe in this classroom. 89% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 93% PUC CCECHS: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 78% Care My teacher in this class makes me feel that she really cares about me 84% Care My teacher really tries to understand how students feel about things 83% Confer My teacher respects my ideas and suggestions 87% Confer My teacher wants us to share our thoughts 90% Consolidate The comments that I get on my work in this class help me understand how to improve. 86% Control Student behavior in this class is under control. 87% Safety I feel physically safe in this classroom. 90% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 88% PUC CCMS received an overall score of 4.46 of 5 and an Average % Favorable of 87%. PUC CCECHS received an overall score of 4.46 of 5 and an Average % Favorable of 87%. During the 2021-22 SY, PUC CCMS and PUC CCECHS continued to focus on student engagement due to the transition from distance learning to in-person learning. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care." Met "The social-emotional well-being of all students is also another focus during the 2021-22 SY and moving into the 2022-23 SY. This is especially relevant as the school transitioned from “virtual” to “in-person” in the 2021-2022 SY. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC CCMS will continue 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 CCECHS will continue professional development for teachers to design rigorous and culturally responsive learning experiences as well as a focus on positive relationships among all stakeholders." 1/26/2022 2022 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. 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 ECALS: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 77% Care My teacher in this class makes me feel that she really cares about me 82% Care My teacher really tries to understand how students feel about things 77% Confer My teacher respects my ideas and suggestions 85% Confer My teacher wants us to share our thoughts 83% Consolidate The comments that I get on my work in this class help me understand how to improve. 83% Control Student behavior in this class is under control. 82% Safety I feel physically safe in this classroom. 87% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 87% PUC eCALS received an overall score of 4.33 of 5 and an Average % Favorable of 83%. During the 2021-22 SY PUC eCALS continued to focus on student engagement due to the transition from distance learning to in-person learning. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students is also another focus during the 2021-22 SY and moving into the 2022-23 SY. This is especially relevant as the school transitioned from “virtual” to “in-person” in the 2021-2022 SY. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. The school will focus on making sure that staff are provided professional development on how to transition to in-person, creating a safe and secure environment for all students, and knowing how to recognize trauma in students and how to provide the necessary help and support students will need." Met 1/26/2022 2022 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. 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 Excel: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 75% Care My teacher in this class makes me feel that she really cares about me 79% 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 79% Consolidate The comments that I get on my work in this class help me understand how to improve. 80% Control Student behavior in this class is under control. 62% Safety I feel physically safe in this classroom. 81% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 86% PUC Excel received an overall score of 4.24 of 5 and an Average % Favorable of 80%. During the 2021-22 SY, PUC Excel continued to focus on student engagement due to the transition from distance learning to in-person learning. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students is also another focus during the 2021-22 SY and moving into the 2022-23 SY. This is especially relevant as the school transitioned from “virtual” to “in-person” in the 2021-2022 SY. As shown above, most students surveyed felt physically safe in the classroom. The school will focus on making sure that staff are provided professional development on how to transition to in-person, creating a safe and secure environment for all students, and knowing how to recognize trauma in students and how to provide the necessary help and support students will need. Finally, leadership continues to take an active role in ensuring common language and effective communication for all stakeholders." Met 1/26/2022 2022 19647330129593 PUC Inspire Charter Academy 6 "PUC Inspire conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. 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 Inspire: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 68% Care My teacher in this class makes me feel that she really cares about me 75% Care My teacher really tries to understand how students feel about things 74% Confer My teacher respects my ideas and suggestions 79% Confer My teacher wants us to share our thoughts 82% Consolidate The comments that I get on my work in this class help me understand how to improve. 80% Control Student behavior in this class is under control. 64% Safety I feel physically safe in this classroom. 78% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 83% PUC Inspire received an overall score of 4.16 of 5 and an Average % Favorable of 78%. During the 2021-22 SY, PUC Inspire continued to focus on student engagement due to the transition from distance learning to in-person learning. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students is also another focus during the 2021-22 SY and moving into the 2022-23 SY. This is especially relevant as the school transitioned from “virtual” to “in-person” in the 2021-2022 SY. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC Inspire will continue 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 1/26/2022 2022 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. 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 Lakeview Charter Academy: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 76% Care My teacher in this class makes me feel that she really cares about me 80% Care My teacher really tries to understand how students feel about things 79% Confer My teacher respects my ideas and suggestions 81% Confer My teacher wants us to share our thoughts 80% Consolidate The comments that I get on my work in this class help me understand how to improve. 80% Control Student behavior in this class is under control. 71% Safety I feel physically safe in this classroom. 84% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 88% PUC LCA received an overall score of 4.28 of 5 and an Average % Favorable of 82%. During the 2021-22 SY, PUC LCA continued to focus on student engagement due to the transition from distance learning to in-person learning. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students is also another focus during the 2021-22 SY and moving into the 2022-23 SY. This is especially relevant as the school transitioned from “virtual” to “in-person” in the 2021-2022 SY. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC LCA will continue 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 1/26/2022 2022 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. Each teacher and every grade level is surveyed. and Favorable Ratings in the survey that relate to safety and connectedness are as follows: PUC LCHS: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 72% Care My teacher in this class makes me feel that she really cares about me 79% Care My teacher really tries to understand how students feel about things 76% Confer My teacher respects my ideas and suggestions 81% Confer My teacher wants us to share our thoughts 80% Consolidate The comments that I get on my work in this class help me understand how to improve. 79% Control Student behavior in this class is under control. 77% Safety I feel physically safe in this classroom. 86% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 87% PUC LCHS received an overall score of 4.28 of 5 and an Average % Favorable of 80%. During the 2021-22 SY, PUC LCHS continued to focus on student engagement due to the transition from distance learning to in-person learning. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students is also another focus during the 2021-22 SY and moving into the 2022-23 SY. This is especially relevant as the school transitioned from “virtual” to “in-person” in the 2021-2022 SY. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC LCHS will continue 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 1/26/2022 2022 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. 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 Milagro Construct Item/Question % Favorable Rating General Education Captivate Learning is important in my classroom. 91% Care My teacher in this class makes me feel that she really cares about me. 83% Care I like the way my teacher treats me when I need help. 82% Confer My teacher wants me to share my thinking and ideas. 77% Confer My teacher wants me to explain my answers - why I think what I think. 78% Consolidate My teacher takes the time to help me think about what I have learned. 81% Control My teacher makes sure that I follow the classroom norms and the Habits of a Scholar. 94% Safety I feel safe in this classroom. 83% Safety I know my teacher will help me if I feel that people are being unkind. 92% PUC Milagro received an overall score of 3.77 of 4 and an Average % Favorable of 83%. During the 2021-22 SY, PUC Milagro continued to focus on student engagement due to the transition from distance learning to in-person learning. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students is also another focus during the 2021-22 SY and moving into the 2022-23 SY. This is especially relevant as the school transitioned from “virtual” to “in-person” in the 2021-2022 SY. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC Milagro is to continue working on strengthening their “Mindfulness” curriculum." Met 1/26/2022 2022 19647330133280 PUC Nueva Esperanza Charter Academy 6 "PUC NECA conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. 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 NECA: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 70% Care My teacher in this class makes me feel that she 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 78% Confer My teacher wants us to share our thoughts 79% Consolidate The comments that I get on my work in this class help me understand how to improve. 78% Control Student behavior in this class is under control. 68% Safety I feel physically safe in this classroom. 79% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 85% PUC NECA received an overall score of 4.21 of 5 and an Average % Favorable of 79%. During the 2021-22 SY, PUC NECA continued to focus on student engagement due to the transition from distance learning to in-person learning. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students is also another focus during the 2021-22 SY and moving into the 2022-23 SY. This is especially relevant as the school transitioned from “virtual” to “in-person” in the 2021-2022 SY. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC NECA will continue 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 1/26/2022 2022 19647330133272 PUC Triumph Charter Academy and PUC Triumph Charter High 6 "PUC TCA-TCHS conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. 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: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 72% Care My teacher in this class makes me feel that she really cares about me 72% Care My teacher really tries to understand how students feel about things 70% Confer My teacher respects my ideas and suggestions 75% Confer My teacher wants us to share our thoughts 75% Consolidate The comments that I get on my work in this class help me understand how to improve. 73% Control Student behavior in this class is under control. 61% Safety I feel physically safe in this classroom. 78% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 82% PUC TCHS: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 76% Care My teacher in this class makes me feel that she really cares about me 80% Care My teacher really tries to understand how students feel about things 79% Confer My teacher respects my ideas and suggestions 84% Confer My teacher wants us to share our thoughts 82% Consolidate The comments that I get on my work in this class help me understand how to improve. 83% Control Student behavior in this class is under control. 82% Safety I feel physically safe in this classroom. 85% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 86% PUC TCA received an overall score of 4.11 of 5 and an Average % Favorable of 76%. PUC TCHS received an overall score of 4.30 of 5 and an Average % Favorable of 82%. During the 2021-22 SY, both PUC TCA and PUC TCHS continued to focus on student engagement due to the transition from distance learning to in-person learning. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care." Met "The social-emotional well-being of all students is also another focus during the 2021-22 SY and moving into the 2022-23 SY. This is especially relevant as the school transitioned from “virtual” to “in-person” in the 2021-2022 SY. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC TCA will continue 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 will continue to focus 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." 1/26/2022 2022 19647336120471 Puente Charter 6 "• ELAC/DELAC: Providing targeted assistance to EL students; support for parent engagement to support EL development and reclassification. Paraprofessional support for best student/teacher ratios and foe individualized interventions to meet students needs. Summer program for continued engagement opportunity for EL students. • Parent Advisory Committee (PAC): Parents expressed interest in intervention programs that will support students in the areas of math and reading. They also expressed their interest in more enrichment opportunities. • SELPA: Feedback was to ensuring support for SPED students with targeted teacher professional development. Paraprofessional support for best student/teacher ratio. Summer program for continued engagement opportunities for SPED students. • Administrators/Principals: During weekly meetings, the administration has addressed ensuring student achievement with professional development, curriculum resources, staffing capacity, community partnerships and parent engagement. • Teachers: During professional development, teachers have emphasized the importance of mental health services and support. During planning sessions, teachers have expressed the need for ELD & Science resources; support for instruction through professional learning; English Learner instructional support; Restorative practices and Positive Behavior Interventions as alternatives to discipline; increased collaboration with parents and families to support students • School personnel: The need for continued learning and sharing of best practices, schoolwide and grade-level,for student achievement. Strategies to support English learners and socio-economically disadvantaged. Ensuring a communication system that will keep families informed and updated • Parents: During monthly Coffee with the Principal, parents have communicated the need to ensure mental and social-emotional supports for students and families; consistent and timely school communications via Parent Square; pathways for increased parent participation; continued data-centering progress monitoring for student achievement; continued facilities maintenance in support of health and safety • Students: On the School Connectedness and Safety Survey (4th grade), 90. 9% of our students feel safe at school all or most of the time. 8.1 % of students feel safe sometimes or never. A school safety assembly should take place at the beginning of the year. 97.7% of our students feel that the staff is always there to help if someone is being bullied. All stated that it is clear that bullying is not allowed. We will continue with bullying assemblies, conversations and counseling sessions throughout the year. One finding from the survey is that only 68.2% of our student population feels that the adults at school check on how they are feeling all or most of the time; 29.5% said some of the time; 2.3% said that the school staff never checks on how they are feeling. Students have expressed their interest in field trips," Met 6/15/2022 2022 10624146117865 Quail Lake Environmental Charter 6 "A district total of 7500 4th through 12th grade students completed the Panorama Survey in May 2022 regarding student perception of social-emotional learning topics including Student Competency Measures (SCM) and Student Supports and Environment (SSE). District selected topics with the domains of Student Competency were Social Awareness, Growth Mindset, Self-Efficacy, and Emotion Regulation. District selected topics within the domain of Student Support and Environment were Rigorous Expectations, Teacher-Student Relationships, Sense of Belonging, and School Safety. The total response rate for student competency measures was 84.4% of students, while total response rate for student supports and environment was 83.3%. SCM for 1817 students in grade 4 and 5 showed favorable endorsements ranging from 42% to 62%. When compared to survey reports from September 2021, students reported a 0% to 4% decrease in favorable responses in these domains. SSE responses were collected for 1794 students in grades 4 and 5 and showed favorable endorsements ranging from 58% to 78%. When compared to survey reports from September 2021, students report a 4% increase in favorable endorsements regarding rigorous expectations and a 2% to 7% decrease in favorable endorsements regarding school supports and student-staff relationships. SCM for 5755 students in grades 6 through 12 showed favorable endorsements ranging from 44% to 57%. When compared to survey reports from September 2021, students reported a 1% to 2% decrease in favorable responses in these domains. SSE responses were collected for 5699 students in grades 6 through 12 and showed favorable endorsements ranging from 37% to 64%. When compared to survey reports from September 2021, students report a 4% to 11% decrease in favorable endorsements regarding school support and student-staff relationships. Target group analysis revealed that students designated as English Learners (EL) students in grades 4 and 5 favorably endorsed SCM at 41% to 58% and students in grades 6 to 12 endorsed at 33% to 51%. These percentages are 1% to 11% lower than total student data. These data revealed that the district has an opportunity to work specifically with students designated as EL to improve self efficacy and social awareness. The district will continue actions focused on increasing a sense of belonging and teacher-student relationships through tiered SEL interventions and focus more specifically on actions to improve student emotion regulation and self-efficacy" Met 6/28/2022 2022 10623800000000 Raisin City Elementary 6 "The district surveyed all students in grades 5th-8th grades. The students'' perceptions of schools safety and connectedness has the most decline as compared to student surveys the prior year. 48.7% of students responded that they feel like they are a part of the school and 44.3% reported that they feel safe at school. These were decreases from the prior year with the students responding in the mid 60's. However, the rates for support for learning, school climate and English Learner programs were higher. 84.4% of students stated that teachers at this school want students to succeed in their classes and 65.6% of students plan on attending college or some other school after high school. The English Learners reported that 60.7% receive the support that they need from their teachers. 48.3% of students are happy to be at school. The largest discrepancy that the district noted was school connectedness. This is a priority of the district and will continue to talk to students formally and informally to determine the needs and how improvements can be made. In talking with other districts in the area they also noted a significant decline in this area and we do need to note and acknowledge that the global pandemic and shutting down schools has affected the overall students and this can take years to come back from." Met 6/13/2022 2022 37683040000000 Ramona City Unified 6 "In 2021-2022, RUSD students and parents participated in the Ramona USD LCAP Survey. Seven hundred thirty parents participated in this survey at the elementary, middle and high school levels. Forty-seven percent of participating families expressed the schools actively seek the input of parents before making important decision. Forty-eight percent of parents feel the schools encourage parents to be an active partner regarding educating students. Seventy-one percent of parents feel welcome to participate at our schools. Two thousand seven hundred five students participated in our district LCAP survey consisting of 32% from the elementary level and 68% coming from the secondary level. The percentage of students indicating a high level of school connectedness at the Elementary level was 69.75% and 43.87% from Secondary students. 63% of elementary students and 37% of secondary students indicated a high level of caring adult relationships on campus. 81.5% of 56.2% of students indicated a high level of academic expectation. 76% of elementary students and 53% of secondary students feel educators provide feedback that helps students succeed with learning tasks. 73.4% of elementary students and 43.51% of secondary students feel safe at school. The qualitative data expressed a need for social and emotional supports for students and adults within the school community and more work need to be done to ensure a more inclusive school environment. Moving forward, our focus will continue to be around developing a well-rounded Multi-Tiered System of Support (MTSS) throughout our district and within each school which focuses on academic, social, emotional, and physical wellness for the entire school community." Met 6/23/2022 2022 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 2022. 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. 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. 100% of parents and students felt that the school was a safe place as measured by a local survey administered in the Fall of 2021." Met 6/22/2022 2022 41689990000000 Ravenswood City Elementary 6 "Each year, Ravenswood students and families complete the California Healthy Kids Survey. Unfortunately, we were limited in the number of 5th grade students who completed the survey. Last year we noted that there were elevated levels of students experiencing sadness/hopelessness, which we believe are strongly linked to the ongoing global pandemic, and their extended distance learning experience without face to face contact with school site staff and other students. A lack of in-person contact can be very draining and exhausting, especially for students. These results have improved significantly, as all schools returned to in-person instruction this year. We are continuing to develop strategies to rebuild relationships, and reteach the skills of interacting with peers and adults, as we all (staff and students alike) readjust to return to an in-person and on-campus educational experience. We also have mental health supports available for students at all sites, and additional resources accessible for staff and families." Met 6/23/2022 2022 49709380120121 REACH 6 "At REACH we have an internal evaluation tool that we use to assess the climate here at school that reflects many of the same kinds of questions in healthy kids (that is, addressing a sense of safety, inclusion, etc. on campus) as well as some items that are unique to our program. The vast majority of parents felt they had easy access to communicating with their teachers, that their students felt safe in school, and that their child had at least one adult with whom they could connect in the event of a problem. The school also had positive responses around how we supported families without access to technology at home to borrow it as needed. Concerning continuous improvement, we are using the data to ensure we do not shift away from the areas where we are succeeding and adding to that more in the way of enrichments during and after school. We also continue to work on improving the school's social-emotional programming to strengthen students' ability to self-regulate in the face of frustration." Not Met 9/14/2022 2022 33672150126128 REACH Leadership STEAM Academy 6 "Overall, parents, students, and staff report a high degree of satisfaction related to how well the school is doing around safety, academic rigor, and treatment of all stakeholders. Satisfaction surveys are administered to all stakeholders at least once per year. Survey data is used to determine focus areas for growth and areas that are worthy of celebration. Annually, school administrators review survey data in an effort to make key decisions related to curriculum purchases, classroom instruction, staffing levels, campus safety, staff and teacher training, staff and teacher coaching, etc. The 2021-22 survey responses varied depending on which subgroup was being polled, but overall, stakeholders reported a general satisfaction for the way the school is being run. Some key takeaways from last year’s survey results were as follows: (1) DATA (Key Learning): Parent Climate Survey responses suggest that an overwhelming majority of respondents felt that REACH is a safe place for their child (93%) and that all students are treated with respect (89%). The majority of parents felt that the school keeps them informed (97%), a 12 percent increase from the following year. Survey data results showed growth opportunities in a few key areas, namely in the realm of social emotional support, student safety concerns, and responsiveness to parent concerns. For example, only 88% of teachers felt that they had the adequate resources to deal with the social emotional needs of their students, compared to 60 percent the previous year. Areas of Concern: School Staff Climate Survey results from 2021-22 showed that a majority of respondents felt supported by the school (95%) while 100% of respondents felt that REACH promotes the academic success of all students and treats all students fairly. This year we see a decline in these metrics. A majority of respondents felt supported by the school (85%), a 10 percent decrease, while respondents felt that REACH promotes the academic success of all students (97%), a 3 percent decrease, and treats all students fairly (69%), a 31 percent decrease. And only 67% students, a 6 percent decrease from the previous year, on the Student Climate Survey felt safe at school. (2) MEANING (Growth Opportunities): The school has opportunities for growth in the areas of: (1) staff perceptions around support, (2) student fairness, and (3) student perceptions around safety. (3) USE: (Actions): Continuous improvement is an ongoing goal of the LEA. The data from the different climate surveys is used to identify areas of growth for the school and its various departments. For example, in areas such as teachers feeling that they lack the resources to support students’ social-emotional needs, the school will facilitate training and provide resources so that teachers feel equipped to connect students to the right supports where needed." Not Met 9/26/2022 2022 52716390000000 Red Bluff Joint Union High 6 "RBJUHSD with stakeholder input from Red Bluff Alums for Justice, established goals to help understand the diversity, equity, and inclusion needs of the district. As a result, a survey was provided to all students and staff that measured the connectedness, cultural awareness, and sense of belonging within the district. The survey results show students have a low sense of belonging (primarily due to the pandemic). They do, however, feel the are part of a diverse culture and would like to see staff and students discuss more about their culture and experiences. Staff also realize that the diversity among students and staff is important, but that professional development must be provided to help teachers and adults lead discussions on the topic of diversity, equity, and inclusion. The district has responded by including two goals in the LCAP. Goal three is improving diversity, equity, and inclusion as a broad goal, as well as goal six which is a professional development goal. Goal six is a three year professional development plan that will be using the survey mentioned above as a metric." Met 6/16/2022 2022 52716210000000 Red Bluff Union Elementary 6 "In January 2022, the district administered the Youth Truth student survey to over 1,000 students in grades 3-8. Students were surveyed on a variety of themes including their perceptions of School Safety and Belonging. At the elementary level, students rated questions on a scale of 1.0-3.0 with any score above 2.0 considered favorable. Survey results showed favorable data for all survey key measures with the highest average rating in the areas of Engagement and Instructional Methods and the lowest average ratings in Culture and Belonging. District wide, students in grades 3-5, 55% reported feeling like real part of the school community and only 16% reported feeling students behave well in their class. A high percentage, 84% of students think their teachers about them and 90% feel their teacher wants them to do their best. The middle school survey questions were rated on a scale of 1.0-5.0 with any score above 3.5 considerable favorable. The areas with the highest average ratings were Academic Challenge and Relationships while Culture and Belonging & Peer Collaboration, were the lowest rated measures. In the area of Belonging & Peer Collaboration, students perceive students as being friendly and working with others as something they don’t do frequently outside of the teacher asking them to do so. According to the results, 76% of students believed their teachers thought they could get a good grade and 71% felt there are clear rules against hurting other people. Students rated 8 out of 10 areas in School Safety. The two areas of exception were feeling safe from harm during school and feeling safe from harm in the hallways or bathrooms at school. Middle school students reported the following areas in School Safety the highest: 1) the school has clear rules against hurting other people and 2) I feel safe from harm with in my home/neighborhood. The school closures and impacts of the pandemic escalated any sense of isolation, lack of feeling connectedness or sense of belonging to their school and remains an area of focus. Survey data showed 50% of elementary students and 33% of middle school students feel COVID changed or affected their life. To address this, the district will continue implementation of PBIS, SEL, and expand our counseling services and teams at each site. Counseling teams are made up of one counselor and one psychologist at each school site. The district expanded services through partnerships with community agencies. Another action is to continue to educate staff around inclusive practices and strategies to increase school connectedness for our student and school success. Feedback along with quantitative and qualitative data will be collected to monitor progress." Met 6/14/2022 2022 45699710135848 Redding Collegiate Academy 6 "Overall, students' responses are positive in terms of school safety and connectedness. 88% of students answered ""yes"" or ""most of the time"" to the question, ""I like my school."" 95% of students answered ""yes"" or ""most of the time"" to the question, ""My school is a safe place."" 99% stated that adults at school would help if they reported bullying. The results indicate strengths in feeling safe. We would like to see more students feel that staff care about them and would help them if they reported bullying. 78% of students said they get to do fun and interesting activities at school and another 19% said they ""sometimes"" do as well. Some of the barriers this year may be related to required quarantines for sickness, but there was an increase in student responses about feeling connected to school and activities due to the release of health guidelines from the pandemic. For purposes of improvements, the district is investing in staff development for goal-setting with Franklin Covey and the ""Leader In Me."" We are also training new teachers in Capturing Kids' Hearts RCA will maintain previous offerings of students' sports and activities to increase engagement." Met 5/25/2022 2022 45701100000000 Redding Elementary 6 "California Healthy Kids Survey Results 5th Grade Safety, 76% of students feel safe at school 5th Grade Connectedness, 72% of students feel connected to the school 7th Grade Safety, 56% of students feel safe at school 7th Grade Connectedness, 54% of students feel connected to the school" Met 6/28/2022 2022 45699480134122 Redding School of the Arts 6 "Survey provided in March 2021 The LEA 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 LEA 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 California School Dashboard. 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). Students in grades 4 - 8 Felt Supported and that staff Care about their wellbeing 90.6% of students believe their teacher likes and cares about them. 83.8% of students feel comfortable asking their teacher for help with school work. 75.4% students are interested in what they are learning in class. 70.2% like coming to school everyday. 82.8% of students feel they belong in their classroom and school community Schoolwide Values and Character: 90.5% of students are able to recognize when they are having negative emotions. 74.9% of students report that most students at RSA are easily able to work out disagreements with other students. 86.9% of students know strategies to help themselves feel better/happy (breath, walk, draw, listen to music etc.) Based on LCAP goal 3, RSA implemented a social emotional learning program for classrooms as well as more counseling time to provide students who were struggling with re-engagement. Based on the LCAP finding, this educational program has been beneficial and will continue." Not Met 10/18/2022 2022 45104540132944 Redding STEM Academy 6 "Parents and students (grades 3-8) took the annual climate survey in the Spring of 2021. The responses in both surveys were overwhelmingly positive. The responses were shared with the board, staff, and at LCAP parent meetings. The student survey 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 considerable improvement in parent perception of how the school is doing academically. For the most part, families feel like their students are receiving a good education at RSTEM. Although things are improving at school, the school climate survey from parents indicates that more is needed in terms of extra curricular activities. COVID guidelines limited events and extra curricular activities. We are looking forward to bringing back family activities, field trips, and middle school events like dances, Math Counts, and the robotics competition." Not Met 9/28/2022 2022 36678430000000 Redlands Unified 6 "To measure student and family perceptions more effectively, Redlands Unified School District has partnered with Kelvin Education to conduct district-wide surveys for parents, as well as students in grades 4 through 12. Each Kelvin Pulse is intended to be completed quickly – taking approximately 3-4 minutes. Pulses are presented to students via Google suite, text, and email. This method has made the process of collecting survey data easier and more convenient. For example, parent participation has already increased from approximately 500 responses using our old survey method in 2019, to over 8,000 in 2021 using Kelvin. Through these surveys, the district gains valuable information about the social-emotional needs of our students, as well as the climate and culture of our schools. The use of Kelvin Education’s research-validated survey instruments and data management platform provides RUSD with relevant questions as well as comprehensive, user-friendly reports to assess and inform district programs. Elementary: 84% of the students surveyed reported that they feel safe at school. 92% of the students feel that their teachers really care about them, and 73% of them feel adults take them seriously. 84% of the students feel that teachers are available when they need someone to talk to. 89% of the students feel that the school has high expectation for them, while 77% of the students feel that the rules are made clear to them. Secondary: 72% of the students surveyed reported that they feel safe at school. 76% of the students feel that their teachers really care about them, and 60% of them feel adults take them seriously. 76% of the students feel that teachers are available when they need someone to talk to. 85% of the students feel that the school has high expectation for them, while 67% of the students feel that the rules are made clear to them. Key Learnings: There was a dip in overall favorability between June 2022 and 2021. This was anticipated because last April students had just returned to in-person instruction from over a year of distance learning. The district feels that this represents a more accurate baseline of student perception. Similar to 2021, there was a difference in perception about student safety, and overall feeling of belonging at the elementary level. We saw an improvement in the communication of rules at the secondary level. Many of the dips were anticipated due to the nationwide need for focus on mental health and socio-emotional learning. This was a major organizational focus during 2021-22 and will be continued into the current year. Revisions/Decisions based on the data: There is a very strategic 3-pronged districtwide effort to address school climate through 1) multi-tiered systems of support, 2) equity training, and 3) Universal Design for Learning. Through clear site, district, and LCAP metrics, RUSD will be able to see the impact of its programs on 2022-23 survey results." Met 6/14/2022 2022 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 either maintained or recorded an increase in 5th, 7th, 9th, and 11th grade students reporting a sense of safety and connectedness as measured by the CHKS. Our data shows that programs such as Where Everybody Belongs (WEB) and Link Crew are assisting students when they transition to middle and high school. In partnership with Beach Cities Health District (BCHD), South Bay Families Connected (SBFC), and South Bay Children’s Health Center, RBUSD has a wealth of services and resources to meet the social-emotional needs of its students. In collaboration with the Redondo Beach Police Department (RBPD) and the Redondo Beach Fire Department (RBFD), all of our schools conduct fire, earthquake, lock down, and shelter in place drills to prepare students, staff, and parents for an actual emergency. In addition, our high school has a RBPD School Resource Officer on site and additional RBPD officers regularly visit campuses. Further, the results of the CKHS and CSPS are used by various school site and district committees to evaluate program effectiveness and to share best practices across RBUSD. The District continues to find the following successes further defining the District's school climate: the District maintains a high level of student average daily attendance (ADA) at 96% at the time of reporting; increasing high school graduation rate as seen in the CA School Dashboard; increase in student safety and student connectedness to school as measured by the CHKS; improved student attendance tracking to increase ability of school sites to provide student attendance interventions; Instituted a committee to understand and implement Multi-Tiered Systems of Support (MTSS) within District schools; and 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 6/28/2022 2022 41690050000000 Redwood City Elementary 6 RCSD administers the Panorama survey twice a year as a pre and post measure. Student feelings about school safety and beliefs about their school's positive learning environment are paramount. - 64% of Gr 3-5 and 51% of grade 6-8 students feel that school have positive energy - 55% of Gr 3-5 and 66% of grade 6-8 students are not worried about violence at schools Grades 3-5: School Belonging = 62% School Climate = 62% School Engagement = 49% School Safety = 58% School Teacher-Student Relationships = 74% Grades 6-8: School Belonging = 38% School Climate = 46% School Engagement = 26% School Safety = 60% School Teacher-Student Relationships = 49% RCSD also look at student attendance and suspension rate. - Suspension rate is 1.79% - Expulsion rate is 0% - Attendance rate 92% STANDARD MET Met "Multi Tiered Systems of Support work has begun in RCSD and is an area of focus. The emphasis on meeting the differing needs of the whole child have resulted in the addition of site based mental health counselors, a renewed focus on positive behavior supports, and training on inclusive practices." 6/29/2022 2022 12626790137653 Redwood Coast Montessori 6 "RCM provided all parents, all staff, and all students (grades 3-12) the opportunity to participate in the CA Health Kids Survey (CHKS) during the spring of 2022. The results of this survey have guided the development of the 2021-22 LCAP and the development and implementation of school policies and protocols." Not Met 10/12/2022 2022 23656152330413 Redwood Collegiate Academy 6 "According to the 2021-2022 student survey, 91% of students feel they were successful this year, 92% feel that the school staff supports and values their efforts, 92% feel that kindness and honesty are encouraged by their teachers and peers, 69% feel that they can talk to staff about their needs, and 92% feel safe while at school. Students are generally very positive about their experiences at Redwood Academy. Based on student and parent feedback, the school intends to increase activities to build school community, increase field trips, and develop a multi-tiered system of support to provide appropriate interventions as necessary." Met 6/14/2022 2022 12768020124164 Redwood Preparatory Charter 6 "The key learnings is that the majority of students, staff and parents feel safe (80% or more) at Redwood Prep. 84% of students felt that teachers and adults at school care about them all or most of the time. 92% of parents responded that the school encourages them to be an active partner in their child's education.89% of staff responded that Redwood Prep is a safe and inviting place to work. We want to continue to provide a safe, engaging and supportive place for students, staff and families." Met 6/21/2022 2022 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. This survey was administered in the Spring of 2022. Based on survey results, it is evident that RMCHS has been successful in rolling out PBIS support systems and providing the necessary protocols for COVID-19 to ensure students, staff, and parents feel safe on campus. For example, 96% of students report that “there are clear expectations for behavior at my school”. There were 92% of students that shared “I feel safe at school in the hallways, bathrooms, and on the school campus”. Finally, 90% of students shared that “Most students at my school treat each other with respect”. Student perception of connectedness continues to be apparent based on the student survey responses. There were 99% of students that shared “My principal, counselor, and teachers think it is important that I attend school every day”. Additionally, 89% of students “feel welcome at school”. Finally, 91% of students shared that “during the school year, they were asked to be part of a discussion”. One area we plan to continue to focus on moving forward is ensuring that all students feel like they have an adult on campus that they can trust to go to for help with a problem. Only 83% of students shared that they feel they trust a teacher on campus enough to lean on them when they need help with a problem. Overall, students reported a strong sense of safety on campus and general connectedness with school. RMCHS will continue to review our PBIS implementation, our socio-emotional support systems, and utilize input for our staff, students and parents to engage in ongoing improvement efforts." Met 6/14/2022 2022 16739320000000 Reef-Sunset Unified 6 "1. In the 2021-22 school year, the district was administered in grades 5, 8, and 10 to establish baseline data. Data from the LCAP survey provided the following student data information: Percentage of stakeholders who felt Very Safe or Safe with the safety of their campus based off of the District Needs Assessment Survey. 70.4% felt Very Safe or Safe with the safety of their campus. 2. Based on student data, RSUSD will establish district protocols and norms for the implementation of Professional Learning Communities (PLCs) districtwide. Training will take place, including Achievement Teams, to set consistent norms, procedures, and strategies to address student needs. 3. RSUSD will strengthen the Multi-Tiered System of Support Framework to address academic, social-emotional learning, and behavior. The framework is used to establish what students must learn, how we create a culture of caring, and how we identify the needs of our students and provide them with effective culturally relevant support to determine the best system of support for the student. The district plans to implement a RSUSD Instructional Model Matrix. RSUSD Standards-based Instructional Model is to support educators through district initiatives and professional learning activities to increase the academic achievement of all students, provide curriculum aligned to the content standards, select high quality instructional resources to meet students’ needs and use assessments/data sources to monitor student learning. Our district focus for the 2022-232 school year will be on Literacy, English Language Development, and Numeracy." Met 6/16/2022 2022 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 in each grade level indicate the open-classroom model, whole school culture, and school-wide performances as a major part of feeling connected. All students participate in shows and experience positive interactions across grade levels. There is an observably coherent school-wide culture and behavior standards with no bullying. Students report feeling comfortable communicating concerns to faculty with appropriate and timely response. All students participate in regular safety, fire, earthquake, and other emergency drills, contributing to their perception of safety on campus. Emergency procedures are explained to students during the first month of the school year and policies are discussed at the beginning of every school year at the Student Compact Meetings in order to inform the parent community." Met 6/21/2022 2022 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 2021-2022 administration indicate that a majority of students feel connected to school and safe on campus. At the elementary level, 82% responded that they feel “highly” connected to their school and 89% 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 66% feel connected to their school and 66% feel safe on campus. Student Listening Circles data and Parent Survey results were also analyzed. 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. 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 and Restorative Approaches. 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. A behaviorist and behavior support aides have also been hired to address more significant student needs." Met "Although many students expressed positive attitudes with regard 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 Rescue Union School District has recently hired our Multi-Tiered System of Supports (MTSS) Coordinator and increased counseling support to support students and staff prioritizing Social Emotional Learning and Positive Behavior Intervention and Support." 6/28/2022 2022 36678500000000 Rialto Unified 6 "Rialto USD completed the California Healthy Kids Survey during the 2020-2021 school year. The District's Healthy Kids Survey data indicated that our students struggled with social and emotional health issues throughout the pandemic. Levels of social emotional distress and sadness were higher for older students. Our data also revealed that as students move from elementary to secondary, they feel less connected to their school. The data helped inform several Local Control and Accountability (LCAP) Actions. The Healthy Kids Survey will be administered again during the 2022-2023 school year." Met 6/22/2022 2022 52716540000000 Richfield Elementary 6 "RESD has seen a decline in the number of students reporting high levels of student connectedness and also a decline in students reporting high levels of ""academic motivation."" We continue our efforts to support students academically, social-emotionally, and behaviorally. Examples of social-emotional supports include but are not limited to: implementing a new elective system that gives students more choice in course selection, revamping our student government program and improving ASB participation. RESD has also quadrupled 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 6/22/2022 2022 54720820000000 Richgrove Elementary 6 "1. DATA: Reflect on the key learnings from the survey results and share what the LEA learned. a. Richgrove School last conducted the Healthy Kids Survey in the 2020-21 school year. In this survey it was discovered that 62% of 6th graders and 57% of 7th graders felt connected to the school. It was also ascertained that 74% of 6th graders and 67% of 7th graders felt the school was safe. In a more recent survey that was distributed in the 2021-22 school year it was gathered that 74% of parents and students felt connected to Richgrove school and that the school was safe. 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? a. The data gathered was during the COVID crisis and the return to school from Distance Learning. All students and parents were still apprehensive of returning to school and mass groups for fear of COVID transmission. Many students also returned with a lost year of socialization and that played a big parent in the contribution to an increase in negative interactions. An overall negative state of mind and anxiety, in our opinion, led to an unsettling feeling about school overall and interactions. 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? a. RSD has begun to push the idea of “normalcy” so as to deflate the anxiety of retuning to a school that is back at a large capacity, it’s interactions and COVID. School lessons/presentations on Social Emotional Learning have taken place and more routines have been reignited so as to produce a more normal school day and school life. Discipline concerns are now handled in a normal fashion and not with an umbrella of pandemic and Distance Learning undertones. With this return to normal, unwanted behaviors are now more sincerely addressed and hopefully corrected. Student Services Staff has now gotten more involved as they were pre-pandemic without fear of distance requirements. Counselling and group sessions are now back on pace with the goal of correcting problematic behaviors as the focus. This group was largely occupied by emotion and anxiety fears during the pandemic and overall negative behaviors was not as deeply investigated. Overall, a focus on getting back to more “normal” everyday life on our campus and the steps we take to make sure that everyone is connected and safe is getting back on track." Met 6/16/2022 2022 15635780000000 Richland Union Elementary 6 "Data: In April of 2022, we administered the Richland School District Spring Student Survey to 5th and 6th-grade students. 59.2% of students reported feeling safe most or all of the time, while only 51.4% of our 5th and 6th-grade students reported feeling connected most or all of the time. 47.9% of 7th and 8th-grade students reported feeling safe most or all of the time while 37% of 7th and 8th-grade students reported feeling connected most or all of the time. additional comments and suggestions students made to improve schools were categorized in the following ways: Training for playground staff to secure student safety and prevent negative behavior before it occurs Maintenance of playground equipment and providing activities for students during recess Meaning: Though we are excited to have some growth, we realize that nearly 50% of our 5th and 6th-grade students still do not feel a sense of connectedness to our schools. As such, funds have been allocated to each site to work on specific actions in their site plans to improve student safety and increase student connectedness. Use: We will be providing regular professional development for staff, particularly our yard supervisors, in PBIS and student safety on the playground. There will also be continued maintenance of equipment students have requested (soccer nets, soccer balls, basketballs, basketball court improvements). Support personnel is now provided to support families and students to remove barriers to attendance." Met 6/27/2022 2022 07617960110973 Richmond College Preparatory 6 "RCP administers an annual school climate survey to students, families, staff, and the Board of Directors. In the annual parent survey, over 93% of parents rated RCP an A or a B. Additionally, the Student Success Team monitors students at risk of behavioral issues and provides student and family interventions as needed. In the climate survey, each stakeholder group (parents/families/students, the RCP Board of Directors, administrators, teachers, and staff) confirmed the value of existing services and practices and recommended the following improvements that were incorporated into the Local Control and Accountability Plan (LCAP): • Continue the professional development for teachers and instructional aides, including the focus on readers' and writers' workshops, cyberbullying, and the use of technology. • Expand the social-emotional learning program, for example, with Mindful life and counselors. • Provide more support for the program for English Learners. • Provide more professional development and support for teachers on English Language Development (ELD). • Provide more support for students performing below grade level and coordinate it with other interventions. Increased support would include a more specific, targeted intervention program and more after­-school intervention. • Continue online parent participation opportunities, for example, with Zoom meetings and Facebook events, as well as training for parents in the use of technology. • Implement the study trip program again. Parents and the community confirmed the value and importance of: the extended learning program (in particular, the after-school program); the use of technology in the classroom; existing professional development and Directors' roles; the benchmark assessment program; and the positive school climate at RCP. We have continued a weekly class that specifically addresses peer relationships and other topics concerning middle school students. Our Mindful Life program operates at all grade levels for social-emotional development. During the 2021-2022 school year, RCP increased the services of our counselor to provide more hours of service for students and to provide some services for staff." Met 6/23/2022 2022 15101571530500 "Ridgecrest Elementary Academy for Language, Music, and Science" 6 School climate remains fairly positive based on daily observations and student surveys. REALMS conducted a student safety survey in September 2022. 178 survey responses were received. REALMS will use this information to improve build upon its campus culture. Not Met 10/24/2022 2022 36678680000000 Rim of the World Unified 6 "DATA: For the 21-22 school year Rim of the World Unified School District chose to administer student climate and culture surveys through Kelvin. The Kelvin system provides short questions periodically throughout a student's work period. These quick check-ins are called “pulses” and are designed to provide data, which is precise and actionable in real-time, like taking your own “pulse”. The “pulses” were administered 5 times throughout the year to students in grades 4-12. Survey questions are available for parents, staff, and the community to review upon request. We identified four dimensions of focus: Sense of Safety, Instructional Environment, Growth Mindset, and Sense of Belonging/School Connectedness. 55% of our students districtwide in grades 4-12 participated in the survey with 72% of the responses reporting favorable. The sense of safety dimension reported the highest results with 75% of the responses favorable. The instructional environment dimension reported 71% favorable responses, growth mindset 60%, and school belonging/connectedness scored 66% favorably. MEANING: The survey results were reviewed with staff, students, educational partners, and the school board and used to highlight areas of strength and needed improvement. Students had the most favorable responses in these areas: feeling safe at school, and reduced instances of teasing or being made fun of. Students indicated that teachers use supportive practices, such as encouragement and constructive feedback; connecting learning to the real world and life outside the classroom; an expectation to do your best, and individual attention to support differentiated learning. A growth mindset had the lowest favorable responses from students at 60%. Schools reviewed the Kelvin pulse data at their PBIS team meetings and used the information to target needed interventions, adjust instruction, and drive school initiatives. RESPONSE TO THE DATA: PBIS programs are implemented at each site within the district. The district has seen a rise in the need for mental health services and social-emotional lessons since returning to in-person instruction. We have partnered with local community mental health providers and Care Solace to offer services to students, staff, and families. The elementary teams are utilizing The Leader in Me, and Second Step resources to address the culture at their sites. In addition, we provided professional development in Universal Design for Learning (UDL), and schoolwide AVID strategies at the secondary level. Site teams incorporate strategies to reduce suspension rates, create welcoming and engaging learning environments and provide incentives for students with positive attendance. Attendance is a heightened area of focus due to the ongoing impacts of the pandemic." Met 6/23/2022 2022 49708960000000 Rincon Valley Union Elementary 6 "After reviewing the Youth Truth Survey, the following metrics were identified as areas of improvement: one for students and one for families. These metrics are now being used in our LCAP goal #2: Students of all cultural and racial backgrounds will indicate feeling more a part of their school community on the Youth Truth Survey. The District-Wide result will indicate 2 percentage points more students reporting as “Yes, very often they feel a part of their school community.” (with an increase in 5% by 23-24 school year) Families will indicate more “Agree” and “Strongly Agree” responses to “My school respects people of different races and ethnicities” on the Youth Truth Survey. The District-Wide result will indicate 2 percentage points more responses in the “Agree/Strongly Agree” responses on the statement that “My school respects people of different: Races or ethnicities”. As action steps we are including: Positive Behavior Interventions and Support training and processes, Site Equity and Inclusion Teams, increased mental health supports on our school sites" Met 6/21/2022 2022 15735440000000 Rio Bravo-Greeley Union Elementary 6 "1. DATA: RBGUSD LCAP Students Grades 3-8 Survey 2022 School Safety • I feel comfortable going to an adult when I have a problem. 82.7% Agree • I feel safe while at school. 95% Agree School Connectedness • My school provides me with a good education. 98.2% Agree • I feel comfortable going to an adult when I have a problem. 82.7% Agree • I look forward to coming to school each day. 86.4% • My school is clean and in good condition. 93.3% Agree 2. MEANING: RBGUSD has shown growth in the reporting number of schools who feel safe while at school from prior to the COVID-19 pandemic. A challenge and barrier the district has faced is students acclimating to the return of full school days and focused in-person instruction. Some students have had to relearn how to behave and work in a school setting. The district is focusing on not only instruction but meeting the social and emotional needs of students post-pandemic. Another challenge and barrier post-pandemic has been student behavior. RBGUSD is committed to addressing and building successful students. 3. USE: Through the LCAP the district will continue with Goal 2, which focuses on ensuring campus safety and positive school culture at all school sites. These elements included student engagement, health, and social/emotional well-being. Descriptions of action steps to support Goal 2 include: • Maintain the foundational work the district has laid for Positive Behavioral Interventions and Supports. • Maintain campuses, district-wide where students are physically safe as well as support mental health. The district utilizes parental involvement/input and pupil engagement to aid in defining the needs of students. • Maintain parent education forums throughout the year for the parents to learn strategies to help their students. Focus topics will be on English Language, Special Education, Foster, Homeless, and Low Socioeconomically Disadvantaged. Priority to unduplicated students and students with disabilities. • Maintain an effective truancy monitoring system. • Maintain 1.0 FTE district-wide nurse with a focus on school safety. Focus on connecting families to community resources based on need. • Maintain 1.0 FTE school psychologist to provide social and emotional intervention supports and counseling" Met NA 6/13/2022 2022 12630080000000 Rio Dell Elementary 6 "The Rio Dell Elementary School District gave the CA Healthy Kids Survey in 2021. Of the students surveyed, there were 92% of students that perceived the school as safe and that 72% felt a sense of school connectedness. The District spent the 2021-2022 school year working with County Office employees working on ways to build school connectedness and to ensure that all students had someone on campus that they could talk to." Met 6/23/2022 2022 56725610000000 Rio Elementary 6 "Rio School District continues to administer the Youth Truth Survey which is a student, parent and staff-stakeholder tool that measures perceptions linked to school climate and academic outcomes. Through the Youth Truth surveys, everyone's voice is equal and survey results harness perceptions to assist teachers and leaders in accelerating improvements. These surveys help us to better understand our students and community and how to best provide the support and information that is needed. 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) Resources Rio School District continues to seek feedback from certificated and support staff members. Both instructional and support staff have the opportunity to provide feedback with regards to the following core themes: 1) Culture & Communication 2) Engagement & Empowerment 3) Relationships 4) And Communication & Feedback Relationships, culture, and engagement align across the three groups and data is reviewed with all stake holders as we continue to improve the school climate and continue to provide a welcoming and caring school environment. Results from the surveys show a positive trend as students feel very positive about their educational experiences and where we see the greatest growth, The LEA conducts a mid-year review with advisory groups and monitors the data in the annual LCAP plan." Not Met 9/29/2022 2022 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. An additional survey implements a locally designed a social-emotional screener to assess the social- emotional needs of all 7-12th grade students. Data from the surveys and from stakeholder 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 6/9/2022 2022 39686500000000 Ripon Unified 6 "Information from six 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.” 75.56% of 4th-5th graders, 59.09% of 7th-8th graders, and 62.04% of 10th-11th graders replied, “Yes.” (This was an increase for 4th-5th and 10th-11th graders, but no significant change for grades 7-8.) Next, they were asked if their teacher made learning fun. 87.78% of 4th-5th graders, 80.23% of 7th-8th graders, and 75.31% of 10th-11th graders “Agreed” or “Strongly Agreed”. (This was an increase for 4th-5th and 10th-11th graders, but slight drop for grades 7-8.) They were asked if teachers and staff encourage them to produce their best work. 91.87% of 4th-5th graders, 92.24% of 7th-8th graders, and 90.12% of 10th-11th graders “Agreed” or “Strongly Agreed”. (There was no significant change for grades 4th-5th and 7-8, but an increase for 10th-11th graders.) Then, they were asked if they understood the importance of coming to school every day, so they didn’t miss instruction. 90.31% of 4th-5th graders, 92.69% of 7th-8th graders, and 89.14% of 10th-11th graders “Agreed” or “Strongly Agreed”. (There were no significant changes.) Students were asked if they felt safe at school. 83.16% of 4th-5th graders, 82.80% of 7th-8th graders, and 78.58% of 10th-11th graders “Agreed” or “Strongly Agreed”. (This was a slight decrease for grades 7-8 and 10-11.) A new question was added to the survey this year. Students commented on, ""I am included and my culture is celebrated."" 75.98% of 4th-5th graders, 77.83% of 7th-8th graders, and 69.25% of 10th-11th graders “Agreed” or “Strongly Agreed”. This will be an area of focus, so that all students experience their cultural assets being celebrated at school. 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. All school site staffs have received training in Character Strong and elementary sites in Purposeful People. Implementation is happening at all sites. The LCAP includes actions/services for attendance programs at all sites. Sites use their resources for continual improvement. Teachers are doing a good job of engaging and communicating with students, as reflected in the data above. 211 4th graders took the survey, along with 190 5th graders. 225 7th graders took the survey, along with 215 8th graders. All elementary sites were represented for both grade spans. 128 10th graders took the survey and 196 11th graders took the survey from the high schools." Met 6/27/2022 2022 19647330136994 Rise Kohyang Elementary 6 "To assess students’ perceptions of school safety and connectedness, the school continued its partnership with xSEL Labs to administer student surveys during each semester of the school year. The following report reveals the data, meaning and use at the school, to analyze and promote student safety and connectedness. DATA The following data represents the percent of favorable responses from students in each topic relating to school culture: Results for School Safety I feel safe at this school 71% Rules are fair at this school 57% Results for Sense of Belonging Teachers care about me 68% Kids care about me 45% MEANING The school has identified the following as areas of strength: school safety and caring teachers. The school has identified the following as areas of growth: building student relationships and reviewing school rules for equity and fairness. USE All teachers are trained in Restorative Practices including: Affective Language Training for Conflict Resolution, Non-Violent Communication, and Restorative Circles. Additionally, the school has partnered with the Yale Center for Emotional Intelligence to implement the RULER Curriculum. All teachers utilize a First 19 Days Plan to build connection and relationships with their students, and 100% of teachers create a classroom charter with their students at the beginning of the school year to promote a sense of safety and belonging.This survey included sections for School Safety and Sense of Belonging. Results are shared with the charter network Executive Leadership Team and Bright Star Schools Board Members for data analysis review and strategy. The school has set a goal in their LCAP regarding the percent of students who feel a “sense of belonging,” and set a student culture goal in their School Action Plan. The school leadership meets monthly with charter network employees to set and monitor progress aligned to the student culture goal set forth in the School Action Plan. Additionally, the charter network employs a Director of Restorative Practices to oversee the development and implementation of restorative practices." Met 6/23/2022 2022 19647330133868 Rise Kohyang High 6 "To assess students’ perceptions of school safety and connectedness, the school continued its partnership with The Panorama Education Group to administer student surveys during each semester of the school year. The following report reveals the data, meaning and use at the school, to analyze and promote strong school culture. DATA The following data represents the percent of favorable responses from students in each topic relating to school culture: Cultural Awareness and Action 70% School Safety 77% Teacher-Student Relationships 62% School Climate 52% Physical Space at the School 36% Behavior of Other Students Impact on Learning 29% Sense of Belonging 41% MEANING The school has identified the following as areas of strength: Cultural Awareness and action, School Safety, and Teacher-Student Relationships. Students have shared positive aspects of the school climate including: events, clubs, sports, and support from teachers. The school has identified the following as areas of growth:Sense of Belonging, and within School Climate: Physical Space at the School, Behavior of Other Students Impact on Learning. USE The school has Implemented a Student Safety Incident Report System and all students were connected with an adult for a bi-monthly check in. All teachers are trained in Restorative Practices including: Affective Language Training for Conflict Resolution, Non-Violent Communication, and Restorative Circles. All teachers utilize a First 19 Days Plan to build connection and relationships with their students, and 100% of teachers create a classroom charter with their students at the beginning of the school year to promote a sense of safety and belonging. Results are shared with the charter network Executive Leadership Team and Bright Star Schools Board Members for data analysis review and strategy. The school has set a goal in their LCAP regarding the percent of students who feel a “sense of belonging,” and set a student culture goal in their School Action Plan. The school leadership meets monthly with charter network employees to set and monitor progress aligned to the student culture goal set forth in the School Action Plan. Additionally, the charter network employs a Director of Restorative Practices to oversee the development and implementation of restorative practices." Met 6/23/2022 2022 19647330124222 Rise Kohyang Middle 6 "To assess students’ perceptions of school safety and connectedness, the school continued its partnership with The Panorama Education Group to administer student surveys during each semester of the school year. The following report reveals the data, meaning and use at the school, to analyze and promote strong school culture. DATA The following data represents the percent of favorable responses from students in each topic relating to school culture: Cultural Awareness and Action 68% School Safety 69% Teacher-Student Relationships 54% School Climate 43% Physical Space 42% Behavior of Students Impacting Learning 26% Teachers Seem Excited 39% Sense of Belonging 39% MEANING The school has identified the following as areas of strength: cultural awareness and action and school safety. Students have shared positive aspects of school climate include: pupil days, school counselors, managing bullying, student news, events and celebrations. The school has identified the following as areas of growth:sense of belonging, and specific aspects of school climate including: the behavior of other students impacting learning, the physical space at the school, and how excited teachers seem to be in class . Students have shared areas of growth for school climate include: supporting student motivation, checking in with students, and adding additional programs. USE The school has Implemented a Student Safety Incident Report System and all students were connected with an adult for a bi-monthly check in. All teachers are trained in Restorative Practices including: Affective Language Training for Conflict Resolution, Non-Violent Communication, and Restorative Circles. All teachers utilize a First 19 Days Plan to build connection and relationships with their students, and 100% of teachers create a classroom charter with their students at the beginning of the school year to promote a sense of safety and belonging. Results are shared with the charter network Executive Leadership Team and Bright Star Schools Board Members for data analysis review and strategy. The school has set a goal in their LCAP regarding the percent of students who feel a “sense of belonging,” and set a student culture goal in their School Action Plan. The school leadership meets monthly with charter network employees to set and monitor progress aligned to the student culture goal set forth in the School Action Plan. Additionally, the charter network employs a Director of Restorative Practices to oversee the development and implementation of restorative practices." Met 6/23/2022 2022 09100900930131 Rite of Passage 6 "A School Climate Survey was administered to students at two sites in August 2022. The School Climate Survey (a local instrument not associated with the Healthy Kids Survey) provided information in multiple areas and the following most closely aligned with the provisions of this priority. 60% of students feel welcome in school. 100% of students feel they need to work hard to succeed in this school. 55% of students feel the school has someone that helps them understand graduation requirements. 60% of students feel their classes have discussions and activities they can participate in. 90% of students reported that they stop trying when the work becomes too difficult. 60% of students reported that they feel safe in school. 80% of students report that they get bored in school. 100% of students report that they would like more hands-on activities in class. 50% of students report that they understand the assignments given to them. 30% of students feel like their classrooms are comfortable and clean. 80% of students feel like they can ask clarifying questions in class without being embarrassed. 100% of students report that they want more elective/CTE options at this school. 80% of students feel that discipline in school is equal for all students. In response to the results, efforts are being made to include students in classroom discussions and activities that provide them with choice and the opportunity to participate, as part of classroom instruction, more often. Teaching staff and ROP representatives have had conversation about student engagement and classrooms where this is occurring vs. where the engagement is less robust. At Sierra Ridge, there have been secure staffing challenges (on the ROP side) that have presented difficult classroom management situations that have affected the teaching in some classrooms. This is in the process of being resolved so that there is more opportunity for hands-on engaging activities for students . Staff will have the opportunity o receive additional training in the Road to Success Academy model (as safety guidelines allow) so that they are better equipped to offer structures in the classroom that align with the social-emotional needs of the students. Other training that aligns with this need will be explored. A follow up survey will be conducted after July 2022 and results will be compared to measure growth." Met 6/21/2022 2022 57726940131706 River Charter Schools Lighthouse Charter 6 "Percent of students who feel socially an emotionally safe, engaged, and empowered at school as measured by annual survey was: • Safe – 80%, • Expected to do their best – 89%, • Can go to with a problem – 73%, Percent of families who feel their students are socially and emotionally safe, engaged, and empowered at school as measured by annual survey was: • Safe – 98% • Environment where children succeed – 94% An area of growth is to focus on student safety and student connectedness. River Charter Schools in 22-23 will be working in those areas. Our students have been faced with insecurity during the pandemic as well as the rash of gun violence plaguing our nation. The students also face tremendous struggles with the pressures of social media, which has contributed to their declining mental health. River Charter Schools will ensure that we have appropriate staffing levels and programs to provide support for the students where they need it." Met 6/20/2022 2022 34674130000000 River Delta Joint Unified 6 "RDUSD used a local climate survey in the 2021-2022 school year and will return to the California Healthy Kids Survey for the 2022-2023 school year. The summary data presented here represents the percentage of students who responded that they agreed or somewhat agreed with the statement. Our local survey results indicated that 81% of elementary students felt encouraged, 90% felt helped by staff, and 79% agreed that they were close to people at school. Eighty-four percent of the elementary students reported that they were happy to be at school; 81% reported that they felt they were a part of the school. Seventy-eight percent of Middle school students agreed that the school helps students succeed and 83% agreed that teachers go out of their way to help students. The results for middle school were less optimistic when asked questions about the overall climate, specifically only 52% of students felt close to people at school, only 40% felt they were a part of the school, and 54% of students reported that staff encouraged them. High school students’ data was similar to what middle school students reported. Sixty-eight percent of high school students reported that the felt encouraged and that teachers went out of their way to help them. While 50% of high school students agreed with the statement that they felt close to people at school and 47% reported that they felt like a part of the school. RDUSD is implementing social emotional learning lessons across grade levels, reinvigorating our PBIS programs and assigned specific staff to oversee the Social Emotional Academic Development programs in the district." Met 6/28/2022 2022 39773880127134 River Islands Technology Academy II 6 "River Islands Technology Academy annually administers both a Parent and Student survey to ask about connectedness to the school. The survey is done in the spring through a Google link sent by email to the parents to complete at home, and for students during class time so Teachers can support and work through the survey with the class as needed. Some results from the Student and Parent surveys for the 21-22 school year are below: 2021-22 LCAP Student Survey Results I like coming here to River Islands Technology Academy for school.... 72% of students surveyed strongly agreed or agreed with this statement, while 12% of students surveyed strongly disagreed or disagreed. Students feel comfortable talking with school staff… 68% of students surveyed strongly agreed or agreed with this statement, while 22% of students surveyed strongly disagreed or disagreed. Students feel safe at school… 77% of students surveyed strongly agreed or agreed with this statement, while 10% of students surveyed strongly disagreed or disagreed. Parent Survey Results My student likes coming to school… 58% of parents selected ""All of the time"", 34% selected ""Most of the time, and 8% of parents surveyed ""Some of the time"". My child feels safe at school… 93% of parents surveyed strongly agreed or agreed with this statement, while 4% of parents surveyed strongly disagreed or disagreed. The Local survey has not allowed us to disaggregate data, other than by grade span. This is something that we will look at prior to administering the survey next to see if there is a way to include this component to provide us additional information when we look at grade span, gender, and ethnicity as a part of the results. We also will look at adding more safety related questions to take a look at student perceptions of the school campus and school events. The data that has been collected through this survey continues to be positive, and we think this is tied to the training we do with teachers about the student/teacher relationships that is such a large part of our culture. There is a small percentage of students who answered the questions in the negative, and we continue to explore ways that we can reach all students to make sure that they feel valued, safe and welcome here at school. By having the opportunity to disaggregate the data next year, hopefully we can better determine if there is a specific group(s) of students who are not feeling connected to so we can specifically address those areas with them." Met 6/16/2022 2022 49708470119750 River Montessori Elementary Charter 6 "In order to understand local climate, observational data is combined with the independence, individualization, and involvement/direct feedback of students regarding their experiences socially-emotionally, cognitively, physically, personally, and academically. Students reflect on their work, experiences, and development in age appropriate ways and intervals. TK/K students pause, admire, and share their work, accomplishments, and opinions as they occur, while elementary students typically plan, accomplish, reflect, and formally share their perspectives weekly with their teacher. All students share their work, experiences, and goals for their individual development at parent conferences twice a year, at least one annual Watch Me Work! day in the classroom, and during the year whenever needed for pride or support. In addition, levels of students are gathered to seek input regarding their experience and Upper Elementary students have individual and small group meetings/lunches with faculty and the Executive Director & Superintendent. All students are surveyed annually, and in 2021-2022, students shared that it was a year of mixed emotions regarding academic and social emotional work with 69% of students indicating that academic work is “just right,” neither too easy for too hard, 78% of students report that their guide/teacher makes them feel cared about. Opinions were shared about favorite things at RMCS with top answers being social-emotional and interpersonal work and activities as well as academic work. When asked about discontent, students' responses reflected too much work and academics in general. According to families, 75% report feeling welcome or very welcome at the school (25% neutral, 0% unwelcome) which aligns with faculty eagerness to resume community activities as soon as it is safe to do so, given the pandemic concerns and public health directives. 96% of families agree that their child is happy at RMCS and 88% indicate that they are happy as parents. RMCS takes the combined data to reflect, review, and make decisions collaboratively with and for students, faculty, and families, at curriculum, classroom and program levels." Met 6/29/2022 2022 56105610122713 River Oaks Academy 6 "ROA's Annual Improvement survey indicates that 97% of our students feel that our school is safe, inclusive, and promotes an anti-bullying culture. 100% of the students surveyed feel that their coaching teachers are available to them. Regarding academic support, 94% of the students surveyed agree that we provide high-quality math support whereas 89% of the students surveyed agree that we provide high-quality science support. When asked about their preferred method of learning, 61% of the students preferred hybrid classes, 28% virtual classes, and 11% in-person classes. 95% of the students surveyed agree that ROA prepares them for post-secondary education and careers. 100% of our surveyed students agree that ROA values the importance of social-emotional wellness. ROA also surveyed the other Educational Partners (credentialed and classified staff, parents, and board members). 98% of the surveyed educational partners agree that ROA maintains clean and safe facilities and that we hire highly- qualified teachers. 96% agree that ROA promotes an inclusive culture, that ROA provided support during the pandemic, that the school values their input, and that they would like to see the school continue growing their SEL program. 100% of the Educational Partners surveyed agree that ROA promotes a Non-violent, anti-bullying culture and values SEL. 84% of our Educational Partners are part of our technology program and are using Laptops, hotspots, and/or iPads provided by the school. During the pandemic, 94% of our Educational Partners felt that we provided continuous support and 96% of our Educational Partners approved the quality of the support provided. In the area of instruction, 96% feel that ROA teachers identify and support students’ needs and 98% agree that we personalize learning by targeting the whole child. 72% of our Educational Partners find that ROA students are prepared for post-secondary education and careers while 60% feel that ROA high school students have multiple opportunities to receive adequate support and guidance to learn about college and career choices. ROA's survey results show that the school promotes a clean, safe, and inclusive environment. The school hires highly-qualified teachers who identify and support students' needs through a personalized approach to learning and by maintaining high communication standards. ROA values the importance of social-emotional learning and values the input of its Educational Partners. In the area of instructional support, ROA provides high-quality support in math and science. ROA's Educational Partners agree that the school prepares students for post-secondary education and careers and provides adequate support and guidance in college and career choices. ROA will continue to grow its SEL program and promote a safe, inclusive, and anti-bullying culture. Our Educational Partners find that ROA values their students' well-being and would like to see the school grow its SEL program which is in alignment wit" Met 6/2/2022 2022 33103300110833 River Springs Charter 6 "In 2021-22, as part of the 2022 LCAP Educational Partner Survey, all students were asked to complete 25 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). 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 where students follow rules and are treated fairly. Students in grades 3-12 were surveyed. On average, students responded positively to 56% of the questions, responded neutrally/I don't know to 29% of the questions, and responded negatively to 14% of the questions, indicating an overall positive perception of the school’s climate with room for growth and targeted efforts. The two statements with the highest ratings were: “I get along with people who are different than me,” (83% of students responded ""yes"" and “I think my teachers tell me if I did a good job"" (79% of students responded ""yes""). The two statements with the highest negative ratings were: “I think this school has helped me learn about colleges” (32% of students responded ""no""), and “I have seen problems between people who look different,” (34% of students responded ""yes"" - there may have been some confusion because this was the only question where a negative response was ""yes""). These and more detailed results were reported to departmental leadership during the LCAP process in June 2022. The school plans to include a segment of the CHKS again in the 2022-23 school year, meeting the State Priority 6 requirements. In response to the results, and in an effort of continuous improvement, the school plans to further develop and increase social-emotional learning lessons for students, including an available database of SEL lessons and activities, curated by counselors and available to all teachers. School leaders also expanded the Mental Health Services Department, increasing the number of school counselors and psychologists." Met 6/9/2022 2022 37681893731072 River Valley Charter 6 Not Met 2022 50755560113852 Riverbank Language Academy 6 "The school administered the California Healthy Kids Survey in 2021 and one of the key findings was that 68% of the students reported school connectedness, 67% reported having a high-academic motivation while at school, and 84% of students reported having high expectations from adults at school. Under school safety, 74% reported feeling safe while at school. The school increased the School Counselor to full-time and also increased student access to additional services that support socio-emotional learning and mental health. In spring 2022, the school participated in a survey on MYHB (Mapping Youth Health Behavior) and students reported an increase of 48.7% in stress, 41% reported feeling loneliness and 43.6% of students reported their motivation to complete school work decreased." Not Met "RLA has integrated Multi-Tiered Systems of Support (MTSS), Positive Behavior Interventions and Support (PBIS), Socio-Emotional Learning, and mental health support to improve towards a positive school climate. The school will continue to provide school counseling and mental health support through the School Counselor and Student Assistant Specialist." 9/21/2022 2022 50755560000000 Riverbank Unified 6 "The LEA initiated a team to review and evaluate the information and data provided by the results from the CHKS. The data identified areas of need and support in Social-Emotional and Drug use prevention as highly necessary. The schools have worked diligently to provide education, information and support in these areas of need. Staff has been available and have provided resources to address needs and support for students. The LEA will continue to educate and inform students and families of the resorces available in the schools and community to address these areas of identified need. The schools will provide education and information related to these areas of need and will continue to provide information and resorces to families and students." Met 6/21/2022 2022 10754080000000 Riverdale Joint Unified 6 "During the course of the 2021-2022 school year, students were allowed to return back to the classroom while COVID-19 protocols were followed throughout the year. To capture a valid measure of student perceptions of school safety, school engagement and connectedness, RJUSD conducted a Healthy Kids Survey in February 2022. Over 350 students, in grades 5, 7, 9 and 11, were surveyed. The ability to gather student perceptions was essential to understanding how students felt returning to school after a year of hybrid learning in 2020-2021. Of students surveyed, only 55.5% viewed school as either a very safe or safe place to be. While some of this can be attributed to the ongoing concern of COVID-19, other questions helped to give a student perspective on school safety. 24% experienced a form of harassment or bullying in some fashion either in-person or electronically, 17% indicated alcohol use while 15% experienced vaping or e-cigarette use with 7% of this statistic indicating it was marijuana usage in their vaping experience. School Engagement and Connectedness questions also indicated an increase in social-emotional concerns amongst students. In 2021-2022, only 52% of students felt they were connected with school and only 27% indicated that they felt either a teacher or staff member checked on how they were feeling. The fear and anxiety of COVID-19 for students was also evident in the survey as 16% of Boys and 34% of Girls felt social-emotional distress within the last 12 months with the most alarming information revealing 8% of Boys and 12.6% of Girls Considered Suicide within the last 12 months. RJUSD realizes the necessity to provide additional levels to improve school safety and increase student connectedness. To address this expressed need, RJUSD will have individuals, who supervise students, work with them in establishing connections during breaks, recess and passing periods. This connection will help to grow relationships with students while providing a sense of supervision for the student body to witness. RJUSD will continue to offer its PBIS program along with having a dedicated counselor at each school site working with students. The district is also bringing Student/Family Liaisons to the district for the 2022-2023 school year. The goal is to provide another line of communication between students and families with school staff to offer support in a variety of methods. Riverdale Joint Unified School District understands that revisions to their approach of establishing a positive and supportive environment may need to change. The district is fully committed to following through or altering their approaches to support student needs in a positive and supportive school climate." Met 6/29/2022 2022 33103300000000 Riverside County Office of Education 6 "The California Healthy Kids Survey (CHKS) was used to measure student social and emotional health and well-being. The percent reported as agree/strongly agree on the California Healthy Kids Survey (CHKS) on School Connectedness was divided into two subcategories this year, in-school and remote making a direct comparison to 2020-2021 scores difficult. In 2021-2022 56% of in-school only students reported agree or strongly agree, and 73% remote only in the area of school connectedness. Students reporting that teachers treat students fairly was 83% The percent of students responding that they feel very safe or safe on the California Healthy Kids Survey (CHKS) in 2021-2022 was 68% remaining constant to the last time they had in-person school during the in 2019-2020 school year. Students reported a significant decrease in bullying from 57% in 2020-2021 to 12% in 2021-2022 school year." Met RCOE Alternative Education administered the California Healthy Kids Survey on school connectedness and school safety. The CHKS (WestEd) is a reliable and valid instrument. 5/17/2022 2022 36678270113928 Riverside Preparatory 6 "Riverside Preparatory School administered a School Climate survey (Panorama) to all parents, grades TK-12. All staff also completed the survey and students. 63% of parents agree or stronly agree that their student feels connected at school. Student safety and connectedness continues to be a priority at Riverside Preparatory and many programs have been implemented to ensure students are safe and feel connected. The school will continue to look for new ways to engage students and give them opportunities to share their concerns. Riverside Preparatory continues to build programs that promote a safe school environment for students and staff. I-School and Student Leading Education Development (SLED) programs give students a platform to voice concerns and allow them the tools to find their own student lead solutions to these problems. This year middle school and high school SLED teams will work on a national campaign to promote the dangers of vaping and give Riverside Preparatory students opportunities to engage with students that are not feeling connected at school. Riverside Preparatory added personnel and programs to address the issues of school 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 elementary school counselor works to provide students assistance with social issues that affect their academic progression. The second year of social-emotional curriculum, along with professional development for staff has resulted in all students having tools to advocate for their emotional health." Met 6/15/2022 2022 33672150000000 Riverside Unified 6 "In the Winter of 2022, RUSD administered the 2021-22 California School Climate, Health, and Learning Survey (CalSCHLS) System. The system is comprised of three individual surveys: the California Healthy Kids Survey (CHKS), the California School Staff Survey (CSSS) and the California School Parent Survey (CSPS). These research-based surveys were developed for the California Department of Education by WestEd and they are administered by school districts across California annually. One of the many advantages to using the CalSCHLS surveys is that all three share many common constructs or domains so that results can be compared across stakeholder groups. There are 13 shared constructs across the three surveys. RUSD has focused closely on supporting our students and community in six of these shared constructs, including: Students’ Academic Motivation, Adult High Expectations for Students, School Supports for Learning, Social Emotional/Behavioral Supports for Students, Parent Involvement, Perceived Safety for All. For this cycle, responses from all educational partners grew considerable. The total number of responses were 22,466 and broke down between groups as follows: Students (grades 5-12): n=14,461 (+ 7,782 or 2.1 times more responses from 2020-21), Parents/Guardian: n=6,568 (+ 4,607 or 3.3 times more responses from 2020-21), Staff: n=1,437 (+ 512 or 1.5 times more responses from 2020-21). When asked about academic motivation for students, on average, 74% of RUSD partners responded they Agreed or Strongly Agreed that RUSD students are motivated to do well academically. On average, 80% of RUSD partners responded that they Agreed or Strongly Agreed that the adults in RUSD hold high expectations for all students. In terms of supports for student learning, 67% of RUSD partners responded that they Agreed or Strongly Agreed that RUSD schools provide support for student learning. When asked about non-pandemic, systemic social emotional/behavioral supports, on average, 75% of RUSD partners responded they Agreed or Strongly Agreed that RUSD schools provide these supports. On average, 65% of RUSD partners responded that they Agreed or Strongly Agreed that parents have the opportunity and are encouraged to be involved in school. Finally, on average, 75% of RUSD partners responded that they Agreed or Strongly Agreed that RUSD schools are safe places for students and staff." Met 6/16/2022 2022 34674210000000 Robla Elementary 6 "The Robla School District utilized Panorama Education's School Climate survey to gather student data on school safety, school climate as well as a student’s sense of school belonging. We asked students how much they feel that they are valued members of the school community. We compared our results to National norms for similar schools and scored in the 70th percentile. When comparing our results for perceptions of student physical and psychological safety at school, we scored in the 50th percentile. Data on student’s perceptions of the overall social and learning climate of the school was 52% positive but only in the 10th percentile when compared to like schools. The schools in the Robla School District have implemented a number of strategies to address school climate and student belonging and social experiences on our campuses. We have recommitted ourselves to the implementation of Positive Behavior Intervention & Support (PBIS) district wide. This program is designed to improve social, emotional, and academic outcomes for all students, including students with disabilities and students from underrepresented groups. We have recognized the need for additional staff support at each school site. Each school has a half-time Coordinator of School Climate whose role is to support staff and students in the implementation of of PBIS. We have also increased the number of social workers available districtwide. In addition, each school site is currently utilizing the Second Step classroom curriculum as well as Zones of Regulation. These programs are designed to support student's social emotional learning, self-expression, student to student interaction as well as to build more positive staff to student interaction." Met 6/23/2022 2022 43104390125781 Rocketship Academy Brilliant Minds 6 "Families are largely satisfied with the school, with 85% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction could be driven by strong student relationships with staff and teachers, reported by 83% of families and 87% of students feeling happy and excited to come to school each day. We are working to improve family relationships with other families, which were impacted by the pandemic and loss of in person connection that occurred as most family engagement activities remained virtual." Met 6/9/2022 2022 43104390125799 Rocketship Alma Academy 6 "Families are largely satisfied with the school, with 86% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction could be driven by strong student relationships with staff and teachers, reported by 91% of families and 87% of students feeling happy and excited to come to school each day. We are working to improve the efficiency of arrival and dismissal by exploring the integration of technology into our system." Met 6/9/2022 2022 07616480137430 Rocketship Delta Prep 6 "Families are largely satisfied with the school, with 71% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction could be driven by the use of technology to support learning, which 80% of families reported that they valued and 77% of students feeling happy and excited to come to school each day. We are working to improve family relationships with other families, which were impacted by the pandemic and loss of in person connection that occured as most family engagement activities remained virtual." Met 6/9/2022 2022 43104390123281 Rocketship Discovery Prep 6 "Families are largely satisfied with the school, with 79% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction could be driven by strong student relationships with staff and teachers, reported by 85% of families and 85% of students feeling happy and excited to come to school each day. We are working to improve the efficiency of arrival and dismissal through the integration of technology into our system." Met 6/9/2022 2022 43104390131110 Rocketship Fuerza Community Prep 6 "Families are largely satisfied with the school, with 80% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction could be driven by strong student relationships with staff and teachers, reported by 80% of families and 83% of students feeling happy and excited to come to school each day. We are working to improve family relationships with other families, which were impacted by the pandemic and loss of in person connection that occurred as most family engagement activities remained virtual." Met 6/9/2022 2022 07617540134072 Rocketship Futuro Academy 6 "Families are largely satisfied with the school, with 79% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction could be driven by strong student relationships with staff and teachers, reported by 81% of families and 84% of students feeling happy and excited to come to school each day. We are working to improve the efficiency of arrival and dismissal through exploring the integration of technology into our system." Met 6/9/2022 2022 43104390120642 Rocketship Los Suenos Academy 6 "Families are largely satisfied with the school, with 76% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction could be driven by the use of technology to support learning, which 82% of families reported that they valued and 81% of students feeling happy and excited to come to school each day. We are working to improve family relationships with other families, which were impacted by the pandemic and loss of in person connection that occurred as most family engagement activities remained virtual." Met 6/9/2022 2022 43104390113704 Rocketship Mateo Sheedy Elementary 6 "Families are largely satisfied with the school, with 85% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction could be driven by strong student relationships with staff and teachers, reported by 86% of families and 86% of students feeling happy and excited to come to school each day. We are working to improve family relationships with other families, which were impacted by the pandemic and loss of in person connection that occured as most family engagement activities remained virtual." Met 6/9/2022 2022 43694500123299 Rocketship Mosaic Elementary 6 "Families are largely satisfied with the school, with 85% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction could be driven by strong student relationships with staff and teachers, reported by 79% of families and 87% of students feeling happy and excited to come to school each day. We are working to improve family relationships with other families, which were impacted by the pandemic and loss of in person connection that occurred as most family engagement activities remained virtual." Met 6/9/2022 2022 41690050132076 Rocketship Redwood City 6 "Families are largely satisfied with the school, with 75% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction could be driven by the use of technology to support learning, which 85% of families reported that they valued and 82% of students feeling happy and excited to come to school each day. We are working to improve family relationships with other families, which were impacted by the pandemic and loss of in person connection that occured as most family engagement activities remained virtual." Met 6/9/2022 2022 43104390133496 Rocketship Rising Stars 6 "Families are largely satisfied with the school, with 88% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction could be driven by strong student relationships with staff and teachers, reported by 86% of families and 86% of students feeling happy and excited to come to school each day. We are working to improve family relationships with other families, which were impacted by the pandemic and loss of in person connection that occurred as most family engagement activities remained virtual." Met 6/9/2022 2022 43104390119024 Rocketship Si Se Puede Academy 6 "Families are largely satisfied with the school, with 84% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction could be driven by strong student relationships with staff and teachers, reported by 83% of families and 87% of students feeling happy and excited to come to school each day. We are working to improve family relationships with other families, which were impacted by the pandemic and loss of in person connection that occurred as most family engagement activities remained virtual." Met 6/9/2022 2022 43694500128108 Rocketship Spark Academy 6 "Families are largely satisfied with the school, with 79% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction could be driven by the use of technology to support learning, which 84% of families reported that they valued and 84% of students feeling happy and excited to come to school each day. We are working to improve family relationships with other families, which were impacted by the pandemic and loss of in person connection that occurred as most family engagement activities remained virtual." Met 6/9/2022 2022 54720900000000 Rockford Elementary 6 "Rockford School District utilizes the California Healthy Kids Survey as an important school climate indicator to assess the climate for learning at our school. Although the survey had mixed responses, our analysis yields two conclusions that must continue to 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. Second, although responses averaged in the “yes, most or all of the time”, a significant percentage of students continue to respond in the negative on multiple factors. We are addressing this through greatly expanded professional supports for student personal and academic growth through contracts with the county office for professional services such as nursing, counseling, behavior intervention, and professional development for our staff." Met 6/23/2022 2022 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 Family of Schools seeks input from educational partners, including students on a regular basis by participating in local surveys. One of these is the California Healthy Kids Survey (CHKS) which was administered in grades 6, 7, 9, and 11 in the winter of 2022. Results serve to measure the organization’s progress on state Priority Six, School Climate. At the Rocklin Academy campus specifically, the CHKS was administered to our students in 6th grade, with 58% participating. 82% of them indicated feeling safe at school or most of the time. This was a decrease of 10% from the previous year. The percentage of students who reported feeling a high level of connectedness with the school was 73%, which was a 5% decrease from the previous year. We also administered the Highlight survey in August to students in 3rd through 6th grades, which measures student experience across five conditions including: • Basic needs • Belonging • Self-efficacy • Rigor • Hope Performance levels ranged from 1-5, one being the lowest rating and 5 being the highest. Overall, student ratings were an average of 4 in all categories. We recognize that the COVID-19 pandemic has been difficult for everyone, especially our students. We are working diligently to support our students and rebuild their sense of connectedness and safety on campus. As our schools return to normalcy, and we are able to allow them to interact with their peers in many of the ways that have been restricted over the past two years, we expect the level of connectedness to increase. Additionally, bringing back in-person events and family nights will help strengthen the family-school community that is so important in our schools." Met 6/13/2022 2022 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 Family of Schools seeks input from educational partners, including students on a regular basis by participating in local surveys. One of these is the California Healthy Kids Survey (CHKS) which was administered in grades 6, 7, 9, and 11 in the winter of 2022. Results serve to measure the organization’s progress on state Priority Six, School Climate. At the Rocklin Academy campus specifically, the CHKS was administered to our students in 6th grade, with 58% participating. 82% of them indicated feeling safe at school or most of the time. This was a decrease of 10% from the previous year. The percentage of students who reported feeling a high level of connectedness with the school was 73%, which was a 5% decrease from the previous year. We also administered the Highlight survey in August to students in 3rd through 6th grades, which measures student experience across five conditions including: • Basic needs • Belonging • Self-efficacy • Rigor • Hope Performance levels ranged from 1-5, one being the lowest rating and 5 being the highest. Overall, student ratings were an average of 4 in all categories. We recognize that the COVID-19 pandemic has been difficult for everyone, especially our students. We are working diligently to support our students and rebuild their sense of connectedness and safety on campus. As our schools return to normalcy, and we are able to allow them to interact with their peers in many of the ways that have been restricted over the past two years, we expect the level of connectedness to increase. Additionally, bringing back in-person events and family nights will help strengthen the family-school community that is so important in our schools." Met 6/13/2022 2022 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 Family of Schools seeks input from educational partners, including students on a regular basis by participating in local surveys. One of these is the California Healthy Kids Survey (CHKS) which was administered in grades 6, 7, 9, and 11 in the winter of 2022. Results serve to measure the organization’s progress on state Priority Six, School Climate. At the Rocklin Academy campus specifically, the CHKS was administered to our students in 6th grade, with 58% participating. 82% of them indicated feeling safe at school or most of the time. This was a decrease of 10% from the previous year. The percentage of students who reported feeling a high level of connectedness with the school was 73%, which was a 5% decrease from the previous year. We also administered the Highlight survey in August to students in 3rd through 6th grades, which measures student experience across five conditions including: • Basic needs • Belonging • Self-efficacy • Rigor • Hope Performance levels ranged from 1-5, one being the lowest rating and 5 being the highest. Overall, student ratings were an average of 4 in all categories. We recognize that the COVID-19 pandemic has been difficult for everyone, especially our students. We are working diligently to support our students and rebuild their sense of connectedness and safety on campus. As our schools return to normalcy, and we are able to allow them to interact with their peers in many of the ways that have been restricted over the past two years, we expect the level of connectedness to increase. Additionally, bringing back in-person events and family nights will help strengthen the family-school community that is so important in our schools." Met 6/13/2022 2022 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 contribute to a dynamic world. Therefore RUSD continually seeks input from all stakeholders, including students. Each year students take the California Healthy Kids Survey, and a representative group of students participate in a forum eliciting their perceptions of learning, connectedness, safety, and fairness. In the fall of 2021, the California Healthy Kids Survey was administered in grades 5, 6, 7, 8, 9, and 11. During the 2021-22 school year, 56% of 5th grade students, 59% of 6th grade students, 83% of 7th grade students, 91% of 9th grade students, 78% of 11th grade students, and 68% of non-traditional school students completed the California Healthy Kids Survey in winter 2021. The following are key findings that impacted the development of the RUSD LCAP for 2022-23. In 2021, 56-80% of students feel connected to the school, however the percentage of students who indicate they feel part of the school decreases as grade level increases, with the exception of students at Victory High School. 66-90% of students felt safe at school with elementary students generally feeling safer than secondary students. Overall, results showed there was a decrease in students’ perception of safety, connectedness, engagement, and responsiveness to negative peer interactions. LCAP Goal 2 states, “RUSD will provide a system of social-emotional and behavioral supports within a culture of acceptance for all students, in order to develop healthy, respectful, self-aware, resilient, and high functioning individuals.'' Expected outcomes are to maintain the percentage of students indicating they feel safe at school above 95% and decrease the percentage of students who are chronically absent, meaning they are absent greater than 10% of the school year. In order to achieve these student outcomes LCAP actions and services include continued implementation of Multi-Tiered System of Supports (MTSS) to support students academically, socially, emotionally, and behaviorally. Specifically, the Positive Behavioral Intervention and Supports (PBIS) system, School-based Therapy through our partner, Wellness Together, and continued partnerships with Rocklin Police, Fire and EMS agencies are being utilized to accomplish this work. Additionally, training and implementation of Restorative Practices and de-escalation strategies continued. Positive student outcomes are expected with integrity of implementation over time." Met 6/8/2022 2022 45752670113407 Rocky Point Charter 6 "Key learning from our most recent student survey with 77 responses from grades 3-8 express that 86% of the students say that the adults at school encourage me to be successful in school. 87% feels their teacher gives extra help when they need it. 78% My teacher shows me how to be organized and prepared for school. 81% states they feel safe at school. 97% stated, school expects me to be respectful, responsible and safe. 92% stated, school has events that my family can attend. The results are average and we seek to have a better outcome so we are actively looking for ways to help make our students feel safer, feel heard and encourage them to help make decisions for the school. We have an active Leadership Club with students from grades 2-8, who meet twice a week to help create a fun learning environment for peers at school, who create activities for upcoming events." Not Met 9/20/2022 2022 43693936046668 Rolling Hills Middle 6 "Survey Administration and Measurement: In 2021.2022, CUSD administered a Student Engagement Survey to students in grades 3-8. The statements below were used to measure student perception of school climate across CUSD campuses using a five-point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree): I feel safe at my school School rules are fair My school is clean Students are nice to each other at my school I like going to my school each day CUSD will use the baseline results from the Student Engagement Survey to determine desired outcome for Top Box scores (percent of students reporting 5 'Strongly Agree') in 2022.2023, with a goal of achieving an Overall Mean of 4.5 for questions by 2023.2024. Winter 2022 Survey Results: The Overall Mean (average) and Top Box scores for each of the selected questions are reported below. Overall Mean and Top Box by Question (January - February 2022) I feel safe at my school: 3.8; 27.44% School rules are fair: 3.68; 23.36% My school is clean: 3.21; 11.39% Students are nice to each other at my school: 3.20; 12.36% I like going to my school each day: 3.63; 29.97% Number of Responses: 2641 “I feel safe at my school” was the highest rated, with four schools with a Mean of 4.0 or higher, and five schools with a Mean of 3.8 to 3.9. Ratings were lower for, “My school is clean” and, “Students are nice to each other at my school” with no schools reporting a Mean of 4 or higher. Generally, elementary school ratings were higher than those from 6-8 and K-8 sites. Decisions, Actions, and Next Steps: Student Engagement Survey data was shared with site administrators in March 2022, and schools reviewed results and discussed next steps. In April 2022, CUSD results were shared with staff as part of the Superintendent’s share out on themes from the staff, community, and student surveys. In this session, staff had the opportunity to provide input on how to address opportunities for improvement. In 2021.2022, CUSD professional development for schools and staff focused on Multi-Tiered Systems of Support (MTSS) and Tier 1 interventions with an emphasis on Social-Emotional well-being, including trainings on Insights to Behavior, Zones of Regulation, Character Strong, 4Cs, and Behavior Bootcamp. For 2022.2023, schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on student kindness and peer interaction, and each school has developed a Fall plan that includes school-wide strategies for Social Emotional Learning. We continue to fund a Behavior Specialist to support all schools." Met 6/23/2022 2022 33672310000000 Romoland Elementary 6 "The California Healthy Kids Survey (CHKS) is administered to Romoland School District students in grades 5 and 7 annually. Results are analyzed to inform school climate and safety needs/actions as noted in each school’s School Plan for Student Achievement (SPSA) and School Safety Plan. The LCAP school and district teams analyze the results annually to inform needs/actions for inclusion in the LCAP. The CHKS was administered in Spring 2022 to students in grades 4, 5, 6, and 7, and results are currently being aggregated. Results from the Spring 2021 survey are shared here. CHKS Spring 2021 Data, % “Yes, most of the time” or “Yes, all of the time” Ratings: School Connectedness-- Grade 5: 71% Grade 7: 56% Caring Adult Relationships-- Grade 5: 71% Grade 7: 60% Feel Safe at School-- Grade 5: 78% Grade 7: 60% Key learnings from the 2021 data were: For Grade 5, School Connectedness and Caring Adult Relationships were similar to the 2019 results and Feel Safe at School improved greatly from the 2019 results (CHKS was not administered in 2020 due to COVID-19 school closures); For Grade 7, School Connectedness, Caring Adult Relationships, and Feel Safe at School improved greatly from the 2019 results (CHKS was not administered in 2020 due to COVID-19 school closures); Elementary students have higher ratings than middle school students across all areas Meaning: The data reflect that investments in full-time school counselors and school-based mental health therapists, increased campus supervision staff, multi-tiered systems of support for academics and social-emotional learning & behavior, and bullying prevention plans at each school have contributed to improvements in students feeling supported at school. Continued implementation and refinement of multi-tiered systems of support, an ongoing focus on school culture and relationship development, and personalized student goal setting will support improvement in all areas. Use: Each elementary school has one full-time school counselor. Elementary schools also share the services of a contracted School-Based Mental Health Therapist. The middle school has two full-time school counselors and one full-time school-based mental health therapist. 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 school counselors teach guidance lessons monthly to all students in alignment with identified CHKS needs and trends in students’ needs as identified via behavior data analysis and observation. Site administrators and education partner groups analyze the CHKS data to make site Safety Plan adjustments, set SPSA goals and actions, and develop strategies and programs to improve the school climate in an ongoing manner." Met "District-wide data and stakeholder feedback from 2021-22 indicated the need to increase support for students’ social-emotional learning, behavior, and mental health, and those actions for 2022-23 are being implemented via the LCAP by maintaining an increase to School-Based Mental Health Therapist services, increasing the services of contracted Board Certified Behavior Analysts (BCBAs), refining behavior expectations and systems for outdoor break/recess times, increasing campus supervision staff, refining MTSS SEL-B Tier I supports, and continuing with CareSolace services." 6/28/2022 2022 15637500000000 Rosedale Union Elementary 6 "The key learnings from the survey results are: Students feel their schools are safe places with supports in place and adults who care about them and their learning. Areas of strength identified in the surveys are: Students report that their teachers, and other staff on their campuses care about them. Students feel safe on campus, have practiced and know what to do in the event of emergency situations at school. Students report they receive instruction that is high quality, challenging, and receive help when it is needed. Areas that are opportunities for growth as identified in disaggregated results are: Students advocate for consistent routines including student expectations and discipline. The Rosedale Union School District has begun building systems-wide behavior expectations. Each site will include all stakeholders in the development of these expectations to include all areas of schools. We will explicitly teaching these expectations and supporting students and staff through the implementation of these expectations and continue to support positive behavior for students on all campuses." Met 6/14/2022 2022 49709040000000 Roseland 6 "DATA: YouthTruth surveys were administered in January 2022 as part of a countywide pilot program. YouthTruth also provides national comparison data. Students in grades 3-6 were surveyed. The overall categories of ""Belonging"" and ""Relationships"" on the YouthTruth Survey are related to school connectedness. For the elementary survey data, responses were rated as positive when students ranked questions a 3 out of 3. • Belonging Summary Data: 60% (same as the county average). • Relationships Summary Data: 86% (same as the county average). • ""I like attending my class"" 53% (1% above the county average); • ""Are students friendly to you"" 60% (7% above county average); • ""Do you feel like a real part of your school community"" 63% (4% above county average) School Safety: ""Do you feel safe during school?"" • 70% (5% above county average). MEANING: Students took the YouthTruth survey in January of 2022. During this time, there was a significant surge in COVID-19 cases. This data provides us with a baseline moving forward to determine how our efforts during the 2022-2023 school year will impact student connectedness and school safety. Ensuring that students feel and a sense of belonging and that they are safe at school will be a particular area of focus as we continue to prioritize Social-Emotional Learning and positive behavior supports. USES: We will continue our LCAP Goal 2: Increase student achievement and social-emotional wellbeing for all students, with an emphasis on closing the opportunity gap and attaining equity for ELs, Low-Income students, students with exceptional needs (Foster Youth/Homeless), as well as students experiencing learning loss due to COVID-19. We will continue to provide special education services, English learner support, bilingual staff, counseling services, and school psychologists. Next school year, we will be utilizing the ASP process to develop a cohesive plan to provide a Multi-Tiered System of Support (MTSS). Additionally, we will continue working on supporting the implementation of our Social Emotional Learning curriculum and ensure that students are receiving regular SEL lessons in the classroom. The district will be hiring a one-year temporary SEL coach to support further implementation." Met 6/15/2022 2022 49709040101923 Roseland Charter 6 "DATA: Youth Truth Data was administered January 2022 as part of a countywide pilot program. All students were surveyed. School connectedness related student survey data was the overall categories of ""Belonging"" and ""Relationships"". • Belonging Summary Data: MS: 59% (7% above the county average); HS: 55% (11% above the county average) • Relationships Summary Data: MS: 66% (17% above county average); HS: 40% (5% below the county average). • ""I enjoy school most of the time"". MS: 55% (5% above the county average); HS: 46% (3% above the county average). • ""Are students friendly to you"" MS: 78% (8% better than county average); HS: 71% (3% above the county average). • ""Do you feel like a real part of your school community"" MS: 70% (10% better than county average); HS: 46% (2% above the county average). School Safety related student survey data was the question ""Do you feel safe during school?"" • MS: 69% (5% better than the county average); HS: 65% (1% lower than the county average). MEANING: Students took the Youth Truth survey in January of 2022. During this time, there was a significant surge in COVID-19 cases prior to taking this survey. This data provides us with a baseline moving forward to determine how our efforts during the 2022-2023 will impact student connectedness and school safety. USES: We will continue our LCAP goal 2: Increase student achievement and social/emotional wellbeing for all students, with an emphasis on closing the achievement gap and attaining equity for ELs, Low-Income students, students with exceptional needs (Foster Youth/Homeless), as well as students experiencing learning loss due to COVID-19. We will continue to provide 1)Special Education Services, 2) Additional staff, services, and materials in support of ELs, 3)Bilingual staff, 4)Counseling Services, 5)School Psychologists, 6)Implement MTSS" Met 6/14/2022 2022 19649310000000 Rosemead Elementary 6 "The Rosemead School District administered the California School Climate, Health, and Learning Survey/California Healthy Kids Survey (CalSCHS) in spring 2022. Results serve to measure the district’s progress on state Priority 6, School Climate. It helps us to collect data to indicate how safe students feel at school and how connected they feel to their school. It also helps us with valuable information to develop programs to support student needs in the area of school safety and connectedness. Overall, the results indicate that there is a strong sense of connectedness, although slight differences in student perceptions exist between the grade levels. Spring, 2022 CalSCHLS Data: Positive response to items about caring relationships at school. Students: Agree that an adult cares about me, listens to me, and notices me. -Students Elementary: 69% -Students Middle: 57% Parents: Strongly agree that ""this school has adults who really care about students."" -Parents: Elementary: 55% -Parents: Middle: 33% Teachers: Strongly agree that ""adults really care about every student; adults acknowledge and pay attention to students; and adults listen to what students have to say."" -Teachers: Elementary: 58% -Teachers: Middle: 37% We believe that our work with the Leader in Me/7 Habits and PBIS has shaped 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 that 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." Met "In response to the CalSCHLS 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 and added two temporary school psychologists so there will be one per 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. Over the course of several years of implementation of Leader in Me/7 Habits and PBIS, the Rosemead School District has experienced an overall decrease in suspensions and discipline issues. In addition, administrators, teachers, and all staff have increased knowledge of best practices in teaching positive behaviors and building strong, supportive, positive behaviors." 6/23/2022 2022 31669100000000 Roseville City Elementary 6 "In the 2021-2022 district LCAP survey, parents indicated positive perceptions of school climate with no less than 85% positive comments on any climate question. 92% of responding parents noted that their student's teachers and staff at their child's school encouraged students regularly and made class lessons interesting, and 88% shared their child felt safe at school. Also, 88% of parents and guardians shared that their child likes to go to school. RCSD implemented the following significant changes in 2021-2022 to identify the need to reach our parents and students more directly with access to support. 1) RCSD sent out a weekly district communication newsletter every Friday. 2) RCSD continued implementing the district-wide support system to include families more effectively as partners in supporting students' academic, behavioral, and social-emotional strengths and needs. 3) RCSD increased social-emotional and behavioral support, including behaviorists, counselors, and on-site elementary support. Also, all schools have implemented a social-emotional curriculum, Second Step; all schools utilize Positive Behavior Interventions and Support (PBIS). Sites include climate goals and actions in their School Plan for Student Achievement (SPSA) based on Board and LCAP goals." Met 6/20/2022 2022 31669280000000 Roseville Joint Union High 6 "DATA: The 2021 CHKS data shows that 9th and 11th grade participants gave School Engagements and Supports high marks as “agree” or “strongly agree” when it came to school connectedness, caring adult relationship, and high expectations. Students also perceived school as safe or very safe 65% at the time of the survey. There were some students who experienced any form of harassment or bullying, although the number was still low in the 20% range. As for Substance Use and Physical/Mental Health, the numbers were in the 10% range when it came to alcohol or drug use or being very drunk or high at school. Cigarette usage was also very low; however vaping has increased. Sleep deprivation (less than 8 hours a day) was at 80% and there were a third that experienced chronic sadness and hopelessness. MEANING: Strength: The students reported that the schools have high expectations of their students and that teachers want their students to do their best. More than half believed their teachers thought they would be a success. Overall, students gave high marks “agree” or ""strongly agree” when it came to feeling happy about school, their teachers, being safe, and being close to the people at the school. Growth: Facilities upkeep received a needs improvement according to students districtwide in 2021. 45% of students indicated that facilities were in decent shape however compared to the 2020 CHKS where 57% agreed the schools were clean and tidy, this is a drop of 12%. Another noteworthy data point is the 63% in Academic Motivation. This data point dropped 8% compared to 2021 which was 71% “agree” or “strongly agree” that they were academically motivated. While students reported they understood their teachers and the school has high expectations for them, 60% of the respondents indicated school was boring and they felt there was no meaningful engagement in the classroom. Approximately 75% of students want to do well in classes and want to learn the content, but they indicated it was boring. In regards to participation in activities at school, students were somewhat mixed on their involvement from not at all to very much so. A noteworthy data point was that 75% or more of the students felt like they did not have a say in helping to decide school activities and rules, say how things work, etc. For remaining self-reflection, visit https://go.boarddocs.com/ca/rjuhsd/Board.nsf/files/CEYPA663141B/$file/Exhibit%20A%202022%20LCAP%20Local%20Performance%20Indicator%20Self-Reflection%20RJUHSD.pdf" Met 6/9/2022 2022 21750020000000 Ross Valley Elementary 6 "The Ross Valley School District regularly seeks input from parents and community members. Parents participate on school site councils, parent club organizations, and on our district-wide Superintendent’s Council. We receive detailed student feedback through the Healthy Kids Survey which is administered every other year. In the 2021-22 school year, the District launched a new survey tool, Panorama Education. Surveys were administered to students in grades 3rd - 8th, parents/guardians, and staff. The survey gave us baseline information in areas such as school climate, equity and inclusion, and sense of belonging. The results of the survey are summarized below: Sense of Belonging Students’ sense of belonging is much lower at the middle school level (39%) than at the elementary level (69%) Our Black and Latino/a/x students feel less of a sense of belonging than our white and multi-racial students Students who identified as nonbinary or prefer to self-describe feel less of a sense of belonging than students who identify as male or female Diversity and inclusion RVSD students report being encouraged to discuss and confront issues of race, ethnicity, and culture in school Students are thinking about issues of race but lack confidence in conversing about race with their peers Academics/School Engagement Elementary students do not feel that they use ideas from school in their daily life White hill students report low engagement in their studies Students report feeling respected by their teacher but less so by their peers Survey results point to the need to continue the emphasis on trusted adult relationships and to work towards engaging our BIPOC/Latinx students and families in their school experience. Based on the results we are offering weekly check-ins at WH to assess student mental wellness as well as community circles and lessons around suicide prevention and anxiety and coping skills. Our 2022-23 LCAP emphasizes the importance of wellness and a tiered response to interventions." Not Met 10/12/2022 2022 14633050000000 Round Valley Joint Elementary 6 "Data: Parent Surveys showed extreme satisfaction with the school’s procedures. 100% of parents feel the school keeps them well informed of upcoming activities, that their participation is welcome and school is a safe place for their child. Staff Surveys show that the school is a supportive and inviting place to work and there is a positive school climate. Student Surveys showed 99.96% of students feel a part of the school and students feel that teachers and other grown-ups at the school care about them. Meaning: Round Valley Elementary School currently has 59 students and results unanimously showed that all students feel connected to school. As a result, the data does not need to be disaggregated by sub groups. Our survey results exceeded our expectations. Use: 99.3% of parents feel welcome to participate in their child’s education, we will continue to pursue future opportunities for parent involvement. In addition, although 90% of students enjoy / participate in Spirit Days, we will work to develop more creative ways to demonstrate school spirit." Met 6/8/2022 2022 19734520000000 Rowland Unified 6 "The RUSD Student Voice survey is administered annually to students in grades 5-12 at all 19 schools. This year, 4,398 (57%) of students participated, including 27 foster youth, 872 students experiencing homelessness, and 395 students with a disability. Of the 4,398 total respondents, 62 chose to answer in Spanish, 32 in Chinese, and 1 in Japanese. The demographics of the survey respondents reflect the diversity of students in the total population, and included students from across all schools. Key outcomes on the survey addressing school climate are as follows: “I feel safe at school.” Percentage of students who agree/strongly agree: Item Overall (n=4,395) 85.7% English learner (n=823) 85.8% Students with disabilities (n=395) 82.5% Foster youth (n=27) 80.0% Hispanic/Latinx(n=2981) 84.8% Asian (n=877) 90.1% Filipino (n=284) 84.9% White (n=97) 86.6% Black/African American (n=59) 79.7% “I have a good relationship with at least one teacher.” Item Overall (n=4,395) 91.6% English learner (n=823) 88.4% Students with disabilities (n=395) 86.1% Foster youth (n=27) 80.8% Hispanic/Latinx(n=2981) 91.4% Asian (n=877) 90.8% Filipino (n=284) 94.4% White (n=97) 91.8% Black/African American (n=59) 96.6% “I can see a counselor when I need help.” Item Overall (n=4,395) 90.2% English learner (n=823) 89.5% Students with disabilities (n=395) 89.4% Foster youth (n=27) 88.2% Hispanic/Latinx(n=2981) 89.6% Asian (n=877) 90.7% Filipino (n=284) 93.3% White (n=97) 84.9% Black/African American (n=59) 89.2% “Students are accepting of students from different backgrounds and cultures.” Item Overall (n=4,395) 85.2% English learner (n=823) 86.6% Students with disabilities (n=395) 86.1% Foster youth (n=27) 76.0% Hispanic/Latinx(n=2981) 85.0% Asian (n=877) 90.3% Filipino (n=284) 77.5% White (n=97) 84.4% Black/African American (n=59) 72.4% The district continues to focus on caring and connecting with students through a variety of initiatives to ensure all students' social emotional needs and mental well being is addressed alongside a focus on academic achievement. The board of education has invested resources to support student connection through social workers, counselors, and behavior support teachers on special assignment. Each school has a clearly defined PBIS system which supports clear communication and expectations around behavior. And this year teachers were provided additional funding to design summer activities to get to know their new students prior to the first day of school. Looking forward, we are hiring a new Coordinator of Counseling services who will oversee the ongoing services to students, and further clarify and coordinate the services of new support staff." Met 6/8/2022 2022 34674390102038 Sacramento Charter High 6 "Each year we survey scholars and every scholar is encouraged to share their thoughts on a variety of metrics. In 2021-22 11th graders were surveyed. As the survey is anonymous and demographic data is not collected, the results are not disaggregated by subgroups. A focus area for these surveys is gauging scholars’s level of safety and connectedness at school. In 2021-22, 86% of Sac High scholar respondents said they agree or strongly agree that their family knows how they’re doing in school, which may indicate that families and Sac High are connected and in communication in a way that is easily perceptible to scholars. Parents have direct access to their scholar’s grades and attendance information through Infinite Campus. In addition, communication is sent out weekly through a family newsletter and autocommunication. Survey results also indicate that scholars feel connected to their teachers and believe their teachers are guiding them appropriately toward their long-term goals. 80% said their teachers have high expectations for them. In addition, 84% agreed or strongly agreed they know what it takes to be promoted to the next grade and to graduate and 74% said their school is preparing them for college. Scholars responded somewhat positively to questions specifically about safety. 51% said their school is a safe environment for them to learn. Moving into the 22-23 School Year, the school will continue to focus on safety procedures on campus through drills and staff training." Met 6/24/2022 2022 34674390000000 Sacramento City Unified 6 "SCUSD annually administers a local climate survey to assess student perceptions of safety and connectedness. In spring 2022, the survey was completed by 11,261 students in grades 3-12. The overall student participation rate 39%, while lower than pre-COVID era years, was significantly increased over spring 2021 rates. Overall, positive responses for both safety and connectedness were on par with spring 2020 results, representing significant decreases from fall 2020 and spring 2021. The district’s goal of 80% positive responses for all student groups was not achieved and significant progress remains to reach that level. For all students, there was a 10% decrease in safety perception from 73% to 63% from the previous year and 5% decrease in connectedness from 72% to 67%. Elementary schools outperformed other grade-level groups in student perception of connectedness at 70%, while middle school student perception of safety was the highest at 65%. When disaggregated by ethnicity and race, the outcomes of greatest concern were the rates of safety perception for several student groups including English Learners, Foster Youth, Homeless Youth, Students with Disabilities, African American students, and American Indian or Alaska Native students, who all had rates 4 or more percentage points lower than ‘All students.’ These groups also had consistently lower rates of connectedness perception than ‘All students.’ A significant gap is revealed when the rates for these student groups are compared to those for White students, who had the highest rate of positive responses for both Connectedness (67%) and Safety (72%). These trends are generally consistent with results in past years. Overall, the results demonstrate that (a) targeted support is needed for student groups that demonstrate consistently lower rates of safety and connectedness and (b) improving school climate to increase students’ sense of safety and connectedness remains a high priority. Small high schools continue to have the most positive results (74% for connectedness and 72% for safety). While there are certainly size-specific conditions present in small schools that facilitate positive school climate, the district continues to prioritize the identification of successful practices that can be replicated and scaled. The success of small schools and other ‘bright spots’ in achieving higher outcomes is an area of focus. Disparities in student perceptions of safety and/or connectedness for African American students, English Learners, Students with Disabilities and American Indian or Alaska Native students are critical areas for growth and align with disparate results for the same student groups in state and local indicators. SCUSD uses the results from the local climate survey with school sites as part of their needs assessment process. This process is a key component of the district’s CCI and helps sites to form school climate/culture goals. These goals are supported by the district’s SEL, PBIS, and" Met 6/23/2022 2022 34103480000000 Sacramento County Office of Education 6 "The 2022 SCOE LCAP Survey assessed school climate and was completed by 246 students in the court and community schools, Palmiter school, and intervention programs. Measures of school safety show that 88% of students felt safe while at school, up 6 percentage points from the prior year. Nine percent indicated they felt somewhat safe and 3% indicated that they did not feel safe while at school. Reasons for feeling somewhat safe or unsafe mainly focused on the behaviors of other students. Similar to last year, results disaggregated by grade span and program type revealed that high school students felt safer than middle school or elementary students. Analyses by program type revealed that programs which catered to students that were not enrolled due to discipline or behavior issues (such as Senior Extension) had the largest percentages of students who felt safe at school (97%) as compared to the CARE program for middle school students (88%) or the community (87%) and court (81%) schools. Although the survey was not appropriate for students in the Special Education Foundations programs, 86% of their parents (N=8 survey respondents) believed that their child was safe at school. Measures of school connectedness included items most relevant to our goals for students. Overall, 79% of students indicated that they felt connected to their school with students in higher grade levels reporting more connectedness than students in lower grade levels. More than half (51%) of respondents noted that they were given counseling and support services and 58% of students reported that they felt supported by their teachers. Just over 39% reported that they have open communication with teachers and staff. Analyses disaggregated by program type revealed differences in connectedness. More students in Palmiter and the Community Schools reported connectedness, 100% and 85% respectively, whereas fewer did at El Centro. Senior Extension, and the CARE programs, 73%, 77%, and 77% respectively. Some barriers to improving safety and relationships between students and staff are related to student program placement and time in program. Sometimes students are placed in programs due to court or district mandates or delinquency issues, and building trust and relationships is challenging. This becomes more difficult when students have short enrollments. Because many students transition among our programs, having continuity and consistency among practices across our programs could be beneficial as well as staff training to support students’ distinctive needs. Areas for growth include a better understanding of the mental health needs of the younger students and expanding program and behavioral supports, and learning more about how the community schools and Palmiter staff engage with students and adapt this model to inform how we might employ the same strategies for students in the lower grade spans and other programs." Met 6/28/2022 2022 57726940124875 Sacramento Valley Charter 6 "We were able to assess the attitudes of teachers and parents toward the school, as well as the school's core principles, courtesy of data from the School Climate survey. The following are a few instances, however not each of them precisely depicts our school 100% as staff and parents may have a biased outlook: According to the survey results, 80% of our staff members agree that we meet the standards for our school's planning process for a clear vision. 67% of respondents believe that the school meets its requirement in focusing on student education is assisting us in meeting this aim. 80% of  Faculty members believe that students' progress is positive when they take classes here at SVCS. Teachers rate the rigor and efficacy of our program at roughly 87%. The fact that we have appropriate technical resources contributes to our staff's 73% agreement rate for this criteria. We provide adequate support systems, according to 80% of our staff. Regular participation by all sorts of parents also meets the criteria of about 80% of our staff. Respect and professionalism, 93% of our staff can attest to this, resulting in such a positive percentage.  The administrative and staff ranks account for 80% of the leadership. 93% of respondents stated they value the diversity we have at our school. 78% of the staff members say they have a place to call their own. 52% of parents say that covid use has hampered their child's emotional and social learning skills. 76% of parents say the SVCS helps their children grow academically. 71% of respondents agree that staff keeps parents updated about their children's progress. 68% of students say their school encourages them to participate in extracurricular activities and events. In addition, 84% of parents are confident that their children are safe at this school. 76% of respondents say we have qualified employees. 84% of parents say that their children are adequately challenged at school. 87% of students believe the school meets their needs." Not Met 9/29/2022 2022 30736350000000 Saddleback Valley Unified 6 "LCAP Goal 1 is for each school to develop and maintain positive parent, student, and community involvement and engagement to promote and support student success. It was developed as a broad goal to capture elements that contribute to student engagement including school climate. Our school climate data will involve two primary metrics, the California Healthy Kids Survey and the Panorama Social Emotional Learning surveys which will drive our MTSS work with social emotional learning and provide holistic whole-child support for our students. Each of the actions for Goal 1 are intended to align to the various metrics and monitor our progress in making a difference for students. All school sites have aligned their respective School Plan for Student Achievement to these broad LCAP goals to ensure alignment of focus, resources, and efforts across our K-12 system. 2022 Local Performance Indicator Self-Reflection for Saddleback Valley Unified School District Page 13 of 15 We participated in the California Healthy Kids Survey in the Spring 2021-22 school year. I n responding to questions about their sense of connectedness to school, students level of connectedness ranged from 55-75%: Grade 5 - 75%; Grade 7 - 62%; Grade 9 - 57%; Grade 11 - 55%. Elementary students in grade 5 were asked do you feel safe at school? 96% of students indicated they feel safe most of the time or all of the time. At the secondary level, students were asked how safe do you feel when you are at school? Students in the following grades indicated they were either very safe or safe: Grade 7, 61%; Grade 9, 59%; and Grade 11, 55%. In the 2021-2024 LCAP, there have been additional metrics including the use of Panorama Surveys are used to collect and measure social-emotional learning. According to Spring 2022 Panorama results elementary students who responded positively about sense of belong was 66%, engagement 63%, and and self-efficacy 60%. Secondary students who responded positively about sense of belonging was 42%, engagement 28%, and self-efficacy 48%. Additionally, there are specific actions that are planned for implementation including the positive behavior intervention system, Second Step curriculum, and the expansion of the district counseling program to support students' school connectedness and perceptions of safety." Met 6/16/2022 2022 36677360136069 Sage Oak Charter 6 "This measure addresses information regarding the school environment based on a local climate survey administered every year on the topics of school safety and connectedness. Parent participants with students in the following student groups: EL - 16.4% Foster Youth - 0.30% Homeless Youth - 0.3% Students with a Disability - 8.80% Title I - 1.80% None of the Above - 73.90% Parent participants with the following student ethnicity: White - 37.30% Hispanic/Latino -18.50% African American - 3.60% Asian - 3.90% Filipino - 3% American Indian/Alaskan Native - 1.50% Two or more races - 22.10% Declined to State - 10% Overall % Parent in agreement with: Improving the Academic Achievement of Students - 94.90% Positive School Climate & Connectedness - 98.0% Establishing Connections and Partnerships - 97.30% College and Career Readiness and Technical Education - 91.2% Overall Satisfaction and Input - 97.0% Meaning: Overall high satisfaction rating of our school. Parent student group and ethnicity data demonstrate educational partner engagement and the school's building partnerships with parents. Use: Collaborate on strategies to invite and encourage the participation of all parent groups. Student Participants: EL - 14.8% Students with a Disability - 12.5% Foster Youth - 0.0% Homeless Youth - 0.0% Title 1 - 15.9% None of the Above - 63.6% Overall % of Students in agreement with: My teacher is available to speak with me when I need guidance and support - 98.9% The curriculum provides challenging grade-level instruction and assessment - 90.9% The curriculum and instruction are engaging and I complete my work on time - 85.2% I have access to a rigorous curriculum and resources that allow me to access and master grade-level standards in the core content areas: English language arts, math, history, science, and physical education - 93.2% My teacher cares about my education and is committed to helping me succeed - 100.0% I feel safe and welcome to meet with my teacher to discuss my progress - 96.6% Overall, I feel satisfied with my school - 92.0% Overall, I feel satisfied that the school does a great job communicating with me - 96.6% There is additional support for my academic or developmental needs - 88.6% If I need social/emotional support or mental health support, I know I have someone at school that I can talk to -77.3% I am aware of the student mental health resources offered by the school - 69.3% Meaning: Overall high student satisfaction with the school program. There is a need to focus on ensuring students are aware of mental health supports offered. Use: Continue to collaborate on all areas to maintain and continue student perception of the school's academic program, as well as increase our advertisement and knowledge of mental health support through social media, educational partners' emails, and discussions at learning period meetings." Not Met Positive School Climate Student Survey results: Student Participants: EL - 14.8% Students with a Disability - 12.5% Foster Youth - 0.0% Homeless Youth - 0.0% Title 1 - 15.9% None of the Above - 63.6% Overall % students that are in agreement with: School's High Expectations for Student Performance - 99.50% School Safety - N/A Respectful School Climate - 98.90% Caring Adults at School that Support Students - 89.00% Social and Emotional Learning - N/A Growth Mindset - 90.90% Meaning: Strength in overall student satisfaction with the positive school climate. Use: Teacher collaboration on strategies and skills in effective communication during teacher/student meetings and monitoring student work with follow-up on students not completing their work with check-in calls and emails. Focus on improving student connectedness with caring adults at the school level. 8/8/2022 2022 37754160139378 Sage Oak Charter School - South 6 "This measure addresses information regarding the school environment based on a local climate survey administered to educational partners every year on the topics of school safety and connectedness. Parent participants with students in the following student groups: EL - 9.5% Foster Youth - 0.0% Homeless Youth - 0.0% Students with a Disability - 17.5% Title 1 - 1.6% None of the Above - 76.2% 2021-22 Local Performance Indicator Self-Reflection for Sage Oak Charter School - South Page 10 of 14 Parent participants with the following student ethnicity: White - 46.0% Hispanic/Latino - 14.3% African American - 4.8% Asian - 0.0% Filipino - 0.0% American Indian/Alaskan Native - 0.0% Two or more races - 27.0% Declined to State - 7.9% Overall % of Parents in agreement with: Improving the Academic Achievement of Students - 94.7% Positive School Climate & Connectedness - 98.4% Establishing Connections and Partnerships - 97.6% College and Career Readiness and Technical Education - 96.2% Overall Satisfaction and Input - 96.8% Meaning: Overall high satisfaction rating of our school. Parent student group and ethnicity data demonstrate educational partner engagement and the school's building partnerships with parents. Use: Collaborate on strategies to invite and encourage the participation of all parent groups. Student Participants: EL - 8.3% Students with a Disability - 25.0% Foster Youth - 0.0% Homeless Youth - 0.0% Title 1 - 8.3% None of the Above - 91.7% Overall % of Students in agreement with: My teacher is available to speak with me when I need guidance and support-100.0% The curriculum provides challenging grade-level instruction and assessment-100.0% The curriculum and instruction are engaging and I complete my work on time -91.7% I have access to a rigorous curriculum and resources that allow me to access and master grade-level standards in the core content areas: English language arts, math, history, science, and physical education - 91.7% My teacher cares about my education and is committed to helping me succeed-100.0% I feel safe and welcome to meet with my teacher to discuss my progress - 100.0% Overall, I feel satisfied with my school - 91.7% Overall, I feel satisfied that the school does a great job communicating with me - 91.7% There is additional support for my academic or developmental needs - 91.7% If I need social/emotional support or mental health support, I know I have someone at school that I can talk to -83.3% I am aware of the student mental health resources offered by the school - 88.7% Meaning: Overall high student satisfaction with the school program. There is a need to focus on ensuring students are aware of the mental health supports offered. Use: Continue collaborating on all areas to maintain and continue student perception of the school's academic program. As well as increase our advertisement and knowledge of mental health support through social media, educational partners' emails, and discussions at learning period meetings." Not Met Positive School Climate Student Survey results Student Participants: EL - 8.3% Students with a Disability - 25.0% Foster Youth - 0.0% 2021-22 Local Performance Indicator Self-Reflection for Sage Oak Charter School - South Page 11 of 14 Homeless Youth - 0.0% Title 1 - 8.3% None of the Above - 91.7% Overall % in agreement with: School's High Expectations for Student Performance - 95.9% School Safety - N/A Respectful School Climate - 100.0% Caring Adults at School that Support Students - 87.1% Social and Emotional Learning - N/A Growth Mindset - 91.3% Meaning: Strength in overall student satisfaction with the positive school climate. Use: Teacher collaboration on strategies and skills in effective communication during teacher/student meetings and monitoring student work with follow-up on students not completing their work with check-in calls and emails. 8/8/2022 2022 19646420136127 Sage Oak Charter School- Keppel 6 "This measure addresses information regarding the school environment based on a local climate survey administered every year on the topics of school safety and connectedness. Parent participants with students in the following student groups: EL - 11.5% Foster Youth - 0.0% Homeless Youth - 0.0% Student with a Disability - 11.5% Title 1 - 1.9% None of the Above - 75.0% Parent participants with the following student ethnicity: White - 48.1% Hispanic/Latino - 11.5% African American - 0.0% Asian - 5.8% Filipino - 0.0% American Indian/Alaskan Native - 0.0% Two or more races - 21.2% Declined to State - 13.5% Overall % of Parents in agreement with: Improving the Academic Achievement of Students - 93.6% Positive School Climate & Connectedness - 95.0% Establishing Connections and Partnerships - 96.2% College and Career Readiness and Technical Education - 88.9% Overall Satisfaction and Input - 96.20% Meaning: Overall high satisfaction rating of our school. Parent student group and ethnicity data demonstrate educational partner engagement and the school's building partnerships with parents. Use: Collaborate on strategies to invite and encourage the participation of all parent groups, as well as focus on improving CTE and college and career readiness support. Student Participants: EL - 21.4% Students with a Disability - 0.0% Foster Youth - 0.0% Homeless Youth - 0.0% Title 1 - 7.1% None of the Above - 71.4% Overall % of Students in agreement with: My teacher is available to speak with me when I need guidance and support - 92.9% The curriculum provides challenging grade-level instruction and assessment - 85.7% The curriculum and instruction are engaging and I complete my work on time - 92.9% I have access to a rigorous curriculum and resources that allow me to access and master grade-level standards in the core content areas: English language arts, math, history, science, and physical education - 92.9% My teacher cares about my education and is committed to helping me succeed - 100.0% I feel safe and welcome to meet with my teacher to discuss my progress - 100.0% Overall, I feel satisfied with my school - 100.0% Overall, I feel satisfied that the school does a great job communicating with me - 100.0% There is additional support for my academic or developmental needs - 92.9% If I need social/emotional support or mental health support, I know I have someone at school that I can talk to -100.0% I am aware of the student mental health resources offered by the school - 64.3% Meaning: Overall high student satisfaction with the school program. There is a need to focus on ensuring students are aware of the mental health supports offered. Use: Continue collaborating on all areas to maintain and continue student perception of the school's academic program, as well as increase our advertisement and knowledge of mental health support through social media, educational partners' emails, and discussions at learning period meetings." Not Met Positive School Climate Student Survey results: Student Participants: EL - 21.4% Students with a Disability - 0.0% Foster Youth - 0.0% Homeless Youth - 0.0% Title 1 - 7.1% None of the Above - 71.4% None of the Above - 83.3% Overall % in agreement with: School's High Expectations for Student Performance - 100.0% School Safety - N/A Respectful School Climate - 100.0% Caring Adults at School that Support Students - 100.0% Social and Emotional Learning - N/A Growth Mindset - 96.5% Meaning: Strength in overall student satisfaction with the positive school climate. Use: Focus on developing and improving student growth mindset. 8/8/2022 2022 28662900000000 Saint Helena Unified 6 "St. Helena Unified School District administers the California Healthy Kids survey every year in March in grades 5,7, 9, and 11 to measure how we are performing on all factors related to school climate and culture as measured by student and staff perceptions. Results for this school year are not in yet for the March 2022 CHKS. A full report on the CHKS will be provided to the school board during the September 2022 board meeting. However, the district added an additional social-emotional learning survey this year through ""DataZone"" (DZ) in November of 2021. Information from that survey was presented to the school board in January 2022 and is on the district website. Some highlighted results from the DZ SEL survey are below that have created actions within the LCAP starting in 2022-2023: •There is at least one adult at my school I can talk to about my problems (71% at SHES responded yes, 55% at RLS MS, and 63% at SHHS) •Students are treated equally when they break school rules is below 54% at all three schools; •I think about other students' feelings are above 79% at all three schools surveyed. Other data noted from local measures are that there continues to be a need to focus on school climate and culture at three out of our four school sites. There has been a rise in student conflicts at the elementary and secondary levels, an increase in selling drugs on campus, harassment and bullying, hate speech, and threats to cause harm. We have gone from 2 out-of-school suspensions for last year to already 16 out-of-school suspensions by the middle of April 2022. As stated above, the district's areas of focus have been in the area of student wellness, student engagement, equity, and school climate by continuing to develop and implement multi-tiered systems of support (MTSS) within our schools. At the middle school level, they have increased their high expectations and caring relationship score by 9 points in the positive direction on the similar school ranking out of WestEd, and for 7th graders, the school connected scale went from 59% in 2019-to 20 to 74% for 2020-2021. Chronic sadness went down for 5th and 7th graders and thoughts of suicide went down for 11th graders. These are all good signs but it is noted that our students in 9th and 11th grade went up in chronic sadness. Even though we feel that we are effectivity working on this goal the need is great with students and staff needing more emotional support and counseling this year. The use of all data we gather from the CHKS and DZ SEL goes towards improving our systems. For this school year, health and wellness was probably the most needed intentional focus as our staff and students were still not in a place of being internally or externally centered on their work, school, or home life. It was as if everyone was trying to get things back to normal but due to factors out of our control, it was feeling less than ""normal""." Met "Honesty, there is much to celebrate in this area as we provided many emotional supports and wellness opportunities for students and staff as we saw higher than normal generalized anxiety, exhaustion, and stress occurring throughout the school sites. As a district, we increased our student support mental health counseling services, and staff support activities. We moved some of our vertical articulation professional development around to make them Wellness Wednesdays for the whole district staff to engage in predetermined wellness activities that they could select and held trauma-responsive training for all staff with follow-up small group zoom support from an outside partner organization. For students, we held a Wellness fair for both MS and another one for HS students. Our new district social worker started a support group for high school newcomers and a student wellness committee was established by HS students for HS students. In addition, we added social-emotional learning (SEL) and physical education to our summer programming in 2021 and will again in summer 2022 which was not part of programming in the past as we saw and see the need to take care of the whole student, even more, these days. At our lower grades, we brought in training for our kinder and first-grade teachers who in turn taught students about inclusion using rainbow kits which included a component on LGBTQ acceptance." 6/16/2022 2022 50712660000000 Salida Union Elementary 6 "The district administers the CA Healthy Kids Survey every other year to students in 5th, 6th and 7th grades. Two data points have been areas for growth and monitoring – School Connectedness and Caring Adult Relationships. The district will administer the CA Healthy Kids Survey in the spring of 2023. The district surveyed all students in grades 3 – 8 asking students if they feel that they can go to one or more adults if they have a problem and if students feel that they belong (are accepted and liked) at school. Elementary students' overall rating was 89% selected ""Agree"" and Middle School students' overall rating was 74% ""Agree"". The district continued to implement Action 2.2 All schools will maintain high levels of safety where students learn social and emotional skills and receive additional support 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 Wednesdays at elementary schools. The district has implemented 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 6/14/2022 2022 27661420000000 Salinas City Elementary 6 "This year, the Salinas City Elementary School District administered a Culture and Climate survey to all 3-6 grade students using the Panorama platform. Results from the survey have been shared with each school. School administrators are using this data and sharing it with school learning partners. District Wide results of the survey showed: STUDENT POSITIVE RESPONSES School Rigorous Expectations 74% School Belonging 62% Readiness for Learning 61% School Safety 60% School Climate 59% School Engagement 55% Teacher-Student Relationships 54% Parents also took a survey that had many of the same topics. Topics that overlapped the student survey are as follows: PARENT POSITIVE RESPONSES School Safety 76% School Climate 72% Learning Behaviors 56% Family Engagement 53% It was interesting for the team to note the differences between the two surveys and has caused us to ask additional questions regarding why these are the results and what can be done to improve them. Of particular note are the differences between how students and parents feel about school safety and climate. Family and school engagement were consistent. As a result, the district will make this a discussion point for upcoming parent and other educational partner meetings. In addition, the survey will be sent twice next year to compare results and gain further insight regarding what next steps should be taken." Met "SCESD continues to employ Positive Behavior Interventions and Supports (PBIS) as a framework for this work. As a local data collection tool for climate and culture, PBIS’s Tiered Fidelity Inventory demonstrates our system’s fidelity at establishing safe and predictable schools. 6 schools achieved, “Platinum” status 5 schools achieved “Gold” status Schools have remained consistent and improved in their fidelity of PBIS practices as measured by the Tiered Fidelity Inventory." 6/13/2022 2022 27661590000000 Salinas Union High 6 "The data used to inform the district's progress was the questions regarding climate contained in the LCAP survey administered to all students, in addition to data on the Wellness Center usage, parent and family attendance to school functions, and suspension rates. Overall students responded that they feel connected to the schools, relatively safe on campus, and appreciate the services that the schools' Wellness Centers provide. The majority of students also feel that the schools are adequately preparing them for college and careers. With the return to in-person learning this past year, the district naturally saw an increase in suspensions from the prior remote learning year. As a result, the district hired site restorative justice facilitators who will work with staff to provide research-based alternatives to suspension options. The district will also continue to increase the reach of wellness centers and mental health services for students, in addition to offering both virtual and in-person options for family engagement opportunities." Met 6/28/2022 2022 30103060126037 Samueli Academy 6 Samueli Academy administered a New Tech Network student survey in Fall 2021 (October 2021) that focused on the following 7 areas with percentages that reflect the positive rate. - 95.8% School Connectedness & Belonging - 96.4% School Processes and Practices - 98.3% Positive Learning Environment - 97.4% Positive interactions with Students and Teachers - 94.7% Learning through Project-based Learning (PBL) - 97.1% College & Career Readiness - 93% Positive Learning Experiences Met 6/21/2022 2022 27661670000000 San Antonio Union Elementary 6 "Student engagement, academic progress, and career awareness are focus areas for us at SAUSD. In regards to school connectedness (student engagement and supports), 82% of 6th graders feel connected to school, 49% of 7th graders feel connected to school, and 56% of 8th graders feel connected to school. This data represents a nation-wide trend that shows a rapid decline in student engagement throughout middle and high school. As a district, we’re looking to address this issue by providing opportunities for all students (Kindergarten through 8th grade) to explore their strengths, interests, and passions and how it connects to future careers. Research shows that if students are able to connect their strengths/interests/passions to what they’re learning in school (academics), engagement increases." Met 6/14/2022 2022 27661750000000 San Ardo Union Elementary 6 "Students are being provided a safe and healthy learning environment through the actions and services provided through PBIS and Character Counts. This has also contributed to the goal of students, parents and staff members feeling safe at school and a sense of connectedness. This is evidenced by students reporting they feel safe at school ""sometimes"" and ""all of the time"" 96.15% in 2021-22 on the California Healthy Kids Survey. Students also reported they were ""happy to be at this school"" 92.3% ""sometimes"" and ""all of the time"". The LEA saw an increase in mandatory suspensions last year after bringing students back on campus from the pandemic. The LEA is focusing on implementing a Multi-Tiered System of Support (MTSS) to support all students academically, emotionally, and physically." Not Met 10/19/2022 2022 35103550000000 San Benito County Office of Education 6 "During the 2021-22 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 2023-24 school year. Results from the 2019-20 CHKS administered at the alternative schools revealed several areas that were preventing students from being successful. Overall, 38% of students reported feeling connected to school (up from 6%) and 28% reported having at least one caring adult relationship (up from 15%). Regrading Peer Violence and Bullying, 22% of students reported being harassed or bullied (up slightly from 20%) and 48% said the schools were safe (up from 45%). On a more positive note, 9% reported using drug or alcohol (down from 43%) however 14% stated that they had considered suicide (up from 10%). In March 2022 a student survey was given to students. The results were as follows: 87.1% felt safe at school, 79.1% felt there was a safe adult to talk to, 91.9% reported that a teacher or adult noticed when they were not at school, 83.9% felt that they were treated fairly by the adults at the school. 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." Met "In addition, SBCOE is leading a TUPE Cohort with all LEAs in the county to meet the needs of our most at-risk students. Our goal through this work is to utilize the CHKS survey and the results to address county and LEA specific needs around School Engagement, School Safety, Mental Health, Alcohol, Tobacco and Other Drugs." 6/23/2022 2022 35675380000000 San Benito High 6 "San Benito High School administers the Healthy Kids Survey every alternate year to all ninth and eleventh-grade students. 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 than “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. New and continuing for the 2021-22 and 2022-23 school years is the use of a Universal Screener through the platform Panorama. This screener will be given twice a year to collect SEL data from students as well as other survey data from both teachers and families." Met 3/8/2022 2022 36678760000000 San Bernardino City Unified 6 "For the 2021-22 school year, 8,901 students were surveyed in grades 3-5. Student Sense of Safety returned to our results in 2016-17 at 67% favorable. Our all time high of 77% in the 2020-21 school year when students completed the survey from home during distance learning. Our current Sense of Safety results are ranking us in the 50th percentile when compared with other CORE districts. The student groups with the lowest rates of favorable responses in the area of safety included Foster Youth (60%), Pacific Islander (59%) and Non-Binary (53%). The elementary overall district results decreased by 1 point to 73% favorable responses in the area of Sense of Belonging/School Connectedness. When compared to CORE districts, we remained in the 40th percentile. Student groups with the lowest rates of favorable responses in this area include Non-Binary (59%), Foster Youth (65%) and Special Education (68%). At the secondary level, 18,201 students in grades 6-12 were surveyed. Student opinions of Safety decreased from 82% in 2020-21 to 71%, a decrease of 11 points putting SBCUSD in the 70th percentile when compared to the CORE districts. Student groups with less favorable opinions of Safety, include LGBTQIA+ Youth (59%), Filipino (61%) and Special Education (68%). For Sense of Belonging/School Connectedness, student favorable responses are reported at 55%, resulting in the 30th percentile as compared to other CORE districts. Student groups that fell under the district average with favorable results were LGBTQIA+ Youth (49%), Chronically Absent (51%), and Pacific Islander (54%). The COVID-19 pandemic affected students’ Sense of Safety and Sense of Belonging when returning to school. School teams engaged to re-establish welcoming, safe and inclusive learning environments. The Student Wellness and Support Services staff implemented the systems of PBiS, while integrating Trauma-Responsive mindsets and Restorative Practices. The district adopted Social-Emotional Learning Curriculums for grades K-12. Certificated staff participated in professional development to implement the curriculum prior to the 2021-22 school year. There have been advancements in the support for our LGBTQIA+ students. The district is working to align the English Language Arts units of study to the Social Emotional Learning curriculum units to support the instructional integration at the classroom level. School climate and culture implementation levels will continue to be a district goal with deliberate training, coaching, and support for school Climate and Culture Teams. Working with Panorama Education has also allowed district school Administrators, Counselors, Teachers, Nurses, and Climate and Culture Teams to receive training in understanding the survey data, action plan around improvements, and identifying students needing additional support." Met 6/21/2022 2022 36103630000000 San Bernardino County Office of Education 6 "Student and parent surveys in the winter of 2021-2022 continued to show school climate as a strength/success with over 80% answering agree or strongly agree on all climate questions. Additionally, 75% of students stated they felt their teacher was concerned about their learning and they enjoy going to school. Over 80% of students also stated they have a good relationship with one or more teachers, with 90% feeling there is at least one adult at the school they can count on for help. During the 2021-2022 school year, SBCSS continued to build upon these successes by having designated staff members focused on maintaining and fostering new relationships with parents, maintaining safe and healthy schools where students and parents feel safe through the use of PBIS strategies, designated facilities intended for instruction, continuing to utilize improvement strategies focused on decreasing suspensions and chronic absenteeism, and continuing to make graduating students a focused goal for all students, parents, and staff. School climate and culture remain significant areas of strength identified by educational partners as a result of the continued PBIS implementation and alternative learning experiences. The hiring of a Parent Engagement Manager has also provided the intensive support to provide increased positive interactions and experiences between school personnel, students, parents, and community members as identified by increased parent involvement in the LCAP development process." Met 6/6/2022 2022 41690130000000 San Bruno Park Elementary 6 "With the many community engagements and meetings with the San Bruno Community and due to the many challenges feedback brought forth a focus on providing equitable access to all student groups. The major trends that emerged from our community required us to refine metrics, actual implementations of the actions and goals, and ensuring unduplicated students are monitored and supported for access to the core. With the consistent turnover and lack of personnel, new staff, new annual programs, and the impact of C-19, the overall performance. Climate data indicated that under indicator 5a, it was found that 48.7% of students with disabilities spend more than 80% of their day in the General Education classroom. The target for this indicator is 52.2%. Chronic Abstenteeism for students with disabilities fell to 16.5% in 2020-2021 from 19.6% in 2018-2019. Goal 1: Retention of staff, A new metric to increase time for students with disabilities in the regular mainstream. Some of our revisions moving forward are Parent communication/education: Monitoring of data for increased communication via Parentsquare for the community and include translations for home languages representing more than 15%. Continued educational programs for our parents. Data/monitoring: Wellness Coordinator will develop and implement a plan utilizing data for additional support services for foster youth, homeless students, and special education students. Climate: Ensure data from families drive activities that provide positive behavioral intervention support, social emotional learning and music to increase safety/wellness at all sites. Engagement: Site administrators/parent liaisons will monitor student attendance daily and hold SART (School Attendance Review Team) meeting for students with 10 or more absences." Met 6/15/2022 2022 41690216112213 San Carlos Charter Learning Center 6 "Data used to evaluate this indicator were collected in our 2021 Learner Satisfaction Survey (done in collaboration with Teachers College at Columbia University, administered to all of our 3rd-8th grade learners). 88% of learners feel a sense of belonging to SCC Less than 10% feel their social-emotional needs are not met. 89% agree they are motivated to work hard and do their best Learner Engagement: 89% agree they are motivated to work hard and do their best 80% feel what they are learning relates directly to the “real world.” 93% agree they can ask educators for help and know they will help soon. 95% agree that SCC teaches learners to care about others and treat them with respect. Staff Effectiveness Learners appreciate their educators. In open-responses, they highlight the work of their educators as one of the best parts of SCC. 96% report a positive experience 99% feel motivated to do their best because of their educators 97% feel cared about by their educators" Met 6/15/2022 2022 41690210000000 San Carlos Elementary 6 "Results of the 2022 California School Health and Learning Surveys given to families, students and teachers/staff can be found in Priority 3. This narrative will be used to explain the analysis and associated actions in Goals 4 and 5 of the SCSD LCAP. Goal 4 of the SCSD 2022 LCAP specifically targets the social-emotional needs of students: “Create systemic structures that foster the 5C's and support the social emotional student needs that are developmentally appropriate to P-3, 4-5 and 6-8 grade level configurations, and allow for meaningful progress monitoring.” Within this goal, specific actions have been established to address active participation and high expectations. Ensuring more student voice and choice, increasing student engagement opportunities and Project-Based Learning were identified as high impact actions. Goal 5 of SCSD’s LCAP specifically targets student access to learning and sense of belonging: “Ensure equitable access to learning for all students by providing necessary structures and intentionally monitoring student engagement and student sense of belonging within each school community and across all student groups.” Within this goal, specific actions have been established to address school climate, and sense of belonging. Continued implementation of Positive Behavior Intervention and Support (PBIS), and continued development of the District’s Multi-Tiered System of Support (MTSS) across all schools were identified as high impact actions. Middle schools continue to implement the Where Everybody Belongs (WEB) Program to further enhance the transition to middle school. Both middle schools are working with their staff on implementation of restorative circles and other alternatives to negative consequences. In addition, Diversity, Equity, and Inclusion and Belonging (DEIB) was identified as an important continued focus and continuous improvement from all stakeholder groups. The District's work in DEIB is in its second year of implementation, and there continues to be a strong desire to make the work visible and transparent to increase the sense of belonging and student engagement of all student groups. An outside consultant (Inclusion Counts) has provided all SCSD teachers and staff with professional development on a variety of topics to support development of classroom and school program practice and culture. Further, with the assistance of Inclusion Counts, SCSD formed a DEI Steering Committee made up of diverse individuals (including staff, parents/guardians and community members) from a variety of backgrounds. This group and its subcommittees are leading the work in this area. Progress is being monitored and was shared publicly several times last school year." Met 6/16/2022 2022 37683386119168 San Diego Cooperative Charter 6 "San Diego Cooperative Charter students, parents, and staff take annual surveys to measure perceptions of school safety and connectedness. A detailed analysis of the survey data took place by the administrative committees, representing all stakeholders. Rates that SDCCS is a safe place to learn at 96%. Additionally, 100% of parents believed that the school was safe and well maintained. The LEA learned that our consistent implementation of the Restorative Practices approach was considered effective in promoting school safety and that our school culture has remained an area of strength despite the pandemic. We have increased our counseling staff to include a teacher who only focuses on Social Emotional Education in all of our classes on top of the work our classroom teachers are already doing." Not Met We continue to increase our counseling and SEL staff to meet the increased mental health needs of students post-pandemic. We want to make sure that all of our students have access to adults who can help them at any time of the day. 9/27/2022 2022 37103710000000 San Diego County Office of Education 6 "Evidence: The LEA administers a survey, as specified, and reports the results to its local governing board and through the local data selection option in the Dashboard. This data appears to show a strength in students' feelings of connectivity to both their school and to one another. In addition, it shows that our work in positive school culture is having a great effect on the atmosphere of the school as far as connectedness. The areas for growth appear to continue to be the feelings of safety. This is a challenge that will need to be further investigated. Connectedness *78% of students feel adults have High Expectations *71% of students feel they that there are caring adults in school *65% School Connectedness *75% of students feel that teachers treat students fairly School Safety • 71% of students feel safe at school This data is from our 2021-22 California Healthy Kids Survey (CHKS) SDCOE" Met 6/8/2022 2022 37683380121681 San Diego Global Vision Academy 6 "SDGVA administered the CA Healthy Kids Survey to students in grades 3, 5 & 7 in the area of key indicators of school climate. The following is a summary of the key indicators and percentage of favorable responses: Grade 3 responses (100% participation rate) - 77% School Connectedness - 84% Academically Motivated - 81% There are caring adults at the school - 89% The adults at the school have high expectations of students - 83% SDGVA provides Social and emotional learning supports - 79% SDGVA exudes an anti-bullying climate - 80% Feel safe at school - 85% Feel safe on the way to and from school Grade 5 responses (100% participation rate) - 82% School Connectedness - 89% Academically Motivated - 84% There are caring adults at the school - 83% The adults at the school have high expectations of students - 76% SDGVA provides Social and emotional learning supports - 68% SDGVA exudes an anti-bullying climate - 83% Feel safe at school - 89% Feel safe on the way to and from school Grade 7 responses (98% participation rate) - 63% School Connectedness - 72% Academically Motivated - 66% There are caring adults at the school - 84% The adults at the school have high expectations of students - 58% Feel safe at school" Met 6/21/2022 2022 37754160138651 San Diego Mission Academy 6 "In the spring of 2022, the local school survey questions were 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: * 100% of the students reported that they felt safe * 92% reported that they felt connected to an adult at the school 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 our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 100% reported that they felt safe, and 100% reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals." Met 6/3/2022 2022 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 2022 survey results, 79 percent of grade 5 students reported that they feel safe at school most or all of the time. For the secondary level, 53 percent of grade 7 students, 59 percent of grade 9 students, and 61 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: - Do you feel close to people at school? - Are you happy to be at this school? - Do you feel like you are a part of this school? - Do teachers treat students fairly at school? - Do you feel safe at school? Overall, the school connectedness percentages of students responding at grade 5, “Yes, all of the time” or “Yes, most of the time,” and at grades 7, 9, and 11, “Strongly Agree” or “Agree” were: grade 5 – 74%; grade 7 – 56%; grade 9 – 58%; and grade 11 – 58%. The percentages for secondary grade levels have generally returned to the pre-pandemic levels of the 2019 survey; results for fifth grade reflect a modest increase from 2019." Met 6/28/2022 2022 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 through Google Meet. Our students also have access to assistance as needed from our Registrar, Executive Director, Principal, Student Success Coordinator 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 that are mainly online with some in person activities. 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." Not Met "According to the Stakeholder survey, students feel welcome, safe, appreciated, and able to get help whenever needed. The majority of our students and families are extremely happy with the culture of the school and its ability to make students feel safe and welcome, changing the mindset of school altogether." 10/20/2022 2022 37679830134890 San Diego Workforce Innovation High 6 "In the spring of 2022, the local school survey questions were 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: * 100% of the students reported that they felt safe * 94% reported that they felt connected to an adult at the school 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 our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 100% reported that they felt safe, and 100% reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals." Met 6/7/2022 2022 37683460000000 San Dieguito Union High 6 "SDUHSD uses multiple measures to evaluate climate including the California Healthy Kids Survey (CHKS) as well as a multi-year review of public and local data on discipline, attendance, and social-emotional and behavioral intervention referrals. The CHKS provides key data on school climate and safety, learning supports and barriers, community engagement, and youth development, health, and well-being. SDUHSD shifted from administering CHKS biannually to grade 7, 9, and 11 students to annually to grades 7-12, which improved measurement of school climate and student experiences. 2021 and 2022 CHKS showed consistent results with the majority of students reported feeling safe, connected, academically motivated, and having caring adult relationships at school. Across all grades, alcohol, tobacco, vaping, and other drug use is consistent with prior years. Students social-emotional health while the majority indicated high optimism and life satisfaction measures, there was a slight decrease in 2022. Students who reported experiencing social emotional distress, chronic sadness/hopelessness as well those who have considered suicide in last 12 months was also similar to prior years. Areas for Investigation and Improvement Multi-year student data by student group shows, students who are English Learners, Socio-economically Disadvantaged, living in Foster Care, experiencing homelessness, and/or living in a household with low income, have both lower social emotional health and sense of safety measures, lower attendance rates, and higher discipline rates. Potential areas for improvement related to school climate include: enhancing communication systems, refining current multi-tiered system of support to further identify students in need of intervention and social-emotional supports, promoting healthy habits, implementing restorative practices in classrooms and alternatives to suspension, and enhancing education for students and parents related to alcohol, tobacco and other drug use. Planned actions and services include: School wellness programs Transportation support Increase student support services (add school counselors, school psychologist, and student support specialist) Trauma-Informed training for all staff Suicide prevention training and resources for all staff Restorative practices at all schools" Met 6/23/2022 2022 38103890000000 San Francisco County Office of Education 6 "SFUSD administers an annual survey that measures social-emotional learning skills in students and school culture-climate as perceived by students (gr 4-12), parents/guardians, and staff. The survey includes three culture-climate constructs: Climate of Support for Academic Learning, Sense of Belonging/School Connectedness, and Safety. Favorability scores (calculating all constructs together) returned to pre-pandemic levels for students, staff and families (2019-20 survey was administered before school closures) after a pronounced increase in scores among students and staff during the distance learning in 2020-21. No significant differences were observed across student groups in 2021-22. Favorability ratings for school climate across all three constructs was: families indicated 94% favorability, staff - 76% favorability and students were lowest at 68%. Looking at individual constructs for students, Safety and Sense of Belonging/School Connectedness stand out as having lower and more variable scores than Climate of Support for Academic Learning. Results were consistent to the average across race and program groups. Looking at trend data, while high school results remained fairly stable, elementary and middle school students reported feeling significantly safer during the 2020-21 school year, when most students were engaged in distance learning all year. Overall, Sense of Belonging scores remained fairly stable over the last few years among elementary, middle and high school students. However, scores vary across levels: in 2021-22, the scores for elementary, middle, and high school students were 76%, 60%, 57%, respectively. Further, the lowest favorability scores were seen among African American students at middle and high school level. Analysis by questions show that students reported higher favorability when asked about “feeling close to people at school” in 2021-22 compared to the distance learning year of 2020-21. Across all groups, the favorability scores decreased the most year-over-year in response to the question about ”teachers treating students fairly”. Finally, it is worth noting that two other questions about conditions for successful teaching and learning are included in the supplementary section. In 2021-22, for the question “There is a teacher or some other adult from my school who really cares about me”, 73% of elementary respondents answered favorably, compared to 62% and 61% for middle and high school respondents, respectively. More concerning, favorability scores for “students from this school treat other students with respect” were very low 62% (elementary), 31% (middle), and 45% (high) compared to other questions in the supplementary section, similar to pre-pandemic trends. District and school leaders review results annually at the Administrator Institute or data conferences and have implemented a variety of site-based strategies or from the Panorama Playbook. Principals have opportunities to share strategies in cohort meetings." Not Met 8/9/2022 2022 38684780000000 San Francisco Unified 6 "SFUSD administers an annual survey that measures social-emotional learning skills in students and school culture-climate as perceived by students (gr 4-12), parents/guardians, and staff. The survey includes three culture-climate constructs: Climate of Support for Academic Learning, Sense of Belonging/School Connectedness, and Safety. Favorability scores (calculating all constructs together) returned to pre-pandemic levels for students, staff and families (2019-20 survey was administered before school closures) after a pronounced increase in scores among students and staff during the distance learning in 2020-21. No significant differences were observed across student groups in 2021-22. Favorability ratings for school climate across all three constructs was: families indicated 94% favorability, staff - 76% favorability and students were lowest at 68%. Looking at individual constructs for students, Safety and Sense of Belonging/School Connectedness stand out as having lower and more variable scores than Climate of Support for Academic Learning. Results were consistent to the average across race and program groups. Looking at trend data, while high school results remained fairly stable, elementary and middle school students reported feeling significantly safer during the 2020-21 school year, when most students were engaged in distance learning all year. Overall, Sense of Belonging scores remained fairly stable over the last few years among elementary, middle and high school students. However, scores vary across levels: in 2021-22, the scores for elementary, middle, and high school students were 76%, 60%, 57%, respectively. Further, the lowest favorability scores were seen among African American students at middle and high school level. Analysis by questions show that students reported higher favorability when asked about “feeling close to people at school” in 2021-22 compared to the distance learning year of 2020-21. Across all groups, the favorability scores decreased the most year-over-year in response to the question about ”teachers treating students fairly”. Finally, it is worth noting that two other questions about conditions for successful teaching and learning are included in the supplementary section. In 2021-22, for the question “There is a teacher or some other adult from my school who really cares about me”, 73% of elementary respondents answered favorably, compared to 62% and 61% for middle and high school respondents, respectively. More concerning, favorability scores for “students from this school treat other students with respect” were very low 62% (elementary), 31% (middle), and 45% (high) compared to other questions in the supplementary section, similar to pre-pandemic trends. District and school leaders review results annually at the Administrator Institute or data conferences and have implemented a variety of site-based strategies or from the Panorama Playbook. Principals have opportunities to share strategies in cohort meetings." Not Met 8/9/2022 2022 19752910000000 San Gabriel Unified 6 "In Winter of 2022, San Gabriel Unified School District administered California Healthy Kids Survey at the high school, middle school, and elementary levels. Results serve to measure the District's progress in State Priority #6: School Climate. At the high school level 266 students took the District's Climate Survey. Some key findings were: 68% of respondents reporting 'Yes, all of the time' or 'Yes, most of the time' on Cal Healthy Kids Survey questions in the Academic Motivation category of the School Engagement and Supports domain. 53% of respondents reporting 'Yes, all of the time' or 'Yes, most of the time' to questions relating to the Caring Adult Relationships Scale of the School Engagement and Supports domain. 65% percent of respondents reporting 'Very Much True' or 'Pretty Much True'’ to questions in the High Expectations Scale of the School Engagement and Supports domain. 16% of respondents reporting being cyberbullied at least some of the time in the Peer Relationships Domain. At the middle school level 317 students responded to the survey. Some key findings were: 62% of respondents reporting 'Yes, all of the time' or 'Yes, most of the time' on Cal Healthy Kids Survey questions in the Academic Motivation category of the School Engagement and Supports domain. 55% of respondents reporting 'Yes, all of the time' or 'Yes, most of the time' to questions relating to the Caring Adult Relationships Scale of the School Engagement and Supports domain. 72% percent of respondents reporting 'Very Much True' or 'Pretty Much True'' to questions in the High Expectations Scale of the School Engagement and Supports domain. 11% of respondents reporting being cyberbullied at least some of the time in the Peer Relationships Domain. At the elementary school level 107 students responded to the survey. Some key findings were: 86% of respondents reporting 'Yes, all of the time' or 'Yes, most of the time' on Cal Healthy Kids Survey questions in the Academic Motivation category of the School Engagement and Supports domain. 75% of respondents reporting 'Yes, all of the time' or 'Yes, most of the time' to questions relating to the Caring Adult Relationships Scale of the School Engagement and Supports domain. 71% of student respondents reporting “Most of the time,” or “All of the time” to “Do you feel good and happy?” on Cal Healthy Kids Survey questions in the Wellness Category. 9% of respondents reporting being cyberbullied at least some of the time in the Peer Relationships Domain." Met 6/28/2022 2022 33672490000000 San Jacinto Unified 6 "1) In the overall areas of school safety and school connectedness, students responded favorably on the Spring 2022 survey 47% and 32%, respectively, which is a negative change since Fall 2021 by 4% and 4%, respectively. 2) In the area of strength, there are more students participated in the Spring 2022 survey compared to the Fall 2021 survey. In addition, majority of the student responses, 35%, respond that they almost never worry about violence at school. An area of challenge is around the question on the likelihood that someone from the school will bully the student, where it decreased by 9% from Fall 2021 responses. In addition, 16% of students do not feel connected to the school at all, down by 2% from Fall 2021. A barrier is the loss of time to respond to student needs during the Pandemic distance learning. Students may have entered a new school during the 2020-2021 school year without having been met in person by anyone on campus, then continuing on to the next grade feeling disconnected. By keeping schools open throughout the 2021-22 school year, students should feel more connected to adults at the school. 3) An action that the LEA has implemented beginning the 2022-23 school year is by providing schools within the LEA a new teacher on special assignment position to build and define the interventions and thereby create an Multi-Tiered System of Support for students." Met 6/16/2022 2022 33672496114748 San Jacinto Valley Academy 6 "In the Spring of 2022, SJVA administered a Climate Survey to students in grades 3-5, 6-8, and 9-12th grades. The survey collected information on the perception of school safety and school connectedness. Overall, students in each of the grade groups expressed that they feel safe at school, witness very few fights or physical altercations, and have very little worry of violence at school. SJVA is committed to following the Learning Partnership Agreement between parents, students, and staff in order to continue providing a safe and engaging environment on our campus. The Student Connectedness portion of the survey indicated that roughly 60% of elementary, middle, and high school students have a strong sense of belonging to the school. SJVA is committed to the further implementation and expansion of our extracurricular activities such as; clubs, sports, and music programs to increase a sense of connectedness to the school. In addition to our focus on creating a strong connection to SJVA for our students, we are partnering with our PTO to provide family nights and special events to create that same level of connectivity for our school community." Not Met 9/22/2022 2022 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. Based on the 2021-2022 Healthy Kids Survey, 61% of community school students responded that they Strongly Agree or Agree on school connectedness, which is an increase of 11% and 78% of students responded feeling Very Safe or Safe at their school, that’s an increase of 15% from the previous survey. Results from the Healthy Kids Survey also indicate that the majority or half of students feel that there are caring teachers or other adults at school. At the community schools 70% of students responded that there was a caring adult at school, which is an increase of 9%. In addition, at the community schools, 31% of students indicated they had meaningful participation at school, which is an increase of 7%. This is an area that will continue to be reviewed and addressed within the scope of Positive Behavior and Intervention Strategies (PBIS) as well as Restorative Practices. In terms of academic motivation, in community schools, 63% of students reported that they agree or strongly agree that they have academic motivation and 79% of students feel like the adults at the school have high expectations for them, which is a 10% increase. Results from the teacher survey indicate that 59% of teachers and other staff said that they have high standards for academic achievement. The results from the student and teacher survey show a disparity about student achievement and expectations. This is an area that continues to be reviewed and will be emphasized with the return to in-person instruction. Student engagement and consistent academic expectations continues to be an area of focus. Ensuring student voice and choice is present in all classrooms is an integral part of establishing strong school culture. The implementation of Universal Design for Learning (UDL) and the continuation of Project-based Learning (PBL) instruction continues to be an area of growth." Met 6/24/2022 2022 19650946023527 San Jose Charter Academy 6 "Students participate in a climate survey on school culture, drawing information about student perception of school safety and student connectedness. Through this annual survey, 89% of our students report they are cared for, can be themselves, and are valued members of our school community. They do feel there are others that are “like them”, sharing similar experiences, challenges, and successes. Further, they report through survey, they are able to be themselves around their teachers, seek their guidance and advice when they have problems, and have staff who are easy to talk to. They express opportunities and the desire to be included in making the school better by planning or leading school events. Eighty percent of our students really feel they have the power to change how things are done at the school. In looking at the findings, elementary students scored their strongest scores in the domain of culture and climate. Within this domain, their findings indicate that they felt teachers worked hard to help them in school when needed, which was their strongest statement. Elementary students also feel like they are part of this school and that they are treated fairly. When it came to findings on weakest perceptions, 73% of elementary students indicated that their area of opportunity is the domain of social awareness. Findings show that they perceive they are weakest in their ability to describe their feelings. However, they also indicated their strength in this domain is in being respectful of others’ views. The junior academy findings show the largest area of opportunity to be self-efficacy. Within this domain, a similar theme to the elementary students of being able to describe their feelings. Another opportunity is within the area of resilience, as many of their perceptions are that they struggle in mastering hard topics in classes and doing well on tests even when they are difficult. We continually seek input and feedback from our families using informal polling, and 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." Met "We are very proud of our school community and our on-going efforts towards continuous improvement. Visitors often say they can ""feel"" how warm and inclusive our campus is and while we agree, we are trying to identify key measures that help us monitor our student, staff and parent needs." 6/21/2022 2022 43694274330676 San Jose Conservation Corps Charter 6 "SJCCCS does a Student Climate Survey twice a year, once in the Fall and once in the Spring. Survey participation in both Fall and Spring was between 70-80% of students. The survey data was primarily all positive as students feel that SJCCCS provides a staff member that truly cares about the student, students feel safe on campus, and connected to staff. Students also believe they have a say in what is being taught. LCAP goal includes a greater need for support services and ensuring our students continue getting the supports they need to attend school." Met 6/2/2022 2022 43696660000000 San Jose Unified 6 "San José Unified School District uses an annual student climate survey to measure student safety and connectedness. In 2021-22, 90% of elementary school students and 72% of middle and high school students report that they feel connected to their teacher, classmates, and school. The elementary rate is similar to the 2020-21 results. The percentage for middle and high school students dropped from 2020-21, largely a reflection of the difficulty returning to in-person learning after 18 months of distance learning and hybrid learning. 10 As students returned to classrooms, SJUSD focused on social emotional support and learning as well as student reengagement. Prior to the start of the 2021-22 school year, all sites utilized staff to reach out and reengage students and families who were identified as chronically absent the prior school year. This reengagement included in-person events, providing school supplies, and connecting students and parents to key staff members to assist them. All staff received Professional Development in Trauma Informed Practices prior to the start of the school year. All K-12 students received Social Emotional Learning lessons. SJUSD utilized the Strengths and Difficulties Questionnaire to identify students who may need a higher level of support. Counseling services provided by outside agencies were increased to address the increased Social Emotional needs of our Tier 3 students. We will continue to focus on building comprehensive Social Emotional support for all our students." Not Met 9/15/2022 2022 34674473430758 San Juan Choices Charter 6 "School-developed satisfaction surveys are administered annually to all parents and students who were enrolled the previous year in grades 6-11. An internally-developed attitude survey is administered each year to Students with Disabilities. Graduates complete an internally-developed exit survey, as well as a Naviance senior survey, reporting about their experiences while enrolled at Choices. The surveys have been used for several years, allowing for the identification of trends over time. In general, students feel safe and supported at Choices, and parents feel satisfied with their students' academic progress. In 2022: 100% of students felt that their experience at Choices was positive during the previous year. 100% of students felt safe at Choices. 95% of students stated that their feelings about their education had become more positive since enrolling at Choices. 100% of students felt that the staff is caring and responsive to student needs. 100% of parents felt that the educational program at Choices met their expectations. 95% of parents stated that their student had made satisfactory progress in learning during the previous year. 100% of parents felt that Choices provides a positive educational experience. 96% of Students with Disabilities felt safe at Choices. 64% of Students with Disabilities reported that they experienced less anxiety since attending Choices. 100% of graduates stated that they would recommend Choices Charter to other students. 34% of graduates reported that they believe that they would not have graduated if they had not attended Choices. 100% of graduates felt that there was a teacher or some other adult who really cared about them, told them when they did a good job, listened when they had something to say, and believed that they would be a success. Of slight concern are the following data points from the 2022School Satisfaction Surveys: Only 73% of students reported that they want to go on to college or vocational school after high school. Only 83% of students reported that they utilized tutors/teachers on campus for supplemental support. Choices seeks to build student awareness about post-secondary educational options through college/career-oriented assignments integrated into all courses, survey questions asking students to choose from a list of college/career pathways, grade-level presentations by the school Counselor, guest speakers, field trips, and an annual College & Career Week. Choices is researching ways to make tutoring services more accessible to students with new scheduling tools, advertisement, and online services." Met 6/14/2022 2022 34674470000000 San Juan Unified 6 "Overview: A district developed survey is administered annually to all staff, parents, and students in grades 4-12. This survey includes response items in a variety of domains that are presented to one or more groups. Additionally, four categories are used to address LCAP outcomes in the areas of: • High Expectations and Caring Relationships • Participation, Engagement, and Motivation • School Culture and Sense of Belonging • Safety The survey is administered anonymously and respondents are not required to self-identify demographics or program participation. For this reason, results are disaggregated by school type (elementary school; K-8; middle school; high school), and school poverty level (High Density Title I: More than 67%; Medium Density: Between 40%-66%; Low Density: Less than 40%). The school climate survey was administered from January 10, 2022 - March 4,2022. The survey was extended due to the Omicron variant we experienced in January and February in order to maximize participation. The following results and findings are based on 10,908 student responses, which represents approximately 42% of students in grades 4-12. Results: • High Expectations and Caring Relationships: The percentage of students in grades 4-12 who responded agree or strongly agree was 72.1%. • Participation, Engagement, and Motivation: The percentage of students in grades 4-12 who responded agree or strongly agree was 67.4%. • School Culture and Sense of Belonging: The percentage of students in grades 4-12 who responded agree or strongly agree was 64.5%. • School Safety: The percentage of students in grades 4-12 who responded agree or strongly agree was 66.4%. Key Findings: • Student participation in 2021-22 increased compared to 2020-21, but is lower compared to the pre-COVID years of 2018-19 and 2019-20. • The percentage of students in grades 4-12 who responded agree or strongly agree was consistent across all four categories by school type: greatest for elementary school students, then K-8 students, middle school students, and high school students. • The percentage of students in grades 4-12 who responded agree or strongly agree was consistent across all four categories by poverty level: greatest for students at low density schools, then medium density schools, and high density schools. Based on these results, along with additional state and local data, LCAP actions have been developed to build community relationships and to create inclusive, safe, equitable, culturally responsive, and healthy environments for students." Met 6/28/2022 2022 01612910000000 San Leandro Unified 6 "During the 2021 - 2022 school year, the California Healthy Kids Survey was administered to 301 5th grade students, 1257 middle school students (grades 7 -8), and 1127 high school students (grades 9-11). Additionally, 1,438 parents/guardians completed the California School Parent Survey (CSPS), and 514 SLUSD Staff members completed the California School Staff Survey (CSSS). A summary of student key indicator responses of “strongly agree” and “agree” are found below. Based on the 2022 California Healthy Kids Survey (CHKS), the percent of students who report that they experience social and emotional distress is 3.5% less compared to CHKS data from 2021. The same survey shows that 7.5% fewer students are experiencing chronic sadness and hopelessness. However, an area of concern is that middle school students show 2% increase in suicidal thoughts. Even with the SEL curricula, supplemental resources, and mental health counselors that we have provided, we see a need to continue to focus on student mental health and social-emotional wellbeing. In addition to reestablishing the TK-12 Social Emotional Learning Committee to continue to identify strategies and resources to address the SEL needs of our students, we will pilot an assessment to track student SEL goals, support feelings of student belonging and positive relationships, and conduct SEL in addition to academic assessments throughout the year to ensure that students are able to access learning and are building Healthy Minds and Bodies–a component of our SLUSD Graduate Profile. Over the next three years, we want to strengthen reciprocal relationships between families and our community that enhance our students’ positive social, emotional and academic development. We want to systematize how we engage in feedback cycles with our families at both the district level and every school. Through this, we can respond to student needs at home and better prepare our students for post-secondary college and career choices. We want to continue to deliver outstanding, consistent translation services to our multilingual community. With our diverse community, this is a standard our families have come to expect and we have benefited greatly from the increased collaboration." Not Met 8/23/2022 2022 01613090000000 San Lorenzo Unified 6 "Each school year from 2017-18 through present, San Lorenzo USD administered the Cal-SCHLS’ Student, Staff and Parent surveys. In addition to all staff and parents being invited to participate, the surveys were administered to all students in grades 5, 7, 9 and 11. Continued, persistent and deep analysis by the Data and Assessment Department, our Educational Leadership Team and the Superintendent’s Cabinet, led to key findings being presented to site principals and the school board. Much of these findings were consistent each year the surveys were administered, with some of the key findings from 2019-20 noted below: The percentage of students who perceived that their school sites have caring adults varied, with 80% of grade 5 students indicating this statement was very much or pretty much true, but just 48% of grade 9 students stating such. 56% of grade 7 students and 55% of grade 11 students reported that there were caring adults in their schools. Student perception of school connectedness also varied by grade level, with 70% of grade 5 students strongly agreeing or agreeing, while just 54% of grade 7 students, 53% of grade 9 students and 43% of grade 11 students reporting feelings of school connectedness. There were also varying student perceptions of social and emotional learning supports at schools, with 77% of grade 5 students strongly agreeing or agreeing, as opposed to 45% of grade 7 students, 34% of grade 9 students and 31% of grade 11 students. While the pandemic hampered some of our responses to these results, we are committed to continuing the dialogue and implementing programs and curriculum based on the Cal-SCHLS data, including socio-emotional learning (e.g. Toolbox, Soul Shoppe, Character Strong), restorative practices, racial equity and ethnic studies, and our anti-bias framework. We also continue to explore methods to build schools’ community, while we ensure students have reliable adults and support available on campus." Not Met 8/16/2022 2022 44698070000000 San Lorenzo Valley Unified 6 "The district utilized the district-created LCAP Survey and the California Healthy Kids Survey to determine the district's progress in improving school climate. Parents indicated in the LCAP Survey that the district had great teachers and that school communication and district communication were a strength for the district. The survey also revealed that the school climate was improved by the district's handling of the COVID-19 situation and the implementation of Distance Learning. The LCAP Survey also revealed that parents felt like school hybrid schedules should have been implemented sooner and that students were in need of opportunities for socialization activities. The California Healthy Kids Survey indicated that 69% of 11th graders believed that most of the time or all the time, they felt like there were caring adults at school. Seventy-seven percent of the 11th graders stated that they felt like school was a safe place and 66% said they were connected to school. Seventy-two percent of the 5th grade reported that they felt safe at school. Middle school students responded they felt safe at school as follows: 7th grade - 56% and 9th grade - 59%. This may mean that additional measures need to be implemented to help all students feel safe." Not Met 9/21/2022 2022 27661830000000 San Lucas Union Elementary 6 "School climate survey was originally planned to be administered in spring of even number of years, to all third and sixth graders. Due to COVID pandemic, spring 2020 survey was cancelled, and then the survey was then given in Fall 2020, with a follow up in Spring 2021. LEA did not conduct survey in Spring 2022 as originally planned. LEA is now moving towards conducting the local climate survey in the Fall of every school year and us currently in the process of collecting data. Based on September 2022 survey results, students grades 4-8 expressed the following: Are you happy to be at school? 97% All the time Do you feel safe at school? 93% Most/All Students demonstrate an increase in growth mindset attitudes, responding 90% True to the statement ""I can change intelligence with hard work."", 93% True to the statement, ""I can capable of learning anything."", and 90% True to the statement, ""I can increase my intelligence by challenging myself."" LEA aims to continue developing growth mindset through family engagement and prioritization on student needs, as set in all four LCAP goals." Not Met 10/13/2022 2022 40688090000000 San Luis Coastal Unified 6 "There were notable differences between school perceptions between middle school and high school students across the District in the 2022 CHKS results. 57% of 7th graders reported feeling safe or very safe, while 72% of 9th and 11th graders reported the same. Similarly, high school students reported higher levels of school connectedness (62%) than 7th graders (59%). 71% of high school students report no harassment at school while only 61% of middle school students reported no harassment. Actions being taken include the ongoing implementation 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. Consistent presentations to students regarding the health hazards associated with Vaping. 2. 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. 3. Partnership with local Agency to work with students at the secondary level on Social Emotional Learning, self-worth, caring of others. 4. 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. 5. Cyber Bullying: Implement updated health curriculum for grades 7 and 9 with new information and lessons regarding cyber bullying." Not Met "SLCUSD also added full time elementary counselors with additional duties around school climate. Counselors are helping to do the SEL program through Second Step and several schools have the Leader In Me initiative through Franklin Covey. In addition, counselors are helping to implement the Sandy Hook Promise initiative. Elementary counselors also use a Check In Check Out (CICO) system to touch base with identified students." 10/18/2022 2022 40104050000000 San Luis Obispo County Office of Education 6 "As the LEA reflected on the data from the 2021-22 California Healthy Kids Survey (CHKS), we learned that approximately 43% of the students have felt chronic sadness or hopeless feelings over the past 12 months prior to the survey. The majority of students believe there are caring adults and high expectations at the schools, they feel connected at the schools, they have academic motivation to do better and feel safe at school. However, drug and alcohol use issues continue to be reported in the high range. We used this information to drive the actions and services in our LCAP, which also aligns with our WASC action plan. The revisions, decisions and actions that the LEA has implemented are based upon the 2022 WASC Mid-Cycle Virtual Visit which resulted in the development of the WASC action plan that outlines four areas for focus: 1. Continue providing students with access to rigorous academic experiences, preparing them for their next placement, including dual enrollment and additional CTE options. 2. Continue to provide additional opportunities and support for students to become engaged in school, in their learning and in the development and attainment of goals for their successful future. 3. Continue to offer a range of support for the highly mobile, “at-promise” population (including foster and non-foster youth) experiencing multiple transitions including to and from Court School, Community School, district schools, college, career and foster placements. There is a recognized need to better understand how to better support students as they experience these varied transitions so they continue moving toward increased success. 4. Continue to implement and monitor strategies to increase parent/caregiver involvement to support the success of students. The CHKS results confirmed the need for focus on these areas. Actions continue to be implemented and the LEA gathers data on an ongoing basis to measure the impact of the actions." Met "Meeting students' basic needs, especially in the areas of behavior and social emotional well-being, is a priority. Positive Behavioral Interventions & Supports (PBIS) and social emotional curriculum are built into the daily schedule as Tier 1 interventions. Teachers receive ongoing training in positive interventions, including the use of a level system, and participate in Professional Learning Communities. Students participate in targeted Tier 2 and 3 interventions for behavior, academics and social emotional needs. The PBIS School Climate Survey was given to students in the Fall of 2021 and Spring of 2022. The results were as follows: Juvenile Court School - 2.48 to 2.86 out of 4 for students; Special Education School - not enough student responses; and Community School - 3.26 to 3.33 out of 4 for students. Areas of strength from the survey were students are frequently recognized for good behavior and students know an adult at school which they can talk to if they need help. Areas of growth from the survey were students did not indicate they like school and students did not indicate that they feel successful at school. SLOCOE received the following PBIS implementation recognition: Silver at the Juvenile Court School, Platinum at the Special Education School and Platinum at the Community School. The LEA will continue to work towards full implementation of PBIS Tiers I-III at all school sites." 6/23/2022 2022 37737910000000 San Marcos Unified 6 "1) The San Marcos Unified School District utilizes the CA Healthy Kids Survey, as well as the Speak Up Survey and Hanover LCAP Survey. Key findings include: 73% of elementary and 56% of secondary students indicated that they have a caring adult at their school. 81% of elementary and 62% of secondary students perceive their school as safe. 23% of secondary students indicated that they have experienced bullying/harassment. 74% of elementary students perceive that their school has an anti-bullying climate. 75% of elementary students and 58% of secondary schools indicated a connection to their school. 23% of Males, 36% of females, and 74% of non-binary students have indicated that they have feelings of chronic sadness and hopelessness. 44% of middle school students and 40% of high school students feel emotionally safe at school. 2) Student survey results indicate that SMUSD schools overall are perceived safe, and that the majority of students in both elementary and high school feel a connection to school. Additionally, both in the elementary and secondary schools, the majority of our students indicated that their schools had carrying adults on campus. The perception of bullying and feelings of hopelessness and sadness, however, was particularly high for our non-binary students. Also, the number of secondary students that feel emotionally safe at school is below 50%. 3) To ensure that all students receive a positive and supportive school climate, SMUSD will implement the following: Social emotional learning (SEL) curriculum is implemented at all schools K-12. SMUSD has developed an equity task force, and will continue to provide professional development opportunities on the topic of equity and culturally responsive teaching practices for staff. Staff shall continue to receive professional development on working with LGBTQ and gender identy support planning. SMUSD remains committed to providing leadership pathways for culturally diverse staff. The District provides inclusion opportunities for Students with Disabilities (SWD) to the greatest extent possible." Not Met 9/8/2022 2022 19649640000000 San Marino Unified 6 "In spring of 2022, the San Marino Unified School District (SMUSD) administered the CalSCHLS California Healthy Kids Survey (CHKS) to all students in grades 5, 7, 9 and 11. In total, 574/800 (72%) students responded to the CHKS survey. The following shows student participation by grade level: Grade 5 = 155/198 (78%), Grade 7 = 134/194 (69%), Grade 9 =186/216 (86%), and grade 11= 99/192 (52%). A decline of student participation was noted from the 2021 to 2022 CHKS overall and in grades 7 and 11. Of the students who participated in the 2021 CHKS, 79% indicated that they felt safe at school, 61% indicated that schools promote caring adult relationships, 65% indicated strong school connectedness and 28% indicated meaningful participation. Based on student responses, with particular attention to perceptions of caring adult relationships, school connectedness, and meaningful participation, SMUSD has identified the need to further focus on increasing student perceptions of the aforementioned CHKS key indicators in effort to enhance and strengthen students' sense of school connectedness and engagement and ultimately, academic and social emotional success. This is particularly evident when reviewing student perceptions of meaningful participation." Met "Although minimal, a plausible factor adversely impacting perceptions indicated above from 2021 to 2022 may be attributed to the negative impact of the COVID-19 pandemic and the inability to resume the 2021-22 school year absent any pandemic related challenges with regards to student participation, engagement and sense of belonging. The status of this indicator is marked as being “Met”." 6/28/2022 2022 41104130000000 San Mateo County Office of Education 6 "Our LEA did utilize the healthy kids survey. In addition, we utilized our own surveys over the past year. And along with that, we worked with our partner agency from effective school solutions to evaluate our school culture and get a sense of the needs of the student population. What we found through our analysis was the need to move to a positive behavior intervention model. Thus, using weekly meetings with students - both individual and in groups - we collectively establish goals for the week. Students then work toward these goals and are rewarded for their behavior. The system requires management of points and during the 2021 - 2022 year, we learned along the way what works and where there are pain points. All said, the year ended with students feeling positive about the school climate." Met 6/16/2022 2022 41690470000000 San Mateo Union High 6 "The shared the broad findings of our two Panorama student survey administrations during regular Board meetings. We have summarized a couple of the key areas on which we are focus - Teacher/Student Relationships as well as how students perceive we are responding to incidents of HATE SPEECH - in direct response to the concerns raised last year by the Grand Jury report. As we indicated when we shared this data earlier this year, we have much work to do to improve the sense of connection that are students are feeling with our teachers and we also need to continue to ensure that our students are going to class in hate-speech-free schools." Met None at this time. 6/23/2022 2022 41690390000000 San Mateo-Foster City 6 "For the first time 3rd through 8th grade students participated in the California Healthy Kids Survey (CHKS), and the results were reported to site leadership and schools. In order to focus efforts and align priorities with the district’s Local Control Accountability Plan. Key Learnings: * As baseline data, the percentage of students “feeling connected” drops significantly from 6th to 7th grade. * On the “Caring Adult” data, grades 3rd -6th grade percentage in the 70% ranges with a more significant drop at 7th and 8th grade. * Middle school data shows students feeling sadness/suicidal tendencies as the grades progress. * Overall, the district's student data shows strong agreement (high 70-80%) from 3rd-5th graders that they feel connected to school, that there are caring adults at school, and that they feel safe. * Overall the middle school data is not as consistently positive, but two key indicators--students reporting chronic sadness and reporting suicidal ideation--declined significantly from the ""distance learning"" year, which is critical progress. Students returned to full time in-person learning this school year since the start of the pandemic. Knowing that students had not been physically in school for a significant portion of their academic career, the new data on school connectedness is not surprising, particularly for the middle school students (ranges from 58%-68% feeling connected). SMFCSD invested heavily in additional counselors, school climate para-educators, and other adults to address the anticipated wellness challenges students would bring in their return to in-person learning. In addition, the district offered a full day of professional development to all district certificated staff in trauma-informed instruction. This year's data shows that the challenges have been great, with attendance and discipline indicators that are higher than previous years, but particularly at the elementary level, these additional resources still have had a positive impact. However, the district's wellness data continues to reflect the impact of the pandemic and the district's continuing challenges in addressing the wellness needs of key student groups. This year's real-time attendance and discipline data are higher than previous years. The middle school data is particularly problematic, with disproportionate suspension rates and CHKS student survey data that reveal fewer students are feeling connected to school, finding caring adults, and perceiving their school as safe. Upon further analysis of data, LGBTQ+ students have demonstrated the highest increase in chronic sadness. Schools will need to provide a plethora of opportunities for students to connect with peers, staff and the school community to build back their zest for life and learning through clubs, school events, sports, arts and family engagement with a focus on students identifying as LGBTQ+ ." Met "Goal 3 in the District’s LCAP lays out the district’s rationale and actions going forward for improving school climate and student wellness, including: increased counseling and social worker support; expanded implementation of trauma-informed instruction, restorative practices, and social-emotional learning time and curriculum; and hiring additional staff to support community and connection on campuses to provide increased social emotional support to Foster Youth, Homeless, and Newcomer students. Having caring adults on campus is an important part of the work ahead for sites. To address these needs, the district will continue to expand its support of key roles such as counselors, social workers, and Student Support ToSAs. The district has also committed to five additional days of professional development for certificated and classified staff, paid at per-diem rates during the summer, which is the path by which all staff will be trained in the wellness practices and systems the district considers ""foundational"". This professional learning content includes work on implicit bias, trauma-informed practices, and creative compassionate classrooms. In addition, all middle schools spent this" 6/23/2022 2022 49708056051858 San Miguel Elementary 6 "School safety and school connectedness are critical components to a successful environment that optimizes learning opportunities for all students. In order to better understand our students’ perceptions related to feelings of connectedness and safety at school, the Mark West Union School District participated in the California Healthy Kids Survey (CHKS) for the 2021-22 school year. Our 5th graders responded to various survey items in the CHKS during in-person instruction. Approximately 80% of the 5th graders surveyed feel connected to their school most or all of the time. Similarly, 80% of students responded either “Yes, I feel safe at school most of the time” or “Yes, I feel safe at school all of the time.” It is important to review this survey data and examine any differences found among student groups such as gender and race/ethnicity. School connectedness is an area of strength for the Mark West Union School District. However, there are areas that warrant further investigation and opportunities for improvement. While 81% of white students report feeling connected to their school, the percentage of hispanic/Latinx students is lower at 77% and mixed (2 or more) ethnics is even lower at 72%. Student gender did not appear to be a factor when it comes to school connectedness. Similarly, most of our students feel safe at school. Eighty percent of our 5th graders reported feeling safe at school most or all of the time. When examining differences among groups, our female students reported slightly lower feelings of school safety with 77% reporting feeling safe most or all of the time compared to 83% of males. Learning more about our students of mixed ethnicity is an area of growth for our district. Sixty-two percent of students with mixed ethnics report feeling safe compared to 81% of Hispanic or Latinx students and 84% of White students. In order to gather more information that will be utilized for continuous improvement, our LEA will be participating in the Youth Truth Survey, which will provide more information related to school connectedness and safety with a broader sample of students that will include grades 3rd, 4th, 5th, and 6th. Our district is providing professional learning opportunities for our staff in Positive Behavior Intervention and Supports along with social emotional learning to foster improved relationships for students. We continue to seek out and attend safety trainings to ensure effective and well established safety protocols and procedures." Met 6/9/2022 2022 40688250000000 San Miguel Joint Union 6 "The district administered a School Climate Survey in the spring of 2021 to all students in grades 3-8. In grades 3-5 the following information was obtained: 95% feel that their schools want all students to learn and grow academically. 76% feel safe at school. 85% feel they have at least one caring adult at school to turn to for help. 67% feel that being at home during COVID has been hard for them due to missing friends and the connection to school. In grades 6-8 the following information was obtained: 95% feel that their schools want all students to learn and grow academically. 81% feel safe at school. 68% feel they have at least one caring adult at school to turn to for help. 41% feel that being at home during COVID has been hard for them due to missing friends and the connection to school. 2021/22 is a unique year as we are returning to full-time in-person instruction this year after a year of Distance Learning and Hybrid Learning. We recognize the need for supports for students who have been out of the classroom for up to 17 months. We have planned additional intervention supports at both sites, additional counseling support at both sites, and continued implementation of Social Emotional Learning at the classroom learning. Both sites have Behavior Intervention Specialists to support student behavior. Staff district-wide has been trained in Trauma-informed practice. We are continuing the implementation of our MTSS plan utitlizing PBIS supports and strategies." Met 6/30/2022 2022 37683530000000 San Pasqual Union Elementary 6 "Students at San Pasqual Union School feel safe and connected within the school community. When surveyed via the 2022 California Healthy Kids Survey, 5th and 7th grade students reported: 5th Grade • 83% feel safe at school • 64% report adults at the school help students resolve conflicts with one another • 61% feel close to people at school • 79% feel connected to school • 82% feel proud to belong to their school • 95% report that teachers and other grown-ups make it clear that bullying is NOT allowed • 16% report frequent sadness within the past 12 months 7th Grade • 60% feel safe at school • 59% report that teachers treat students fairly • 71% feel close to people at school • 60% feel connected the school • 28% report chronic sadness within the past 12 months • 15% contemplated suicide within the past 12 months Post-pandemic, both locally and nationwide, student feelings of sadness, disconnectedness, and despair are troubling. At San Pasqual Union School, it is imperative to provide a systemic method of identifying and addressing these student needs. As reflected in the the District's 2021 LCAP Goal #2, ""Build Students of Character and Confidence,"" the District incorporated a Multi-Tiered System of Support (MTSS), hiring a full-time social worker, full-time school psychologist, and full-time Social Emotional Arts Learning (SEAL) teacher to promote student wellness. Additionally, the District provides Care Solace as a resource to all students, families, and staff in need of a mental health referral service." Not Met 9/13/2022 2022 13632140000000 San Pasqual Valley Unified 6 "1. Data was collected in two ways across SPVUSD. The first was via LCAP surveys during LCAP development to determine climate, school safety, and connectedness. The other method was collected from SPVUSD's counselors who track the number of live SEL classroom lessons, planned SEL activities, group sessions, guidance lessons, and individual student lessons. Across the district of an enrollment of 602 students, there were 1,368 individual student sessions, 281 group sessions, and 339 live classroom SEL lessons. In LCAP surveys in 2021, SPVUSD students rated their safety at 92.2% and in 2022 the rate was 81%. Families rated the safety as 69% in 2021 and 58% in 2022. Staff rated safety as 65% in 2021 and 67% in 2022. Out of 314 students responding to a survey about connectivity, 90% felt there was an adult on campus to help if they needed it. 314 students, 75% liked coming to school. 2. SPVUSD has a perceived challenge of safety since a full-time return to the classroom. Safety now includes COVID safety, physical safety, campus safety, and SEL safety. SPVUSD has increased safety training for the adults in the system. We more frequently inform families and community of how we are moving forward with various safety efforts. For students, they see the SRO on campus, campus security, the SEL and Crisis team members out and about providing support as needed. There is a perception barrier that we are working through as there have been no incidents on our campuses that would indicate unsafe environments. 3. We stepped up our outreach to continue supporting educational partners in the following ways: Additional safety training for all educational partners. Students K-8 have one minute check-in sessions with counselors to determine state of mind, general well-being. High school SEL Task Force has increased their presence during lunch and SEL related events on campus. SPVUSD is moving toward a more inclusive, whole child state of being. We believe the efforts during 2022-2023 will benefit students and will be shown in our survey results in Spring 2023. Four Cafecito Chats – families check-in, provide support, teach skills 138 Students participated in SEL Camp – Students developed their social-emotional skills and explored mindfulness, teamwork, and art activities. Career Expo – Whole district participation 61 Community Participants for Career Expo Four Staff PD’s – Counselors facilitated PD to teachers and staff on areas of trauma-informed practices, Second Step, self-awareness, and self-regulation." Met "Many social service programs are in place to support SPVHS students. Some of these services are provided by the Quechan Tribe and designed for Native American students, but the school also receives support from Imperial County Behavioral Health and the Imperial County Office of Education. A wide array of counseling and support services are available to students in the district. The Family Resource Center (FRC) is located within the district and provides services such as Imperial County Behavioral Health, One Stop Employment Services among others. A CHAT therapist from the FRC meets the needs of students who have experienced and/or witnessed abuse, the grant funded therapist provides individual counseling and group therapy for over 42% of our students, depending upon their needs. In addition, SPVUSD has three outreach consultants, a community liaison, and a school-based mental health specialist through the Imperial County Office of Education. The role of the mental health specialist is to represent the Imperial County School-Based Mental Health Consortium; a grant-funded program through the Mental Health Student Services Act (MHSAA) funding. The overarching goal of the role is to provide all students with early identification and improved access to vital mental health services on-campus." 6/17/2022 2022 21654580000000 San Rafael City Elementary 6 "The Youth Truth data reports represent feedback from 1420 students (a response rate of 104%). The survey results are composed of 6 key themes to rate students’ perceptions of their school. The following themes were used to measure perceptions of connectedness: Relationships and Belonging, and the following themes were used to measure perceptions of school safety: Culture and Engagement. The survey results display the percentage of students who chose a 3 (3=Yes, very much).In the theme of Relationships, 88% of elementary students reported yes to their teachers treating them with respect, yet 55% reported that they feel there is an adult from school to talk to when feeling upset. In terms of Engagement, 89% of elementary students feel that their teacher wants them to work their hardest and 93% feel their teacher wants them to do their best. In the theme of Culture, 84% of students reported that adults in their school respect people from different backgrounds and 73% feel safe during school. In the theme of Belonging, 64% of students feel like a real part of the school community.Overall, elementary students feel a high level of engagement which connects students to their school community. MTSS Instructional Coaches support teachers with Tier II Intervention and Tier I instructional practices. In middle school 1321 students responded to the Youth Truth survey questions (a response rate of 104%). The survey results are composed of 5 key measures to rate students’ perceptions of their school. To align the measured themes district-wide, the following middle school themes were used to measure perceptions of connectedness: Relationships, Belonging and Peer Collaboration as well as the addition of Student Voice and Leadership, and the following themes were used to measure perceptions of school safety: Culture and Engagement. The survey results display the percentage of students who chose a 3 (3=Yes, very much). In the theme of Relationships, 37% middle school students reported that they feel there is an adult from school to talk to when feeling upset, stressed, or having problems. In addition, in terms of Student Voice, 44% of middle school students have seen adults in their school listen to the voices and ideas of youth when making decisions and 43% feel comfortable speaking up about school issues with students at their school. In terms of Culture, 72% of students feel adults from their school respect people of different: races and ethnicities and 60 % of students feel safe during school. In terms of Belonging, 49% of middle school students really feel like a part of their school community. In middle school, students feel safe and respected. However, building a sense of community and connection is an area of focus." Not Met "Wellness Coordinators and consultants will work together to ensure systems for Tier I academic and behavioral support are in place and school counseling support will be expanded. The SRCS Unit Alignment Document provides for Tier I instruction alongside our Everyday Math Curriculum. We continue to refine our units to make them increasingly culturally relevant and responsive, including through text choice. Wellness Coordinators and consultants will work together to ensure systems for Tier I academic and behavioral support are in place and school counseling support has been expanded to ensure each TK-5 school has one full time school counselor. The TK-8 school has two full time school counselors, and Davidson Middle School has three full time school counselors. The counselors have also shifted their focus from primarily intensive, Tier 3 support, to preventative, Tier 1 (universal) support through utilization of the 5 CASEL domains and SEL implementation.SRCS also has a trauma consultant working with the counseling team to provide guidance on supporting schools through a trauma informed and restorative lens. While each school site is using the SEL curriculum, we are in the process of formally adopting one SEL program district-wide, to be used across all of our TK-8 schools. In addition, the District is implementing “ion,” a data management system, which will allow schools to safely and securely track and monitor student academic and behavioral data." 9/12/2022 2022 07618040000000 San Ramon Valley Unified 6 "SRVUSD administered the Healthy Kids Survey in spring 2022. The Core modules were revised by CALSCHLS to better understand the impacts of COVID-19. The first question of the Core Module was to find out if the students participated in school remotely or in school. Although most of our school year was in person at all schools, we offered remote instruction through our Venture Independent school to a small number of students who opted for the virtual option. Based on the response the rest of the survey had questions only relevant to their instructional model. The survey was sent to approximately 9600+ parents. The response rate was 78% in grade 5, 98% in Grade 7, 79% in grade 9 and 64% in grade 11. The key finding of the results on students’ perception of school safety and connectedness are as follows: 1) 76% of the Grade 5 students reported that they feel connected at school. Of the secondary school students, 7th and 9th graders reported a high level of school connectedness at 63% & 58% respectively, followed by 47% of 11th graders. 2) On average, 89% of the 5th graders agree they feel safe at school all or most of the time. 74% of 7th, 71% of 9th and 73% of 11th grade students agree or strongly agree that they feel very safe or safe at school. 3) Learning from Home is an important indicator, about 86% by 5th graders felt they worked on schoolwork on an average of more than 5 days, followed by 77% and 74% by 9th graders and 7th graders and about 33% of the 11th graders 4) Results of school connectedness by ethnicity – Ethnic groups with the highest reported connectedness are White, American Indian or Alaska Native, and Asian. African American and Hispanic reported lowest levels of connectedness at each level. 5) Reported school connected by gender – Girls reported higher connectedness in 5th ,7th and 9th grades however boys reported high school connectedness in 11th grade. The option to choose binary or something else as options were provided on the survey to choose from under gender this year at the secondary level." Not Met "In a Social Emotional Wellbeing survey check conducted locally in spring of 2022, 81.9% of the 5th grade students reported typical or above or well above expected wellbeing. At the secondary level, 81.9% of 7th, 89.1% of 9th and 79.5% of 11th graders reported typical or above or well above expected wellbeing." 10/18/2022 2022 37683790000000 San Ysidro Elementary 6 "The district administers the California Healthy Survey, every other year to students in grades 6-8. The following data was collected at the end of the 2020-21 school year and served to inform our district plan to strengthen systems throughout our district. School Engagement & Support 58% Caring Adult Relationship (School Connectedness) 13% Greater than 3 absences per month Safety 68% Feel Safe or Very Safe Mental & Physical Health 36% Chronically Sad or Hopeless The district has determined the need to 1. Re-Engage in building PBIS teams across the district through professional learning and district support and coordination for site teams. 2. Tiered supports with Trauma Informed lens for issues of Chronic Absenteeism supported by County Network and site level staff 3. Tiered supports for Mental Health & Well being including a Tier 1 Social Emotional Curriculum at all school sites, and support of 1 Social Worker/Therapist per school site. As we begin the dedicated implementation of these structures, we are beginning to see the impacts of the systems. We continue to monitor student data to positively impact school climate and improved student engagement and will include an annual assessment using the CA Healthy Kids Survey to ensure that we have common data to review and inform the needs and actions that the district plans to support school climate." Met 6/23/2022 2022 10624146117873 Sanger Academy Charter 6 "A district total of 7500 4th through 12th grade students completed the Panorama Survey in May 2022 regarding student perception of social-emotional learning topics including Student Competency Measures (SCM) and Student Supports and Environment (SSE). District selected topics with the domains of Student Competency were Social Awareness, Growth Mindset, Self-Efficacy, and Emotion Regulation. District selected topics within the domain of Student Support and Environment were Rigorous Expectations, Teacher-Student Relationships, Sense of Belonging, and School Safety. The total response rate for student competency measures was 84.4% of students, while total response rate for student supports and environment was 83.3%. SCM for 1817 students in grade 4 and 5 showed favorable endorsements ranging from 42% to 62%. When compared to survey reports from September 2021, students reported a 0% to 4% decrease in favorable responses in these domains. SSE responses were collected for 1794 students in grades 4 and 5 and showed favorable endorsements ranging from 58% to 78%. When compared to survey reports from September 2021, students report a 4% increase in favorable endorsements regarding rigorous expectations and a 2% to 7% decrease in favorable endorsements regarding school supports and student-staff relationships. SCM for 5755 students in grades 6 through 12 showed favorable endorsements ranging from 44% to 57%. When compared to survey reports from September 2021, students reported a 1% to 2% decrease in favorable responses in these domains. SSE responses were collected for 5699 students in grades 6 through 12 and showed favorable endorsements ranging from 37% to 64%. When compared to survey reports from September 2021, students report a 4% to 11% decrease in favorable endorsements regarding school support and student-staff relationships. Target group analysis revealed that students designated as English Learners (EL) students in grades 4 and 5 favorably endorsed SCM at 41% to 58% and students in grades 6 to 12 endorsed at 33% to 51%. These percentages are 1% to 11% lower than total student data. These data revealed that the district has an opportunity to work specifically with students designated as EL to improve self efficacy and social awareness. The district will continue actions focused on increasing a sense of belonging and teacher-student relationships through tiered SEL interventions and focus more specifically on actions to improve student emotion regulation and self-efficacy" Met 6/28/2022 2022 10624140000000 Sanger Unified 6 "A district total of 7500 4th through 12th grade students completed the Panorama Survey in May 2022 regarding student perception of social-emotional learning topics including Student Competency Measures (SCM) and Student Supports and Environment (SSE). District selected topics with the domains of Student Competency were Social Awareness, Growth Mindset, Self-Efficacy, and Emotion Regulation. District selected topics within the domain of Student Support and Environment were Rigorous Expectations, Teacher-Student Relationships, Sense of Belonging, and School Safety. The total response rate for student competency measures was 84.4% of students, while total response rate for student supports and environment was 83.3%. SCM for 1817 students in grade 4 and 5 showed favorable endorsements ranging from 42% to 62%. When compared to survey reports from September 2021, students reported a 0% to 4% decrease in favorable responses in these domains. SSE responses were collected for 1794 students in grades 4 and 5 and showed favorable endorsements ranging from 58% to 78%. When compared to survey reports from September 2021, students report a 4% increase in favorable endorsements regarding rigorous expectations and a 2% to 7% decrease in favorable endorsements regarding school supports and student-staff relationships. SCM for 5755 students in grades 6 through 12 showed favorable endorsements ranging from 44% to 57%. When compared to survey reports from September 2021, students reported a 1% to 2% decrease in favorable responses in these domains. SSE responses were collected for 5699 students in grades 6 through 12 and showed favorable endorsements ranging from 37% to 64%. When compared to survey reports from September 2021, students report a 4% to 11% decrease in favorable endorsements regarding school support and student-staff relationships. Target group analysis revealed that students designated as English Learners (EL) students in grades 4 and 5 favorably endorsed SCM at 41% to 58% and students in grades 6 to 12 endorsed at 33% to 51%. These percentages are 1% to 11% lower than total student data. These data revealed that the district has an opportunity to work specifically with students designated as EL to improve self efficacy and social awareness. The district will continue actions focused on increasing a sense of belonging and teacher-student relationships through tiered SEL interventions and focus more specifically on actions to improve student emotion regulation and self-efficacy" Met 6/28/2022 2022 30666700000000 Santa Ana Unified 6 "This analysis is based on student responses to their perception of safety and connectedness at school on the Panorama Survey in Spring 2022. 5,656 grades 4 & 5 student responses 75% of students reported feeling safe at school and around school, including feeling safe from verbal abuse, teasing, or exclusion by others in the school 74% percent reported feeling a positive sense of being accepted, valued, and included, by others in all school settings 19,832 grades 6-12 student responses 77% reported feeling safe at school 60% felt a sense of belonging/school connectedness. We are committed to enhancing our school climate interventions and supports to garner an even greater impact on the students who may not feel safe or very safe on school grounds. In response to the data and the impacts of the pandemic on students, we developed a wellness coordinated care plan to identify students in need of mental health support and services, focusing on our special populations such as McKinney-Vento, Foster Youth, LGBTQ+, English Learners, and Special Education students. This plan addresses the trauma experienced by students through multiple evidence-based interventions. Wellness Centers are a hub to provide linkages to multiple community resources within Santa Ana and Orange County. We will implement effective practices such as restorative practice interventions, the 2nd Step SEL curriculum, and bullying intervention and prevention. We continue to build community partnerships to support restorative Practice and site trainings. The District has expanded mental health services and the team consists of school social workers, school counselors, nurses, family and community engagement employees, and extended learning representation. SAUSD also provided a districtwide Mental Health Helpline for students, parents, school staff, and community partners, to provide additional supports, such as crisis support and community resources. This expansion has allowed for increased clinical counseling services to support students’ Tier 3 behavioral health needs and address gaps in service delivery. SAUSD supports the We Care Campaign so that the school community can be proactive in regard to suicide prevention. SAUSD supports mental health initiatives and campaigns, such as National Suicide Prevention Month and Mental Health Awareness Month. School Police provided and participated in safety and security professional development for students, staff, parents, and the community, with an emphasis on supporting a positive and safe school climate. School Police and Support Services collaborated on a comprehensive overview of PBIS, the multi-tiered system of interventions, and administrative procedures related to school discipline reducing the number of requests for formal investigations and/or juvenile arrests. Support Services provides training on utilizing data-based decision-making to strengthen the COST and implementing a variety of Tier 2 evidence-based interventions." Met 6/28/2022 2022 42767866111603 Santa Barbara Charter 6 "Areas of strength: 88% of our 5th and 6th graders are happy to be at Santa Barbara Charter School, most or all of the time, compared to 85% in the Fall of 2019. 86% of students feel like they are a part of Santa Barbara Charter School, most or all of the time, compared to 85% in the Fall of 2019. 86% of students feel teachers treat students fairly most or all of the time, compared to 79% in 2019, and 100% of students feel teachers treat students fairly some, most, or all of the time. 89% of students feel that teachers and other grownups care about them, most or all of the time, compared to 82% in the 2019 survey. 87% of students say that teachers and other grownups believe they can do a good job, most or all of the time, with 54% answering that they believe this all of the time; the corresponding responses were 85% and 52% in the 2019 survey. 95% of students say that teachers and other grown-ups want students to do their best, most or all of the time, with 73% answering that teachers want this all of the time; the corresponding responses were 92% and 70% in the 2019 survey. Areas of challenge: Students in 5th and 6th grades 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. In the 2022 survey, 12% feel they don’t get any chance to help decide class activities, down from 27% in Fall 2019. 56% of the students feel they get to help make decisions about class activities “some of the time,” compared to 37% of the students in the previous two years. This year, 18% of students say they never are asked what they want to learn, compared to 30% last year and 32% the year before." Met 6/15/2022 2022 42104210000000 Santa Barbara County Office of Education 6 "The California Healthy Kids Survey (CHKS) is administered every other year and was last given in December 2020, with 60% of students responding. Students in grades 8-12 participated in the survey. JCCS parents also participate in annual surveys created by the JCCS Leadership Team 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 on the results of these surveys. The CHKS results indicated that most students (62%) reported feeling optimistic about school; with 68% reporting they feel safe at school; 60% reporting there is a teacher or other adult who wants them to do their best; and 66% reporting that an adult has high expectations for them. Our data confirm that our staff is building relationships that have a meaningful impact on our students and their choices. Many of our students are coming to us with adverse childhood trauma and the fact that the results of the survey show they have an adult who they can trust at school is a huge achievement. Having one caring adult has proven to be the key indicator of a child’s ability to overcome childhood trauma and build resiliency. An area of concern was the high number of students (44%) who reported they've been drunk or ""high"" on drugs at school and 28% reported current alcohol or drug use. Additionally, 19% of students reported being chronically sad or having feelings of hopelessness. This data supports the need to have a full-time Youth Support Specialist (YSS) through the Council on Alcohol and Drug Abuse (CADA) on campus who provides both individual and group therapy sessions. In 2021-22, JCCS teachers and teaching assistants received training in mental health, substance abuse, trauma-informed practices, and Crisis Prevention & Intervention (CPI) to better support student needs." Met 6/9/2022 2022 42767860000000 Santa Barbara Unified 6 "Data from the California Healthy Kids Survey shows that junior high school students reported decreased connections to caring adults on campus. Additionally, junior high school staff reported decreased social emotional supports for students on the CHKS staff report. Both data points contrast with elementary and high school data which saw increases in student connections to adults and increased social emotional supports. As a result, it is recommended that the Teacher on Special Assignment for Student Engagement provide focused attention on supporting junior high school teachers and deans of student engagement." Met 6/28/2022 2022 43104390000000 Santa Clara County Office of Education 6 "The Santa Clara County Office of Education participates in the CA Healthy Kids Survey annually. Students in grades 4, 6, and 7-12 participated in the survey. Participant ethnicity was Hispanic 70% and other 30%. Some discrepancies in responses occurred in comparing results by Hispanic and other students. Hispanic students (76%) and their other classmates (3%-White, 4% Asian, 3% African American, 8% non-Hispanic, and 6% multi) responded to the survey. Responses were only given for groups of 10% or more so comparison is between Hispanic and other students. Hispanic students indicated higher responses than other students in the following areas: (a) school is boring, (b) parent involvement, (c) social emotional distress, and (d) optimism. Areas where Hispanic students showed lower responses than their other classmates include: (a) absence, (b) experiencing cyber-bullying, (c) drug and alcohol use, (d) tobacco and vaping use, and (e) suicidal tendencies. Some areas did not show significant discrepancies between responses by Hispanic and other students. Other CHKS survey highlights include: (a) 69% of students feel connected at school and 78% feel connected to a caring adult, (b) 83% indicate that staff have high expectations for students, (c) 66% are happy at school, and (d) 67% indicate that their parents are involved. 67% believe the school takes their suggestions seriously. 15% of students indicated they have been bullied and 11% indicate this bullying is due to people spreading rumors. 12% of students have considered suicide. Marijuana and alcohol use was indicated by 31% of respondents and 38% indicate they have vaped. 19% indicate they have been bullied due to disability or race either in or out of school. Overall, 75% of students feel safe at school, and 72% indicate they are motivated academically. The responses indicate that students feel connected and challenged at school, and 75% feel safe. Results indicate that student drug and alcohol use and bullying are negative outcomes that could be addressed through school climate processes. Students are motivated and feel the sense of a caring adult. The Educational Services Division strives to create an inclusive environment where students feel connected and safe and parents and families feel welcome. Processes in place to build this environment will continue through training for staff in inclusion and culturally responsive teaching and learning. A focus on Positive Behavior Interventions and Support (PBIS) continues to address climate needs. LCAP goals include support for education and guidance for social and emotional needs of students with a focus on PBIS and restorative practices. These will continue." Met The SCCOE Educational Services Division prioritizes school climate to support students and families and provide a safe and orderly educational environment for staff and students. 6/15/2022 2022 56725790000000 Santa Clara Elementary 6 "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 local, student surveys to students in grades 4th-6th in the 2020-21 school year. There were 24 students participating. 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 2022-23 school year. Stakeholders feel this will give more reliable information needed to monitor the district's progress in implementing the LCAP goals." Met 6/22/2022 2022 43696740000000 Santa Clara Unified 6 "School Safety: Ensuring that schools are safe, welcoming and affirming promotes teaching and learning at all levels; therefore, attention to proactive and in time school safety measures is on ongoing areas of attention. 82% of elementary students report never having been bullied and 86% report feeling safe at school most/all of the time. Approximately 25% of secondary students reported experiencing some type of harassment over the last 12 months; however, they report low rates of physical fights, being offered or sold illegal drugs on campus, use of tobacco products and weapons use Nearly 80% of secondary students report that their school is safe for students who are lesbian, gay, bisexual, transgender, queer or questioning. 92% of all staff respondents reported that their school was a safe place for students, and 96% reported that it was a safe place for staff. 80% of all staff respondents report that their school is a supportive and inviting place to work 92% of all parent respondents reported that their school is a safe place for their child. School Connectedness: Positive adult relationships promote better outcomes for students. Research indicates that the more caring adults in students' lives, the better their outcomes in all areas; therefore, leveraging adults as assets is part of our tiered support services. 74% of elementary students reported that there was a teacher or other adult at school who cared about you, listened when they had something to say, and made an effort to get to know them (Yes, most of the time/all of the time). On average 54% of secondary students reported that there was a teacher or other adult who really cared about them, noticed when they were not there and listened when they had something to say. 92% of staff reported that adults who work at this school really care about students. Actions: Along with general supports, secondary schools have student wellness centers staffed by Wellness Coordinators and counseling interns. Through are MTSS framework, identified supports for social emotional and behavior are in place. Elementary sites are staffed with Wellness Coordinators and counseling interns as well. Two district social workers, 4 district community liaisons and our Family Resource Center staff also provide supports to students and families." Met 6/23/2022 2022 19651360117234 Santa Clarita Valley International 6 "Santa Clarita Valley Int'l (SCVi) believes that both academic and social-emotional skills are critical to school, career, and life success. We use a custom Panorama Student Survey to help measure and support our learners' perceptions of school climate, school safety, engagement, belonging, and facilitator-learner relationships. In Spring 2022, 302 learners in grades 3-12 took the nationally-normed Panorama Study Survey, with the following results: School Belonging: These questions measured how much learners felt that they are valued members of the school community. There were 67% favorable responses in grades 3-5 and 44% in 6-12. As compared to the national norm, SCVi scored in the 80th-99th percentile in grades 3-5. A strength in this area for 3-5 is that learners felt quite strongly that they belonged at SCVi. An area of growth is that only 44% felt understood as a person at school. School Climate: This section gathered information about the students’ perceptions of the overall social and learning climate of the school. 61% of learners in grades 3-5 responded favorably overall, however, this was a drop of 7% from the last survey. In grades 6-12, 59% responded favorably overall. 70% of 3-5 felt that the energy of the school is positive, while 65% responded favorably in 6-12. An area of growth identified by almost half of the respondents would be how the behavior of other students at school hurts or helps their learning. . School Engagement: 51% of 3-5 and 31% of 6-12 responded positively to how attentive and invested learners are in school. 58% of the learners in grades 3-5 were excited to go to school each day. In 6th-12th grade, 24% of the learners felt excited about going to their classes, and 33% were eager to participate in the learning activities. School Safety; 62% of learners in grades 3-5 and 67% in grades 6-12 feel physically and psychologically safe at school, which is above the national norm. Most of the 3rd-5th learners (88%) report that it is highly unlikely that someone from school would bully them online. 72% of 6th-12th grade learners report that it would be quite easy to get help from an adult if they were bullied at school, and more than half (68%) would find it unlikely to be bullied by another student online. School Teacher-Student Relationships 82% of grades 3-5 and 64% in 6-12 responded favorably to questions about how strong the social connection is between facilitators and learners within and beyond the school. 97% of the learners in grades 3-5 and 84% of grades 6-12 believe that their facilitators are highly respectful towards students. This area was a strength for 3rd-12th learners at SCVi, scoring well above others nationally." Not Met 10/19/2022 2022 44698150000000 Santa Cruz City Elementary 6 "Santa Cruz City Schools continues to monitor students' social emotional health through teacher observation, individual student empathy interviews, social emotional referrals from staff, the Social Emotional Health Survey and through our annual student LCAP input survey. Each year the Social Emotional Health Survey designed by University of California, Santa Barbara is administered to 4th-10th graders. The data received from this survey helps schools meet individual student emotional needs as well as get a pulse on the strengths and weaknesses of their school climate and culture. The LCAP survey serves to gauge students’ feelings on the effectiveness of academic support at their sites. DATA: Social Emotional Survey Data: ""I am satisfied / very satisfied with my school experience"": 52% ""On most days I feel enthusiastic"": 46% ""I feel I belong to a community"": 51% Elementary Survey Data: ""I feel thankful for my school"": 86% ""I feel thankful that my teachers are nice"": 96% ""I feel safe at my school"": 81% MEANING: All school sites reported a higher number of students who were in need of mental health support upon our return from distance/hybrid learning in 21-22. Though survey results showed students felt positively about re-engaging with school and with others, the transition from being isolated to being in-person caused some students to struggle with socialization and emotional regulation. Our secondary Social Emotional Counselors, Social Workers and administrators reported high levels of needs, and family and student survey results confirmed this. Last school year, there was an overall increased number of behavioral referrals and behavioral incidents. USE: Based on these identified needs, the following has been implemented for the 22-23 school year: -New MTSS Health & Wellness Coordinator for 22-23 -Elementary will completely adopt the Second Step social emotional health curriculum. -Professional learning plan for PBIS techs to strengthen capacity. -Implementation of the Thriving Youth Community Grant to address student substance abuse. -Implementation of a process to ensure students in need of social emotional and other supports have warm hand offs to community agencies and services. -Provide all secondary students with instruction in Title IX, sexual harassment, active consent and dating safety. -Provide parent education on health related issues including vaping, drug use, suicide prevention and safe use of social media." Met 6/15/2022 2022 44698230000000 Santa Cruz City High 6 "Santa Cruz City Schools continues to monitor students' social emotional health through teacher observation, individual student empathy interviews, social emotional referrals from staff, the Social Emotional Health Survey and through our annual student LCAP input survey. Each year the Social Emotional Health Survey designed by University of California, Santa Barbara is administered to 4th-10th graders. The data received from this survey helps schools meet individual student emotional needs as well as get a pulse on the strengths and weaknesses of their school climate and culture. The LCAP survey serves to gauge students’ feelings on the effectiveness of academic support at their sites. DATA: Social Emotional Survey Data: ""I am satisfied / very satisfied with my school experience"": 52% ""On most days I feel enthusiastic"": 46% ""I feel I belong to a community"": 51% Secondary Student LCAP Survey results: ""I feel connected and engaged at school"": 51% ""I feel that the school recognizes and values student accomplishments"": 51% ""When I have problems or challenges, I feel there are adults at the school to help and support me"": 63% ""I feel that teachers and administrators care about all students"": 60% ""I feel safe at my school"": 71% MEANING: All school sites reported a higher number of students who were in need of mental health support upon our return from distance/hybrid learning in 21-22. Though survey results showed students felt positively about re-engaging with school and with others, the transition from being isolated to being in-person caused some students to struggle with socialization and emotional regulation. Our secondary Social Emotional Counselors, Social Workers and administrators reported high levels of needs, and family and student survey results confirmed this. Last school year, there was an overall increased number of behavioral referrals and behavioral incidents. Additionally, secondary students reported lower feelings of positivity on both the Social Emotional and LCAP student surveys. USE: Based on these identified needs, the following has been implemented for the 22-23 school year: -New MTSS Health & Wellness Coordinator for 22-23 MAA (Medi-Cal Funding) -Elementary will completely adopt the Second Step social emotional health curriculum. -Professional learning plan for PBIS techs to strengthen capacity. -Implementation of the Thriving Youth Community Grant to address student substance abuse. -Implementation of a process to ensure students in need of social emotional and other supports have warm hand offs to community agencies and services. -Provide all secondary students with instruction in Title IX, sexual harassment, active consent and dating safety. -Provide parent education on health related issues including vaping, drug use, suicide prevention and safe use of social media." Met 6/15/2022 2022 44104470136572 Santa Cruz County Career Advancement Charter 6 "The Santa Cruz County Office of Education, Career Advancement Charter does not administer the California Healthy Kids Survey (CHKS) as it is a program that exclusively serves adult learners (18+). We use our own qualitative survey data to guide programmatic decisions related to social-emotional needs and school culture." Met 6/30/2022 2022 44104470000000 Santa Cruz County Office of Education 6 "1. According to our local survey, 95% of families indicated that our school staff is dedicated to the academic success of their student and 90% of families indicate their student feels safe at school and 95% of families report feeling comfortable approaching staff with concerns. Continuing and strengthening our academic, engagement, and social-emotional supports was reflected as appreciated and important according to our family survey. According to our student survey, 90% of students feel our staff is dedicated to their academic success with 7.7% not having an opinion on the questions and 88.7% of students feel safe at school with 9.5% not having an opinion on the question. Just over 80% of students report feeling comfortable approaching staff about concerns with 14.8% not having an opinion. The student responses to our survey were aligned to the family responses with more students opting to use the no opinion or neutral option. Our student focus groups added to the data and our students reported enjoying their school community, the teachers and staff, flexibility, and small size. The students described their school work as appropriately challenging and wanting for more resources for field trips, engaging curriculum and activities. From our staff survey, 100% believe the staff is dedicated to student academic success and 85.4% believe our schools are safe with 14.5% feeling neutral. 87.3% of staff report feeling comfortable discussing concerns with their colleagues. 2. The local data shows that our students and families feel our schools are safe, the staff cares for the students, and they are dedicated to their academic success. From our student focus groups and surveys our students expressed wanting to continue opportunities to connect with their communities, they appreciate the uniqueness of each school site, and want continued counseling support. 3. The feedback from our surveys, focus groups, and family meetings have directly impacted our LCAP goals and actions for 2021-2024. We are taking action to add more mental health supports, provide more opportunities for family engagement, and organizing more connections with community organizations. Our results have been consistently positive when it comes to school climate and we strive to do better each year and listen and learn from our community." Met 6/30/2022 2022 42693100000000 Santa Maria Joint Union High 6 "The participants of the educational partner group meetings focused on the needs of students, particularly English learners, foster youth, low-income, and students with disabilities. The educational partner groups shared their concerns for the student's social-emotional well-being. Educational partners expressed that more services supporting social-emotional well-being for students continue to be a priority for the new academic year. Parents/guardians and other educational partner groups expressed the need to expand counseling services, school-based mental health services, tutoring services, student intervention courses, instructional support, providing the necessities for sanitized classrooms, communication, and improving school climate. Educational partners also participated in a Fall 2021 and Spring 2022 social-emotional learning (SEL) survey. Some results of these surveys showed that 26% of students felt they felt school belongingness and 23% of families felt school engagement. The SEL survey data revealed the need to address school connectedness and school belonging. The district will implement restorative approaches and cultural proficiency to address the needs of the students fostering a sense of social responsibility. Parent/guardian programs will continue to support educational relationships with parents and students. Parents' leadership supports and builds trust as a community and supports District Directors, site administration, and counselors with student academic, college/career, and social-emotional data toward improving all students' services." Not Met 10/11/2022 2022 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 Broad Goal 5, “All schools will increase student engagement by intertwining social and emotional learning and academics, maintaining a safe, secure, healthy, and positive learning environment, and providing a supportive environment with strong adult relationships.” To measure student perceptions of school safety and connectedness, SMBSD administered the California Healthy Kids Survey (CHKS) to 5th and 7th grade students in November of 2021. The average response rate was 77% of 5th graders and 94% of 7th graders. The major findings from the 2021-22 CHKS are as follows: 5th and 7th grade students report high to moderate levels of school connectedness at 72% and 57%, respectively. A majority of students in 5th grade (95%) report feeling safe to very safe “all, most or some of the time” at school. A majority of 7th graders (55%) perceive school as “very safe or safe.” Students in 5th and 7th grade report high to moderate levels of academic motivation at 82% and 65%, respectively. A majority of both 5th and 7th grade students report they feel there are caring adults at school, 70% and 56% respectively. SMBSD continues to provide students and their families with a supportive, inclusive, and welcoming school environment. Appropriate and responsive solution efforts to increase student connectedness, school safety, and student achievement continue to be implemented and refined districtwide. They include the coordination of additional staff to maintain clean and safe facilities, the expansion of counseling services to support social and emotional wellbeing of our students and their families, increased health assistant coverage, and the coordination of school, district, and community resources to meet the needs of the whole child. The district’s family engagement coordinator and health program specialists support and coordinate varying aspects of community engagement and health services in cooperation with five family outreach advocates and four district community liaisons who connect families to resources. The district is committed to the academic achievement and social and emotional wellbeing of its students through school safety and connectedness. In addition, SMBSD has partnered with Panorama Education to provide consistent SEL curriculum and survey tools for students, staff, and families to ensure we are providing needed support at all levels. In May of 2021, the district collected its baseline data. The survey will be administered three times during the 2021-2022 school year to parents, staff, and students. 3-5 Self Management 64% Favorable 6-8 Self Management 60% Favorable 3-5 Social Awareness 65% Favorable 6-8 Social Awareness 53% Favorable Staff- 76% Well-being Parents- 89% Barriers to Engagement" Met "SMBSD’s efforts continue to be focused on the Whole Child Approach and Multi-Tier System of Support to provide positive school climates, student engagement, and parent involvement. Consistent culture and climate practices have been introduced system wide. Practices include the use of a positive behavior expectations matrix, behavioral expectations explicitly taught, positive reward systems, and the goal to have positive interactions with all students throughout the day. Culture Climate teams have been set up at each site and meet on a regular basis to review practices, behavioral trends, social emotional data, and attendance data. A teacher on special assignment for culture and climate was hired to assist teams with analyzing data and providing professional development in how to implement best practices of social emotional development into classrooms that help to educate the whole child and create a positive, nurturing environment within the classroom and across the school as a whole. In addition, every school site is provided with one outreach mentor and one marriage and family therapist. These individuals meet with students in small groups, as well as one on one to address their personal needs. These individuals are very valuable to our students facing challenges; however, staffing these positions has been a challenge. The agencies that SMBSD contracts with continue to recruit and interview for these positions to get the necessary staffing at each of our school sites." 6/22/2022 2022 19647336019079 Santa Monica Boulevard Community Charter 6 "The Charter School 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. The Charter School provides families with school climate surveys. Key learnings from surveys conducted reflect that the school's various mediums for teacher, student and parent engagement pair with our comprehensive and well- balanced governance model provide all stakeholders with a sense of belonging within our community and a desire for continued growth and success. The Charter School’s comprehensive website serves as a great resource, ready and easily accessible to all stakeholders that includes 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. Input received through our surveys and interactions are incorporated into school plans, such as the LCAP, to establish priorities which reflect and meet the needs of the school community." Met 6/23/2022 2022 19649800000000 Santa Monica-Malibu Unified 6 "The survey data from California Healthy Kids Survey indicated that most stakeholders have a positive impression of the overall quality of education provided at their school. While most students report that they feel included (79%) and welcome (79%) at their school, fewer feel comfortable issuing complaints about racism and discrimination (60%) and are satisfied with w SMMUSD has handled complaints (45%). This reveals an area that is need of further study. The plan for further study will be fully implemented in the 2022 school year due to COVID restrictions earlier this school year preventing a planned focus study group. As a district we will continue to integrate social emotional and trauma informed practice within the instructional day to build relationships and support student well-being. Maintain current focus on integration of the Social Justice standards in our curriculum guides, expansion of Project Based Learning and implementation of Restorative Justice. Continue Diversity, Equity and Inclusion work at our middle schools with a focused lens on addressing the needs of our BIPOC students. Development of a DEI Litmus process for determining the development of programs at the district and school administration level. Redesigning the climate survey process with adding an additional survey administration in the fall in order to act as a Lead measure in school climate and plans for a focus group process in order to identify solutions." Met 6/30/2022 2022 56768280000000 Santa Paula Unified 6 "The California Healthy Kids Survey (CHKS) was administered to all students in grades 5, 6, 7, 10, 11 and 12 in the winter of 2020. The district chose two areas of focus: caring adult relationships and social emotional distress. Students answered a series of questions in these areas using a rating “pretty much true” or “Very much true.” The data indicated 77% of 5th graders, 70% of 6th graders, 60% of 7th graders, 47% of 10th graders, 64% of 11th graders and 60% of 12th graders. In addition, 12% of females and 11% of males of 5th graders, 12% of 6th graders, 19% of 7th graders, 29% of 10th graders, 34% of 11th graders and 32% of 12th graders who rated “pretty much true” or “Very much true” of students who feel social and emotional distress. Some of the questions included “I had a hard time breathing because I was anxious”, “I worried that I would embarrass myself in front of others.”, “I was tense and uptight”, and I had a hard time relaxing”. Research shows that when students feel connected to one caring adult they will excel better. As well as stressing the importance that children feel they have a safe place to learn. 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. The district will continue to implement the Wellness Centers at the high school, middle school, and starting at one elementary school. The Wellness Centers will provide a safe place for them to go when they need to feel better because they are experiencing some emotional distress. Additionally, it will provide students a place to play games and connect with other students. As well as having one caring adult they can rely on. As well as establishing procedures in the school that will allow the students to feel they have a place to seek when they need support." Met 6/22/2022 2022 27661910000000 Santa Rita Union Elementary 6 "In the 2021-2022 school year SRUSD had a total of 240 behavioral reports deemed suspend able offenses. 198 of them in grades 6-8. 19% of SRUSD students were chronically absent across all sites. Reflecting on SRUSD Healthy Kids Survey results from the spring of 2022, increase of behavior referrals across all sites, as well as the increased need of socio-emotional supports for students SRUSD experienced challenges enhanced from the 2020-2021 school year of distance learning. Healthy Kids survey results for 2021-2022 demonstrated school climate was being affected. Middle School grades 6-8 Chronic sad/hopeless feelings 30% most of the time Middle School grades 6-8: Perceived Safety at School 49% feel very safe. Middle School grades 6-8 Connectedness 56% most of the time. Elementary School grades Connectedness 64% most of the time Elementary School students: Anti-bullying climate 74% most of the time. Elementary School students: Meaningful participation at school: 43% most of the time. As educational partners, staff, teachers, site and district administrators reflected on this data it was clear the year of distance learning dramatically affected students school connectedness, feeling safe on campus as well as feeling supported. It was imperative to reflect on the data, engage educational partners and parents in a collective analysis with shared focus of students feeling safe, cared for and successful at school. Through a shared collaborative analysis of data, action steps were immediately embedded with long term action steps created. Funds were allocated to sites to support campus safety, more socio-emotional supports, counseling opportunities and SEL trainings for teachers and staff to best support students. Professional development and trainings on restorative practices and trauma informed practices were brought in during the 2021-2022 school year. Educational Partners provided insights, input and feedback regarding current trends and from the collaborative work with educational partners SRUSD developed \the 2022-2023 new LCAP goal 4 and it's three actions. Under goal 4 SRUSD initiated the Alternate to suspension program where students can receive academic and socio-emotional supports during their suspension at the school site while achieving restorative practices and character education lessons so students can self-reflect on behaviors and positively reengage at school after the suspension. Administrators, office staff were provided training around chronic attendance with guided talking prompts for parent presentation as well as parent conferences. Through collaborative processes, transparent and honest conversations actions to support student needs launched throughout the 2021-2022 school year. Continuing these action items with continuing the collaborative meetings with educational partners the start of the 2022-2023 school year SRUSD students are demonstrating a positive change enhancing school climate across all sights." Met 6/22/2022 2022 33671160109843 Santa Rosa Academy 6 "1. DATA CA School Dashboard Suspension Rates: 2.4 (Maintained from the prior year) +0.2% Student Survey grades 9-12 School Safety: 93.7% of students feel Santa Rosa Academy's facilities are clean and 97.1% of students feel it is a safe place for students to attend school. Student Survey grades 9-12 School Connectedness: 79.3% of students feel their families are welcome on campus 46.1% of students believe SRA gives the opportunity to voice ideas that will enhance the school's programs and procedures 66.75 of students feel SRA does a good job with community-building activities 67% of students are happy to attend SRA (another 25% are somewhat happy) 46.1% of students feel that their input matters most or all of the time 66.6% of students feel that SRA does a good job clearly communicating events or how to get involved. 2. MEANING: Suspension data shows that SRA maintained green on the CA School Dashboard, but the goal is to be blue. The data also reveals a clear strength in school safety. When it comes to school connectedness, most students feel like their families are welcome on campus, but we do need to grow in the area of student input/voice in enhancing the school's programs and procedures. SRA also needs to continue to improve communication for how students can get involved. We also need to develop more opportunities for community-building activities. 3. USE: In response to suspension data rates, we will continue to provide staff training and student programs/services to facilitate character and social skills development. We will maintain our high standards for excellence with school cleanliness and safety. To improve student sense of school connectedness we plan to try student-led spirit-building activities and increase student-body assemblies (pep rallies, campus spirit events, etc.). We will continue our Red Track social events and facilitate on-campus enrichment opportunities for home-schooled students." Met 6/9/2022 2022 49402530000000 Santa Rosa City Schools 6 "The most recent YouthTruth survey had students reporting that a strong theme within the elementary schools in Santa Rosa City Schools is that there is a strong sense of culture and instructional practices. This creates a welcoming environment. Santa Rosa City Schools has used the Youth Truth survey to generate data and information over the last three academic years. The survey was administered at all schools in the district and across multiple grade levels so that the most accurate and robust understanding of our schools and students could be established. All feedback and results pointed to the need for enhanced social emotional support for students. COVID exacerbated student needs in this area and our community recognized this. As a result, SRCS has committed to providing increased social emotional wellness clinicians across the district, with reliable availability at each school. Furthermore, feedback continues to show a strong need for connection and belonging. Once again, COVID likely exacerbated the feeling of not being connected to school. Social opportunities as well as academics can all play a role in students feeling connected to school. SRCS has a heightened awareness on social emotional well being as we return to traditional post-COVID 19 practices and SRCS will enhance its support for students and families by increasing its tools to address this. SRCS is going to be even more nuanced and do heightened checking in with students by continuing the Panorama survey in addition to the Youth Truth survey. Also, SRCS will take part in a county-wide effort and collaborate around the Youth Truth survey so it has partners in administering it, analyzing the data, and deciding how to act upon what is reported. With increased survey information, SRCS also supports a social emotional curriculum called Toolbox, which allows educators to teach social emotional strategies to students that they can apply based on their specific situations and needs. In addition, Panorama offers social emotional activities to support students on a daily basis." Met 6/22/2022 2022 42691796118434 Santa Ynez Valley Charter 6 "Standard: The school administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness.The results are shared with the Board and stakeholders. SYVCS used a survey closely based on the California Healthy Kids Survey. In addition to the questions presented, open-ended questions were provided to gain additional feedback from students. The survey was given in Fall 2021 to all students in 3rd through 8th grade (n=70). Categories are scored from 1 (Strongly Disagree) to 5 (Strongly Agree). The scores presented are an average of all scores. The survey results are presented in summary form below: I am happy to be at this school 4.23 I feel safe in my school 4.54 The teachers treat students fairly 4.06 The teachers communicate with parents about expectations. 4.41 The teachers make class assignments interesting. 3.96 Parents feel welcome to participate at school 4.31 I try hard to make sure I am good at my schoolwork 4.65 At my school there is a teacher or adult who really cares about me. 4.17 At my school I help decide things like class activities or rules. 3.33 At my school there is a teacher or adult who listens to me when I have something to say. 4.36 At my school there is a teacher or adult who believes I will be a success. 4.25 My school is usually clean and tidy. 4.05 Based upon the survey results, all areas are positively reported (>3). Most importantly, students report feeling safe at school (4.5), they have a teacher who really cares about them (4.2) and state that parents feel welcome to participate at school (4.3). 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, Bubble Run, field trips 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? 98% of responses identified a person/position that they would go to for help. Summary: The overall perceptions of school safety and connectedness demonstrate a very positive student view with most average scores above 4. There is room for growth in the area of involving students in decision making. The school has initiated staff meetings to respond to areas of need in relation to school safety and climate and continues to maintain a high level of attention to issues. Emphasis has been placed on improving school spirit and enhancing leadership programs for students." Not Met 9/20/2022 2022 42693280000000 Santa Ynez Valley Union High 6 "In Fall 2020 during COVID-19, Santa Ynez Valley Union High School District students in 9th and 11th grades participated in the California Healthy Kids Survey (CHKS). Number of Respondents by Instructional model: 9th grade: 84 Hybrid Learning, 93 Remote Learning and 2 reported In-School Learning. 11th grade: 26 Hybrid Learning, 101 Remote Learning and 1 In-School Learning. The results can be summarized as follows: School Violence, Victimization and Safety: 9th/80% and 11th/76% answered feeling Very Safe or Safe at school. Harassment/Bullying Physical (pushed, shoved hit): 9th/4% and 11th/4%. This is down from 17% in 2018. Reasons for Harassment on School Property: 9th/14% and 11th/16% experienced some form of harassment in either Race/Ethnicity, Religion, Gender, or Physical/Mental Disability. The most common for 9th graders was Race where 5%, reported occurrences of 2 or more times. This is down by 6% since 2018. The most area of harassment for 11th graders was Gender, where 17% reported occurrences of 2 or more times. School Supports: 9th/55% and 11th/64% reported having caring adults in school, high expectationsadults in school, meaningful participation at school. School Connectedness: 9th/69% and 11th/79% reported Agree or Strongly Agree to feeling connected within the school community. Academic Motivation: 9th/63% and 11th/62% reported Agree or Strongly Agree to feeling motivated about school. Promotion of Parent Involvement 9th/53% and 11th/40% responded Agree or Strongly Agree to promotion of parent involvement at school. Peer Supports 9th/74% and 11th/83% reported Pretty Much True or Very Much True in response to having positive peer relations. Adult Supports 9th/78% and 11th/83% responded Pretty Much True or Very Much True regarding positive adult relationships." Met 6/21/2022 2022 37683610000000 Santee 6 "Santee School District administers the California Healthy Kids Survey (CHKS) annually to 5th and 7th grade students. Due to the challenges of COVID-19, the survey was not administered in 2022. However, Santee School District has implemented surveys through Panorama Education. Two survey topics serve as our priority data analysis: School Safety and Sense of Belonging (School Connectedness). In spring of 2022, 72% of students in 4th and 5th grade responded favorably for the topic of Safety, and 74% responded favorably for Sense of Belonging. For 6th through 8th grade, 58% responded favorably for Safety, and 61% for Sense of Belonging. Santee School District disaggregates this data set to analyze if disparities exist among English Learners, socio-economically disadvantaged, military connected, students with disabilities, and student race. After a thorough analysis of these student groups, no significant disparities were found. Santee School District has put in place curriculum and staffing to support all students. The District is in initial implementation of Second Step curriculum to support socio-emotional learning and has also adopted Positive Behavioral Interventions and Supports (PBIS) school-wide systems to improve school culture and student behavior. In addition, Santee School District will continue to employ 8 counselors to serve our schools to support with students with behavioral, social and emotional needs." Met 6/21/2022 2022 43696820000000 Saratoga Union Elementary 6 "SUSD administered the KELVIN survey twice during the 2021-22 school year to gather data about student perception of school safety and connectedness. Summary of Elementary. Most of the results for SUSD elementary students were positive, especially considering that this has been a difficult school year due to COVID-19. There are several areas in the LCAP where services and actions will be implemented in Goal 2 for social-emotional well-being, including the new SEL curriculum (Toolbox), a 50% SEL TOSA, and summer school Jumpstart with a focus on social interaction and connecting to nature. In addition, we are addressing the need for increased Meaningful Participation with PD by John Muir Laws on nature journaling, a gardening paraprofessional, and a new ELA/ELD pilot and curriculum. Summary of RMS. In comparisons with neighboring districts and statewide results, SUSD students rank similarly in areas of School Engagement and Support, except for Meaningful Participation, where our students are a bit low. This could be due to a year of distance learning where many of the hands-on and group activities did not occur in the same manner as in the past. In the area of school safety, SUSD students are substantially more positive than many other schools, with school perceived safety nearly 20% higher and experiences with harassment, bullying, and rumors nearly 40% lower. Substance use is exceptionally low. Routines are a concern in the 8th-grade population, with sleep deprivation at 29%. Social and Emotional Health compared to statewide results is very similar. One particular concern is the 8th-grade 17% that have considered suicide. As a result of the data, SUSD has attributed many LCAP services and actions in Goal 2 to emotional well-being, including Acknowledge Alliance services, hiring a social worker with a PPS credential, hiring two behavior aides, summer school Jumpstart, and parent education workshops so parents know more about services that will be available." Met 6/23/2022 2022 43693856046494 Sartorette Charter 6 "PBIS School Climate Survey - Administered in Spring 2022 - All students in Grades 3-8 - Number of Student Responses: 1853 - School Climate Survey Results Spring 2022 - Percentage of Students in grades 3-8 Who Responded “Often” or “Always”. Survey Questions (Responses from Spring 2021 to Spring 2022, respectively) & the Change (from Spring 2021 to Spring 2022 is the percent of responses): 1. I like school - (76% to 84%) +8% 2. I feel like I do well in school - (78% to 77%) -1% 3. My school wants me to do well - (86% to 88%) +2% 4. My school has clear rules for behavior - (93% to 91%) -2% 5. Teachers treat me with respect - (95% to 91%) -4% 6. Behavior in class allows the teacher to teach - (95% to 80%) -15% 7. Good behavior is noticed at my school - (77% to 73%) -4% 8. I get along with other students - (88% to 82%) -4% 9. I feel safe at school - (87% to 83%) -4% 10. Students treat each other well - (92% to 73%) -19% 11. There is an adult who will help me if I need it - (81% to 84%) +3% Cambrian School District has been implementing Positive Behavior Interventions and Supports (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." Met 6/16/2022 2022 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. 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 seven 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 benefit from 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, English Learner Advisory Committee, and LCAP development. Closing the achievement gap continues to be the top priority of school improvement processes. Saucelito has made exceptional progress in closing achievement gaps for all of our students and will continue to expand and enhance instructional outcomes for every student to close any achievement gaps as compared to statewide peers i order to assure success for every student at Saucelito School." Met 6/29/2022 2022 19649980000000 Saugus Union 6 "In March of 2022, SUSD administered the District’s Connectedness Survey to students in grades 4-6, parents, and staff. The survey focused on key areas including: Health and Safety, Learning Loss, Bullying Behaviors, Diversity, and Connectedness/Inclusivity. The results indicated that both parents and students desire ""seeing their family culture"" to be more represented within the school and curriculum (67% parents agree & 64% students agree). The data from this survey also indicated that parents and students feel that bullying needs to be addressed more thoroughly (76% parents agree 72% students agree). Students, parents and staff indicated that our schools are places where mental health and well-being are as important as academic achievement (over 80%). After analysis of the survey data, it is evident that our students and families feel welcome within our schools and that our schools are providing safe and healthy spaces for students, staff, and the community. In areas that saw room for growth, continued and added actions were developed within our Local Control Accountability Plan (LCAP) to ensure our district was placing an emphasis to improve in the following areas: (1) Addressing students' social emotional needs as a means to increase their academic achievement. Prior to the pandemic, the initiative Maslow's Before Bloom's began in SUSD and the events during the pandemic caused that emphasis to continue; (2) Ensuring that various student groups, family groups, and other educational partners are seen within the school district and its curriculum. It is further critical that each of those groups' contributions to the organization be seen and valued by each member of the organization. Emphasizing diversity as an LCAP goal ensures that this concept not be missed in our work. The survey data collected over the past three years and the parent meeting data show that this goal is needed in our community. Actions and services were adjusted to meet the refined LCAP goals. Staffing needs for TOSA coaches in academic areas continued to be a desired action to ensure that all teachers can implement appropriate instructional strategies for working with EL students, SED students, Foster Youth, and all students. In addition, staffing was expanded to ensure that wellness and mental health services were addressed through additional staff for our Mental Health Support team." Met 6/28/2022 2022 21654740000000 Sausalito Marin City 6 "We surveyed our students parents and staff on school climate using items developed by Panorama Education to determine school culture and climate and school fit. 55% of students reported that they enjoyed coming to school; 27% were unsure, and 17% did not agree. 63% of students reported feeling respected at school, 20% did not feel respected at school, 17% were unsure. 52% of students felt they have a voice at our school, 22% said they did not, 25% were unsure. 61% of students reported being given leadership roles at our school, 25% did not, 12% were unsure. 54% of students said they mattered at our school, 17% said they did not, 27% were unsure. 64% of students said they mattered to adults at our school, 17% said they did not, 17% said they were unsure. 57% of students said their culture was represented at our school, 16% said it was not, 13% were unsure. 69% of students reported feeling safe in class, 12% did not, 18% were unsure. 79% reported feeling safe in hallways and at lunch, 10% did not, 10% were unsure. 63% reported being able to focus on school work in class, 20% did not, 15% were unsure. 63% reported being engaged academically, 19% did not, 14% were unsure.74% said adults care about their academic growth, 9% said they did not 15% were unsure. 65% of students reported having at least one adult on campus who cared about them, 19% did not, 15% were unsure. 90% said they understood classroom expectations, 2% did not, 7% were unsure. 89% of parents reported being confidant that their child could make friends at school. 92% of parents reported that their child felt a sense of belonging at school. 89% of parents reported the school was a good fit given their cultural background. 89% of parents reported their child enjoyed going to school. 91% of parents said the school valued children's diversity. 91% of parents reported that they thought students respected staff. 80% of parents reported feeling welcome at school. 81% reported a sense of belonging. The results of the survey demonstrate that the 21-22 school year had a positive school culture and climate for most students and that school culture and climate is a relative area of strength. It was our PBIS year 0, and it the data demonstrates that somewhere between 20-40% of students need an improved school culture and climate to feel safe, engaged, that they belong and that they have a voice. The relative equal number of unsure students and students who disagree with school climate indicators suggests we need to do a better job affirming, validating and recognizing positive behavior so students are sure where they stand. We need to continue to overcome barriers presented by language, or being nuero atypical, and when we have instances where families and students feel left or engaged that we need to do more to invite them back into the school community. The amount of staff we have doing engagement and communication is a clear barrier, as is the timing of some of the meetings we have." Not Met 10/14/2022 2022 34765050114272 SAVA - Sacramento Academic and Vocational Academy 6 "School climate surveys are administered to school staff, students and parents on an annual basis. Students feel teachers treat them with respect and families feel their students are adequately prepared for college and a career. Staff feel the school culture is one of trust, respect and collaboration. Data also indicates there is room for improvement for solving behavioral problems, as well as, increasing student achievement. 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. SAVA has created a school goal to provide targeted Math intervention supports for students through increasing engagement opportunities for students and increasing instructional capacity for teachers. SAVA also will work to increase internship opportunities for career training." Met 6/22/2022 2022 34673140137281 SAVA - Sacramento Academic and Vocational Academy - EGUSD 6 "School climate surveys are administered to school staff, students and parents on an annual basis. Students feel teachers treat them with respect and families feel their students are adequately prepared for college and a career. Staff feel the school culture is one of trust, respect and collaboration. Data also indicates there is room for improvement for solving behavioral problems, as well as, increasing student achievement. 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. SAVA has created a school goal to provide targeted Math intervention supports for students through increasing engagement opportunities for students and increasing instructional capacity for teachers. SAVA also will work to increase internship opportunities for career training." Met 6/22/2022 2022 34674390137406 SAVA - Sacramento Academic and Vocational Academy - SCUSD 6 "School climate surveys are administered to school staff, students and parents on an annual basis. Students feel teachers treat them with respect and families feel their students are adequately prepared for college and a career. Staff feel the school culture is one of trust, respect and collaboration. Data also indicates there is room for improvement for solving behavioral problems, as well as, increasing student achievement. 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. SAVA has created a school goal to provide targeted Math intervention supports for students through increasing engagement opportunities for students and increasing instructional capacity for teachers. SAVA also will work to increase internship opportunities for career training." Met 6/22/2022 2022 30666960000000 Savanna Elementary 6 "Information from the California Healthy Kids Survey given this year indicated the following: *99% of our students felt teachers and other adults at school believe they can do a good job and want them to do their best. *99% of our students surveyed reported that teachers and adults at their school treated them with respect. *98% of our students felt school is a safe place. *97% of our students felt teachers and other adults at school cared about them. This information indicates we are making good progress in the area of school safety but still have room for improvement to ensure all students feel safe. We will continue to monitor and evaluate our safety protocols in place and make adjustments as necessary. The Savanna School District will continue to focus on our efforts with data from the Healthy Kids Survey along with data received from attendance and discipline records. The Healthy Kids Survey also indicated that 68% of our students felt they were not taught how other students think and feel. To help strengthen this area we have implemented a district-wide SEL program to address these needs. In the 2021-2022 school year, we purchased a digital curriculum (Second Step) and provided professional development for our teachers to utilize it in the classroom to support SEL in the classroom for all grade levels. This year we plan a full implementation for second step across all grade levels." Met 5/10/2022 2022 36678760137935 Savant Preparatory Academy of Business 6 "Savant Prep currently leases its facility through Proposition 39. Savant recently relocated to the facility July 2022. The property is maintained by San Bernardino City Unified School District (SBCUSD) and Savant collaboratively. Savant makes great effort in ensuring that our school is clean safe and functional. The school site is fairly new including projector mounts, projector screens, data and power cabling, ceiling and lighting, fire alarm and security system, doors and hardware, and building signage. SBCUSD and Savant are currently in an agreement for maintenance of the school site. Any major repairs are reported and fixed in a timely manner. SBCUSD also dispatches out crews to fix and maintain the school site several times a year." Met 2/8/2022 2022 37764710000000 SBC - High Tech High 6 "High Tech High administers the YouthTruth student survey to students in grades 3-12 at each 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 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 2021/22 school year at each High Tech High high school indicated that HTH schools were at the 73rd national percentile for the degree to which students believe discipline is fair." Met 6/15/2022 2022 37771720000000 SBE - Baypoint Preparatory Academy San Diego 6 "The vast majority of BPA-SD partners/guardians' responses conveyed 90-95% satisfaction with the educational program, staff-student-parent/guardian engagement, and school communication. The common feedback themes from the 2021-22 surveys conveyed: BPA-SD students had 95% positive responses in the area of safety, encouragement, student connectedness, diversity, and academics. Their priorities included support for extracurricular activities, school events, student conflict resolutions, and continuing support for academics in all subjects. BPA-SD staff had 95% positive feedback in relation to the work environment, collaboration with administrative leadership, safety, being part of the decision-making process, offered PD, effective communication, and social-emotional support. BPA-SD parents/guardians had 90-95% positive responses in the area of academics, social connectedness, teachers’ performance, instructional diversity, and administration’s decision-making and communication. Their priorities included support for extracurricular activities: music, arts, physical education programs, and educational resources for at-home support. When the educational partners' surveys revealed the need to refine the BPA-SD operations and schoolwide student outcomes, BPA-SD leadership and instructional staff met and collaborated on the enhancement of current practices. The educational partners’ outlined the improvements throughout the LCAP document (under “Actions”). The educational partners’ feedback combined with academic data was essential throughout the process as it allowed for a systematic and organized way to consolidate information and analyze effectiveness, perceptions, and areas of greatest need. As a result, BPA-SD educational partners became more confident and actively engaged with BPA-SD leadership and instructional staff. Moreover, BPA-SD teachers became more informed about the needs of their students and the direction of the educational program for the 2022-23 academic year." Met "Looking holistically, BPA-SD’s educational model and its educational programs allow teachers and academic coaches to be involved in a targeted investigation of each student’s immediate and long-term needs. The instructional staff addressed these needs accordingly, leaving no margin for inequity among at-risk students and all student groups. At-risk students access the adaptive curriculum through small group instruction conducive to academic and personal support for students. This action was possible by providing access to technology to all students, purchasing Social Emotional Learning curriculum, and providing extended PD opportunities for BPA-SD staff on newly acquired curriculum and programs. Consequently, additional improvement was achieved with greater teacher connectedness with at-risk students and their parents/guardians/caregivers to serve their needs (daily instruction, tutoring, etc.). The 2021-22 school-wide implementation of revised and additional programs, services, and PD were intended to and will continue to, foster a positive and inclusive learning environment, especially for the at-risk students. Additionally, the data and feedback on programs and services will increase educational partners’ knowledge and opportunities to engage in decision-making (surveys, PAC and ESWED meetings, etc.)." 6/22/2022 2022 30768930000000 SBE - Magnolia Science Academy Santa Ana 6 "GLOWS We are very proud of the fact that we went up in stakeholder happiness. The one thing that was repeated over and over is the satisfaction with and love of the teachers by both the students and the families. Another success is the communication this year between all stakeholders. It is very important to us to keep building the relationships between school and home - being transparent and supportive to our teachers who in turn, are supportive of the students. We would like to build on the positive environment that we have nurtured this year by collaborating with the teachers more and showing them that they are being heard and focusing on PBIS structures. GROWS The Elementary students like least the food and not having enough area to play or a permanent playground. The Secondary students strongly dislike the school food, the crowded hallways, the restrictions to bathroom usage. In addition, all students dislike not maintaining teacher retainment. SUGGESTIONS The Elementary students suggested that we offer better food and more sports. The Secondary students suggested better food, grass field (soccer), water fountain outside, and having more sports because of our brand new gym. Additionally, the students suggested that we revisit our teacher contracts because they would not like to see any teacher leaving in the middle of the year." Met 6/23/2022 2022 19756630000000 SBE - New West Charter 6 "Our New West student survey results indicate that 95% of students feel safe at school and 95% of students feel included. Students’ main concerns remain related to their full time return to campus and ensuring we provide a positive and safe environment for them. They also continue to want to ensure adequate support to recover from any learning loss or credits lost during the pandemic. Some students still feel that the lack of social interaction they had during the pandemic has continued to negatively impact their social skills & connection with peers. New West has continued to invest in personal protective equipment, cleaning and sanitizing materials, and the creation of strong health and safety protocols to ensure our students are safe during in-person instruction. To address our students’ social emotional learning needs, we further developed our Social Emotional Learning curriculum this year—One Love. This has been implemented through middle and high school Advisory classes. Advisory class also features relational activities for students to connect with their peers, as well as team building activities and mental health check-ins. We have held school events and activities such as welcome back themed days, new student events, senior events, games, and spirit days/weeks. NWC+’s Culture Club hosts events on Fridays where a small group of students meet to discuss ways to bring the NWC+ community together through fun activities. The Culture Club regularly hosts “Fun Fridays” at lunch on Fridays. Students can expect a new game each week to play and win prizes. Sometimes led by teachers or students, Fun Fridays are a way for us to have fun with one another and build better connections with one another. The Culture Club has also started its own student-produced Instagram accounts that features daily polls, Senior Spotlights, school, local, and national news, and other engaging content meant to increase student connectedness. We have added three new counselors to provide mental health support for students with a mental health referral form system to coordinate referrals. We also have a new lunch time program, The Nest, where counselors host groups three times each week. These group sessions have been extremely popular. We are also utilizing resources from the National Alliance on Mental Illness (NAMI), which provides educational and support resources. The NAMI presentations for families and students have been very well-received. Diversity Equity and Inclusion - Students now have a permanent safe place to bring any occurrences of or concerns about any forms of racism or biases; - Surveys will be conducted to gain a further qualitative and quantitative understanding of how race is experienced on our campus & how experiences have shaped the school's current social climate and impacted student experiences; - hosts “Tap In” so that students have an opportunity to express their thoughts & ideas on race in other controversial topics in a safe environment." Met 6/15/2022 2022 44772480000000 SBE - Watsonville Prep 6 "Watsonville Prep School administers the Panorama SEL survey to determine student perceptions of school safety and their connectedness to an adult, in addition to monitoring the skills of self-efficacy and self-regulation. The key learnings from the Panorama survey data are based on the following results: 88% of the 3rd-4th graders reported feeling a connectedness to an adult and 65% of 3rd-4th graders felt safe at school always or most of the time. When the data was disaggregated by gender, grade level, race, and EL status, there was little difference in the percentages amongst the students reporting high levels of supportive relationships and connections with an adult. A gap or area of need was found between students who were identified as receiving free lunch (90% of these students reported high levels of supportive relationships) and those receiving reduced lunch (72% of these students reported high levels of supportive relationships.) When analyzing the data for areas of strength and areas of growth, the areas of strength were in the high percentages of students who reported they had a positive connection to an adult. The data was moderately positive about those who reported that they felt safe at school. The school, however, identified areas of growth based on the data that revealed approximately 35% of students reported feeling safe only sometimes, rarely, or not at all. Because school safety is a primary concern of school leaders, they seek to have 100% of students reporting that they feel safe at school. An additional area of growth was identified in the disaggregated data related to connectedness to adults. Students who receive reduced price lunches had significantly lower perceptions of having a connection to an adult when compared to students who received free lunches. To address school safety and subsequently increase the numbers of students who report feeling safe at school on the Panorama Survey, the school will implement several actions. All teachers in grades K-5th will administer weekly social emotional surveys that specifically ask students if they feel safe and if someone has committed an action that the student considers harmful or inappropriate to them. This data will provide the site leadership, teachers and counselors information so they can investigate any reports of unsafe situations, and appropriately intervene quickly. The school will also use the weekly social emotional survey data to identify students who may be in need of more structured social skills support or who would benefit from a referral to an outside mental health agency. The school also plans to implement daily community meetings in each classroom using a structured social emotional learning curriculum to guide the meetings. These daily meetings, in addition to teaching students strategies to increase their feelings of safety at school, i.e. how to identify and report unsafe behavior, will also serve to promote student connections to the adults" Met 6/29/2022 2022 33671810138610 Scale Leadership Academy - East 6 "Both students and parents are satisfied with the curriculum and engaging with the curriculum. Parents and students feel the interactions with staff are respectful, supportive, helpful and comfortable. Elementary students feel empowered to seek help from adults when they witness bullying or violations of school rules as well as when they don't understand classroom concepts. Middle school students subsequently reported the same outcome. Additionally middle school students indicate they feel their instructors give them opportunities to grow and learn from their mistakes. High school students have indicated they would like more opportunities to have ways to use what they have learned in the classroom in their daily lives. Additionally, they feel more empowered to problem solve on their own, in lieu of asking for administrative assistance. 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? Strengths: Students and parents are able to self advocate. Students are eager for real-world and hands-on learning experiences. Growth Areas: Informing students and families of the reasons for policy and institutional changes and soliciting input when making changes. 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? Actions: Additional counseling resources for students. Increases the access of the parent committee." Not Met 9/10/2022 2022 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 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, parents talking to students about how they are doing in school, and students feeling safe at school. These were strengths across all surveyed grade levels. This indicated to us that we had been successful in establishing a culture of being warm but demanding. There was a marked difference in some grade levels in the response to the prompt about teachers having high expectations for all students. Two grade levels were particularly low and will be addressed through teacher coaching." Not Met 10/11/2022 2022 30103060134288 Scholarship Prep - Orange County 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 all 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 from previous years. First, the number of students who would recommend our school to someone else was consistent in most grade levels. This was a welcome change from scores that declined as students got older in previous years. Inversely, the number of students who stated they had to write every day increased as we went up in age. Second, we found that our students in grades 5-8 were more likely to agree with the statement ""I regularly have to write in all subjects"" than the students in grades 3-4. This shows that we need to take the successes of our middle school and distill them down to the younger grades." Not Met 10/11/2022 2022 19647330139097 Scholarship Prep - South Bay 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 all 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 from previous years. First, the number of students who would recommend our school to someone else was consistent in most grade levels. This was a welcome change from scores that declined as students got older in previous years. Inversely, the number of students who stated they had to write every day increased as we went up in age. Second, 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. This shows that we need to take the successes of our middle school and distill them down to the younger grades." Not Met 10/11/2022 2022 37683380122788 School for Entrepreneurship and Technology 6 "In a recent survey, 99% of SET Parents and 91% of SET students believe the school is headed in the right direction (3, 4 or 5 on a 5 point likert scale) and 97% of parents and 93% of students believe their school is a safe place to learn. We also learned that the majority of SET students believe their teachers care strongly about them and, for the most part, are fairly to very satisfied with the progress in the areas of history/social science, science, writing, mathematics, and reading. A major area of concern expressed by both parents and students had to do with the COVID-19 pandemic. Many have been happy with the way the staff and the school handled education throughout the pandemic. Some parents and students were concerned about how the students would handle a return to a full school day with full expectations. The staff responded to this concern by giving outdoor mask breaks to the students throughout the day. To help students re-learn how to interact with people in the real world, we put a lot of emphasis on getting students to interact with one another outside of their devices. We invested in traditional board games, chess boards, a collaborative chalk wall, frisbee golf, and a music looper. To support students who were recovering from COVID, we continued to provide virtual options for our students." Not Met 9/14/2022 2022 19649071996693 School of Arts and Enterprise 6 "All students were sent a survey to collect school climate and academic rigor data (n = 199; 28% response rate). 69.2% of students feel safe or very safe from physical harm while at school. 57.8% of students feel safe or very safe from bullying at school. 72.2% of students feel respected or very respected by teachers. The vast majority of students at The SAE feel safe at school with teacher relationships a clear strength of our community. Increased support is needed to address bullying. For 2022/2023 school year, The SAE has increased staffing for behavior support, including a new director of student services, a registered behavioral technician (RBT), and paraprofessional behavioral specialist." Met 6/23/2022 2022 19649070115170 School of Extended Educational Options 6 021-22 CHKS Results: the results of the survey show that in the four focus areas of the survey: -School Connectedness (Percentage of students and parents and staff that feel connected to the school) Grade 5 Students- 65% Grade 7 Students- 52% Grade 9 Students- 45% Grade 11 students- 48% Parents- ES- 37% MS- 44% HS- 33% Teachers- ES- 29% MS- 32% HS- 33% -Caring Adults (Percentage of students and parents and staff that feel students are surrounded by caring adults) Grade 5 Students- 64% Grade 7 Students- 53% Grade 9 Students- 48% Grade 11 students- 56% Parents- ES- 38% MS- 45% HS- 42% Teachers- ES- 41% MS- 46% HS- 40% -School Safety (Percentage of students and parents and staff that feel that the school site is a safe place) Grade 5 Students- 72% Grade 7 Students- 53% Grade 9 Students- 40% Grade 11 students- 50% Parents- ES- 39% MS- 47% HS- 31% Teachers- ES- 35% MS- 46% HS- 31% -Experienced Any Bullying or Harassment (Percentage of students and parents and staff that feel students are bullied or harassed at the school site) Grade 5 Students- 36% Grade 7 Students- 37% Grade 9 Students- 28% Grade 11 students- 21% Parents- ES- 17% MS- 14% HS- 21% Teachers- ES- 29% MS- 18% HS- 57% Met 6/29/2022 2022 12630240000000 Scotia Union Elementary 6 "The LEA administers the California Healthy Kids Survey every other year. The most recent survey was completed in Winter, 2022, during the 2021-2022 school year, and was administered to students in grades fourth, fifth, sixth, and seventh. As a small school, educational partners felt it would be valuable to survey multiple grade levels, rather than just the required two. Results are as follows: -Grades 4-6, and 7 feel safe or very safe at school all or most of the time 4-6 grades) 69% 7 grade) 73% feel connected to school all or most of the time 4-6 grades) 58% 7 grade) 70% The data shows that while the 7 grade students feel more connected and safe, the 4-6 grade students feel less connected, and slightly less safe. Working with the school community and educational partners, the LEA is taking measures to increase all students' positive perceptions of safety and connectedness, including maintaining a 2 day/week counselor, as well as small class sizes and increased numbers of paraprofessionals in classrooms and on the playgrounds, in order to provide more caring adults to interact with all students. The LEA has also implemented a school wide social-emotional curriculum that is being taught LEA-wide with fidelity, including all staff training and implementation beginning in the 2022-2023 school year." Met 6/23/2022 2022 44754320000000 Scotts Valley Unified 6 "The Scotts Valley Unified School District participated in the California Healthy Kids Survey during the spring of 2020-2021. The students will take this survey again in October of 2022. Students in 5th, 7th, 9th, and 11th grade are surveyed. There was an 85% return rate on the surveys. The results demonstrated SVUSD has some strengths when it comes to school climate, this can be seen in the following areas: * School Connectedness - 70% * Academic Motivation - 65% - Caring Adult Relationships - 68% Areas for growth included: - School Connectedness at the High School Level - Social Emotional Supports - Meaningful participation In response to this survey, along with in-person student interviews completed in the Spring of 2022, the district focus has increased on Diversity, Equity, Inclusion and Belonging. Students felt that there should be more representation from the community and an increase in literature and materials that represent them in classes. The district has also revisited practices in Restorative Practices and Social Emotional Learning for staff and students in order to increase connectedness and supports. The return to in-person events and activities are also a key factor in increasing students' sense of belonging. These areas are already demonstrating an increase in student engagement and supports and SVUSD looks to continue having conversations and small group engagement meetings to understand students' receptiveness to these initiatives." Met 1/25/2022 2022 49709386113039 Sebastopol Independent Charter 6 "Students from grades 5-8 responded to a survey that was created for these grade levels based on the Health Kids Survey format. The results indicated that the students feel well supported by their teachers. The students feel both physically and emotionally safe at the school. The students indicated that they know where to find help when needed and that they will get the help they need. Some students complained that they receive too much homework. Some students indicated that they are not always clear about school rules. As a result of this survey, the teachers and administration created and updated a middle school student handbook to clarify rules and protocols. We have also clarified rules through posting posters in the classrooms (grades K-8) and the teachers go over all the expectations with the students periodically." Met We have a strong social inclusion curriculum in which students are taught to identify bullying and what to do in those situations. The 8th grade students are taught to monitor and intervene in social inclusion situations that need attention. We have implemented a restorative discipline curriculum in which most conflict is resolved through restorative practices facilitated by trained teachers. We have a discipline tracking system that informs teachers and parents about students' progress in various behavior situations. 6/27/2022 2022 49709380000000 Sebastopol Union Elementary 6 "In the District Youth Truth Survey, the highest rated themes for families were Relationships (76%) and Culture (69%). Mid-level positive ratings were given for Engagement (57%), Resources (57%), Communication and Feedback (53%), and School Safety (49%). The lowest rating was given for Engagement (39%). Meaning and Use: Park Side student results are lower than 2021 levels for each theme, most notably for Culture. Belonging, and Instructional Methods. It should be noted that some decreases are small, and the percentage of positive ratings is still very high, specifically for Engagement and Relationships. Brook Haven students 2022 results represent increases around each theme except for Relationships and Culture. However, the percentage of positive ratings for these two themes are among the lower of the five themes for middle school students. Family survey results are more positive for Park Side than Brook Haven, likely reflecting the higher level of parent involvement in elementary school compared to middle school. The largest decrease from 2021, and the lowest percentage of positive ratings for Park Side families, is around Engagement. While it would be normal following the almost full year of distance learning to see some decrease around engagement, just over half the families report feeling engaged. Brook Haven families experienced a more dramatic decline from 2021 and have lower positive results for Engagement. It would be worth exploring the meaning behind these parallel findings. Brook Have family results also have large drops from 2021, and about half of respondents (53%) feel positive about Communication & Feedback and School Safety. Staff survey results are generally positive for most themes at both schools, though only about half of the teachers report positive feelings about professional development. It’s interesting to note that while ratings for Culture improved among staff, students’ ratings decreased. This was the largest improvement for Brook Haven staff over 2021 levels, where the largest decrease was reported for Relationships. The largest decrease for Brook Haven staff was a 13 point drop around Professional Development. The focus will continue on engagement and school safety, as well as maintaining or increasing the other areas." Not Met 10/13/2022 2022 13632220000000 Seeley Union Elementary 6 "Seeley Union School District administered the California Healthy Kids Survey, to all 5th and 7th grade students during the 2021-2022 school year. Key findings from the survey, related to seeking input from students about school climate are as follows. Many of our students perceive school as a safe or very safe place to be. Of the students surveyed, about half of the students stated they had mean rumors or lies spread about them and felt like they had been bullied at one time. In regard to school engagement and support, some felt connected to school and felt they were motivated to do well academically. Half of the students surveyed 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 LCAP team decided to continue to include two school counselors in planning an intervention to reduce this number during the next school year." Met 6/21/2022 2022 47704580000000 Seiad Elementary 6 "School surveys indicate that 98% of families strongly agree that students feel connected with the school and feel safe while at school. The LEA will continue to implement actions that promote school connectedness and safety. Additionally, the LEA will reflect on new implementations that will further support a positive school climate including student attendance awards, student leadership opportunities, and social-emotional support through school counseling." Met 6/6/2022 2022 10624300000000 Selma Unified 6 "The district administered the California Healthy Kids Survey in the spring of 2022 to students in the 5th, 7th, and 11th grades. Results of the survey for 5th-grade students show that students feel engaged and supported at their schools. 66% of 5th graders surveyed noted that they feel connected to school and 65% noted there were caring adults on their campuses. Both of these are lower than prior years' results. On the issue of feeling safe at school, 66% of the students surveyed noted that they felt safe at school. On the question of whether students feel they are treated with respect, 78% of the students felt they are treated with respect. One other area with a lower score was the issue of Meaningful participation in school. 31% of the students responded that they never are given a chance to help decide things at school. Of our 5th-grade students, 71% reported being taught to care about each other and to treat each other with respect. Results of the survey for 7th and 11th graders show that 43% of students felt a connectedness with school and 49% stated there were caring adult relationships. 32% of the students who responded noted that they had experienced harassment or bullying. When asked if they felt safe at school, 37% of the students noted they agreed or agreed strongly with the statement, I feel safe in my school. All of which are significantly lower than in previous years. Key areas that we will focus on will be school safety, school connectedness, and social-emotional health, including suicide prevention." Met 6/27/2022 2022 15637680000000 Semitropic Elementary 6 "We had parents/guardians from all grade levels complete a survey. The survey was provided in both English and Spanish. When parents were asked if they feel welcomed when they visit the school, 94.3% agreed. When asked if parents feel they participate in decisions that improve student achievement, 93.2% agreed. Overall, parent response were such that the overall parent engagement was positive. Students grades 3rd-8th were surveyed on school climate. 87% of students answered that they (agree/strongly agree) feel safe at Semitropic. 89% of students responded strongly agree/agree to teachers treating students fairly at Semitropic. When asked if a teacher or other adult on campus who cares about them, 95% of the students agreed. Overall, the students responded in a way that corresponds to a positive school climate. The results of te survey were shared with the board and public at a public board meeting in June 2022." Met 6/9/2022 2022 23656152330454 Sequoia Career Academy 6 "According to the 2021-2022 student survey, 82% of students feel they were successful this year, 91% feel that help is available to them, 79% said they are happy at this schools, 81% feel that they can talk to staff about their needs, and 86% feel safe at school. When asked what they tell their friends about the school, they responded with a great school, a good charter school, easy and wonderful, a lot better than the rest of the schools, a pretty good school, a good place, fun and leads to success, best school that I have gone to, okay, boring, a small school that’s good, strict, very small, the teachers are helpful, a cool school, epic school, alright, amazing, and awesome. Based on student and parent feedback, the school intends to increase activities to build school community, increase field trips and develop a multi-tiered system of support to provide the interventions necessary with fidelity." Met 6/14/2022 2022 54721166054340 Sequoia Elementary Charter 6 "Priority 6: Met. The survey given to students this year was the CORE Elementary Student Survey. This survey was administered to students in grades 4-8 in the spring of 2022. A majority of students surveyed, 68%, responded that they felt ""safe"" or ""very safe"" at school. An even greater number of students, 76%, reported getting along with students who are different from themselves. 64% of students surveyed answered that in general they like school ""Often"" or ""Almost All of the Time"". These percentages are higher than those reported on the survey given to our students last year constituting an improvement in some aspects of safety and connectedness. Indicating the positive state of their relationships with adults, 87% of students said that their teachers worked hard to help them with their schoolwork when they needed it. Survey results show that some student behaviors still remain a challenge for our district and contribute negatively to the climate at our school. 44% of students reported having other kids hit or push them at school when they are not just playing around at least some of the time. Half of kids also reported that kids them about what their body looked like at least some of the time." Met 6/23/2022 2022 54721160000000 Sequoia Union Elementary 6 "Priority 6: Met. The survey given to students this year was the CORE Elementary Student Survey. This survey was administered to students in grades 4-8 in the spring of 2022. A majority of students surveyed, 68%, responded that they felt ""safe"" or ""very safe"" at school. An even greater number of students, 76%, reported getting along with students who are different from themselves. 64% of students surveyed answered that in general they like school ""Often"" or ""Almost All of the Time"". These percentages are higher than those reported on the survey given to our students last year constituting an improvement in some aspects of safety and connectedness. Indicating the positive state of their relationships with adults, 87% of students said that their teachers worked hard to help them with their schoolwork when they needed it. Survey results show that some student behaviors still remain a challenge for our district and contribute negatively to the climate at our school. 44% of students reported having other kids hit or push them at school when they are not just playing around at least some of the time. Half of kids also reported that kids them about what their body looked like at least some of the time." Met 6/23/2022 2022 41690620000000 Sequoia Union High 6 "The District uses the California Healthy Kids Survey to analyze school safety and connectedness (school climate). The survey measures student perceptions of school safety and connectedness both at large and within subgroups during the 2021-22 school year. Key Indicators of School Safety Grade 9 % School perceived as safe- 69% Very Safe- 15% Safe- 54% Neither safe nor unsafe-28% Unsafe- 3% Very unsafe- 1% School Connectedness- 62% I feel close to people at this school.- 48% I am happy to be at this school.-46% I feel like I am part of this school.-44% The teachers at this school treat students fairly.-51% I feel safe in my school.- 53% Total school supports-55% Caring adults in school-63% High expectations-adults in school-75% Meaningful participation at school-28% Grade 11 % School perceived as safe- 72% Very Safe- 17% Safe- 55% Neither safe nor unsafe-24% Unsafe- 4% Very unsafe- 1% School Connectedness- 61% I feel close to people at this school.- 47% I am happy to be at this school.-45% I feel like I am part of this school.-42% The teachers at this school treat students fairly.-52% I feel safe in my school.- 56% Total school supports-58% Caring adults in school-68% High expectations-adults in school-78% Meaningful participation at school-29% Takeaways from the 2021-22 survey include the following: 69% of 9th graders and 72% of 11th graders perceive their school to be safe or very safe More than half of surveyed students feel connected to their school 62% of 9th graders and 61% of 11th graders felt that teachers at their school treat students fairly While the majority of student feel like there are ample supports at their school (55% of 9th and 58% of 11th), a lower percentage of students have meaningful participation at school (28% of 9th and 29% of 11th)." Met It is evident that the district and school sites succeed in creating safe and positive learning environments. We look forward to the 2022-23 survey results as we will be in our second full year of return to in-person instruction and expect to see connectedness rates rise further. 6/22/2022 2022 18641880000000 Shaffer Union Elementary 6 "Connectedness Students, grade 7, surveyed using the California Healthy Kids Survey reported 62% very high school connectedness at Shaffer School, 64% shared having caring adult relationships, 72% reported that the school has high expectations, 71% reported being academically motivated. An area of concern needing to be addressed is that only 20% reported having a high level of meaningful participation. Safety Students surveyed using the California Healthy Kids Survey 54% perceived Shaffer School as safe or very safe. Areas of concern were that 52% experienced school violence victimization, 54% had experienced rumors or lies being shared about them, 55% reported being afraid of being beaten up." Not Met 9/20/2022 2022 40688330000000 Shandon Joint Unified 6 "Because the California Healthy Kids survey is given every other year, the LEA has elected to administer a yearly, local climate survey to all 3rd-12th grade students for continuous reflection, improvement and growth. The 2021-2022 survey revealed: * 96% of students feel welcomed at school at least most of the time. * 79% of students feel that they are well informed about their grades and academic progress. * 71% of students feel safe at school. * 90% of students feel safe traveling to and from school. * 77% of students feel that they have at least one caring adult they can go to at school. Student responses indicated that students are afraid of school shootings because of our remote location and campus accessibility. The LEA has moved to keep all doors locked during the school day and has added doorbells for admittance to the school grounds. Other students reported acts of bullying as being a problem for them. The LEA is working with staff to identify potential cases of bullying and incorporating anti-bullying messages into their curriculum and assemblies." Met 6/6/2022 2022 45701364530267 Shasta Charter Academy 6 "Below is a representative sample of the results from our Local School Climate Survey: Survey results for 2021-2022 - My facilitator works with me to design learn and projects that motivate and engage me: 97.9% agreed or strongly agreed - My facilitator is encouraging: 97.9% agreed or strongly agreed - My facilitator communicates high expectations: 95.8% agreed or strongly agreed - My facilitator clearly communicates my work progress and quality: 93.7% agreed or strongly agreed - My facilitator listens and responds to my needs: 97.9% agreed or strongly agreed - School staff is friendly and readily helps me: 97.9% agreed or strongly agreed - The school communicates effectively with me: 85.4% agreed or strongly agreed - I think I am being well educated: 100% agreed or strongly agreed - I am glad we chose Shasta Charter Academy: 100% agreed or strongly agreed In conclusion, Shasta Charter Academy provides a strong, quality education to students. While there are still growth areas in communication that are being improved, these ratings are a strong indication of school quality." Met 6/9/2022 2022 45104540000000 Shasta County Office of Education 6 "To better gather perception DATA we have begun a pilot called Kelvin. It sends out frequent “pulses” to student chrome books. We are able to tailor the questions to elicit the desired feedback. As pulses are completed, we look at the data as a team and decide focus points to work on in between pulses. California Healthy Kids Survey revealed that students felt connected to their teachers and school staff. In addition, older students are experiencing high levels of anxiety and patterns of sleeplessness. SCOE plans to partner with community outreach for mental health and wellness services." Met 6/22/2022 2022 45701280000000 Shasta Union Elementary 6 California Healthy Kids Survey Results 87% of 4th-8th grade students reported feeling safe. 75% of 4th-8th grade students reported feeling connected. Met 6/27/2022 2022 45701360000000 Shasta Union High 6 "As an LEA, we know that school climate strongly impacts the learning environment for all students. Every child is entitled to a safe and peaceful learning environment and should feel respected and cared for to learn successfully. A positive school climate is a shared responsibility that must be continually discussed and measured to sustain a positive campus climate. As an LEA, we have meaningful discussions with parents at Site Council meetings and at parent nights about the school climate. We participate in the California Healthy Kids Survey. This survey gives us a good indicator of our student's perceptions of school climate and safety. Engaging students, staff, parents, and community members allows them to participate in the process and improve our schools. The data from this year is relevant to guide us as a District and is reflected as follows: The data in the ""supports and engagement"" category show that students generally feel more connected to school, have increased academic motivation, and have a connection with adults that care about them, have high expectations and meaningful participation at school. Most of the response rates in these categories were 50% or higher, an increase from the prior survey given in 2021. Students did indicate that they had more absences (77%) and had a lower perception of school safety(54%) from the prior year. We did have data that indicated that effort level in school is declining and that more students feel like they are binging bullied at school. While the percentage of students reporting hopelessness or sadness decreased from 53% to 44% from 2021 to 2022, which is still 5% higher than in 2018. This is an area of concern that we have been proactive in adding numerous resources and supports to address with our students. Examples include full-time MFTs at each site and the addition of mentoring at each in-person school site." Met 6/14/2022 2022 45699480139543 Shasta View Academy 6 "1. DATA: SVA developed surveys for parents, parents of special education students, students in grades 5-12, and staff. Surveys completed in the spring of 2022 included questions that were specifically designed and tailored to the uniqueness of our school program and student population. Additionally, feedback was gathered throughout the year through daily interactions with families, the school’s Advisory Council, the Board of Directors, and parent meetings. Parents: 138 parents completed the survey. Overall, they are very pleased with all aspects of the SVA program. They believe SVA promotes academic achievement for all students, provides access to a wide variety of courses and curriculum, enjoy working with SVA Teachers and staff, believe their children are safe when visiting the school sites, and would recommend SVA to others. In the 22-23 school year, parents would like to have a parent mentoring program to support new families, more school events, robotics courses, art supplies, increased funding for vendor enrichment courses, more field trips, and transportation to some school trips. Students: 97 students responded to the survey and reported that they enjoy working with their SVA Teacher, are proud of their academic progress, are very satisfied with the curriculum and program options, feel safe when visiting a resource center, and would recommend the school to friends. In the 22-23 school year they would like more field trips, more high school dances, robotics classes, and more enrichment courses. Staff: 32 staff members completed the survey. They reported that they enjoy working at SVA, are satisfied with the salary and benefits, feel supported by the school administration, and have opportunities for professional development. Staff reported that COVID restrictions made work more difficult and are anxious to return to pre-COVID protocols. 2. MEANING: SVA’s local survey data and information gathered through consistent communication with staff and families indicate that SVA is doing an excellent job supporting our parents, students, and staff. Our educational partners think that the school is safe, dedicated to academic progress, supports strong connections, and offers a positive school climate. Parents appreciate that the school offers curriculum choice, academic instruction and intervention opportunities, field trips, and extracurricular vendor opportunities. They report that these activities are critical to student success and a positive school experience and they play a part in the school’s popularity and reputation. 3. USE: SVA used data gathered to complete the school’s LCAP goals and action items for the 22-23 school year. The school’s goals remained the same and the following actions we added: Math tutoring for middle and high school students. Increased field trip opportunities. The addition of robotics and science classes for all grade levels. Increased vendor monies for enrichment opportunities." Met 6/15/2022 2022 43693936046692 Sherman Oaks Elementary 6 "Survey Administration and Measurement: In 2021.2022, CUSD administered a Student Engagement Survey to students in grades 3-8. The statements below were used to measure student perception of school climate across CUSD campuses using a five-point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree): I feel safe at my school School rules are fair My school is clean Students are nice to each other at my school I like going to my school each day CUSD will use the baseline results from the Student Engagement Survey to determine desired outcome for Top Box scores (percent of students reporting 5 'Strongly Agree') in 2022.2023, with a goal of achieving an Overall Mean of 4.5 for questions by 2023.2024. Winter 2022 Survey Results: The Overall Mean (average) and Top Box scores for each of the selected questions are reported below. Overall Mean and Top Box by Question (January - February 2022) I feel safe at my school: 3.8; 27.44% School rules are fair: 3.68; 23.36% My school is clean: 3.21; 11.39% Students are nice to each other at my school: 3.20; 12.36% I like going to my school each day: 3.63; 29.97% Number of Responses: 2641 “I feel safe at my school” was the highest rated, with four schools with a Mean of 4.0 or higher, and five schools with a Mean of 3.8 to 3.9. Ratings were lower for, “My school is clean” and, “Students are nice to each other at my school” with no schools reporting a Mean of 4 or higher. Generally, elementary school ratings were higher than those from 6-8 and K-8 sites. Decisions, Actions, and Next Steps: Student Engagement Survey data was shared with site administrators in March 2022, and schools reviewed results and discussed next steps. In April 2022, CUSD results were shared with staff as part of the Superintendent’s share out on themes from the staff, community, and student surveys. In this session, staff had the opportunity to provide input on how to address opportunities for improvement. In 2021.2022, CUSD professional development for schools and staff focused on Multi-Tiered Systems of Support (MTSS) and Tier 1 interventions with an emphasis on Social-Emotional well-being, including trainings on Insights to Behavior, Zones of Regulation, Character Strong, 4Cs, and Behavior Bootcamp. For 2022.2023, schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on student kindness and peer interaction, and each school has developed a Fall plan that includes school-wide strategies for Social Emotional Learning. We continue to fund a Behavior Specialist to support all schools." Met 6/23/2022 2022 20652430100016 Sherman Thomas Charter 6 "The student surveys conducted in the Spring indicated 75-80% of students felt their principal is caring and respectful and makes their school a better place. 75-58% of students felt their was respectful, understood how to help them and had high expectations for their ability to learn. When it came to feeling safe on campus 58% of students indicated they felt safe and 29% of students were neutral. 75% of students indicated they were aware of school rules and behavior expectations. When it came to academics a large amount of the student population felt they can learn all subjects." Met "To increase the amount of students who feel safe on campus we will be reviewing emergency drills at the start of each trimester so students hear their expected behaviors during each drill more than once a year and become better at reacting when we practice deals throughout the year. We also are providing our staff PD in Time to Teach, which is a school-wide behavior management system that teaches students expected behaviors and holds them accountable for their behavior and provides them opportunities to think about their behavior and refocus." 5/24/2022 2022 20652430118950 Sherman Thomas Charter High 6 "There is an 86% Satisfaction on the School Climate Survey from our stakeholders. Graduation rate was 92%, but goal is to increase to at least 95% by 23/24 end of school year. For the 2021-2022 school year or ADA Attendance Rate was 90.65% at P2. We will focus on supporting our students and parents to increase attendance rate." Met 5/24/2022 2022 20652430134510 Sherman Thomas STEM Academy 6 "We conducted an anonymous student survey in the spring of 2022, which was completed by 100% of students. In that we found that 92% were satisfied with the school, 96% felt safe at school (4% were ""neutral""), 95% felt like their teacher cared about them, and 93% felt the principal cared about them. We believe that these results, particularly when you consider that this is a middle school, demonstrate that we have created a positive school culture where students feel safe and supported. We also collected data regarding the difficulty of classes as well as homework level and most students felt that in most subjects what we were doing was ""just right,"" with the exception of math. Data did show that in math many students felt that the class was too difficult (the majority still said, ""just right,"" but there were a larger number than in other subjects that felt it was difficult. The teachers will be attending the National Council for Teachers of Mathematics conference in the fall of 2023 to receive professional development on more strategies to help struggling students." Met 4/26/2022 2022 04614240121475 Sherwood Montessori 6 Satisfaction with the school climate in general remains high. Results from annual survey: School Climate in General Year %Satisfied or Very Satisfied 2020-2021 87% 2018-2019 77% 2017-2018 82% 2016-2017 79% Met 5/20/2022 2022 37684520106120 SIATech 6 "SIATech administered the California Healthy Kids Survey in the 2021-22 school year. The data from the California Healthy Kids survey appears to show a strength in students’ feelings of connectivity to both their school and to one another. In addition, it shows that our work in positive school culture is having a great impact on the environment of the school as far as connectedness. The area of growth appears in students' feelings of safety in school (school violence, victimization, & safety) This is a challenge that will need to be further investigated and addressed. Connectedness 91% of students feel adults have high expectations 88% of students feel that there are caring adults in school 77% School connectedness School Safety No data 0% of students feel safe at school SIATech developed and administered a Social and Emotional Learning (SEL) survey in the 2021-22 school year. The data from the SEL Survey appears to show a strength in using learning strategies in accessing the curriculum and school environment.In addition, the data shows that teaching SEL strategies have developed student agency in the students that we serve. SIATech Mid-year SEL Survey results Critical Skills and Mindset Academic Behaviors Academic Behaviors are those behaviors commonly associated with being a “good student.” These include regularly attending class, arriving ready to work (with necessary supplies and materials), paying attention, participating in instructional activities and class discussions, and devoting out-of-school time to studying and completing homework. Academic Mindset Academic Mindsets are the psycho-social attitudes or beliefs one has about oneself in relation to academic work. Positive academic mindsets motivate students to persist at schoolwork (i.e., they give rise to academic perseverance), which manifests itself through better academic behaviors, which lead to improved performance. Academic Perseverance Academic Perseverance describes a set of psychological concepts with a long research history. Broadly, academic perseverance refers to a student’s tendency to complete school assignments in a timely and thorough manner, to the best of one’s ability, despite distractions, obstacles, or level of challenge. Learning Strategies Learning Strategies are processes and tactics one employs to aid in the cognitive work of thinking, remembering, or learning. Effective learning strategies allow students to leverage academic behaviors to maximize learning. Social Skills Social skills are acceptable behaviors that improve social interactions, such as those between peers or between student and teacher. 2020 -2022 Academic Behaviors 75% of the students 75 % EL students Academic Mindset 83% of the students 82 % of EL students Academic Perseverance 77 % of the students 81% of EL students Learning Strategies 85 % of the students 86 % of EL students Social Skills 75 % of the students 73 % of EL students" Met 6/21/2022 2022 29663570124834 Sierra Academy of Expeditionary Learning 6 "The 21-22 CHKS survey showed that there is a positive school culture at SAEL and our indicators are more positive than the state averages. 73% of 9th, 62% of 10th, 71% of 11th, and 80% of 12th graders have a caring adult at school pretty much or very much true based on this survey. 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. The majority of students feel safe and connected at SAEL, especially with having encouraging adults, help with school work, and having a supportive environment. Students expressed there were high expectations from adults at SAEL as well as strong social emotional learning. The feeling of connectedness, directly related to the Academic Mindset of belonging, became a focus for our Character Working Group as we planned next steps in focusing character-related curriculum in our Adventure / PE classes, our Crew classes, and fieldwork. Crew days were implemented to increase socioemotional learning activities and time together in Crew based on student feedback and after coming out of COVID. This was based on the CHKS data that showed belonging and connectedness can vary significantly by grade level cohort and especially during COVID." Met 6/16/2022 2022 10621660114355 Sierra Charter 6 "The communication between our parents and staff is very good. At all grade levels the teachers informally survey the students and parents to discover how we can do what we do better. Suggestions are passed on to administration to implement, when possible. The parents and staff agree that the SCS campus is a very safe environment." Met 6/7/2022 2022 46104620000000 Sierra County Office of Education 6 Our key learnings from the survey results is that most students are on the same page with their thoughts on our teaching staff and that they trust our staff. Our staff will continue to use and implement new creative ideas to meet our students individual needs to ensure they all the help and guidance they need to be healthy kids with outstanding educations. Met 6/30/2021 2022 22655320125823 Sierra Foothill Charter 6 "According to spring 2022 survey results, efforts in this area of improved school climate yielded growth. Parent/guardian 2022 survey results: - 100% feel a welcoming and friendly environment at SFCS, and increase of 11% from 2021 - 91% report that SFCS meets the social-emotional needs of their children, an increase of 20% from 2021 - 81% feel SFCS meets the academic needs of their children, an increase of 13% from 2021 - 92% feel their children are safe at school, as compared to 88% in 2021 Students (grades 3-8) 2022 survey results: - 94% feel respected by staff, an increase of 12% from 2021 - 81% report they are making good progress, as compared to 73% in 2021 - 87% report the teacher helps them when they struggle, an increase of 9% from 2021 - 76% feel there is one or more adult they can go to with a problem at school, as compared to 70% in 2021 With the students' transition to full-time in person instruction last school year, a focus on social-emotional learning was a priority. Counselors served students at school two days per week. This made a positive difference and will continue during 2022-2023. There was a school-wide focus on self-care strategies each month, and teachers practiced them with students. In the 2021-2022 school year, there were two suspensions and no expulsions. Training in applying Universal Design for Learning using Social Emotional Learning strategies is underway for teacher to further improve school climate." Met 6/27/2022 2022 15737420000000 Sierra Sands Unified 6 "1. DATA: The California Healthy Kids Survey (CHKS) was administered to 5th, 7th, 9th, and 11th grade students in the winter of 2022. Results summary below: 5th Grade Percentage = Average % of respondents reporting “Yes, most or all of the time” responses. 7th-11th Grade Percentage = Total % of “Strongly Agree/Agree” responses. Student Perceptions of ""Felt Connected"" 5th: 64% 7th: 50% 9th: 46% 11th: 41% 11th* 50% Student Perceptions of ""Felt Safe"" 5th: 67% 7th: 52% 9th: 53% 11th: 52% 11th* 47% Response Rates and Sample Sizes: 5th: 21% (85/401) 7th: 86% (355/413) 9th: 72% (295/408) 11th: 76% (245/322) 11th*: 79% (30/38) *Mesquite H.S. 2. MEANING: 5th grade students felt more connected to school and safer during 2021-22 than 9th, 11th, and nontraditional students. As we returned to in-person learning school connectedness and perceived safety remains an area of need for the district. 3. USE: With such a low response rate from 5th grade students it is difficult to rely on the data to make informed decisions. However, as the students return to in-person learning it is evident that social-emotional learning should be a focus to reestablish positive school cultures on each school campus. Universal expectations for student and adult behavior need to be retaught." Met 6/23/2022 2022 10752750000000 Sierra Unified 6 "Results of the 2021 School Climate Survey indicate an overall sense of safety at school. When 5th grade students are surveyed 97% indicated they feel safe on their way to and from school. A significant portion of our students utilize school transportation. The same percentage of students feel safe at school as indicated by their positive responses on the survey. Fifth grade students also indicate that they have 1 or more adult at school that will help them when needed, indicating a connection with others at school. Eighty percent indicate they feel a part of the school. Seventh graders taking the climate survey indicate 83% feel safe at school, while only 50% feel close to people on campus and 67% agree or strongly agree that they feel a part of the school. Among surveyed 9th graders, 87% indicate feeling safe at school, and 89% feel like they have close connections while at school. Of the surveyed 9th graders 82% responded that they feel a part of their school. These results, when compared to the 2019 survey outcomes (no in-person instruction Spring 2020) show a decline in feelings of safety and connectedness. Through student conversations and observation it is apparent that getting back into the swing of school, in-person instruction and overcoming the upset of a large-scale forest fire have set our students back when it comes their feelings about school safety and connection. It is not beyond the scope of what is seen beyond the walls of the educational institute. Moving forward, the district is investing in the social-emotional wellbeing of staff and students via practice and counselors on campus to provide and support the healing of all." Met 6/29/2022 2022 54722490130708 Sierra Vista Charter 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 2022 was 1,981 students. The survey includes specific questions geared at school safety and student connections to school. The survey includes 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 (61%) in our district indicated that they are happy to be at school, with only 9% of the students disagreeing or strongly disagreeing. Over seventy percent of the students feel like they are respected and treated fairly by staff (79%)and by students (75%) while only 4% 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%)and the necessary instructional materials (93%). Based on the survey results, the majority of our students feel safe and welcomed at our schools. One of our challenges includes continuing to create a climate where 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 continues to make it a priority to provide training to our staff on improving connections to students. This includes adding five social workers and providing all of our teachers with mental health training. Our sites have also implemented SEL pyramids of intervention, which are monitored by our SEL team(s). 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." Not Met 9/15/2022 2022 09619860000000 Silver Fork Elementary 6 "Due to the small size of the school, a formal survey would not be appropriate. The school has a family oriented climate where students feel safe, and welcome and parents are very involved in their learning." Met 6/9/2022 2022 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 71% of the students felt that there was a teacher or an adult that really cared about them and that encouraged them and let them know when they did a good job. 58% of students were happy at their current school while only 54% would recommend their school to other students. When it came to school safety, 61% of the students felt safe at their school. Of the high school students, 68% of the students surveyed felt there was a teacher or adult who believed they would be a success. 45% of the students felt that they were a part of the school (connectedness) and 52% felt safe at school. Our suspension rate continues to be low. In 2019-20 SVUSD’s rate was 4.1%, while in 21-22 it was 2.2%, even while still working through the pandemic and social emotional wellness of our students and staff. Our attendance rate was also down compared to previous years to 92.5%. Much of which was due to the COVID-19 pandemic and the surge of cases we experienced mid-year. Based on the data SVUSD has a few challenges still ahead of us. Students and staff are still suffering from the effects of the COVID pandemic. Fewer students feel connected to their schools, or that someone at the school site cares for them. The social emotional health of students and staff will continue to be an area of focus for SVUSD by providing counseling services at all sites, an increased effort to ensure multi-tiered systems of support are in place at each site through district personnel and working with outside partners like Desert/Mountain SELPA. We were able to provide additional counseling services this past year that, based on the data, support that practice. We will continue to have those counseling services in place and look to increase those services even more in the 22-23 school year. Providing a school learning environment that is safe and healthy will continue to be a top priority for SVUSD. Having sufficient staff to keep rooms clean and class sizes low will help us reach our goals." Met 6/14/2022 2022 56726030000000 Simi Valley Unified 6 "In the Fall of 2021, the Simi Valley Unified School District administered the California Healthy Kids Survey (CHKS) to students in grades 7, 9, and 11. Additionally, we survey all students (grades 3-12) using Panorama Education surveys (Elementary: Sense of Belonging, Student-Teacher Relationships, Emotional Regulation; Secondary: Challenging Feelings, and Positive Feelings). On the CHKS Survey, SVUSD students responded as being more connected to their schools than the overall County average. Similarly, a greater number of our District's students report a higher rate of caring relationships with adults in school, as compared with the rest of Ventura County. Nevertheless, we strive to continue to increase the number of students who reports positive relationships and a sense of connectedness." Met 6/28/2022 2022 47104700000000 Siskiyou County Office of Education 6 "On the survey presented to our students: 94.6% of our students feel safe at school 92.4% stated that the school is usually clean and tidy 89.2% stated that school has interesting activities 82.6% feel that they make a difference 82.6% stated that they get to help decide school activities 100% stated that a teacher or some other adult cares about them at school 100% stated that a teacher or some other adult when they do a good job 100% stated that a teacher or some other adult notices when they are not at school 100% responded that a teacher or some other adult listens when I have a problem at school Based on survey results, it appears that students feel safe and supported. However, they would like more input in deciding which activities are offered." Met 6/22/2022 2022 12626870107110 Six Rivers Charter High 6 "Our three educational partner groups that were surveyed for school climate (Goal 2 of our LCAP) were students, families, and staff. The California Healthy Kids Survey was administered in the Fall of 2021 to 9th, 10th, 11th, and 12th-grade students, with 77% of students responding. 79% of the students agreed or strongly agreed that they felt connected to the school. 72% of the students felt safe at school. Additionally, students were surveyed via the 2022 NHUHSD survey, and 54% of students responded. 95% of students who were surveyed felt safe at school, and 95% of students felt the school was welcoming (neutral, agreed, or strongly agreed). If we limit this to students who agreed or strongly agreed and take out those who scored neutral, then 74% feel safe and 80% feel the school is welcoming. Families were surveyed via the 2022 Spring NHUHSD survey. 12.5% of families participated in the survey. 93% of families felt the school was safe and 93% felt the school was welcoming (neutral, agreed, or strongly agreed). If we limit this to families who agreed or strongly agreed and take out those who scored neutral, then 67% feel safe and 87% feel the school is welcoming. 75% of certificated and classified staff were surveyed in the same 2022 Spring NHUHSD survey with questions specific to staff members. 100% of those who participated felt the school was safe, and 100% reported they enjoyed coming to school each day. These are all scored as agreed or strongly agreed. Overall data points towards strengths in all educational partners feeling safe and welcomed at school. Challenges continue to be student, family, and classified staff engagement with our surveys. We will continue to focus on building relationships and developing a safe space for all students and staff to learn, as well as increasing the participation of our educational partners, as evidenced in our LCAP Goals 2 and 3." Met 6/27/2022 2022 36679186101927 Sixth Street Prep 6 "1. VESD students in grades 3-6 take a survey to measure their Social Emotional safety and school connectedness three times per year (September, January, May). 85.1% of our students are reported as low risk in 2021-22. Our desired outcome is 95% at this level. VESD students in grades 2-6 also take an annual survey. Results on the question, ""I feel safe at school"" reflect 85.36% of students agreed with this statement. 2. Areas of growth include more visibility of school staff to promote a safe environment, ensuring students have targeted structures in place to learn self-management and coping skills, and continue building the capacity of staff to increase students social emotional well being. 3. VESD is using the results and analysis of our data in this area to strengthen capacity and reflection for leadership at the site levels with a monthly focus on SEL at management meetings. Each site has been provided with additional noon duty supervisors to sites to increase monitoring and support. Each VESD school site has a psychologist to work with individual and small groups of students as needed to increase awareness on strategies for self regulation and conflict resolution." Met 6/21/2022 2022 36750510115089 Sky Mountain Charter 6 "In the Spring of 2022, all students in grades 5, 8, and 12 were asked to complete our School Climate Survey, which measures student satisfaction with the school, school connectedness, and school safety. Of our 5th, 8th and 12th-grade students, 27% responded. The majority of students responded positively in all areas, responding that their school experience in various areas is positive most or all of the time. Some of these areas included if they felt their teachers encouraged them to do their best, felt their teachers gave them feedback on their schoolwork and felt successful at school in general. Our lowest-scoring item centered around whether the students felt there were opportunities to participate in school-sponsored activities. These activities include field trips, park days, family days etc. For this item, 44% of students felt there were opportunities available. This is understandable given the Covid restrictions and closures limiting gatherings in person. The full results of this survey can be found at: https://drive.google.com/file/d/1E7ayn-3abX2dv4GKTAgJMm8vsAQZsPMI/view?usp=sharing" Met 5/12/2022 2022 44698074430179 SLVUSD Charter 6 "SLV Charter sent out a survey to parents in the spring of 2019. The parent Advisory Committee reached out via emails/calls to parents who did not respond. The tool used for the survey was Survey Monkey. One of the questions included the statement, “I am aware of the opportunities to give input into the Charter’s programing for academic or classroom needs.” The question listed the variety of ways that parents can participate or give input on decision-making. The range of awareness ranged from 61% aware of the parent booster club opportunities, 78% aware of the Parent Advisory Committee, 85% aware of contacting administration via email, 93% aware of the various ways to contact their teacher. 100% of those who responded said that the communication with the Charter Administration was positive and productive. 97% of those who replied said that their student felt connected to their school." Not Met 9/30/2022 2022 24658390000000 Snelling-Merced Falls Union Elementary 6 "The Snelling Merced Falls Elementary surveys revealed that students felt safe on campus, wanted to resume sports, increase lunch time organized activities, host a dance and our Annual Track Meet. The parent's feedback indicated they wanted to continue the arts and theater programs, resume organized sports and to have the option of Zoom for parent-teacher conferences. The school will continue to look for support staff in order to assist with small group instruction and teacher support services." Met 6/16/2022 2022 36739570000000 Snowline Joint Unified 6 "According to the 2022 Hanover Research Local Control and Accountability Plan (LCAP) Survey social climate portion of the report, most respondents believe that students have friends at school (parents–90%, staff–93%, students–83%). A high percentage also feel that students from different cultural backgrounds can become friends (parents–84%, staff–86%, students–85%). Over half of the respondents believe that students are treated fairly (parents–64%, staff–77%, students–53%). The same goes with the belief that students respect the teachers and staff (parents–73%, staff–60%, students–50%). 75% of staff, 69% of parents, and 58% of students say that students feel safe at school. About half of the students (51%) believe that students get along with each other and respect their differences, while 57% of staff and 60% of parents feel the same way. Only 32% of parents, 31% of staff, and 29% of students believe that bullying is not a problem. Perceptions also vary when it comes to the statement, ""Students are comfortable talking to school staff,"" to which parents–66%, staff–76%, and students–55% responded in the affirmative. The data above validates one of our primary focus areas for the 2022-23 school year and beyond, enhancing the climate within all district schools and departments. Several efforts are currently happening to promote the latter. The Superintendent and other leaders will meet with student focus groups throughout the year to solicit their feedback and recommendations regarding their school experiences. The latter all supports LCAP Goal 2: Every site and classroom across the district will exhibit a prosocial learning environment that meets students’ needs in areas that affect school success (behavioral, academic, social-emotional, and attendance). These needs will be met through an integrated, multi-tiered system of support to create a consistent, predictable, positive, safe, nurturing, and equitable learning environment for all students." Met 6/28/2022 2022 36678760117192 SOAR Charter Academy 6 "DATA: Our data comes from three surveys; California Healthy Kids Survey, Local Stakeholder Survey, and Leader in Me MRA. 69% of parents agree we have adults that really care. 49% of 7th graders and 87% of 5th graders feel they have a caring adult relationship. 96.78% of parents agree we provide a safe learning environment. 96.78% of parents agree SOAR meets the academic and emotional needs of their students. 95.96% believe SOAR teaches character education and leadership that impacts children. 98.24% agree SOAR employs qualified teachers that are committed, collaborative, and caring. Our score on the MRA for our culture is 75 on a scale of 0-100 which includes Leadership, Culture, and Academics with the lowest score being in Student Leadership, Student Engagement, and Student Led Achievement. 95.38% of our parents would give SOAR a rating of an A or B. 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 even after the pandemic. The areas of focus over the last couple of years have been campus cleanliness and safety. We a have been trying to get more parents to attend meetings to get feedback from them about all areas and programs. Our overall percentage of parents that would give us an A/B went down from 98.23%. We also went down slightly in the % of students and parents that felt like SOAR provides meaningful opportunities for student participation on the CHK Survey but on the Stakeholder Survey 91.13% of parents felt SOAR provides programs and activities to meet students’ social and emotional needs. College and Career preparation was a little higher than previous years probably due to our new wording on the survey. 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 and other school planning. We definitely see the impact our programs have on our students and our culture when we are on campus. With returning to campus for the 2021/22 school year, we planned to put things back in place that we knew will address their academic, social, and emotional needs. However, some things did not come back like some of our competitive sports, cheer, music, art, and the Christmas play. We became a Leader in Me school in 2016 and we were recognized as a Leader in Me Lighthouse School in June 2019. The Leader in Me program has given our whole school a framework for our character education, community service, and leadership focus. We have seen a change in our students over the last 3 years and our school climate seems to have been 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. Their leadership is evident on our campus in all areas. We will attempt to provide even more opportunities for leadership roles on our campus." Not Met School climate is and will continue to be a part of our well-rounded education focus. 9/21/2022 2022 34674390101295 Sol Aureus College Preparatory 6 2021-2022 Survey Results: https://4.files.edl.io/0c38/09/30/22/194208-642d23f0-0858-4d49-9dd5-f4628b4a627f.pdf Not Met 10/26/2022 2022 37683870000000 Solana Beach Elementary 6 "Surveys are an important part of our data analysis and reflection process. Fifth and sixth grade students participated in the California Healthy Kids Survey in the early winter of 2022. An analysis of the survey results around school climate and student well-being indicated the following: School Engagement and Supports - grade 5 - 87%; grade 6 - 81% of students feel connected to their schools. Grade 5 - 84%; grade 6 - 79% of students identified that they have caring adult relationships. School Safety - grade 5 - 94%; grade 6 - 91% of students feel safe at school. Disciplinary Environment - grade 5 - 94%; grade 6 - 86% of students reported being treated with respect. Lifetime Substance Use - grade 5 - 1%; grade 6 - 0% of students reported use of Marijuana. Grade 5 - 11%; grade 6 - 16% of students indicated used alcohol of one to two sips. Overall, the indicators around the California Healthy Kids (CHKS) survey show a positive school climate for students. SBSD will continue to refine actions to focus on student connectedness and relationships to foster a sense of belonging and inclusiveness. In addition, to the CHKS survey, SBSD administered to students a local Social-Emotional Learning (SEL) Survey two times over the course of the 2021-22 school year. The spring data showed the majority of students, 90%, have a trusted adult in their lives, 86% feel cared for and accepted at school and 92% percent have one or more good friends at school. Areas identified to continue to support students are to continue to ensure every student is connected to a trusted adult at school, students have peer to peer connections where they feel connected, and continuing to develop and foster self-management skills and strategies to work through a difficult situation. SBSD is continuing to work to ensure positive outcomes of overall student wellness. This school year launched with intentional steps to foster a sense of belonging, knowing each child by name, children knowing each other’s names, and actions to build from an assets-based approach of what children bring from their home experiences into the school." Met 6/23/2022 2022 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 engage with a survey related to the LCAP as well as the California Healthy Kids Survey (CHKS). 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 continue to improve in these areas, by involving students in engaging activities and training our staff to provide effective social-emotional and career/college readiness support." Met 6/8/2022 2022 27754400000000 Soledad Unified 6 "Our latest Dashboard results in the area of Suspensions demonstrate that the overall all students are in the Orange Performance level which means that we have 250 students in the High level. The Greatest need is with Homeless students in the area of Suspension. Homeless students are in the Red which includes 17 students. They ranked in the Very High range at 8.6% and increased significantly 4.4%. The Students with Disabilities which includes 64 students are in the Orange in the area of Suspension. They ranked in the Very High range at 8.2% and declined by -0.5%. In addition, Soledad USD administered the CORE® Social-Emotional Survey in the Spring of 2021-22 SY. 2,149 students completed the survey and the following results were obtained: Culture/Climate (70.3% responded Favorably), Growth Mindset (75.5%), Self Management (58.2%), Self-Efficacy (64.8%), and Social Awareness (58.24%). When analyzing the data at a deeper level, we noticed that students identified as males scored lower in in the self-management categories. We also noticed that on average, our emergent bilingual students primarily scored lower in all categories. With the results generated, it is evident that students have a higher growth mindset, and generally need additional supports with self-management and social awareness and that a deeper analysis to student groups is critical both at the site and grade-level, and that our emergent bilingual and ""male"" group are in need of additional strategies to support them in their socio-emotional growth. In order to respond to this data, we will be working with staff and outside organizations who serve our students to understand our assessment and survey results as this previously was not taking place. We will also be incorporating these assessments during our coordination of services team (COST) meetings so that we can also determine if there is alignment with student need and the way in which the student has responded. Our counselors will be providing lessons on the five competencies listed in order to enhance students skills within these competencies. Our counselors will also go into data analysis discussions together to determine the best way to provide intervention to students and work with the outside agencies for further supports. Since our students had an opportunity to take multiple socio-emotional surveys, we are able to further triangulate data and develop targeted supports for our students. To provide a safe and healthy school climate, staff will continue with social emotional counselors at all school sites, PBIS, enhance our Restorative Practices at our sites, and the implementation of the MTSS framework. When doing so, we will ensure that we are targeted in our interventions so that we become focused in supporting our students. We will be administering the The CA Healthy Kids Survey (CalSCHLs) this February in order to include an additional data source in our current analysis process." Met 6/22/2022 2022 19101990137166 Soleil Academy Charter 6 Soleil Academy administered a school climate survey to students in grades K-4. Survey Findings: the following are the responses from the student survey administered in March 2022. - 75% agreed they like coming to school. - 78% agreed they feel safe at school. - 54% agreed that their school is clean. - 96% agreed that their teachers care about them. - 95% agreed teachers at their school are kind. - 76% agreed scholars in class are kind. - 95% agreed they have friends at school. - 87% agreed their teacher help them when they don’t know something. - 64% agreed they are recognized for demonstrating BRIGHT values. Met 6/23/2022 2022 42693360000000 Solvang Elementary 6 "1. The last administration of the California Healthy Kids Survey was administered during the 2020-2021 school year upon return to in person instruction. The sample size included 92% of 6th graders and 87% of 7th graders. Demographic data of survey respondents is as follows. Race: 32% of 6th graders identified as Hispanic, 39%of 6th graders as white; 64% of 7th graders identified as Hispanic and 23% as white; Home Language: 82% of 6th graders and 58% of 7th graders home language was English; 15% of 6th graders and 42% of 7th graders home language was Spanish. Gender: 6th graders were 52% male and 47% female. 7th graders were 43% male and 57% 57% female; Gender Identity: 90% of 6th graders and 91% of 7th graders identified as not transgendered. Here are the key learnings from the survey: Data from the 20-21 California Healthy Kids Survey shows that 82% of 6th graders and 72% of 7th graders feel connected to Solvang School and that 96% of 6th graders and 74% of 7th graders reported feeling safe or very safe at school. 2. Meaning: Solvang School's average for student connectedness is 77%. A closer analysis of School Engagement and Supports shows that while 84% of 6th graders reported that adults in school had high expectations, this number drops to 68% of 7th graders believing that the adults have high expectations for them. This is something we are monitoring. The area of opportunity that Solvang identified is to increase meaningful participation for students as only 35% of 6th graders and 19% of 7th graders felt they had meaningful participation. Solvang School will work to increase student choice, agency, and meaningful participation in learning. A similar tend in declining ratings occurred in the category of Student Safety. 96% of 6th graders versus 74% of 7th graders reported feeling safe or very safe at school. A closer analysis of the survey results revealed that only 1% of 7th graders reported current alcohol or drug use. This is a strength. The areas of opportunity that were identified were as follows decreasing the percentage of students who experienced harassment or bullying (20% for 6th & 19% for 7th) and decreasing the percentage of students that had mean rumors or lies spread about them (24% 6th; 30% 7th). Of concern is that 31% of 6th graders and 45% of 7th graders reported experiencing chronic sadness and hopelessness. 3. Solvang School is seeking to improve school connectedness and feelings of safety at school by hiring a credentialed counselor, offering leadership classes, launching school wide SEL curriculum, implementing Wellness Wednesdays, partnering with community partners, building relationships with students and families, and increasing opportunities for student choice, agency, and student engagement." Not Met 10/12/2022 2022 56726110000000 Somis Union 6 "Somis Elementary School Students in grades 6 and 7 participate in the California Healthy Kids survey yearly. Data collected from a ""Kindness Survey"" in grades 6, 7, and 8 was also reviewed to measure school climate. Students were assessed by the Core Module including the following: • boredom at school; • life satisfaction; • perceived harm of occasional and frequent vaping of tobacco/nicotine; • perceived difficulty of obtaining prescription drugs; and • frequency of vaping specific substances (tobacco or nicotine, marijuana or THC, other). This kind of survey would probably not be as effective in a large setting but with less than 50 students in these grades and most of them having gone to school together since kindergarten, there is a level of trust and honesty. There weren't any great surprises in their responses as far as who can be trusted and how they viewed themselves, except they were usually much tougher on themselves than the teacher and staff assessment of their behavior. We have noticed that when we give this survey, the students start to become more aware of their own actions and actually behave more kindly to each other. Attendance has declined overall, the COVID-19 pandemic did affect the statistical data. We have increased our communication to parents when students are out more than three days. In addition, we have sent out notices to parents reminding them of compulsory education and the negative effect on learning when students are not at school. However during the past year, it is very likely to keep a student home when they have a runny nose compared to pre COVID-19 pandemic times. Another area that we continue to address is that our middle school students and the effect of the COVID-19 pandemic. The adjustment to in-person classes was very smooth, however, the completed assignments being turned in by students has decreased significantly. We continue with our “Buddy Reading” program where we match upper grade students with first and second graders. It is a confidence builder for all students. As important is our schoolwide focus on making sure every student is engaged in our school through athletics, coding, music, art or robotics. Being a small school, it is important that no child is invisible. We will continue to ensure that students feel safe, supported, known and engaged in their learning." Met 6/17/2022 2022 49104960000000 Sonoma County Office of Education 6 "In January 2022 the YouthTruth survey was administered to Community School students to better understand their perceptions of the school. Areas of strength, per student report, include: 36% of students reported relationships as being what they like most about their school (compared with 30% for a typical YouthTruth school) 28% of students reported engagement as being what they like most about their school (compared with 7% for a typical YouthTruth school) 14% of students reported culture as being what they like most about their school (compared with 9% for a typical YouthTruth school) Student outcomes improve when they have access to challenging, relevant and engaging experiences at school. Students also need to know that the school environment is a safe, caring, culturally competent and responsive environment. An academically challenging yet supportive environment boosts both student learning and coping abilities. High-stress environments in which students feel chronically unsafe and uncared for make it physically and emotionally harder for them to learn and more likely for them to act out or drop out. Students learn better when they feel safe and we know that relationships with caring adults provides the foundation for that feeling of safety. We use multiple measures to gauge students' sense of safety at school, the traditional method being suspension rate. We have made significant strides in reducing our rate of off-campus suspension. Being mindful of and building on the work that led to that improvement will help to maintain those gains. Student voice and choice is key to understanding how students feel about school climate and culture - we will continue to utilize the survey tools we have to monitor this. Recent survey results indicate student highest rated themes as relationships and culture. We feel this is an area of strength for us but realize that the work needs to be ongoing to maintain the progress we have made in this area. We will continue to measure, evaluate, monitor and provide the necessary interventions and supports to meet the needs of all students including low income, students with special needs, English language learners, foster/homeless and adjudicated youth to provide them with a school environment that they perceive as safe and secure. We will implement strategies (reflected in LCAP actions) to increase students’ sense and report of feeling high levels of: school connectedness, caring relationships with adults in school, high expectations from adults at school and meaningful participation in school. We would also like to see increased numbers of students reporting engagement, culture and academic rigor and college & career readiness as being what they like most about their school. When students perceive the school environment as safe, caring, culturally competent and responsive, outcomes (decreased suspension rate, increased attendance rates, decreased dropout rates, increased graduation rates, etc.) will improve." Met 6/23/2022 2022 49708476114755 Sonoma Mountain Elementary 6 "The YouthTruth survey was administered in 2021-22 and addressed the following areas: 1. Covid Effect 2. Engagement 3. Relationships 4. Culture 5. Belonging The results of the survey showed that 95% of students feel that their teacher wants them to do their best. Relationships was one of the highest rated themes in that the relationship between staff and students is perceived to be good. 83% of students responded with a positive rating in this theme. 92% of students rated engagement positively, and questions in this area include ""do you think your teacher wants you to work hard"" and ""do you think your teacher wants you to do your best."" One of the lowest rated themes was in academic challenge. Questions include ""does the work you do in class make you think"" and ""does what you learn in class help you outside of school."" Through staff discussions, a wondering was if, through lesson design, we are doing a good job at stating the goal and/or purpose for learning the skill, concept, etc. We will make it a focus to deepen the connection between the learning that occurs in the classroom and real life. In addition, we will work to elevate students' voices so that we understand their perspectives and experiences more frequently then once a year through a survey. We will be implementing a Student Leadership Group so that students will be involved in the school community and will provide input into key decisions and plans. The YouthTruth survey will continue to be used in the 2022-23 school year for a more in-depth look at student perception." Met 6/23/2022 2022 49709530000000 Sonoma Valley Unified 6 "SVUSD administers the YouthTruth Survey annually to students, staff and families. Data from the survey demonstrated disparate perspectives of students across grade spans. Goal 3 of our Local Control Accountability Plan and its related metrics identify and address our measurable goals and actions for improvement in this area. This information is available publicly at www.sonomaschools.org in the LCAP pages 66-67 and pages 74-77." Met 6/21/2022 2022 55723710000000 Sonora Elementary 6 The fifth and seventh grade students took the Healthy kids Survey. Survey results are pending. Met 6/15/2022 2022 55723890000000 Sonora Union High 6 "Local Climate Survey Summary Survey administered to 9th and 11th graders in 2021-22 ? 42% of 9th graders, 52% of 11th graders feel safe or very safe at school. ? 21% of 9th graders, 31% of 11th graders report current drug or alcohol use. ? 42% of 9th graders, 35% of 11th graders report experiencing chronic sadness/hopelessness. ? 42% of 9th graders, 35% of 11th graders report considering suicide. ? 14% of 9th graders, 25% of 11th graders report vaping 4 or more times. ? 46% of 9th graders, 49% of 11th graders report feelings of school connectedness. ? 56% of 9th graders, 59% of 11th graders report academic motivation ? 50% of 9th graders, 64% of 11th graders report caring adult relationships ? 60% of 9th graders, 72% of 11th graders report high academic expectations Therapist/counselor and mentoring support will be increased to address student mental health needs. Students will be referred for tiered behavioral supports including referrals to counselors and other mental health personnel, based upon tiered levels of need. The district will contract for counseling and mentoring services to provide tiered supplemental social-emotional instruction and support in cooperation with existing district personnel and support services. The district will contract with FranklinCovey Education to implement the Collaborative for Academic, Social, and Emotional Learning (CASEL) approved LEADERinME program for social-emotional support and learning for staff and students and increased student engagement through shared leadership, personal goal setting, and self-efficacy. An additional two voluntary paid professional development days will be added to the instructional calendar before the beginning of the 2021-2022 and 2022-2023 school years for LEADERinME staff training. To build on the connections students have with staff, and as a part of a school-wide effort to expand learning opportunities and success for every student, a period of intervention and extension is built into our school day. This period, known as the “Flex Period,” is designed to provide timely and specific support to students who are working towards mastery of essential learning or are ready to be challenged with learning beyond grade level expectations. During the “Flex Period” period, students attend classes, referred to as “sessions,” based on a need identified by a teacher, or a session that meets the student’s self-identified need. Flex Period sessions typically fall into one of three categories: academic support, extra help, or enrichment. Intervention sessions are designed to support students in mastering a specific learning target or skill. Extra help sessions may be more general to a content area or need, but not always skill specific. Enrichment sessions are designed to extend or enrich student learning in areas for which they have already shown proficiency." Not Met 9/13/2022 2022 44698490000000 Soquel Union Elementary 6 "Soquel Union Elementary School District administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness, in addition to the California Healthy Kids Survey, to students and reports the results to its local governing board at a regularly scheduled meeting of the local governing board and to educational partners and the public through the California School Dashboard. We use the below the DATA to provide context for our summary of findings: Grade 2-3 Student Survey Response Data by Question: ""How Do You Feel at School?"" Happy: 78% Cared About: 60.9% Smart: 53.3% Sad: 21.7% Lost: 17.4% Lonely: 16.3% ""What is Easy for You at School?"" Making Friends: 58.2% Reading: 52.7% Math: 48.4% Writing: 36.3% ""What is Hard for You at School?"" Writing: 59.7% Math: 45.5% Reading: 19.5% Making Friends: 20.8% ""What's the Best Thing about School for You?"" Responses by Theme: Teacher Friends Music and Art ""What Helps You Learn Best?"" Responses by Theme: Quiet/ Focusing Fidgets Teacher Grade 4-8 Student Survey Response Data by Question: ""I can see how the skills I am learning can help me in my future."" Affirmative: 92% ""How do you mostly feel at school?"" Happy: 68.8% Smart: 34.8% Cared about: 31.8% Motivated: 32.1% Content: 27.6% Worried: 22.2% Inspired: 19.4% Loved: 17.1% Lonely: 10.2% Sad: 13.5% Angry: 8.9% ""I have the materials I need for my classes."" Affirmative: 96.7% ""...what do you believe would make the largest impact for students who are currently experiencing lower levels of success in school?"" Response Themes from 629 Open Answers: More Support for Learning After-School Homework Help Independent Help Talk to kids about what they want California Healthy Kids Survey Results: % Feel Connected to School Grade 5: 64 Grade 7: 65 % Feel Safe at School Grade 5: 57 Grade 7: 69 Making MEANING of these results is an ongoing process. In the initial phases, this data revealed first that our students, when given the opportunity, do want to let us know how they feel and what helps them to learn. In looking at students' reported feelings, we can see that the majority of students have feelings in the affirmative end of the spectrum. We can also see that the feelings of safety and connectedness are far less than anticipated. The USE of these revealed results is that we have to put intentional actions in place to change this trajectory. As such, we have begun planning a three-phase student mentorship program. First, we will employ a facilitated student-to-student peer mentorship program. Second, we are instituting a staff-to-student mentorship program. The third element of the mentorship plan is to work with Your Future is Our Business to match students with community partner members. We will also continue to universally use Yale RULER tools in all of our classrooms to unify our SEL efforts." Not Met 10/12/2022 2022 55723970000000 Soulsbyville Elementary 6 "Key data points from the California Healthy Kids Survey results are: Students report that adults in the school have high expectations: 5th grade - 70%, 6th grade - 82%. Academic motivation in students was reported at 76% in 5th grade and 73% in 6th grade. Another strength area was students being treated with respect: 5th grade - 67%, 6th grade - 82%. Parental involvement in school was reported at 61% in 5th grade and 81% in 6th grade. Self-reported positive behavior was 83% in 5th grade and 88% in 6th grade. Areas of growth were also identified in the following: meaningful participation in school in 5th grade at 34% and 6th grade at 32%; perceived positive behavior of peers in 5th grade at 30% and 6th grade at 29%; school boredom in 5th grade at 67% and 6th grade at 65%. Soulsbyville has worked to increase fidelity across our support tiers of Positive Behavior Interventions and Supports and to investigate implementation of Restorative Practices to address the discrepancy between students self-reporting high levels of positive behavior but perceiving much lower levels of positive behavior in peers. The school is also continuing to support professional learning in the principles of Universal Design for Learning to address meaningful participation and school engagement." Met 6/14/2022 2022 12630320124289 South Bay Charter 6 Not Met School Climate - Student Survey Results School Engagement and Supports School Connectedness: 7th Grade:50% 8th Grade: 67% Caring Adults Relationships: 7th Grade:70% 8th Grade: 50% School Safety School perceived as safe or very safe: 7th Grade:57% 8th Grade: 55% The majority of students at South Bay Union Elementary School District feel safe and connected to school. The district continues to work on school climate with a focus on Positive Behavior Interventions and Supports(PBIS). Increasing student engagement and staff training in PBIS support students' sense of connection to our schools. Improved coordination and inclusion of students in school safety procedures have been implemented to support students' sense of safety at school. 9/14/2022 2022 37683950000000 South Bay Union 6 "Our CA Healthy Kids Survey states the following: 73.25% of students feel connected to their school (school connectedness), 36.25% of students have been hit or pushed at school (school safety). Site level staff will ensure student safety throughout the school day through structures, procedures, and implementation of PBIS. A behavior matrix has been developed to create consistency with expectations. We have also developed an Anti-Bullying Website for our families that provides resources but also another avenue to report unsafe behaviors and practices. Our parent results indicate that 43% of parents strongly agree that school is a safe place for their child (school safety) and 56% of parents strongly agree that their school provides opportunities for student connection. Our goal is to create learning environments which support the social-emotional needs of students and foster a sense of belonging and connectedness through the following actions that have begun being implemented: Promoting social-emotional learning and wellbeing. To help support the school climate, our District-level TOSA position works with staff on the implementation of SEL, community building, and student connectedness. Our District Behavior Support Team provides tiers two and three support through behavior referrals. They also provide professional development and support site teams. Professional learning in the areas of trauma responsive practices, social-emotional learning, and overall well-being is very much a need and will be provided throughout the school year. We have hired a District-level Social Worker, counselors, and additional social workers to support families at the site level. We are enhancing our family communication through an improved website platform, digital newsletters, emails, and phone calls. Our Behavior Intervention Assistants at each site support students as they transition back to in-person learning post-pandemic. Through the Expanded Learning Opportunities Grant, our students can participate in organized sports and clubs before/after school through our continued partnerships. We also offer afterschool enrichment opportunities at the site-level for socioeconomically disadvantaged and homeless students. We ensure that our facilities and transportation are safe, well maintained, and appealing through a highly trained and effective staff. We are promoting family engagement, education, and empowerment opportunities through District-wide events or online opportunities. We want to create consistent practices and procedures for determining appropriate services and support for students demonstrating mental health and social-emotional needs through the development of a tiered MTSS framework. We have also developed a mid-year check in survey for families, staff, and students to serve as a benchmark to allow for us to reflect on growth and next steps to creating positive and welcoming school environments for all." Met 6/9/2022 2022 12630320000000 South Bay Union Elementary 6 "School Climate - Student Survey Results School Engagement and Supports School Connectedness: 3rd Grade:72% 5th Grade: 84% 6th Grade: 88% Caring Adults at School: 3rd Grade: 85% 5th Grade: 77% 6th Grade: 71% School Safety Feel safe at School: 3rd Grade: 79% 5th Grade: 94% 6th Grade 93% The majority of students at South Bay Union Elementary School District feel safe and connected to school. Student sense of safety is a strength at South Bay School with 94/93% of 5th and 6th graders feeling safe at school. At Pine Hill School, 79% of 3rd graders reported feeling safe at school. The physical make up of the school may have contributed to student's impression of safety. Pine Hill School has addressed potential contributions of perceived safety by closing the gates during school hours. The district continues to work on school climate with a focus on Positive Behavior Interventions and Supports(PBIS). Increasing student engagement and staff trainings in PBIS support students sense of connection to our schools." Not Met 9/14/2022 2022 15637840000000 South Fork Union 6 "DATA: California Healthy Kids Date reflects: School Safety total average: 88.5% Students feel Safe at School: Students-70.5%, Staff feels safe at school-100%, Parents feel that school is safe: 95% MEANING: South Fork has made growth in reporting the percentage of those who feel safe while at school prior to the pandemic. Challenges and barriers the district has faced are the return to full day in-person instruction and student behavior. Students have been either out of school or have not attended on a regular basis over the past several years. The district will continue to address the needs of our students to ensure their success. USE: Through the LCAP, the district will continue with Goal 2 which focuses on positive school culture at our school site. This includes student engagement, health, and social/emotional well being. The district will continue to provide nursing services, school psychologist, and parent involvement as a priority." Met 6/28/2022 2022 27660680000000 South Monterey County Joint Union High 6 "Surveys Administered/Data collected Local Climate Survey developed Aeries Discipline Data School Sites surveyed: Greenfield High School King City High School Portola continuation High School Strength: Students have appropriate and equitable access to rigorous academic programs, College and career opportunities offered through various programs Students and staff feel safe at school. Supportive and caring staff members Students able to socialize with other students from the different backgrounds Students’ access to school devices, instructional materials and tutoring services when needed. Students are able to participate in the different extracurricular activities Students feel they were part of the school community Challenges: Many compounded needs came out of the pandemic and this LEA is continuously finding ways to mitigate the effects of the pandemic and supportive staff to meet the needs. Growth Areas Celebrating of good behavior and academic achievement More parent outreach Students Social emotional support during the day Staff Social emotional support Continued reduction of the suspension and discipline rates for Hispanics and Students with Disabilities" Not Met 9/28/2022 2022 19650290000000 South Pasadena Unified 6 "California Healthy Kids Survey: California Healthy Kids Survey (CHKS) provides a measure of student perceptions of school safety and connectedness. Results from these surveys are analyzed in an effort to develop actionable next steps to help promote school safety and connectedness. These actionable steps are part of district-wide and school-wide plans, specifically the Local Control and Accountability Plan (LCAP) and the School Plans for Student Achievement (SPSA). (CHKS) was administered in the Spring of 2022 to students in grades 5, 7, 9, and 11. As part of SPUSD's mission for continuous improvement, areas of strength and growth are listed. Grade 5 School Climate and Student Well-Being indicate that the majority of 5th graders are treated fairly and respectfully (85%), feel safe at school (86%), have academic motivation (88%), and have high expectations from teachers (83%). 5th-grade areas of growth include: caring adult relationships (65%), student perception of their peers behaving well (63%), and student perception that they are treated fairly when they break rules (59%). Grade 7 School Climate and Student Well-Being indicates the majority of 7th graders feel safe at school (69%), have never had mean rumors or lies spread about them (67%), feel connected to school (67%), and feel high expectations from teachers (70%). 7th Grade areas of growth include: academic motivation (63%), caring adults in school (59%), and truancy (8%). Grades 9 and 11 School Climate and Student Well-Being indicate the majority of 9th and 11th graders: have high expectations from teachers (65% / 65%), have never had mean rumors or lies spread about them (73% / 80%), and perceive school as safe or very safe (74%/75%). 9th and 11th Grade areas of growth include: school connectedness (61% / 58%), academic motivation (56% / 56%), caring adult relationships (52% / 58%), and truancy (8% / 7%). SPUSD's focus is to ensure students feel safe and connected at school. Based on specific areas of growth and improvement, 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, and restorative practices, and character education." Met 6/28/2022 2022 41690700000000 South San Francisco Unified 6 "In Spring 2021, SSFUSD administered the California Healthy Kids Survey (CHKS) to students in grades 5, 7, 9, and 11, as well as staff and parents. Due to Distance Learning, surveys were administered remotely and participation rates were lower than expected, especially at the 5th grade level where parent permission was required for students to participate. Because the majority of the students remained in 100% Distance Learning, some CHKS items related to school climate were not included in the survey and the focus was on relationships, communication, academic motivation and support. 84% of elementary students and 76% of secondary students agreed that adults at school care about them 87% of elementary students and 73% of secondary students agreed that adults at school have high expectations for all students 84% of elementary students and 61% of secondary students agreed that they were academically motivated during Distance Learning 82% of elementary students and 58% of secondary students agreed there are supports in place for their social emotional learning 87% of elementary students and 66% of secondary students agreed that students are treated with respect Due to the challenges of administering the CHKS remotely during Distance Learning, participation rates were inconsistent so disaggregated results are not consistently available across grade levels or survey items. The range of responses for the items above were larger for secondary according to grade level: 9th graders in particular had lower responses to items about school supports, relationships, and connectedness perhaps because their entire high school experience at that point had been online. The 2021-22 school year was not a CHKS administration year; however, in Spring 2022, SSFUSD included in the LCAP Community Input Survey a few questions mirroring those from California Healthy Kids Survey. 360 students, mostly high school students and alumni, participated in the survey: 62% of student respondents reported they feel safe at school 11% of student respondents reported they have been bullied or mistreated by peers at school 41% of student respondents agreed their teachers and school communicate expectations to students 81% of student respondents agreed they have at least one trusted adult they can go to on campus 27% of student respondent agreed that all students are treated fairly when they break school rules 71% of student respondents reported they know where to go for mental health resources and support The CHKS and LCAP survey data reinforced SSFUSD's emphasis on school connectedness and relationships as students and staff transitioned back to in-person learning for the 2021-22 school year." Met "Support for students' social emotional well being and mental health, also supported by the CHKS data as well as feedback from community input sessions, staff and student feedback, was a continued focus with the addition of Wellness Counselors, District Counselor meetings, ongoing professional development related to social emotional learning, and the expansion of our mental health resource offerings including Care Solace, Daybreak, and partnerships with community organizations. The District also developed clearer communication and a resource guide of what social emotional and mental health supports are available to our students, families, and staff, based on survey data as well as community feedback. Based on feedback from students, staff, and parents via LCAP community input sessions and the LCAP survey results such as those shown above, social emotional learning and support will continue to be a focus for the 2022-2023 school year." 6/9/2022 2022 51714070109793 South Sutter Charter 6 "In the Spring of 2022, all students in grades 5, 8, and 12 were asked to complete our School Climate Survey, which measures student satisfaction with the school, school connectedness, and school safety. Of our 5th, 8th and 12th-grade students, 24% responded. The majority of students responded positively in all areas, responding that their school experience in various areas is positive most or all of the time. Some of these areas included if they felt their teachers encouraged them to do their best, felt their teachers gave them feedback on their schoolwork and felt successful at school in general. Our lowest-scoring item centered around whether the students felt there were opportunities to participate in school-sponsored activities. These activities include field trips, park days, family days etc. For this item, 44% of students felt there were opportunities available. This is understandable given the Covid restrictions and closures limiting gatherings in person. The full results of this survey can be found at: https://drive.google.com/file/d/1ikJSxnwKC1sM5cszNPBmyzkhfiw2pHEv/view?usp=sharing" Met 5/13/2022 2022 19650370000000 South Whittier Elementary 6 "DATA: 61% of 6th graders and 51% of 7th graders believe that there are caring adults in the school. MEANING: SWSD will continue to build PBIS practices including SEL instruction at the elementary and middle school levels. Professional development experiences will provide staff with the knowledge and skill to implement these practices. level and especially at the middle school level. USE: PBIS Leadership and differentiated training for all site teams Site based Capturing Kids Hearts for new staff Continue Wellness Services program (3 LCSWs, 3 MSWs, and SW Interns) Continue increased hours of community liaisons to connect with students and their families and offer increased resources DATA: 44.9% of 6th graders and 19% 7th graders feel they have opportunities for meaningful student participation at school. MEANING: 2021-22 was impacted by the ongoing pandemic which caused an increased absence rate. SWSD is evaluating our practices and policies related to chronic absenteeism, including student intrinsic motivation and practices related to communication when students are absent from school. USE: Review process for absence management with all staff Continue to partner with Boys and Girls Club to fund a Wellness Check Case Manager PBIS school-wide culture and Student Study Team process review Attendance, achievement/progress growth celebrations Continue increased hours of community liaisons to connect with students and their families and offer increased resources DATA: 31.3% of 6th grade girls and 26% of 7th grade students have felt that they were the victim of cyberbullying in the last 12 months. MEANING: Based on research, the LGBTQ community is most at risk for cyberbullying. There is a need to educate our students on proper netiquette as part of the curriculum. USE: Utilize Common Sense media lessons with our 4-6 grade students. Start an LGBTQ Club at GMS Research and implement assemblies and guest speakers related to cyberbullying for all levels." Met 6/21/2022 2022 12630400000000 Southern Humboldt Joint Unified 6 "California Healthy Kids Survey is a biennial measure. The most recent year is 2020-2021, and the next administration of the survey is 2022-2023. The comparison year-to-year is at the 7th grade. The 7th grade rate: 74% agree or strongly agree that they feel connected to school. The 7th grade rate: 60% report feeling safe or very safe when at school. These are encouraging numbers compared to schools in the state since a majority of students report connection and safety at school. At the same time, there is clearly room for growth. Actions to develop and implement a strong Positive Behavior Interventions and Supports (PBIS) program and Multi-Tiered System of Support (MTSS) are underway in the district. Research indicates that full implementation for PBIS and MTSS is a five year process. Data is continually being gathered as the schools implement the PBIS and MTSS frameworks." Met 6/28/2022 2022 15637760000000 Southern Kern Unified 6 "During the 2021-22 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 267 respondents; 9th grade 257 respondents; 11th grade 186 respondents. Perceived Safety at School. Feel safe or very safe at school. Grade 7: 47% Grade 9: 37% Grade 11: 32% Feeling Safe or Very Safe at School by Race/Ethnicity Hispanic: Grade 7: 52% Grade 9: 37% Grade 11: 40% African American, Grade 7: 38% Grade 9: Less than 10 respondents Grade 11: Less than 10 respondents White, Grade 7: 44% Grade 9: 46% Grade 11: 38% Less than half of our middle and upper school students feel safe or very safe at school. This is an area that needs improvement. “At my school, there is a teacher or some other adult who really cares about me.” Percentage of students responding pretty much true or very much true. Grade 7: 45% Grade 9: 55% Grade 11: 47% I am happy to be at this school. Percentage of students responding strongly agree or agree. Grade 7: 52% Grade 9: 35% Grade 11: 28% Less than half of students in 7th, 9th and 11th grades indicated that they are happy to be at school. This is an area of needed growth for the District. As a result of our most recent CHKS data, SKUSD has implemented the Capturing Kids Hearts program district-wide. 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 6/8/2022 2022 53738330000000 Southern Trinity Joint Unified 6 "Our Healthy Kids Survey was administered this past February. In regards to School Climate, students reported the following regarding feelings of safety at school. 80% of students reported feeling very safe or safe 30% reported they had mean rumors or lies spread about them 20% reported being in a fight or being afraid of being beaten up 30% reported having seen a weapon on campus * It is important to remember the testing #(13) is small so the data must be read carefully" Met 6/28/2022 2022 35675530000000 Southside Elementary 6 In the area of Conditions and climate the school wide suspension rate for students suspended at least once (2.2%) declined by .8% in the 2020-2021 school year from the prior year. The dashboard indicated that two sub groups increased in being suspended at least once. The sub group of English Learners (4.8%) increased by .7% and the sub group of white students (2.3%) increased by 2.3% for the 2021-2022 school year. Met Southside did not issue the California Healthy Kids Survey during the 2021-2022 school year. 6/15/2022 2022 37684030000000 Spencer Valley Elementary 6 "Key learnings from the climate survey show that SV needs to find ways to get staff to complete the survey. That for the most part, according to our data, our staff, families, and students feel comfortable and safe at school. The climate survey that we administer is very short, another more robust survey needs to be developed and administered along with our current survey to give us better results. Survey participation: 24 parents 18 students 3-8 grades 5 staff Survey Data: 18 students responded that they sometimes, often and always like school. 17 students responded that they always or often feel safe at school, while one student responded that they sometimes feel safe. 100% of staff responded that they strongly agree that they get along, feel safe, and that students get along well 100% of parents responded that they strongly/somewhat agree that they feel that their child is safe at school. 94% of parents responded that they strongly agree that they feel welcome at school." Met 6/15/2022 2022 27662250000000 Spreckels Union Elementary 6 "In Grades 4 &5: 81% ""liked school"" (scores of 3 or 4 on the survey); 19% did not (scores of 1 or 2) 95% ""did their best in school""; 5% did not 96% ""gave their best effort""; 4% did not 93% felt the school ""had clear rules for behavior""; 7% did not 94% felt ""teachers treated them with respect""; 6% did not 73% felt ""positive behavior was noticed at school""; 27% did not 89% felt ""they got along well with others""; 11% did not 86% felt ""safe at school""; 14% did not 61% felt ""students treated each other with respect""; 39% did not 93% felt ""an adult at school would help them if they needed it""; 7% did not 60% felt ""students followed rules in class so teachers could teach""; 40% did not 6th-8th Grades: 62% ""liked school""; 38% did not 74% felt ""successful at school""; 26% did not 68% felt ""the school set high standards for achievement""; 32% did not 81% felt ""the school set clear rules for behavior""; 19% did not 70% felt ""teacher treated them with respect""; 30% did not 65% felt ""behaviors in class allow teachers to teach:; 35% did not 32% felt ""students are frequently recognized for good behavior""; 68% did not 78% felt ""safe at school""; 22% did not 58% felt ""there was an adult to talk to if they needed help""; 42% did not" Met "The school climate survey results were noticeably lower than in previous pre-pandemic school years. This is consistent with what was observed by staff as students returned to in-person learning. It is clear that many gaps, both academic and social-emotional, will need to be addressed moving forward." 6/2/2022 2022 49708960102525 Spring Lake Charter 6 "After reviewing the Youth Truth Survey, the following metrics were identified as areas of improvement: one for students and one for families. These metrics are now being used in our LCAP goal #2: Students of all cultural and racial backgrounds will indicate feeling more a part of their school community on the Youth Truth Survey. The School-Wide result will indicate 2 percentage points more students reporting as “Yes, very often they feel a part of their school community.” (with an increase in 5% by 23-24 school year) Families will indicate more “Agree” and “Strongly Agree” responses to “My school respects people of different races and ethnicities” on the Youth Truth Survey. The School-Wide result will indicate 2 percentage points more responses in the “Agree/Strongly Agree” responses on the statement that “My school respects people of different: Races or ethnicities”. As action steps we are including: Positive Behavior Interventions and Support training and processes, Site Equity and Inclusion Teams, increased mental health supports on our school sites" Met 6/21/2022 2022 54721320000000 Springville Union Elementary 6 "Data: The LEA used a local climate survey to gather information on School Climate in 3rd through 8th grades. Data percentages are as follows: 97% felt Safe on Campus, 94% noted Clean Learning Environment, 100% access to State Adopted Curriculum, 89% Access to Social Emotional Support, 83% access to Nutritional Meals/Snacks, 100% Happy to be attending Springville School, 94% Supportive School Staff, 75% TUPE Awareness, 94% stated they Respect School Rules, 94% stated they Respect Others Rights, 17% state they have been Bullied, and 89% stated they have access to Anti-Bullying Instruction and/or Activities that stress Bullying is not allowed. The LEA will provide additional instruction and support in all areas with special attention to Anti-Bullying Instruction and follow-up, continued TUPE Awareness and Instruction/Training. Meaning: The District will continue providing additional opportunities to access social/emotional/mental wellness support both during the school day, as well as, family support outside of the school day. The LEA works diligently on safety and cleanliness of the learning environment and school grounds and provides state adopted instructional materials and highly qualified personnel in all areas of the campus. The District consists of a single school campus housing 330 Transitional Kindergarten through 8th grade students. While District staff have seen student growth and student success, Loss of Learning and Social Interaction with their peers and staff due to the pandemic resulting in the loss of In-Person Instruction are the major challenges faced by the District. Student/family engagement is one of the greatest barriers being faced as we returned to the campus for In-Person Instruction. Students were initially hesitant to engage in In-Person activities that were inhibited by their time away from normal In-Person schooling. The District has seen growth in a positive direction moving back to a normalcy on the school campus with an increase in parent participation and return to on campus activities and events. USE: The District's Local Control Accountability Plan (LCAP) Goals #1 and #2 and the Actions outlined as a result of those goals address the needed revisions, decisions, and/or barriers noted. Data from Goals/Actions, already in place, have shown positive growth in those areas." Met 6/29/2022 2022 34674390101048 St. HOPE Public School 7 6 "We survey scholars each school year and every scholar is encouraged to share their thoughts on a variety of metrics. In the 2021-22 school year, we surveyed 5th and 8th graders. As the survey is anonymous and demographic data is not collected, the results are not disaggregated by subgroups. A focus area for these surveys is gauging scholars' connectedness at school. In 2021-22, 86% of PS7 scholar respondents said they agree or strongly agree that their family knows how they’re doing in school, which may indicate that families and PS7 are connected and in communication in a way that is easily perceptible to scholars. Survey results also indicate scholars feel connected to their teachers and believe their teachers are guiding them appropriately toward their long-term goals. 82% said their teachers have high expectations for them. In addition, 87% agreed or strongly agreed they know what it takes to be promoted to the next grade and 71% said their school is preparing them for college. Scholars responded somewhat positively to questions specifically about safety. 48% said their school is a safe environment for them to learn." Met 6/24/2022 2022 50105040000000 Stanislaus County Office of Education 6 "The LEA administered the California Healthy Kids Survey (CHKS) for grades 7-12 in the spring of 2021. The Spring 2021 CHKS captured a valid measure of student perceptions of school safety and connectedness. 214 students completed the CHKS at PACE, John B Allard and Stanislaus County Institute of Learning. This reflects 51% of the targeted goal for completion. Student data reflecting safety and connectedness is favorable. 84% of the students surveyed reported that they felt Very Safe or Safe on campus, 13% reported they felt Neither Safe or Unsafe and 2% felt Unsafe or Very Unsafe. Survey data reflects that 13% of the students experienced harassment or bullying and 17% had been involved in a physical fight. 64% of students have a High rating in School Connectedness, 22% 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”. In addition, 85% 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. Analysis of the above and additional CHKS data demonstrates that while there is a sense of school being safe for students, there is a continued need for counseling and mentoring services from LEA staff and collaborative agencies. Areas of student need include behavior management, substance and alcohol abuse; truancy and emotional wellness concerns. The LEA will continue to partner with internal county resource (PBiS) as well as agency/community partners and utilize appropriate staff to address areas of need. Also on note and an area of improvement is student perception of low parent involvement. This 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 in county progams." Met 6/14/2022 2022 50712820000000 Stanislaus Union Elementary 6 "For the year 21-22 compared to 19-20: Not met Response Rate 5th grade 39% 22% 7th grade 83% 79% School Engagements 5th grade 66% 73% 7th grade 48% 54% School Safety 5th grade 85% 86% 7th grade 46% 45% School Climate 5th grade 68% 80% 7th grade N/A N/A Student Social/Emotional Health 5th grade 67% 78% 7th grade 46% 62% Success DATA: (Currently in progress) Stanislaus Union 5th and 7th grade students participated in the California Healthy Kids Survey in 2021-2022. Although we had a higher participation rate as compared to 2019-2020 results, participation rates this year were low because 5th graders (39% response rate) must have parent permission and this was done electronically and 7th graders (83% response rate) were concluding the year when the survey was administered in May of 2022. All students completed the survey electronically. The sample size was small, but the results were similar to previous years survey data. MEANING: (Currently in progress) The 5th Grade data remained similar to the 2019-2020 survey results with some small decreases in all areas. Students returned to school this year after being in distance learning and hybrid schedules for the last two school years due to the pandemic The 7th Grade data remained similar to the 2019-2020 survey results with declines/challenges in the areas of: school connectedness, academic motivation, meaningful participation, school perceived as safe or very safe, been in a physical fight, and experienced chronic sadness/hopelessness. Some barriers this school year for the 7th graders were that they participated in Distance Learning and hybrid schedules for the past two school years due to the pandemic. We hypothesized that not being on site led to the declining scores in school connectedness, academic motivation, meaningful participation, school perceived as safe or very safe, and experienced chronic sadness/hopelessness for the 7th graders. USE: Stanislaus Union will continue to provide Positive Behavior Interventions and Supports (PBIS) support and training for staff from the county. School Sites will continue to provide anti-bullying presentations annually now that restrictions have been reduced. We will continue to provide Student Assistant Specialist (SAS) services to 5 days a week at all sites from Center for Human Services for the 2022-2023 school year. We have increased Behavior Analyst (BCBA) time at all sites for the 2022-2023 school year. We will continue to use our District Wide Social Emotional Learning curriculum district wide for the 2022-2023 school year." Met -California Healthy Kids Survey (CHKS) Student survey participation increased CHKS for both 5th and 7th graders for the current year as compared to last year -California Healthy Kids Survey Chrysler had no participation rate reported for current year or last year Elementary participation rate is lower as compared to junior high Ratings slightly dipped in most areas as compared to 19-20 6/16/2022 2022 19647330137604 Stella Elementary Charter Academy 6 "To assess students’ perceptions of school safety and connectedness, the school continued its partnership with xSEL Labs to administer student surveys during each semester of the school year. The following report reveals the data, meaning and use at the school, to analyze and promote student safety and connectedness. DATA The following data represents the percent of favorable responses from students in each topic relating to school culture: Results for School Safety (K-3rd Grade) I feel safe at this school 62% Rules are fair at this school 64% Results for Sense of Belonging Teachers care about me 67% Kids care about me 47% Results for School Safety (4th Grade) I feel safe at this school 66% Rules are fair at this school 57% Results for Sense of Belonging Teachers care about me 86% Kids care about me 43% MEANING The school has identified the following as areas of strength: student sense of safety at school and caring teachers amongst all students, and fair rules amongst K-3rd graders. The school has identified the following as areas of growth:connections between students, feeling that students care about one another, and the fairness of rules for students in 4th grade. USE All teachers are trained in Restorative Practices including: Affective Language Training for Conflict Resolution, Non-Violent Communication, and Restorative Circles. Additionally, the school has partnered with the Yale Center for Emotional Intelligence to implement the RULER Curriculum. All teachers utilize a First 19 Days Plan to build connection and relationships with their students, and 100% of teachers create a classroom charter with their students at the beginning of the school year to promote a sense of safety and belonging.This survey included sections for School Safety and Sense of Belonging. Results are shared with the charter network Executive Leadership Team and Bright Star Schools Board Members for data analysis review and strategy. The school has set a goal in their LCAP regarding the percent of students who feel a “sense of belonging,” and set a student culture goal in their School Action Plan. The school leadership meets monthly with charter network employees to set and monitor progress aligned to the student culture goal set forth in the School Action Plan. Additionally, the charter network employs a Director of Restorative Practices to oversee the development and implementation of restorative practices." Met 6/23/2022 2022 19647330112508 Stella High Charter Academy 6 "To assess students’ perceptions of school safety and connectedness, the school continued its partnership with The Panorama Education Group to administer student surveys during each semester of the school year. The school partners with The Panorama Education group to administer student surveys. The following report reveals the data, meaning and use at the school, to analyze and promote strong school culture. DATA The following data represents the percent of favorable responses from students in each topic relating to school culture: Cultural Awareness and Action 63% School Safety 63% Teacher-Student Relationships 47% School Climate 32% Sense of Belonging 31% MEANING The school has identified the following as areas of strength: Cultural Awareness and Action and School Safety. Students have shared positive aspects of school climate include: assemblies, clubs, spirit week, school activities, advisory, and the sports program. The school has identified the following as areas of growth: Teacher-Student Relationships, School Climate, Sense of Belonging. USE The school has Implemented a Student Safety Incident Report System and all students were connected with an adult for a bi-monthly check in. All teachers are trained in Restorative Practices including: Affective Language Training for Conflict Resolution, Non-Violent Communication, and Restorative Circles. All teachers utilize a First 19 Days Plan to build connection and relationships with their students, and 100% of teachers create a classroom charter with their students at the beginning of the school year to promote a sense of safety and belonging. Results are shared with the charter network Executive Leadership Team and Bright Star Schools Board Members for data analysis review and strategy. The school has set a goal in their LCAP regarding the percent of students who feel a “sense of belonging,” and set a student culture goal in their School Action Plan. The school leadership meets monthly with charter network employees to set and monitor progress aligned to the student culture goal set forth in the School Action Plan. Additionally, the charter network employs a Director of Restorative Practices to oversee the development and implementation of restorative practices." Met 6/23/2022 2022 19647330100669 Stella Middle Charter Academy 6 "To assess students’ perceptions of school safety and connectedness, the school continued its partnership with The Panorama Education Group to administer student surveys during each semester of the school year. The following report reveals the data, meaning and use at the school, to analyze and promote strong school culture. DATA The following data represents the percent of favorable responses from students in each topic relating to school culture: Cultural Awareness and Action 68% Encourage to Think About Race-Related Topics 78% Major News Events Discussed 84% School Safety 57% Physical Fights 66% Concern about Violence 68% Teacher-Student Relationships 52% Respectful Teachers 82% School Climate 36% Student Behavior Impacts Learning 27% Rules are Fair 36% Sense of Belonging 35% MEANING The school has identified the following as areas of strength: cultural awareness and action, including that students are encouraged to think about race-related topics and discuss major news events, aspects of school safety including: physical fighting and concerns about violence, and that teachers are respectful. Students have shared positive aspects of school climate include: Stellabrations (assemblies), Stella Commitments (values and rules), teaching, clubs, circle time, field trips, and kindness of staff. The school has identified the following as areas of growth: sense of belonging, and specifically within school climate: fairness of rules and the impact of student behavior on learning. Students have shared areas of growth for school climate including: reviewing school policies and rules and consequences for student behavior. USE The school has Implemented a Student Safety Incident Report System and all students were connected with an adult for a bi-monthly check in. All teachers are trained in Restorative Practices including: Affective Language Training for Conflict Resolution, Non-Violent Communication, and Restorative Circles. All teachers utilize a First 19 Days Plan to build connection and relationships with their students, and 100% of teachers create a classroom charter with their students at the beginning of the school year to promote a sense of safety and belonging. Results are shared with the charter network Executive Leadership Team and Bright Star Schools Board Members for data analysis review and strategy. The school has set a goal in their LCAP regarding the percent of students who feel a “sense of belonging,” and set a student culture goal in their School Action Plan. The school leadership meets monthly with charter network employees to set and monitor progress aligned to the student culture goal set forth in the School Action Plan. Additionally, the charter network employs a Director of Restorative Practices to oversee the development and implementation of restorative practices." Met 6/23/2022 2022 45701100135889 Stellar Charter 6 "A climate survey was given to all staff, 5th-12th grade students and all parents to capture the perceptions of school safety and connectedness. Student Survey 92.5% of 5th-12th grade students strongly agreed/agreed that they feel safe. Student Survey 44.2% of 5th through 12th grade students felt Quite/Extremely Connected to school. 100% of staff of staff felt facilities were clean, safe and functional 90% of parents surveys felt their students were safe at Stellar. 86.6% of parents felt connected to Stellar. The team spent some time and follow up with middle school students regarding their levels of connectedness to staff. Professional Development will focus on safety and strategies for building connectedness of families and students in the 22/23" Met 6/14/2022 2022 19647330136986 STEM Preparatory Elementary 6 "At STEM Prep Elementary we take school safety and connectedness very seriously, as such we administer a survey to all students every year. When asked the degree to which they agree with the statement, “There is an adult at school that I can go to if I need help,” 90% of students answered agree or strongly agree. Regarding connectedness, When asked the degree to which they agree with the statement, “I feel like I am part of this school,” 92% of students answered strongly agree or agree. Students feel like STEM Prep Elementary is a place where they can go to adults for help and where they feel connected with each other and staff." Not Met 10/5/2022 2022 39686760120725 Stockton Collegiate International Elementary 6 "The main themes of the most recent surveys of school climate reflect the comprehensive disruption to the normal rhythms and routines of education caused by the pandemic. Students and families report varying degrees of anxiety, uncertainty, and frustration. Students report struggles focussing and regulating behavior. A majority of families continue to report that they feel that Stockton Collegiate cares about their children. Stockton Collegiate has strengthened the counseling team in response to the most recent data about school climate. The school will survey students and families in the 22-23 school year to assess progress and identify areas to focus efforts." Met 6/28/2022 2022 39686760120733 Stockton Collegiate International Secondary 6 "The main themes of the most recent surveys of school climate reflect the comprehensive disruption to the normal rhythms and routines of education caused by the pandemic. Students and families report varying degrees of anxiety, uncertainty, and frustration. Students report struggles focussing and regulating behavior. A majority of families continue to report that they feel that Stockton Collegiate cares about their children. Stockton Collegiate has strengthened the counseling team in response to the most recent data about school climate. The school will survey students and families in the 22-23 school year to assess progress and identify areas to focus efforts." Met 6/28/2022 2022 39686760119743 Stockton Early College Academy 6 "A review of the fall school climate survey indicated that overall SECA students felt safer and more valued by teachers in relation to feeling cared about and successful at school than in the previous year (Safe 93%, “teachers” 89% and 84%). The number of students feeling “part of the school” declined (76%) which seems to be a reflection of the limitations of connection with a distance learning model during COVID. While the majority of students (73%) answered yes “I feel like my voice matters to teachers and administrators on campus”, follow up meetings with staff highlighted that teachers and administrators felt like more could be done to improve that number to 100%. When asked, teachers replied that they wanted to create greater opportunities to make student voices heard and give students a greater voice. 93% of students reported feeling safe in their school. In follow up focus group sessions involving 9-12 grade students the majority of students reported that it was likely new ninth grade students who made up the majority of those reporting feeling unsafe. 73% of students felt like their voice matters to teachers and administration on campus. Follow up brought two significant issues to light. First, many students reported a need to utilize the student leadership structure to help create opportunities for student/teacher interaction and more open focus group or listening session time with the school principal. Second, the majority of students mentioned that interactions with a couple of specific individual teachers has tainted the trust and faith in the idea of “student voice”. Students stated that the relationship with these individual teachers can overshadow their positive experience with all of their other teachers and make students feel like their voice is not being heard. Conversely, a large majority of students feel like teachers care about them and believe in their success (84% and 89%) which is supported by conversations with students and stakeholders. Upon the completion of the climate survey, SECA followed up with understanding the origin and possible sources for the results. This effort served to both bring clarity to specific issues causing the data and allowed opportunity for student voices to be heard. One area of concern was that, while significantly higher than the surrounding district averages, many students still felt their voice did not matter. After participating in these focus groups students reported that the focus group itself was a valuable component in helping them to feel like their voice was being heard and that it mattered. Student leaders on campus highlighted their thankfulness that SECA empowers student leadership on campus, and that reviewing the data helped them to shape upcoming student events and create opportunities to build feelings of involvement and caring, particularly with incoming 9th grade students." Not Met 10/25/2022 2022 39686760000000 Stockton Unified 6 "Data analyzed included the 2020-2021 Cal-SCHLS and the 2021-2022 End of Year PLUS (Peer Leaders Uniting Students) climate surveys (administered to all 4th-12th grade students). Although different scales are used on the Cal-SCHLS and PLUS surveys to measure student (staff) perceptions, comparison of trends across similar constructs is reported. Overall, elementary and middle school students reported higher levels of school connectedness and safety than high school students, 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 49% of students reported high levels of school connectedness (CHKS) and more than 71% felt part of the school (PLUS) across each grade span. Additionally, between 79% and 91% of students reported there was at least one adult who cared about them (PLUS), and between 56% through 66%of students reported high levels of caring adult relationships (CHKS). Students’ perception of school safety was higher than that of staff. Over 61-64% of students (6th-12th) felt safe (PLUS), and about 65% of the students felt very safe or safe at school (CHKS). Disaggregation of the PLUS data indicated that across all race/ethnicity, elementary students’ perception of school was more positive than middle and high school students. This trend was evident in both school connectedness (feeling part of the school, knowing a caring adult at school) and school safety. No significant difference was observed across race/ethnicity regarding school connectedness and safety. Continuous monitoring of disaggregated data may highlight trends that would benefit from targeted outreach and increased implementation of actions that are culturally relevant to ensure students feel supported at school. The PLUS Program has been operating in SUSD since 2012 as a data-driven youth-led approach to improving school climate. The district utilizes PLUS 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 48 school sites in SUSD with a team of student leaders participating in Youth Participatory Action Research (YPAR). In YPAR, student PLUS leaders utilize school climate data to research and develop meaningful actions to implement that address and improve climate conditions for students at their school sites. Through these data-driven processes, we have seen improvement in overall school connectedness in every participating grade level as compared to the 2019-2020 school year. More students report that they have a caring adult at school, that they feel a part of the school, and they also reported increased feelings of safety." Not Met 10/25/2022 2022 28662660108605 Stone Bridge 6 "DATA: Student surveys were distributed to grades 4-5 and 6-8. A sampling of the results from the March 2022 survey that are most pertinent to our LCAP goals are noted below. 98% always or usually feel safe when they are at school and in their classroom. Up from 77%. 96% always or usually feel that, if they have a problem, they can solve it or find someone who can help them. Up from 72%. 33% students grade 6-8 noted that they felt anxious or upset a lot this year. Down from 42%. MEANING: 98% of students noting that they felt safe while at school or in the classroom attests to the commitment Stone Bridge holds to ensuring a positive school environment for students. This is the first step towards student success and the foundation to social/emotional well-being. The move to a new campus this year did present a challenge of replicating the same experience at the new site. Additionally, a full school returning to in-person learning during the ongoing pandemic has presented many challenges as students once again get acclimated to school post-COVID. USE: Some of the actions to be taken next year for continuous improvement will include: class meetings to re-establish norms and set expectations for behavior; working with individual student responses to assess needed changes; reenliven Student Council; and returning to class buddies (1st and 8th, 2nd & 7th, etc. ) so that younger students have a connection to other students." Met 5/24/2022 2022 54721400000000 Stone Corral Elementary 6 "The National School Climate Center identifies five elements of school climate: (1) safety (rules and norms, physical security, social-emotional security); (2) teaching and learning (support for learning, social and civic learning); (3) interpersonal relationships (respect for diversity, social support from adults, social support from peers); (4) institutional environment (school connectedness, engagement, physical surroundings); and (5) staff relationships (leadership, professional 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. Student (both younger and older) survey responses demonstrated a uniformity of perceptions related to school safety and connectedness. 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. • Safety and comfort- Students felt safe. They felt that the staff cared. 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. The staff made learning interesting, they gave encouragement, and noticed when they were doing a good job. • 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. Students felt the teachers gave them encouragement • 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." Not Met 8/11/2022 2022 11626530000000 Stony Creek Joint Unified 6 "Data based on student surveys March and April 2022. Data from the Healthy Kids Survey not available 2021-22 Survey from elementary school indicated (Grades 3-8): 22% of students indicated bullying issues 88% of students get along with their peers 97% of students indicated they feel safe on campus 81% of students indicated teachers had high expectations 97% of students indicated that they feel supported (emotionally) at school 97% of students indicated getting a good education at school (Grades 9-12) 67% of students indicated they feel connected to school 81% of students indicated they feel safe at school 66% of students indicated they feel they are getting a good education at school 62% of students indicated they are prepared for post graduation education 85% of students indicated they feel emotionally supported at school Based on these results the LEA made changes to the campus that have either been implemented or are in process. Changes include more course offerings and academic support, increase athletic opportunities and more emotional counseling support. (Parent survey Data) More elective choices at the high school Drug and Alcohol intervention programs Better preparation for post graduation in terms of budgeting, trade school opportunities, interviews Increase communication from school to home Better classroom management" Not Met "The LEA is working on addressing school culture and making sure students feel they have a sense of belonging. Cultural assemblies, reward systems, increase in sports programs, appeal and better communication between school and parents are all being addressed." 10/19/2022 2022 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."" In the 2021-2022 Annual Needs Assessment, 51.6% of the students responded positively to the question (#20): ""Whether on campus or online, I feel safe at school/the school has an effective anti-bullying policy."" Students with no opinion were 26.5%, and 21.9% of the students disagreed with the statement. Parents and teachers responded that 85.7% of them believed that their child was safe at school. 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. The latest results available from the survey is from the 2018-2019 school year. The survey was completed by 89% of our 5th graders and 89% of our 7th graders. In the last reported data, 98% of our 5th graders and 82% of our 7th graders reported that their school connectedness was moderate or high. In this same survey, 85% of the fifth graders and 58% of the seventh graders felt that they had meaningful participation at school. Because of input from our educational partners, we continue to provide programs to keep our school climate welcoming, including the Leader in Me and local programs." Met 6/13/2022 2022 04615070129577 STREAM Charter 6 "Student survey results from Spring 2022 indicate that STREAM students feel safe at school with no students surveyed reporting not feeling safe. STREAM is usually thought to be a special place by students because of the number of high-quality field trips available for our students. Because we were able to resume these trips this year, students feel more connected to the school community. As a result of the school-wide Multi-Tiered Systems of Support training we attended, we implemented class meetings at the beginning of each school day. We have found those meetings successful at increasing our students' feeling of connectedness, so we have further codified this practice by revising the master schedule to ensure that all students can participate in these meetings without being pulled out of their regular classroom for additional instruction during that time. STREAM’s school psychologist has increased the number of meetings with students, many of whom have struggled with loneliness during the pandemic. We have also increased the number of staff members providing small group intervention, giving students additional opportunities to communicate with others that isn’t possible in the larger group settings." Met 6/22/2022 2022 11101160130724 Success One! 6 "After conducting various surveys and other data collection, it is evident that the curriculum and instruction at Success One! Charter support the students' abilities to meet their academic goals. Ours students feel the school provides opportunities to be academically successful, and offers an accessible support system (instructional aides, literacy couches, counselor). Our students felt they had all materials and resources necessary to be successful. 98% of students agree that Success One! provides high quality instruction and curriculum that promotes college and career readiness with academic interventions in place to eliminate barriers to student success. Success One! ensures academic success of all students including Foster Youth, English Learners, Economic Disadvantage Students by being culturally and linguistically responsive to the needs of all the students, respects and embraces diversity and offers equal opportunities to all students and staff. The 91% of our students agree that the teachers and staff are helpful, caring, and are available to provide school, career and personal support to all students. We continue the implementation of the school's retention program to help students to stay focused. This program includes a student progress tracking system, ongoing wellness surveys, counselor meetings, continuous collaboration with special education team, and relationship building activities. Our yearly average attendance rate was record high in comparison to previous years, and our student enrollment and retentions have also improved tremendously. Due to the continuous success of the retention program, this practice is being again carried over to the current school year." Met 6/27/2022 2022 19650450000000 Sulphur Springs Union 6 "Data: The Local Control Accountability Plan (LCAP) survey is provided each year to all teachers, parents, and TK-6th grade students. It asks for feedback regarding academics, climate, and safety at schools within the District. Data analysis shows that students generally feel physically safe at all nine schools and parents shared that they feel that their child is physically safe in the schools, as well. In addition, students reported that they have adults who they can go to if needed, and that they feel supported by teachers and administration on campus. The LCAP student survey did indicate a need for the District to provide additional counseling support, as well as, providing assistance to students due to chronic absenteeism. The District also provides students with a TUPE questionnaire in 6th grade. This questionnaire asks students to report on their use of tobacco and vaping and its effects on their performance in school. The data from the survey indicated that students have not been disciplined for the use of tobacco or other substances in the schools, however, staff continue to provide cessation support to all 6th grade students in the District. Lastly, the California Healthy Kids Survey disseminated to 5th grade students survey student climate focused on activities and supports at school. Meaning: All surveys were distributed electronically. A barrier that was indicated for a few of the younger students was that answering the questions online may have created a few challenges. The data in all three surveys indicated that students generally felt safe at school. However, there was data from the student surveys that indicated that students do need social/emotional support. The District has added additional social emotional learning supports by adding Social Workers, additional counseling session, as well as, Behavior Intervention Aides at all nine school sites. The District is committed to supporting the whole child, both academically and social/emotionally, and will resurvey students and parents this year to determine additional needs for support. Use: To support students, staff are targeting Social Emotional Learning for all students. Students have reported feeling physically safe at school, however, there were statements that staff needed to target social emotional wellness for students. With the additional supports of Social Workers, Counselors and Social Emotional Learning Curriculum in place, staff will monitor referrals for wellness assistance to ensure that the resources are meeting the needs of students. Social Workers are also collaborating together with Administration and staff to increase positive attendance for students. There is a targeted focus on reaching those students with chronic absenteeism. Social Workers are meeting with our most at-risk youth to work with the family to assist with any basic needs that need to be met for the student. They also collaborate with outside agencies in the Santa Clarita Valley." Met 6/22/2022 2022 55724050000000 Summerville Elementary 6 "Summerville Elementary School has bi-annually (every other year) administered the California Health Kids survey to students in grades 5th and 7th for the past ten years. Beginning in 2019, Summerville Elementary began administering the survey annually to students in grades and 5th and 7th. In 2021, the survey was expanded to grades 5th, 6th, and 7th so that the school would be able to track cohort responses annually in addition to gathering school-wide climate impressions. Annually, the Summerville Elementary administrative team analyzes the data looking for trends, new developments, and typical responses. Data is compared to the previous year for analytical comparison and discussion points with staff. Data is annually presented to the Governing Board at a public meeting. Staff receive a copy of the data and discuss data and its implications throughout the year during professional learning sessions. Data is shared with parents through parent committee meetings. Highlights and key findings are discussed to engage parents and understand how they can partner with the school to support student learning. The 2021 administration of the California Health Kids Survey had a relatively low participation rate compared to previous administrations (an average of 78% per grade). Students' data show a consistent connection with the school (overall 76%) with relatively high motivation (overall 77%). Students perceive the school environment to be well-kept (83%) and have connections to caring adults (67%). Student responses on the survey suggested that they do not feel they have meaningful participation with the school overall (33% in the 6th-grade level and 15% at the 7th-grade level). Reported drug (8%) and alcohol use (17%) was reportedly low, though the school continues to see a rise in reported use of vaping (17% up from 6% on previous administrations of the survey). In response to this data, attention needs to be given to fostering student participation and voice in the classroom and school. Specific intervention techniques need to be investigated regarding drug, alcohol, and vaping awareness. The administrative team with the counseling team will target these areas during the 2021-2022 school year." Met 6/28/2022 2022 55724130000000 Summerville Union High 6 "Based on the findings from our California Healthy Kids Survey, Summerville High School and Connections Visual and Performing Arts Academy realized the following results: 74% of 7th grade students, 61% of 9th grade students and 49% of 11th grade students report feeling connected to the school. 70% of 7th grade students, 62% of 9th grade students and 46% of 11th grade students report being academically motivated. 0% of 7th grade students, 15% of 9th grade students and 31% of 11th grade students report feeling that school is a waste of time. 70% of 7th grade students, 69% of 9th grade students and 63% of 11th grade students report that adults at the school hold high expectations. 60% of 7th grade students, 39% of 9th grade students and 36% of 11th grade students report experiencing any harassment or bullying. Some areas for staff at Summerville High to improve include student perception of school being boring. 40% of 7th grade students, 50% of 9th grade students and 70% of 11th grade students report that school is really boring. Another area of concern is meaningful participation. 32% of 7th grade students, 25% of 9th grade students and 18% of 11th grade students report having meaningful participation in school activities. Student perceptions indicate that there is a good feeling of safety and campus care at Summerville High. 50% of 7th grade students, 70% of 9th grade students and 59% of 11th grade students report that Summerville High is safe or very safe. 60% of 7th grade students, 58% of 9th grade students and 63% of 11th grade students report good facilities upkeep. Also a small percentage of students 0% of 7th grade students, 13% of 9th grade students and 11% of 11th grade students report being involved in a physical fight. Summerville High School and Connections Visual and Performing Arts Academy have implemented the Character Counts program that allows staff to recognize 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 done a lot this year to provide opportunities to have outdoor competitions, homecoming celebrations and a great in-person graduation complete with fireworks. As always, we will use the data presented to continue to look at how we can improve on the lower data points and continue to serve all of our students to the best of our ability despite the continued challenges of the COVID pandemic." Met 6/22/2022 2022 54718370109009 Summit Charter Academy 6 During the 21-22 school year the district shifted the way data was collected for culture and climate from students. The data is collected from students in all grade ranges and is used to drive district policies in support of improving the outcome for students in this area. This year the district shifted to a 5 point rating scale. The aggregate results of this survey were a 3.75 out of 5. Met The district administers this survey multiple times throughout the year. Based upon the data collected and the ensuing improvement cycles that occurred afterwards the district lists this indicator as met for the 21-22 school year. 6/20/2022 2022 36750440107516 Summit Leadership Academy-High Desert 6 "The school was confronted with little to no response from the high school students and parents. Due to low participation, this data is inconclusive. However, the data for the junior high respondents reflected a predominant amount of students with mental health concerns. Like many schools, the post-pandemic challenges center around mental health issues, poverty, and food insecurity." Not Met 10/21/2022 2022 41690620112722 Summit Preparatory Charter High 6 "- Students responding 'agree' or 'strongly agree' to 'I feel emotionally safe at school' = 83% - Students responding 'agree' or 'strongly agree' to 'I feel physically safe at school' = 93% - Students responding 'agree' or 'strongly agree' to 'Students at my school respect each other' = 74% - Students responding 'agree' or 'strongly agree' to 'I believe the adults at my school care about me as a person' = 91% - Students responding 'agree' or 'strongly agree' to 'There is at least one adult at school that I trust' = 89% 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 6/16/2022 2022 07100740129684 Summit Public School K2 6 "- Students responding ""agree"" or ""strongly agree"" to ""I feel emotionally safe at school"" = 69% - Students responding ""agree"" or ""strongly agree"" to ""I feel physically safe at school"" = 73% - Students responding ""agree"" or ""strongly agree"" to ""Students at my school respect each other"" = 55% - Students responding ""agree"" or ""strongly agree"" to ""I believe the adults at my school care about me as a person"" = 84% - Students responding ""agree"" or ""strongly agree"" to ""There is at least one adult at school that I trust"" = 80% 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 6/16/2022 2022 43104390128090 Summit Public School: Denali 6 "- Students responding 'agree' or 'strongly agree' to 'I feel emotionally safe at school' = 73% - Students responding 'agree' or 'strongly agree' to 'I feel physically safe at school' = 87% - Students responding 'agree' or 'strongly agree' to 'Students at my school respect each other' = 65% - Students responding 'agree' or 'strongly agree' to 'I believe the adults at my school care about me as a person' = 87% - Students responding 'agree' or 'strongly agree' to 'There is at least one adult at school that I trust' = 83% 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 6/16/2022 2022 41689240127548 Summit Public School: Shasta 6 "- Students responding 'agree' or 'strongly agree' to 'I feel emotionally safe at school' = 88% - Students responding 'agree' or 'strongly agree' to 'I feel physically safe at school' = 94% - Students responding 'agree' or 'strongly agree' to 'Students at my school respect each other' = 85% - Students responding 'agree' or 'strongly agree' to 'I believe the adults at my school care about me as a person' = 94% - Students responding 'agree' or 'strongly agree' to 'There is at least one adult at school that I trust' = 83% 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 6/16/2022 2022 43104390123794 Summit Public School: Tahoma 6 "- Students responding 'agree' or 'strongly agree' to 'I feel emotionally safe at school' = 86% - Students responding 'agree' or 'strongly agree' to 'I feel physically safe at school' = 92% - Students responding 'agree' or 'strongly agree' to 'Students at my school respect each other' = 81% - Students responding 'agree' or 'strongly agree' to 'I believe the adults at my school care about me as a person' = 92% - Students responding 'agree' or 'strongly agree' to 'There is at least one adult at school that I trust' = 93% 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 6/16/2022 2022 07617960133637 Summit Public School: Tamalpais 6 "- Students responding 'agree' or 'strongly agree' to 'I feel emotionally safe at school' = 76% - Students responding 'agree' or 'strongly agree' to 'I feel physically safe at school' = 85% - Students responding 'agree' or 'strongly agree' to 'Students at my school respect each other' = 69% - Students responding 'agree' or 'strongly agree' to 'I believe the adults at my school care about me as a person' = 85% - Students responding 'agree' or 'strongly agree' to 'There is at least one adult at school that I trust' = 82% 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 6/16/2022 2022 54721730000000 Sundale Union Elementary 6 "Sundale administers a monthly survey to our middle school students to ensure they have positive well-being in addition to the annual survey to all 4-8th grade students to ensure their safety, well-being, and positive outlook. For the 2021 year there were 96% of our students who indicated they felt safe and supported by staff. Sundale continues to emphasize positive Character amongst students as well as staff building positive relationships with students." Met 6/21/2022 2022 54721810000000 Sunnyside Union Elementary 6 "The LEA 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 LEA 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 Dashboard. During the 2020-2021 school year, the Healthy Kids Survey was administered in May of 2021. Parents were given notice regarding the survey and some parents did choose to opt their children out of the survey. 67% of the students surveyed feel safe at school 51% are happy to be at this school 63% of the students feel they are treated fairly by their teachers. 53% of the students feel they get to do interesting things at school (70% in 6th grade and 36% in 7th) 62% of students feel close to people at this school. 24% of students have experienced harassment or bullying 20% of students experience social emotional distress 18% of 6th graders and 31% of 7th graders have experienced chronic sadness/hopelessness 33% of students have not had any rumors or lies told about them or someone else 14% of students have been in a physical fight 3% of students have seen a dangerous weapon at school 6% of 6th graders and 22% of 7th graders have used alcohol or drugs One area that Sunnyside staff has been working very hard on ensuring that the students' social and emotional needs are being met, especially after the Pandemic and Lockdown. The Sunnyside certificated and classified staff are receiving training on the importance of caring for all students and making an effort to get to know them. We will continue to offer trainings and share these results with staff and stress the importance of making connections and relationships with students. Our goal would be that 100% KNOW without a down that we truly care about each and every one of our students. Sunnyside currently has psychological services once weekly in addition to a social worker weekly to help students and staff build better relationships.Ensuring meeting social-emotional needs will continue to be a priority for all staff. Sunnyside is also in the process of hiring a psychologist or counselor to continue to meet the needs of all students socially and emotionally. Previously an area of concern last year was student's feeling safe. Currently 67% of students feel safe. A new area of concern is the fact that 24% have been bullied or experienced harassment and 20% have experienced emotional distress. Our team of psychologists and social workers will work on this through classroom presentation and small groups." Not Met 10/11/2022 2022 43696900000000 Sunnyvale 6 "1) Sunnyvale School District has focused on school climate through LCAP Goal 3 “Ensure school and classroom environments provide Social Emotional Learning (SEL) and Culturally Responsive Teaching for the whole child so that students can reach their full potential.” Sunnyvale Schools utilize Positive Behavioral Interventions and Supports (PBIS) to create and maintain a positive school climate, and a district-wide student, staff, and family survey through Panorama Education to evaluate perceptions of school safety and connectedness. In Spring of 2022, 86.7% of students in grades 3rd-8th participated in the survey. In grades 3-5, 72% of students report generally having a feeling of belonging with regard to school either “quite a bit” or “completely belonging”. Responses from student groups grades 3-5 (English Learners, Students with IEPs, and students from specific grade levels) ranged within three percentage points of these results with one exception (students with IEPs, who responded at 65%). Student group responses for having a strong sense of belonging include: 3rd grade-72%, 4th grade-74%, 5th grade-71%. For grades 6-8, 55% of students reported feelings of “belonging quite a bit” to “completely belonging” with regard to their school site. Student group responses for having positive feelings of belonging include: 6th grade-57%, 7th grade-56%, 8th grade-52%. Responses from student groups grades 6-8 (English Learners, Students with IEPs, and students from specific grade levels) ranged within four percentage points of these results with one exception (students who are English Learners, who responded at 50%). 2) These results indicate that while a continued focus on PBIS and SEL has so far been successful, improved support of our English Learner and Students with IEPs and families to foster climates where students feel happy, supported, and safe is necessary. Of specific concern is the response rate for students who are English Learners and students receiving IEP services. Though changes to the question phrasing made direct comparison difficult, there was a reduction in response rate from 2021 to 2022 around students reporting positive connectedness to their school site among students grades six through eight. Survey questions were reviewed and revised for the coming school year to enhance clarity and accessibility. 3) Efforts to train teachers and staff and broaden their use of the Panorama data and resources (specifically the Panorama Playbook) to better meet our students’ needs continues this year, with a focus on training and equipping site MTSS teams to use data to drive support, with a focus at grades 6-8 on student connectedness and Socio-Emotional/Cultural learning. Professional Development around the use of these resources will enable teachers to design targeted instruction focused on building students’ SEC skills, leading to improved school climate, student connectedness, and student achievement." Met 6/16/2022 2022 01751190000000 Sunol Glen Unified 6 "As Sunol Glen is a very small school, serving only 270 TK-8 grade students, we have created our own survey to administer to our 6-8 grade students each year in regards to their input and feelings about school. We administer the survey during school time so that we can have input from 95-100% of our students participate. In our most recent survey, students reported at 96% that they feel safe at school. In regards to students' feelings of being connected to the school, 92% responded that they did feel connected or a strong connection to school. This is also demonstrated by our attendance rate - we had 96% average daily attendance and less than 1% of chronic absenteeism. We had 0 students drop out of middle school and less than 3% of our students were suspended throughout the year with zero expulsions. The Sunol Glen staff has adopted several initiatives to address the climate of our school and the high priority of having our students feel safe and connected while they are in school. These initiatives include a Kindness campaign that goes on throughout the school year and is highlighted during the week of February 10-14. Additionally, we have adopted the precepts of Mindfulness and the Growth Mindset whereby we encourage students to be reflective and resilient. Most recently, our school has engaged in a school-wide initiative of Social-Emotional Learning (SEL) including doing a school-wide writing prompts each week addressing an area of social-emotional growth. We also participate in the national Red Ribbon Week and Anti-Bullying campaigns during the month of October. All of these programs and initiatives are demonstrative of the LEA's prioritization of student engagement." Not Met 8/9/2022 2022 49709614930350 Sunridge Charter 6 "1. Data: School safety was measured last year via Youth Truth Surveys of faculty and staff, parents, and 5th, 7th, and 8th grade students. Compared to other participating middle schools, SR students' highest-rated themes were: Belonging & Peer Collaboration Relationships 2. Meaning: Students feel they have strong relationships with peers and school staff. The challenges continue to be educating students about cyber safety, social-emotional learning, and conflict resolution. 3. Use: One outcome is to continue the cyber civics curriculum, class meetings and SST meetings, to assess student needs and provide support. SunRidge will be providing professional development and education regarding Gender Inclusion practices to support students and families as well." Met 1/28/2022 2022 43104390124065 Sunrise Middle 6 "DATA: From Spring 2022 student survey: 80.2% of students felt connected to Sunrise 82.1% felt academically challenged. 84.1% said teachers had high expectations for them. 56% felt they had a caring adult relationship at school 83.3% said the school was safe. 23% experienced bullying at school 38.5% felt sad or hopeless MEANING: The biggest changes came in the areas of “connection to Sunrise,” “caring adult relationship” and feeling “sad or hopeless.” We believe the increase in students feeling sad or hopeless – 38.5 % compared to 15% in Spring 2021 – is directly connected to worldwide factors, such as the pandemic having entered its 3rd year, an increase in mass shootings, and worsening climate change. Nonetheless, we are troubled by this, and it breaks our hearts to know that more than a third of our students are feeling this way each day while we are trying to teach them about math and English. The other two areas of concern are somewhat related. 80.2% of our students said they felt connected to Sunrise, compared to 91% in Spring 2021. And, 56% said they had a caring adult relationship at school, compared to 64% in Spring 2021. We realize that COVID has had a major impact on our once close-knit school community. Whereas before we encouraged students to come closer into a huddle to talk about issues of deep concern, this year we have had to push students away from each other. Students also have begun to “hide” behind their masks, and now don’t want to take them off even though they can outdoors. Many of us staff members have had a harder time recognizing students and even learning their names with the masks covering half their faces. Also, our school was forced to grow in student population this year, from 270 to 300, to make up for ADA lost to COVID illness or exposure. We were not sure that as a charter school we would fall under the “hold harmless” guideline and that the lower ADA would be compensated. Any significant drop in ADA could have a huge financial impact on a school as small as ours. But this sudden growth no doubt had an impact on the “family feel” at Sunrise and the ability of students to feel connected. USE: Sunrise is making a concerted effort to return to the closeness we felt before COVID. We have reinstituted our weekly assemblies and are trying to fill them with a lot of fun and laughter, inspiration and praise. We recently have put on some new schoolwide events also – a ReBirth Day week and a 20-day Love Challenge. We also are now renting buses to take our kids to the soccer games. We pay a little more for a bigger bus and can take the student fans, too. But mostly, it’s the relationship between the teachers and the students that will matter. We are hoping and anticipating that the anti-racism training to be conducted on a monthly basis next year will also help get teachers focused on the importance of really reaching out to develop strong bonds with their students." Met 6/6/2022 2022 25658960000000 Surprise Valley Joint Unified 6 "From the surveys that were received, the overall climate at our LEA is positive. Our district is K-12 in one building and this creates a positive learning environment for students of all ages. The survey also reveals that students and parents feel our campus is a safe place for our students." Met 6/28/2022 2022 18641960000000 Susanville Elementary 6 "Data: The CA Healthy Kids Survey was administered to parents, staff and students in the fall of 2021: Middle School results from students were as follows: 1. 65% of 6th graders, 48% of 7th graders and 42% of 8th graders agreed or strongly agreed that they were connected to the school. 2. 61% of 6th graders, 52% of 7th graders and 45% of 8th graders agreed or strongly agreed that they had caring adult relationships at school. 3. 75% of 6th graders, 47% of 7th graders and 46% of 8th graders agreed or strongly agreed that the school is perceived as very safe or safe. Elementary School (Grades 3-5) results from students were as follows: 1. 69% of 3rd graders, 83% of 4th graders and 82% of 5th graders agreed or strongly agreed that they were connected to the school. 2. 72% of 3rd graders, 92% of 4th graders and 75% of 5th graders agreed or strongly agreed that there were caring adults in the school. 3. 69% of 3rd graders, 95% of 4th graders and 94% of 5th graders agreed or strongly agreed that they feel safe at school. Meaning: The data suggests that students have more of a connection with school and their teachers at our lower grade levels and this connection wanes in 7th and 8th grade. Across the schools, it appears that the majority of our students have caring adult relations at the schools, whether these be teachers, paraprofessionals or other staff. Students report feeling very safe at school and this percentage wanes as they get older as well. Overall, the schools provide a strong connection for kids and create an environment that is inclusive and supportive. A area for growth is to increase this feeling in students at the middle school level. Barriers for these connections are poor attendance, apathy and lack of support from home. Use: Many of the actions in the 22-23 LCAP are designed to support student interest and connectedness to the schools. Staff have very strategically created new programs and offerings that will help engage students and improve the overall culture at the schools. The schools have already seen improved attendance from high-interest activities and have seen improved behaviors from the counseling that has been available at the sites." Met 6/22/2022 2022 51105120000000 Sutter County Office of Education 6 "Panorama Surveys were used to monitor perceptions of school safety and connectedness in 21/22. Since the CHKS is administered every other year, Panorama was aligned to CHKS in order to collect similar data. Panorama was administered twice during the year. Overall, responses were favorable related to CORE SEL Competencies and well-being measures: for self-management (increase of 17% from fall), growth mindset (increase of 18% from fall), grit (4% increase from fall), social awareness (a 10% increase from fall), self-efficacy (increase of 20% from fall), and emotion regulation (increase of 6% from fall). Student Sense of Belonging increased by 2% from the fall to spring. There is concern over student responses related to belonging and being a valued member of the school, feeling important to others in the school, and how some students do not feel like they matter to others. Of a larger concern is student perception in the area of Teacher-Student Relationships. Overall there was a decline in the percentage of students who feel there are positive relationships from 49% favorable to 47% favorable. Finally, in the area of School Safety from the student response, there was a large drop of 15% of students feeling safe at school. 52% of students worry about the possibility of physical violence on campus. Strengths identified through the Panorama surveys indicate that there are high expectations from adults in school. Students are growing in the area of SEL. This is attributed to a schoolwide focus and increased level of SEL support. Staff and parents surveys indicate a positive connection to students. Student perceptions did not match. Explanation for negative responses could be related to the high transiency rate. When the Fall survey was administered, there were 28 students enrolled. For the Spring survey, there were 41 students. The theory is that the newer students have not had time to connect and build trust with school staff. Another theory is that the short duration of enrollment (less than 2 semesters) makes it difficult to involve a high percentage of the student in the decision making process. An increase in absenteeism is also having an effect on student access to school resources such as class instruction, counseling support for academics and SEL, and building relationships with staff. PCOE provided consultation and guidance for implementation of PBIS. Staff worked to implement PBIS Tier I and to transition to Tier II. PBIS will continue in 2022/23 with Tier II work led by SCSOS staff. Counseling services and FRA intake procedures will continue to be honed to become more effective and efficient when welcoming new students to FRA resulting in students becoming more connected at a faster rate and have a clear understanding of their own personal goals while attending. Staff will continue to plan and implement increased student leadership opportunities for the 22/23 school year including a student leadership class." Met 6/22/2022 2022 51714230132977 Sutter Peak Charter Academy 6 "Annually, Sutter Peak Charter Academy surveys all stakeholders, including its K-12 students. The majority of the questions in the survey are directly aligned to the 8 Basic State Priorities including school climate. An additional survey implemented a locally designed a social-emotional screener to assess the social- emotional needs of all 7-12th grade students. Data from both surveys and from stakeholder meetings are reviewed and discussed with teachers, leadership, academic and counseling teams. High priority is focused in the areas of student performance, attendance, and school climate and virtual course offerings. Discussion on the forementioned areas are discussed within the areas for growth. This data 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 6/9/2022 2022 51714490000000 Sutter Union High 6 "All educational partners continue to report that SUHSD is a clean, well-maintained and safe learning and work environment. Survey data and annual FIT inspections report that school learning climate is one of the district's strongest qualities." Not Met 9/13/2022 2022 37771070136473 Sweetwater Secondary 6 "Sweetwater Secondary 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 influenced 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 achieve a 90% or higher safety satisfaction rating. In 2021-2022, SSS exceeded this metric. 96.5% of students reported that they felt safe at SSS and 97.1% of parents reported that they feel their child is safe at SSS. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2021-2022 SSS’s suspension rate was 0% and the expulsion rate was 0%. These metrics indicate that students’ needs are being met in a positive and supportive learning environment that protects and encourages their participation and engagement in school." Met 6/24/2022 2022 37684110000000 Sweetwater Union High 6 "During the 2021-22 school year, we implemented the CORE Social Emotional Survey to all Sweetwater students. We received over 18,000 responses (out of approximately 36,000 students). This survey was previously administered in 2018-19 and 2019-20. All comparisons are to the 2019-20 school year as we did not administer the exact same survey during distance learning (2020-21 school year). We received responses from students in grades 7-12 which showed the following: On the category of school connectedness 8 of our 11 middle schools received a greater percentage of positive responses, while 6 of 12 high schools received a greater percentage of positive responses and 5 of 7 alternative schools received a greater percentage of positive responses. We saw an upward trend on several key questions. For example, “I am happy at school.” improved for all student levels. Middle Schools were 65% favorable (4% increase), High Schools were 59% favorable (2% increase) and Alternative Schools were 59% favorable (6% increase). Likewise, the upward trend was also seen on the question of whether, “The teachers at this school treat students fairly.” Middle Schools were 63% favorable (6% increase), High Schools were 57% favorable (4% increase) and Alternative Schools were 70% favorable (7% increase). Here is the breakdown of significant student groups for the area of school connectedness: Students with Disabilities Middle Schools 59% favorable, no change High Schools 55% favorable, +1 change Alternative Schools 72% favorable, +17 change African Americans Middle Schools 50% favorable, -6 change High Schools 52% favorable, -1 change Alternative Schools 48% favorable, no change Hispanics Middle Schools 59% favorable, no change High Schools 56% favorable, no change Alternative Schools 54% favorable, +2 change The return to face to face school has been received favorably overall, however many schools experienced an uptick in fights and other detrimental social interactions. In order to develop improved school climate Sweetwater has been working to implement Multi System Tiers of Support (MTSS) across the district. We have deployed this framework at each site based on the identified needs of that site. Support for this effort includes an increase in mental health support and the extension of our restorative practices approach. Schools have been provided with six consultants who assist site teams to support students who have expressed concerns about climate and culture including our LGBTQ students, Asian Fellowship, and African American to name a few. We also have a Black Elders group that informs our support for African American students." Not Met 9/12/2022 2022 33751760120204 Sycamore Academy of Science and Cultural Arts 6 "SASCA provides an annual student perceptions survey, an annual parent satisfaction survey and an annual staff perceptions survey in addition to targeted feedback surveys throughout the year. SASCA’s efforts to solicit the perceptions of all educational partner groups regarding school safety, connectedness, programs, and initiatives is comprehensive and robust. SASCA’s strengths according to the parent survey include: parents working with teachers to support student goals, teachers providing access to lesson plans online, the school providing access to curriculum materials at home. SASCA’s relative areas for improvement according to the 2021-22 survey results include providing parent enough workshops and families opportunity to review curriculum. SASCA’s strengths according to the student survey include: skills students have learned when working with peers, feeling safe and being willing to intervene when peers have negative conversations, safety in asking for help. SASCA’s relative areas for improvement include: having skills to study for tests, feeling like every day is just another school day, feeling like the skills they are learning only help them finish a task. This feedback will inform future professional development plans and guide our path in building relationships so students feel safe. Engaging in outreach and surveying stakeholders will provide staff valuable input to inform the district’s planning in school safety." Not Met "The world suffered significantly during the COVID-19 Pandemic as we saw increases in anxiety, depression, self-harm, and other concerning mental health issues. Due to lockdowns and health fears, people lost connections with other people and basic human needs were not being met for about two years. The school took the 2021-2022 school year to truly focus on meaningful human connections between students, staff, faculty, families, and community partners. The school has been touted as a positive influence in the community." 10/17/2022 2022 36103630139147 Sycamore Academy of Science and Cultural Arts - Chino Valley 6 "SASCA-CV provides an annual student perceptions survey, an annual parent satisfaction survey and an annual staff perceptions survey in addition to targeted feedback surveys throughout the year. SASCA-CV's efforts to solicit the perceptions of all educational partner groups regarding school safety, connectedness, programs, and initiatives is comprehensive and robust. SASCA-CV’s strengths according to the parent survey include: parents working with teachers to support student goals, teachers providing access to lesson plans online, the school providing access to curriculum materials at home. SASCA-CV’s relative areas for improvement according to the 2021-22 survey results include providing parent enough workshops and families opportunity to review curriculum. SASCA-CV’s strengths according to the student survey include: skills students have learned when working with peers, feeling safe and being willing to intervene when peers have negative conversations, safety in asking for help. SASCA-CV’s relative areas for improvement include: having skills to study for tests, feeling like every day is just another school day, feeling like the skills they are learning only help them finish a task. This feedback will inform future professional development plans and guide our path in building relationships so students feel safe. Engaging in outreach and surveying stakeholders will provide staff valuable input to inform the district’s planning in school safety." Not Met "The world suffered significantly during the COVID-19 Pandemic as we saw increases in anxiety, depression, self-harm, and other concerning mental health issues. Due to lockdowns and health fears, people lost connections with other people and basic human needs were not being met for about two years. The school took the 2021-2022 school year to truly focus on meaningful human connections between students, staff, faculty, families, and community partners. The school has been touted as a positive influence in the community." 10/17/2022 2022 30103060139352 Sycamore Creek Community Charter 6 "In 2021-22, the school climate survey showed 83.9% feel connected to the school community and 77.4% feel that school is safe. Sycamore Creek Community Charter School creates a positive and rewarding school environment with music, arts, gardening, handwork, movement, and games. The school implements restorative justice practices, trauma-informed instruction, positive classroom management practices, and alternatives to suspension for all students. The school provides students with counseling opportunities to include group counseling, individual counseling, and community supports to increase student achievement, attendance, connectedness, and self-esteem. The school also provides student engagement opportunities to include music, theater, art, student council, and various competitions (Model United Nations, Sports, Math, Clubs) during the school day with practice after-school." Met 6/16/2022 2022 54105460125542 Sycamore Valley Academy 6 "During the 2021-2022 school year, Sycamore Valley Academy used a local organization climate survey in which 174 students in grades 3-8 participated. The student survey was aligned to meeting the goals outlined in SVA's LCAP. This survey offered an effective means to gather input and information from students related to school site decision-making and goals. The questions are aligned to the LCAP state priorities. The following data was collected: 1. 87% of students agree the school hires and retains highly qualified staff. 2. 67% of students agree the school keeps school facilities well maintained. 3. 85% of students agree the school provides quality instruction for students. 4. 85% of students agree the school provides quality instruction for gifted learners. 5. 83% of students agree the school provides quality instruction for English Language Learners (ELLs). 6. 84% of students agree the school encourages parental involvement. 7. 80% of students agree the school provides quality feedback pertaining to students' academic progress. 8. 84% of students agree that they are satisfied with student(s) academic progress and achievement. 9. 79% of students agree the school engages students in positive activities that lead to academic success. 10. 66% of students agree the school offers students sufficient extra and co curricular activities. 11. 79% of students agree the students and staff are safe at school. 12. 70% of students agree that students are satisfied with their school on a daily basis. 13. 97% of students agree the school has broad course offerings in both core subjects and enrichment opportunities. 14. 74% of students agree the school supports students' character and moral development." Met 6/23/2022 2022 19647330106427 Synergy Charter Academy 6 "The school most recently administered the California Healthy Kids Survey to students in grades 3-5 in the spring of 2022. The survey data indicated higher scores for student motivated to achieve academically. Higher scores also indicated high expectations of adults in school. The majority of students also reported that they have a caring adult at school. Responses indicated lower scores related to feeling connected to the school that state averages (from 2017-19). This could be due to the challenges brought on by the COVID-19 pandemic, school campus closures, distance learning in the 2020-21 school year, and the return to school campuses in 2021-22 but with a variety of COVID isolation, quarantine, and masking protocols. Staff will continue to focus on providing opportunities within the school and classroom communities to create connectedness. Additionally, academics should include purposeful engagement activities with opportunities to address socio-emotional needs." Met 6/18/2022 2022 19647330117895 Synergy Kinetic Academy 6 "The school most recently administered the California Healthy Kids Survey to students in grades 6-8 in the spring of 2022. The survey data showed the highest scores for high expectations of adults in school, followed by academic motivation. Lower scores were given in caring adults in school and promotion of parent involvement in school. Challenges brought on by the COVID-19 pandemic over the past two years clearly had an impact on student responses, as students and staff navigated through school campus closures, distance learning in the 2020-21 school year, and the return to school campuses in 2021-22 but with a variety of COVID isolation, quarantine, and masking protocols. The school plans to continue use student surveys to determine the greatest priorities for student supports, as well as incorporate opportunities to create connectedness through listening activities and class circles. Additional support for 6th graders transitioning to middle school will be incorporated into 6th grade courses. SKA will also provide increased counseling support in the coming school year, as described in the school’s LCAP." Met 6/18/2022 2022 19647330124560 Synergy Quantum Academy 6 "The school most recently administered the California Healthy Kids Survey to students in grades 9-12 in the spring of 2022. Survey responses were highest for high expectations of adults in school. There were some differences between grade levels, and across all grades lower in the area of academic motivation. Survey results were likely impacted by the challenges brought on by the COVID-19 pandemic, school campus closures, distance learning in the 2020-21 school year, and the return to school campuses in 2021-22 but with a variety of COVID isolation, quarantine, and masking protocols. We feel an area of growth is also in students’ self-efficacy. The school plans to increase opportunities for students and teachers to participate in self-care activities and promote wellness and the idea that we need to take care of ourselves and each other. SQA will also provide increased counseling support in the coming school year, as described in the school’s LCAP." Met 6/18/2022 2022 15638000000000 Taft City 6 "The following increases and decreases in School Engagement and Supports in the 2020-21 school year can be noted for 7th grade students in the Taft City School District: • School connectedness decreased by 11 percentage points from 2019 (57%)-2020 (46%).. • Academic motivation decreased by 4 percentage points from 2019 (73%)-2020 (69%). • Chronic truancy increased by 1 percentage points from 2019 (3%)-2020 (4%). • Caring adult relationships decreased by 13 percentage points from 2019 (64%)-2020 (57%). • High expectations decreased by 10 percentage points from 2019 (77%)-2020 (67%). • Meaningful participation increased by 2 percentage points from 2019 (22%)-2020 (24%). • Facilities upkeep decreased by 12 percentage points from 2019 (26%)-2020 (14%). • Parent involvement in school decreased by 5 percentage points from 2019 (56%)-2020 (51%). The following increases and decreases in School Safety in the 2020-21 school year can be noted for 7th grade students in the Taft City School District: • School perceived as very safe or safe decreased by 24 percentage points from 2019 (60%)-2020 (36%). • Experienced any harassment or bullying increased by 2 percentage points from 2019 (37%)-2020 (39%). • Had mean rumors or lies spread about you decreased by 6 percentage points from 2019 (48%)-2020 (42%). • Been afraid of being beaten up increased by 13 percentage points from 2019 (19%)-2020 (32%). • Been in a physical fight decreased by 3 percentage points from 2019 (24%)-2020 (21%). • Seen a weapon on campus increased by 1 percentage points from 2019 (22%)-2020 (23%). The following increases and decreases in Substance use and Physical/Mental Health in the 2020-21 school year can be noted for 7th grade students in the Taft City School District: • Current alcohol or drug use increased by 4 percentage points from 2019 (12%)-2020 (16%). • Current marijuana use increased by 5 percentage points from 2019 (5%)-2020 (10%). • Current binge drinking increased by 2 percentage points from 2019 (3%)-2020 (5%). • Very drunk or ""high"" increased by 5 percentage points from 2019 (1%)-2020 (6%). • Been drunk or ""high"" at school, ever increased by 8 percentage points from 2019 (2%)-2020 (10%). • Current cigarette smoking increased by 8 percentage points from 2019 (1%)-2020 (3%). • Experienced chronic sadness/hopelessness increased by 8 percentage points from 2019 (34%)-2020 (42%). • Considered suicide increased by 5 percentage points from 2019 (17%)-2020 (22%). Not surveyed in 2019 but reported in 2020: • Vaping 19% • Sleep deprivation 48% The LEA will implement in response to the results for continuous improvement purposes actions that support Social Emotional Learning for all students. Taft City School District has committed to monitor and increase services to support the mental health and social and emotional well-being of the TCSD students and staff during the 2020-21 school year." Met "During the COVID-19 response, it has been critically important to place adult and student wellness first to establish a positive, safe, and supportive learning environment. Social emotional learning (SEL) has been implemented to support students who need social and emotional support to navigate the challenges of alternative learning contexts and to support the development of essential self-management skills, resilience, and connections. As students returned to campus in 2020-21 the District adapted to ensure physical distancing, and has prioritized social-emotional learning as a key component of mental health that ensures that professional development and resources will be provided to students and staff to address the trauma and other impacts of COVID-19 on the school community as addressed in the district's reopening plan." 6/29/2022 2022 15638180000000 Taft Union High 6 "The Taft Union High School District administered the Healthy Kids Survey and a local student survey in the Spring of 2022 to all high school students. 79% of students reported that teachers were respectful to them. The Healthy Kids survey reported that 50% of students showed connected at school. This number is lower than usual for our district and believed to be a direct result of the pandemic and the limited number of activities that could be done with county health regulations. Over 50% of students felt school was very safe. Challenges of the surveys given included that there was not a question distinguishing physical safety from medical safety as we moved through the pandemic creating a lack of clarity in responses. The district will continue to implement school safety processes and work with students to eliminate challenges. The district participates in “See Something, Say Something” from Sandy Hook that provides 24/7 anonymous reporting for all and immediately connects administration and local law enforcement as needed. We also have a Human Element elective class that assists our ASB and Leadership class with making school culture friendly and welcoming for students. All students and staff are trained annually on using the anonymous reporting system. The district will continue to provide and possibly Campus Security and a District Safety Manager on campuses. In addition, physical security measures will continue to be put in place and updated, such as alarms, cameras, radios, and the Share 911 software which allows all teachers to help keep the campus safe. The district will continue to support School Intervention Specialists to work with students as well as continue with the district-wide Safety and Security Manager Position." Not Met 7/13/2022 2022 31669440000000 Tahoe-Truckee Unified 6 "Comparing the 2020 data to the 2021 data, Tahoe Truckee Unified School District (TTUSD) is celebrating success in school climate as demonstrated by the overall decrease in suspension rates and the overall increase in connectedness and motivation for students as measured by the California Healthy Kids Survey (CKHS). This can in part be attributed to the district-wide focus on the social-emotional well-being of our students. The implementation of weekly social-emotional lessons, an increase in counseling services, including wellness centers, and staff training in social-emotional strategies benefited all students, including our significant subgroups. In 2022- 2023, the district will continue to provide social-emotional support to students at all grade levels. Wellness Centers are established at the middle and high schools. The district is exploring how to expand Wellness Centers to elementary schools. All grade levels will continue to implement social-emotional skill lessons and support. Comparing the 2020 data to the 2021 data, Tahoe Truckee Unified School District (TTUSD) has identified school safety as a focus area because of the decrease in perceived safety for students as measured by the California Healthy Kids Survey. TTUSD will continue the district-wide focus on the social and emotional well-being of our students and staff through the use of social-emotional screening tools, the implementation of social-emotional skills lessons, and the expansion of mental health services offered to our students." Met 6/21/2022 2022 21654820000000 Tamalpais Union High 6 "On the spring 2022 administration of the California Healthy Kids Survey (CHKS): - 76% of 9th grade students and 83% of 11th grade students reported feeling safe or very safe at school - 64% of 9th grade students and 70% of 11th grade students reported having at least 1 adult who cared about them at school - 74% of 9th grade students and 79% of 11th grade students reported that adults at school have high expectations of them - 70% of 9th and 11th grade students report feeling connected to their school The school connectedness data reveal that Asian and White students report the highest rates of feeling safe at school: 71% and 73% respectively and that Latino/a and Black students report feeling less safe or much less safe at school: 63% and 44% respectively. The District has set a goal of improving the learning outcomes and learning environment for all students and most specifically our Black, Asian, Indigenous, Latino/a, Pacific Islander and all students of color. To that end, we have developed a multi-tiered system of support and a learning leadership team charged with providing appropriate professional learning plans for the school sites in order to meet the stated goal. Further, the district created the position of Senior Director of Diversity, Equity, Inclusion and Belonging and convened a youth advisory group to elevate student of color voice in district decision making." Not Met "The District convened a Youth Advisory group during the 2021-22 school year to elevate student voice in decision making, specifically student of color voice. The Youth Advisory is facilitated by the Senior Director of Diversity, Inclusion, Equity and Belonging." 9/20/2022 2022 36675870128462 Taylion High Desert Academy/Adelanto 6 "Taylion High Desert Academy provides an annual School Climate Survey for all educational partners (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 welcome to attend virtual board meetings and provide one-on-one feedback with staff and board members. Surveys are implemented in the fall and spring of each year. Previous surveys have resulted in the following feedback: 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.”" Not Met 10/20/2022 2022 19647330122242 TEACH Academy of Technologies 6 "TEACH Public Schools administered a student survey (grades 3-12) with a 56% participation rate: Findings: Top areas of strength from students and staff: • Strong Technology-infused program. • Staff members treat each other well. • School maintains a positive climate and culture. • The school provides appropriate learning materials (which may be digital or physical) to meet the needs of all students • The school provides students and staff with access to technology (e.g., computers, laptops, software training) • The school provides social-emotional support for students and staff, including wellness sessions, check-ins, 1:1 time, yoga, mentors, etc. Areas of growth from students and staff: • The school should provide more child welfare support for students • The cafeteria should provide more of a variety of nutritious meals • The school can provide more transportation" Met 6/17/2022 2022 19647330138305 TEACH Preparatory Mildred S. Cunningham & Edith H. Morris Elementary 6 "TEACH Public Schools administered a student survey (grades 3-12) with a 56% participation rate: Findings: Top areas of strength from students and staff: • Strong Technology-infused program. • Staff members treat each other well. • School maintains a positive climate and culture. • The school provides appropriate learning materials (which may be digital or physical) to meet the needs of all students • The school provides students and staff with access to technology (e.g., computers, laptops, software training) • The school provides social-emotional support for students and staff, including wellness sessions, check-ins, 1:1 time, yoga, mentors, etc. Areas of growth from students and staff: • The school should provide more child welfare support for students • The cafeteria should provide more of a variety of nutritious meals • The school can provide more transportation" Met 6/17/2022 2022 19647330129627 TEACH Tech Charter High 6 "TEACH Public Schools administered a student survey (grades 3-12) with a 56% participation rate: Findings: Top areas of strength from students and staff: • Strong Technology-infused program. • Staff members treat each other well. • School maintains a positive climate and culture. • The school provides appropriate learning materials (which may be digital or physical) to meet the needs of all students • The school provides students and staff with access to technology (e.g., computers, laptops, software training) • The school provides social-emotional support for students and staff, including wellness sessions, check-ins, 1:1 time, mentors, etc. Areas of growth from students and staff: • The school should provide more child welfare support for students • The cafeteria should provide more of a variety of nutritious meals • The school can provide more transportation" Met 6/17/2022 2022 39103970124958 TEAM Charter 6 "TEAM administers the MRA from the Leader in Me to survey our students, parents, and staff. We gave the MRA survey to our population of 1st-5th grade students. The MRA is a rigorously developed tool used to annually collect, analyze, and report student-, staff-, and school-level outcomes related to the focus on improving leadership, culture, and academics. It can be used to help a school identify its strengths and weaknesses, develop improvement plans, and monitor progress. The MRA measures are aligned with the highly effective practices outlined in the Leader in Me Framework. This alignment empowers schools to move from data insights to action plans and best leverage their limited time and resources to meet their goals. A total of 202 students took part in this independent survey. This measurable results assessment was meant to measure three different aspects. The MRA focused on students' feelings towards TEAM’s academics, culture, and leadership. Our overall score from the survey was 81, putting us into one of the highest percentages of schools that have taken the same survey. The overall score is broken down into three different categories. The first category is leadership in which we received a score of 82. This score measured student leadership, staff leadership, and family/community engagement. The second score of 82 measured TEAM’s culture. This culture score marked TEAM’s supportive student environment and supportive staff environment. The final score of 81 was in academics. The academic score asked questions regarding empowering teachers, empowering learners (students), and goal achievement. We learned that we made vast growth in students' overall feeling of belonging and students' academic achievement over this one-year period. Moving into the Spring survey for the 2021-2022 year, we had three goals for improvement. The first goal was student leadership. We started with a score of 58 in the Spring 2021 school session and increased to a score of 79 in the spring of 2022. We focused on students' engagement in positive behaviors and embraced the mindsets that build resilience and hope. Through students' self-advocacy, we worked to overcome barriers, problem-solve, and find solutions on their own individual leadership. Our second goal was school-belonging. Following hybrid learning, we focused on students' well-being and fostering a sense of belonging and safety within the school setting. During that period, our initial score was 58, which we felt did not accurately describe our work towards creating a sustainable and welcoming community within TEAM. After giving the survey again in the spring of 2022, we raised that score from 58 to 79. There is still room for improvement, but we feel very happy to see a large increase in students’ feeling of school belonging. Our third goal was to increase student academic achievement through instructional efficacy and student goal setting. Our initial score in this area was 57. After focusing on impr" Met 6/27/2022 2022 39686760136283 Team Charter Academy 6 "DATA: The MRA is a rigorously developed tool used to annually collect, analyze, and report student-, staff-, and school-level outcomes related to the focus on improving leadership, culture, and academics. It can be used to help a school identify its strengths and weaknesses, develop improvement plans, and monitor progress. The MRA measures are aligned with the highly effective practices outlined in the Leader in Me Framework. This alignment empowers schools to move from data insights to action plans and best leverage their limited time and resources to meet their goals. A total of 150 students took part in this independent survey. This measurable results assessment was meant to measure three different aspects. The MRA focused on students' feelings towards TCA’s academics, culture, and leadership. Our current overall score from the survey is an 74 which put us in the range of satisfactory. The overall score is broken down into three different categories. The first category is leadership in which we received a score of 72. This score measured student leadership, staff leadership, and family/community engagement. The second score of 76 measured TEAM’s culture. This culture score marked TEAM’s supportive student environment and supportive staff environment. The final score of 74 was academics. The academic score asked questions regarding empowering teachers, empowering learners (students), and goal achievement. We learned that with consistency the students' feel a sense of empowerment. They believe they are provided with schoolwide and classroom opportunities that include them in decision-making that will grow their leadership competence. MEANING: Although we had an overall rating of being satisfactory there are several growth opportunities. In the category of Leadership: Self-Advocacy the students were rated a 72. Which lets us know that students need support with; working to overcome barriers, problem-solve, and find solutions on their own and know how to enlist support when needed. For culture the rating was 69 for Trusting Relationships. The key finding is that the students don't have a high trusting relationship with their teacher(s) of whom they feel comfortable with and can connect to. Lastly, under academics: Empowering Learners the rating was a 71. The students struggle to feel empowered in the classroom. USE: TCA set goals to increase each growth opportunity while focusing on the opportunities that were highlighted above. Students will receive guidance/support to problem-solve, and find solutions. One of the ways to which will we meet this goal is to enact student conflict management teams in each cohort. To increase the trusting relationships between student-teachers, the teachers will facilitate engaging learning opportunities that will allow for relationship building amongst students and teachers. And for academics, the teachers will be charged with encouraging student leaders to reinforce class standards by way of classroom jobs, a" Met 6/27/2022 2022 15638260000000 Tehachapi Unified 6 "The Tehachapi Unified School District utilizes the California Healthy Kids Survey (CHKS) and Panorama Ed to assess the local climate in terms of student perceptions of school safety and connectedness The CHKS is administered once per year to students in 5th, 7th, 9th and 11th grades. Panorama survey results provide the following data points regarding students having a positive relationship with their teachers: 39% of Tehachapi High School (THS) students, 48 % of Jacobsen Middle School (JMS), 70% of elementary students at Cummings Valley Elementary (CV), Tompkins Elementary (TE), and Golden Hills Elementary (GH) reported having a positive relationship with school personnel; 44% of THS students identified that they felt safe at school, while 52% of JMS students report feeling safe at school, and 60% of elementary students reported feeling safe at school. Panorama data displayed a disparity in student engagement between high school students and elementary school students: 60% of elementary students reported being engaged while only 20% of middle and high school students indicated that they are engaged while at school. 80 % of elementary students reported that it is highly likely that they would encounter bullying while online which is in the 60th percentile, while 64% of secondary students indicated that it would be likely to encounter online bullying. Actions are being implemented to increase security, the well-being, and the safety of our schools, students, and families. At each school site, a social worker has been hired to provide social-emotional lessons to all students and provide support to students who are in crisis. An Alternative to Suspension (ATS) class has been provided to address the needs of students who engage in suspendable behavior at the middle and high school campuses. At all sites districtwide PBIS & Restorative Practices are used, Social Media Safety Training is provided to all students, and there is a Safe School Ambassadors program TUSD provides a district School Resource Officer and a new Deputy of Security and Truancy who both cover all campuses. With the additional resources provided to all school sites including campus supervisors, social workers, learning directors, and school psychologists at each site we have seen that students' needs are being addressed. However, after a lengthy period of time in distance learning students are returning to school with higher needs than before the COVID19 Pandemic. Going forward, TUSD will be increasing the metrics used to measure school climate to include the Kern Integrated Data System." Met 2/22/2022 2022 52105200000000 Tehama County Department of Education 6 "Student: 86.7% agree school has positive learning environment. 80.0% agree they are learning things that will help them in the future. 66.7% are comfortable with COVID changes for safety. 83.3% feel they have academic support to be successful. 93.4% feel they are being prepared for graduation. 93.4 % agree behavior expectations are clear/fair. 93.3% agree they understand graduation requirements. 73.3% feel physically safe at school. 66% feel emotionally safe. 5 students state they feel everything is good. On a rating scale of 1-5 (5 being high) for feeling emotionally safe, 10 students gave a rating of 5, 2 gave a rating of 3, 1 gave a rating of 2, and 2 gave a rating of 1. 1 student feels staff need to listen to them and not dismiss them. 1 student would like video games or other privileges to be offered for doing work. 1 student feels nothing is good. 5 students feel some level of not feeling emotionally safe at school. Parent: Two parents responded agree to the following: campus is clean/safe, comfortable with COVID measures, input is sought, staff support student learning, students are prepared for graduation, behavior expectations are clear, school has high expectations, students received academic help when needed, staff are response, school has a positive environment, believe it is important to participate in student’s education. Parents expressed concern about learning loss due to COVID. 1 parent would like regular communication. 1 parent feels students are not actively engaged." Met 6/22/2022 2022 52105206119671 Tehama eLearning Academy 6 California Healthy Kids Survey was administered to students during the 2021/2022 school year. Students targeted with 9th and 11th graders. 100% of 9th grade (11 students) and 62% of 11th graders (16 students) completed a survey. (approximately 23% of students enrolled). 83% of those reporting felt they knew adults at school who cared about them. 93% felt that Parent engagement was a high priority at school. 89% of students reported that the adults at school have high expectations for them. Additional School climate surveys completed locally continue to indicate high levels of parent and student satisfaction as well as feelings of both physical and emotional safety at school. Not Met 8/18/2022 2022 33103300136168 Temecula International Academy 6 "Stakeholder input has revealed that TIA is in need of additional work regarding the implementation of our social emotional program R.U.L.E.R. The survey data has brought to our attention the need to help students connect deeper with the program and apply the tools on a more regular basis. Parents also communicated that they would like the school to offer the R.U.L.E.R. training both in-person and virtually to make it more convenient for them to attend and participate. They have also expressed that this would help them to be more equipped to support the program in their homes. The staff feel that they have been able to implement the program and provide positive feedback to their students and help to support their social emotional needs, however, would like to have a better understanding of the different tools that are utilized in the program so they can implement with more fidelity. In regards to academics, students feel supported with their education but would like more variety within the instruction that the teachers provide. Parents have shared that they would like to have a better understanding of student’s testing data and what they can glean from this information. Our World Language teachers have expressed the need to focus on how they can support students in their classes who have IEPs, are participating in the SST process, and/or who have any significant learning needs." Met "The survey data and input from stakeholders provided perspective regarding the specifics of the goals, actions and services. TIA has updated all school goals to better reflect school improvement initiatives and the metrics have been better aligned to ensure that the school is monitoring progress appropriately. All actions have been analyzed to ensure that they support TIA’s efforts in accomplishing the goals." 6/23/2022 2022 33751923330917 Temecula Preparatory 6 "Listening to and acting upon the feedback of students is critical to understanding how to improve school climate. As part of our efforts to understand students’ perceptions, each year we conduct a student survey and ask fundamental questions about students’ satisfaction with our school. This year, 415 students in grades 5-12 (60%) completed the survey and rated a variety of areas on a scale of 1 to 10 with 1 being ‘strongly disagree’ and 10 being ‘strongly agree.’ When prompted with, “I have really good teachers” students gave an average score of 8.08, which is a decline from last year’s peak but about average for the last 6 years. On the other hand, when prompted with, “the students at TPS treat each other nicely” students gave an average score of 5.9, the lowest mark over the last six years. Overall, the survey results show that students’ opinions about our school and satisfaction with their experience has declined markedly this year. Unfortunately, this is not surprising given the difficult adjustment we have seen with students returning to campus after the pandemic. Because our overall student survey results have dropped this year, we have a lot to do to improve the climate of the school and get it back to where it was pre-pandemic. Rebuilding our relationships with students (and helping them rebuild positive relationships with their peers) appears to be a critical first step. Consequently, we are dedicating more time and resources toward our Virtues program and social and emotional learning." Met 6/15/2022 2022 33751926112551 Temecula Valley Charter 6 "2021 CHKS *75% of 6-8 students are regularly connected to the school. *70% of 6-8 students are regularly academically motivated. The CHKS survey was administered in May of 2021. This survey was administered to 5th and 7th grade students. Participation was lower than in 2018 - 75% vs. 93% in 2020. TVCS will administer the CHKS again in 2023. The survey is helpful in determining overall school effectiveness, engagement, and connection to the school community. Generally speaking, this survey shows the TVCS family that the experience of doing school from home had a major impact on students’ perceptions in several key areas: School Connectedness - 90% in 2018; 75% in 2021 Academic Motivation - 92% in 2018; 70% in 2021 Two or Fewer Absences/Month - 86% in 2018; 88% in 2021 Caring Adult Relationships - 91% in 2018; 77% in 2021 High Expectations - 97% in 2018; 86% in 2021 Meaningful Participation - 58% in 2018; 25% in 2021 Perceived School Safety - 82% in 2018; 79% in 2021 Low Violence Victimization - 76% in 2018; 87% in 2021 No Harassment - no data from 2018; 85% in 2021 No Mean Rumors - 70% in 2018; 79% in 2021 No Fear of Getting Beaten Up - 88% in 2018; 97% in 2021 Promotion of Parental Involvement - 87% in 2018; 83% in 2021 No Substance Use at School - 98% in 2018; no data from 2021 Facilities Upkeep - 76% in 2018; 88% in 2021 Meaning Generally speaking, this data shows that the COVID-19 shutdown had a significant impact on our students and their perceptions. We know from the experience of distance learning that our students suffered, and we worked tirelessly to create opportunities for students to be engaged, albeit differently than they were accustomed to. In 21/22, we created meaningful engagement in classes for students as well as families. The goal of that academic year was engagement and meaning, and I believe students reaped serious benefits from our efforts. Use In 21/22, TVCS hired an additional counseling support staff for our students. We implemented (and continue to do so) PBIS strategies around campus to help our students relearn the expectations of school life. We have gone back to the “normal” way of doing school as much as we can. We are reminding students in class, on the playground, and in their special activities, that TVCS is a great place to be and that we want them to be here. Our students are excited to be back, and we look forward to seeing an improved data set after the surveys are administered this Spring." Not Met 9/27/2022 2022 33751920000000 Temecula Valley Unified 6 "Parents, staff, and students completed an online survey through Panorama. The purpose of the survey was to gather feedback regarding school climate and to gather input to help inform the LCAP. The survey addressed these main areas: Safety, Climate, and Sense of Belonging. For safety 66% of students in Grade 5 and 59% of students in grades 6-12 responded favorably, 66% of students in grade 5 and 48% of students in grade 6-12 responded favorably for questions regarding school climate, 66% of students in grade 5 and 38% of students in 6-12 responded favorably about their sense of belonging. Recognizing that a positive school culture and climate is essential, TVUSD has made both of those areas a district-wide priority to foster continuous improvement. New actions and services related to meeting the social and emotional learning needs of TVUSD students have been added each year to the LCAP based on input and feedback from all educational partners, including an increase in the number of social workers and counselors, Tier II Behavior Assistants, and Counseling Specialists. In response to the results for continuous improvement, additional Licensed Clinical Social Workers were added at the High School level to provide additional support in improving student perceptions of safety and connectedness." Met 6/28/2022 2022 19650520000000 Temple City Unified 6 "While there were plans to implement CHKS district-wide, due to issues we were not able to administer CHKS. However, we provided questions regarding whether students ""feel safe at my school"" and whether the ""school is clean and tidy"" within our LCAP survey to assess student experience of climate on campus. Students reported overwhelmingly that they feel their school is clean and tidy (71.86% agree or strongly agree) and that they feel safe at their school (82.82% agree or strongly agree). Survey responses and participation was spread across grades and sites, but heavily skewed towards certain school sites. Additionally the overall response rate was about 33% of students, yet some sites were as high as 70% responding or 11% responding. Having more uniform practices for how we advertise these surveys would help have more representative response data that reflects the breadth of our community. We intend to implement CHKS in upcoming years, which should increase our ability to disaggregate the response data to analyze group differences as well as drill down the safety concerns at a narrow topic level." Not Met 7/20/2022 2022 01611190122085 The Academy of Alameda 6 "During the 2021-22 school year, The Academy of Alameda utilized two surveys to receive feedback from students and families in order to improve its program for the 22-23 school year. The family survey was to assess family / school relationships, while the student survey in grades 3-8 focused on school climate and social emotional supports. We used Panorama surveys as they are well respected and listed as a quality survey by the CDE. Elementary Program In our Elementary Program, our student reported Areas of Strength included Academic Rigor, Sense of Belonging, and Teacher - Student Relationships. 93% of students responded favorably to academic rigor around teacher support, encouragement, and clear expectations. 91% of students reported a positive sense of belonging at AOA and that they feel other students show them respect. Additionally 92% of students reported that they feel the adults at AOA support them. Areas of student reported growth in the Elementary Program include a need to increase engagement amongst all students. 63% of students reported talking about what they learned in school when home, and 79% of students reported being excited to participate in class. Family data for the Elementary program fell along similar lines to the students, with families reporting a high level of agreement (98%) that the school has a positive school climate, and that AOA is a strong fit for their student. Strategic next steps for the Elementary program include developing a school-home connection that facilitates students sharing their learning at home. Additionally we are exploring ways that parents can increase participation with the school that does not require time on campus." Not Met 9/28/2022 2022 14101400128447 The Education Corps 6 "We were pleased to learn from our last climate survey that many of our students feel safe at school despite the fact that our schools are located in neighborhoods riddled with crime and socioeconomic distress. We work very hard at creating a safe haven for our students at our schools and the climate survey results support that effort. Our small class sizes and family environment are often touted as the secret to our success with our students. Survey questions focused on student support, encouragement, and positive relationships all showed positively on our climate survey. Most students responded that there are a lot of chances to get one on one support from a teacher or administrator. Additionally, almost all students responded that they have a good relationship with at least one teacher or administrator at our school. Lastly, almost all students responded that they get a lot of encouragement from the school and that they feel like their teacher’s care about them. Last year, we added more trauma informed mental health and social emotional learning aspects to our behavioral support model. We also partnered with Fulcrum Adventures to integrate team building, personal growth, and leadership development training into our staff professional development. As an area for growth, our survey results showed that our discipline structures and attendance protocols across sites need to be more uniform. Some of our policies are inconsistently implemented. Part of this we attribute to returning to school post pandemic. We hope and believe that this school year will be more consistent than the previous two and we can get back to more uniform implementation of our school policies." Not Met 9/9/2022 2022 37680490127118 The Heights Charter 6 "This measure addresses information regarding the school environment based on a local climate survey administered at least every other year on the topics of school safety and connectedness. Our LEA reports how we administered a local climate survey (at least every other year) that provides a valid measure of perceptions of school safety and connectedness to our local governing board at a regularly scheduled meeting and reports to our educational partners and the public through the Dashboard. Based on the data we collected in the spring of 2022, 91.1% of the survey respondents stated that they believe the staff really cares about the students at our charter. While 97.8% agree that our charter takes effective measures to ensure the safety of their students. Based on the information we have received, we will continue to encourage students' academic skills, as well as having programs that develop their social and emotional skills (such as problem solving, self-control, and getting along with others). This is particularly important after the negative impact of the covid lockdowns and the potential feelings of isolation. Love and Logic professional development was implemented through our resource center. It's emphasis on staff empathy when dealing with students' needs, stressing positive teacher-student relationships, and using problem solving techniques has been highly effective." Met 6/23/2022 2022 34674390106898 The Language Academy of Sacramento 6 "Excerpt from LAS LCAP Annual Update (Board, June 2022) STUDENT ENGAGEMENT AND BUILDING CONFIDENCE AND LIFE SKILLS: DATA 1 - Attendance Rate Goal 95% or above (LAS QISP Actual: 93%) DATA 2 - 97% of TK-Gr8 students participated in the student survey completion DATA 3 - Q1: 90% stated, “I like my school.” Q2: 98% stated in agreement that yes, “It’s important for me to read and write in Spanish.Q3: 94% stated yes to the statement, “It’s important for me to read and write in English.” Q4: 84% stated yes to, “I feel safe at school.”" Met "PARENT INVOLVEMENT AND ITS ROLE IN SUPPORTING THE FULFILLMENT OF LAS MISSION Survey Data 1 (May, 2022): 95% of families completed the annual school survey. Survey Data 2: 99% of families stated that they would recommend the school to others." 6/28/2022 2022 37681300139063 The Learning Choice Academy - East County 6 "The Learning Choice Academy administered two student surveys during the 2021-22 school year to measure student perceptions of school safety and connectedness. A total of 41 students (grades 8-11) completed the first survey (a 22% response rate) and a total of 33 students (grades 8-11) completed the second survey (an 18% response rate). The below represents findings from both surveys. 90% agreed or strongly agreed that the teachers at this school teach students fairly 78% agreed or strongly agreed that they feel safe at school 85% agreed or strongly agreed that teachers communicate with parents about what students are expected to learn in class 93% agreed or strongly agreed that school staff take parent concerns seriously 90% agreed or strongly agreed that they try hard to make sure that they are good at their schoolwork 95% said it was true that there was an adult at the school who really cares about them 98% said it was true that there was an adult at the school who always wants them to do their best 14% said they had been made fun of, insulted, or called names at least once at school in the past year 24% reported feeling so sad or hopeless almost every day for two weeks or more that they stopped doing some usual activities in the past year 89% said that they usually expect to have a good day 78% said they are satisfied with their school experience" Not Met "Improving Student Voice We opened nominations to the School Site Council for each school site to all students Our SEL team will research appropriate training opportunities for teachers to create a culture of listening We will survey students and seek their input as much as possible throughout the year (for example, on spirit themed days and yearbook ideas, in addition to events and learning) Improving student engagement and attendance With the implementation of AB-130 all students will be required to complete a daily attendance log, students in grades TK-3 will be offered daily engagement learning opportunities, students in grades 4-8 will be offered daily live interaction and weekly engagement opportunities, and students in grades 4-12 will be offered weekly engagement opportunities Outdoor, in-person field trips and events will resume (as is deemed safe)" 9/8/2022 2022 34674390101907 The MET 6 "The Met administered an online survey student survey in Spring 2021, to measure perceptions of school safety and connectedness. The following are the findings of the 89 students in grades 9-12 who participated in the Spring 2021 survey: 89% agree/strongly agree they feel welcomed, or connected, at The Met. 84% agree/strongly agree feel that the school offers a safe atmosphere. These percentages are among the highest in the District. 95% agree/strongly agree that benefit from their internship experience." Met 6/23/2022 2022 38769270132183 The New School of San Francisco 6 "During the 2021-22 school year, New School San Francisco evaluated our students’ perception of safety and connectedness through quantitative measures. We partnered with NewSchools Venture Fund and Transforming Education to provide students with spring surveys which focused on social-emotional learning (SEL) and culture & climate. These surveys were provided to all students in grade 4 through grade 7. When completing surveys, the students rated each question on a scale of 1-5 with 5 indicating “almost all the time” and a 1 indicating almost never. We considered scores of 4 or 5 to be “favorable” when assessing student connectedness and sense of safety. The following is a snapshot of Spring '22 student data: Social Awareness: - 79% of students responded favorably when asked if they “get along with other students who are different from [them].” - 75% of students responded favorably when asked if they “noticed and complemented others accomplishments.” - 70% of students responded favorably when asked if they “respected the views of others even if [they] disagreed with them.” Sense of School Safety - 84% of students responded favorably when asked, “how safe do you feel when you are at school?” - 80% of students responded, “not at all likely” when asked, “how likely is it that someone from your school will bully you?” - 78% of students responded, “almost never” when asked, “how often do you worry about violence at your school?” - 74% of students responded, “almost never” when asked, “how often do students get into physical fights at school?” - 59% of students responded favorably when asked about the ease of receiving support when “bullied” at school. Sense of Belonging - 72% of students responded they “disagree/strongly disagree” when asked if they “feel lonely at school.” - 69% of students responded favorably when asked if they “feel like [they] belong at school.” - 69% of students responded favorably when asked if “other students seem to like [them].” - 66% of students responded they “disagree/strongly disagree” when asked if they “feel like an outsider at school.” - 65% of students responded favorably by stating they “make friends easily at school.” Relationships across Racial, Ethnic or Cultural Differences - 94% of students responded favorably when asked, “how fairly do adults at your school treat people from different races, ethnicities, or cultures?” - 89% of students responded favorably when asked, “how fairly do students at your school treat people from different races, ethnicities, or cultures?” - 84% of students responded “frequently/almost always” when asked, “how often do you spend time at school with students from different races, ethnicities or cultures?” - 82% of students responded favorably when asked, “how common is it for students to have close friends from different racial, ethnic, or cultural backgrounds?”" Met "An analysis of our student climate and SEL data indicate that our students are experiencing a strong sense of safety and connectedness. Our strengths lie in student relationships across racial, ethnic, or cultural differences and a strong sense of physical safety at school. Our student data indicates a slight drop in areas regarding a sense of belonging, and has opportunity for growth by implementing strategies to support students making friends more easily at school. Additionally, developing initiatives to foster connection for students who may seek more alone time or identify as ‘outsiders’ will be critical in building a culture where all students feel like members of the community. Finally, we have an opportunity to improve and/or build transparency in our student support systems to ease the process for students to receive support if bullied at school. The above quantitative data reflects student input from grades 4-7. Our teachers in grades K-3 use qualitative measures for assessing student connectedness through weekly checkpoints embedded in our SEL curriculum (Kimochis). However, in the 2022-2023 school year, our K-3 grades will also take fall/spring surveys to gather appropriate quantitative data on student well-being. Additionally, our leadership team will develop a social-emotional learning committee next year, to update our SEL curriculum in grades K-8. This committee will utilize data gathered in Spring 2022 and Fall 2022 to develop a strategic plan." 6/21/2022 2022 37683386061964 The O'Farrell Charter 6 "1. DATA California Healthy Kids Survey Data 2021-2022 school year: School connectedness indicator on California Healthy Kids Survey: ES: 74% positive response MS: 53% positive response HS: 54% positive response Students indicating that they have caring positive relationships with adults at school: ES: 79% positive response MS: 55% positive response HS: 54% positive response Students indicating that adults have high expectations for students at the school: ES: 83% positive response MS: 73% positive response HS: 70% positive response Students indicating that they believe that school is a safe place for students: ES: 82% positive response MS: 48% positive response HS: 66% positive response 2. MEANING Results from the California Healthy Kids Survey indicate that overall, students have a generally positive opinion about their school. They feel that they have relationships with adults who care about them and that they feel connected to the school. While more than half of students indicate that they feel connected to the school in each school (elementary, middle, and high school), the LEA notes that positive responses in this area are higher in the elementary school and dip in the middle and high schools. This indicates that students feel less connected to their school and to caring adults at school as they matriculate into secondary school grades. The LEA also notes that fewer students feel they have caring and positive relationships with adults on campus in the secondary grades. Most students in all grades do perceive that adults have high expectations for students at the school, but student perception of school safety dips in the middle school. 3. USE To improve in the areas in which fewer students responded positively on the California Healthy Kids Survey, the LEA has decided to implement several new initiatives for the 2022-2023 school year: The establishment of a student advisory committee in each school. The establishment of a superintendent’s advisory committee in the secondary schools. The commitment to continue the employment of student advocates for the 22-23 school year. The LEA believes that these actions for the upcoming school year will lead to a greater sense of school connectedness and positive relationships at school, as students participating in these committees will be able to discuss relevant school issues, offer input, and have the opportunity to relate to school staff on an ongoing basis. Additionally, the school believes that the student support that its student advocates have offered this school year has been paramount in assisting students with the return to in-person learning and the socio-emotional development necessary for a successful transition back to in-person learning. The school would like to continue to build on this success and continue to implement this support into the following school year." Met 6/13/2022 2022 04615490000000 Thermalito Union Elementary 6 "Nelson Middle School Healthy Kids Survey (CHKS) Grade 7 Spring 2020- 2021 results have all improve. • 85% of our students reported they feel safe at school. 95% say adults on campus make them feel safe. • 81% of students reported if they have a problem, they know they have someone to talk to at school. • 84% responded they feel cared about all or most of the time. Elementary Student Safety Survey Spring 2022 survey results have all improved since the last 2021 student safety survey: • 84% of these students feel safe or very safe at school. • 82% responded they feel cared about all or most of the time. • 88% responded they are happy and feel like they are part of the school. and students feel teachers and other grown-ups at school treat students with respect all or most of the time. The focus for growth will be to continue increasing school connectedness and engagement through student advocate teams and school clubs with a focus on strengthening positive relationships." Met 6/27/2022 2022 38684786040935 Thomas Edison Charter Academy 6 "An online survey was completed in class by 5th- 8th graders at TECA in Spring 2022. Students provided feedback on their experiences as students at TECA. The survey was anonymous and completed by any students in attendance during the assigned class session. Results show that students’ overall perception of their academic development and the school’s support of them is positive. Most TECA students (87%) perceive what they learn at TECA as meaningful. Just about all (99%) students said they have friends at school, 92% expressed they can express their creativity at school, and 89% said there is an adult at school who believes they will be a success, which all demonstrate that our students have a solid support network at school and enjoy being at TECA which keep them wanting to come to class. With regards to relationships, the vast majority of TECA students surveyed indicate they have friends at TECA and feel connected to them. However, less students feel this connection to an adult, especially when it comes to non-academic problems (72%). While the majority of students indicated they feel safe in their neighborhood (89%),even more (91%) feel physically safe at school, showing we provide an important safe place for many students. On the other hand, the number of students feeling safe emotionally (82%) at school has decreased (by ~10%) since the last survey administered. It will be important to consider this when planning for SEL and student supports next school year. Overall, we are very happy to see that our students feel safe and academically their needs are being met during a difficult transition year back into in-person school. TECA administration uses survey data to support the planning process each year to identify needs and programming gaps. As a result of data such as this, further development of our Wellness Center is a top priority this coming school year. TECA will use this center to support relationship building and problem solving with students and families to strengthen our relationships. Our increased staff of 3 counselors are receiving training to increase their resource toolbox to best support our students and their families. They are also reviewing our advisory programing to support students in smaller social groups each day. They will be developing programming each month to focus on themes like college-going culture, family culture, etc. In addition, we have rolled out the Loving and Supportive School Initiative as well as our Social Emotional Learning curriculum to focus on creating engaging, safe learning environments and social emotional learning. Finally, class size reduction has been a great support to teachers in grades 4-8 that will continue, which allows teachers to attend to the unique needs of their students- academic and social emotional- more smoothly than they would be able to do in a larger class." Met 6/22/2022 2022 18641960135756 Thompson Peak Charter 6 "Surveys were conducted during May 2022 to all enrolled students and their families and included questions on student perceptions of school safety and connectedness. All results were presented at the May 2022 Governing Board Meeting. The California Healthy Kids Survey (CHKS) was administered in the winter and results were presented in February 2022. Survey results include: 95% of parents responded affirmatively to the statement, ""my child feels connected to the school community"". Responses to school safety include: Grades 6-12: 98% Grades K-5: 95% parents: 100% We asked students if during the last 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more that you stopped doing some usual activities? 28% of students in grades 6-12 said yes. Additionally, The California Healthy Kids Survey was administered. Thirty-three students in grades 9-12 responded. Of those respondents, 91% noted there is a teacher or adult at the school who really cares. Results of concern are 30% of students responded yes to having chronic sadness. The school provides mental health support and intends to make sure all student and families know of its availability. A student success course based on the 7 Habits is being provided to all students." Met 6/9/2022 2022 23655650123737 Three Rivers Charter 6 "TRCS administered surveys to students and families in the spring of 2022. We learned that 97% of our families are satisfied or very satisfied overall with TRCS. We gathered data from families about their perspectives on relationships with teachers and staff, effectiveness of curriculum, effectiveness of learning environments and more. We received positive feedback and gained ideas for improvement. Students were surveyed regarding feelings of safety, cleanliness of the school, relationships with teachers and staff, etc. A key takeaway was that 79% of students feel safe at school. We also learned that only 64% feel that the school is clean. Through these surveys we have data to inform our LCAP goals and actions to meet the needs of all stakeholders. One key learning is that TRCS should continue to grow our afterschool offerings and student support programs. Upgrading and maintaining our facilities is a priority of both families and staff and more resources should be put into cleanliness of the school. The school climate is overall viewed as positive by families and students and we should continue with our REACH Program that is the foundation of our school culture: Respect, Empathy, Achievement, Citizenship, and Hard Work. We will focus on our student programs such as an extensive after school program, sports offering, school breakfast program, reading support, tutoring and Homework Club. We will continue to work on improving our facilities. We will apply continued focus on the REACH Program." Met 6/21/2022 2022 54722070000000 Three Rivers Union Elementary 6 "No local climate survey administered in 2021/22 Two Parent Survey's sent out in 2021/22 A school climate/safety meeting held on June 27, 2022 with staff and our local law enforcement agencies." Not Met 8/3/2022 2022 44697650100388 Tierra Pacifica Charter 6 "Fewer than 5% rated the school low on social-emotional support. Fewer than 10% of the junior high students felt they were not being well prepared academically. These numbers amount to fewer than 5 students so could easily be due to individual situations. The junior high students were getting used to a new teacher for the first time in 20 years. Administration was overwhelmed by pandemic related demands last year. This year a Head of Student Services position has been created to support students and new teachers. In addition, we have hired more teachers aides." Met 6/6/2022 2022 54722150000000 Tipton Elementary 6 "DATA: In June 2022, the California Healthy Kids Survey data from the fall of 2021 was presented to the Tipton Elementary School Board. California Healthy Kids Survey is a summary of key indicators of school climate and student well-being in grades 5 and 7. The fifth grade sample data included: 59% female, 41% male, 31% attend after school program 1-5 days per week, 29 out of 56 fifth grade students participated in the survey (52%). The seventh grade sample data included: 49% female, 45% male, 45 nonbinary, 1% something else, 28% attend after school program no less than 5 days per week, 70 out of 73 seventh grade students participated in the survey (96%). Meaning- Below is a summary of significant results broken down by 5th and 7th grade. n the area of School Engagement and Supports, the following constructs yielded the subsequent data: 80% of 5th grade students and 72% of 7th grade students feel connected to school 90% of 5th grade students and 65% of 7th grade students experience caring adult relationships 94% of 5th grade students and 78% of 7th grade students agree that the adults on campus have high expectations 44% of 5th grade students and 25% of 7th grade students agree that they experience meaningful participation in the classroom. 80% of 5th grade students and 68% of 7th grade students agree that the school promotes parental involvement In the area of School Safety and Cyberbullying, the following constructs yielded the subsequent data: 79% of 5th grade students and 68% of 7th grade students feel very safe or safe at school 29% of 5th grade students and 23% of 7th grade students have experienced harassment or bullying 18% of 5th grade students and 26% of 7th grade students have experienced cyberbullying 31% of 5th grade students and 30% of 7th grade students have had lies or rumors spread about them 00% of 5th grade students and 03% of 7th grade students have seen a weapon on campus In the area of Substance Abuse, the following constructs yielded the subsequent data: 10% of 5th grade students and 3% of 7th grade students reported that they are currently using drugs or alcohol 00% of 7th grade students reported that they have been high or drunk at school 03% of 5th grade students and 01% of 7th grade students reported that they currently use vapes 00% of 5th grade students and 01% of 7th grade students reported that they currently use tobacco 00% of 5th grade students and 00% of 7th grade students reported that they are currently using marijuana In the area of Social Emotional Health, the following constructs yielded the subsequent data: 20% of 7th grade students reported that they have experienced emotional distress 29% of 5th grade students and 32% of 7th grade students reported that they have experience persistent sadness or hopelessness 07% of 7th grade students reported that they have considered suicide 61% of 7th grade students reported that they have optimism 72% of 7th grade students reported that they are satisfied with their" Met 6/14/2022 2022 19734370132845 Today's Fresh Start-Compton 6 "Today's Fresh Start Student Survey revealed the following : that on a whole the student body feels safe and they feel that they fit in or belong at TFSCS. The disaggregated results show that the TK/K- 2 graders feel 100% safe, the school is clean and 78% feel that the schoolyard equipment is in good shape. 3rd - 5th graders feel 88% safe,68% that the school is clean , and 71% feel that the schoolyard equipment is in good or adequate shape. 6th - 8th graders feel 100% safe, but they feel that the school is 67% clean and that 60% of the schoolyard equipment is in good shape or adequate. TFSCS is always striving to be the best. We have hired another full time custodian to help with the cleanliness of the school. We have also purchased some new schoolyard equipment for the use of our scholars. Our PE Coach has also installed Tetherball units in the elementary , as well as the middle grade areas." Met 6/29/2022 2022 30103060137976 Tomorrow's Leadership Collaborative (TLC) Charter 6 "TLC Charter School administered the CA Healthy Kids Survey to students in grades 4-5. A total of 14 students in grade 4, and 16 students in grade 5 participated in this survey, approximately a 93% participation rate. The following is a summary of the key indicators and percentage of favorable responses: Grade 4 responses: - 55% School Connectedness - 83% Academically motivated - 77% There are caring adults at the school - 85% The adults at the school have high expectations of students - 87% TLC provides Social and emotional learning supports - 87% TLC exudes an anti-bullying climate - 85% Feel safe at school - 69% Feel safe on the way to and from school Grade 5 responses: - 45% School Connectedness - 69% Academically motivated - 50% There are caring adults at the school - 70% The adults at the school have high expectations of students - 65% TLC provides Social and emotional learning supports - 71% TLC exudes an anti-bullying climate - 45% Feel safe at school - 36% Feel safe on the way to and from school" Met 6/15/2022 2022 19650600000000 Torrance Unified 6 "TUSD first began surveying students on the topics of school safety and connectedness during the 2017-18 school year. The PBIS: School Climate Survey Suite is utilized to survey students. All 5th, 7th, and 10th grade students complete the survey each year. This year the survey window was four weeks long during October and November. During last school year’s (2020-21) administration of the survey, new questions were added. These new questions reflected TUSD’s focus upon diversity, equity and inclusion. The questions helped to inform our current needs from the student perspective in relation to school and district anti-bias supports. Results for 2021-22 demonstrated a slight decrease (-1%) in the district-wide Total Positive Response Rate from the previous year. This may be a result of positive responses being inflated during the previous year since due to pandemic conditions, the survey window was in April, 2021 less than one month after most students returned to in-class instruction for the first time in 12 months. This still represents a +4% increase over the five years of surveys. Both the Elementary and Middle school rates decreased by -2% from the previous year, but still reflected five year increases (ES +2% and MS +3%). The High School rate increased by +1% from last year (and +5% over five years). District administrators analyzed the results. Schools were again provided with their site data in order for them to analyze their results. This includes disaggregation by question, gender, and significant subgroup, if applicable. Based upon this analysis, site administrators and teams will plan further strategies to increase school safety, engagement/connectedness, and diversity/equity/inclusion. In the past, areas of specific interest and needs included social-emotional growth, dealing with stress, good health/habits, threats to school/students, and suicidal/self-injurious behavior. Resulting actions at schools included increasing awareness to students and staff, information campaigns, notices to parents, PBIS activities, positive rewards systems for behavior, increasing clubs, and fostering community support. Specific district-wide programs that began during the past four years, after both district level and school site analysis, include Second Step (social-emotional lessons) curriculum for all elementary students, Start with Hello (friendly school climate) for secondary and upper elementary, See Something Say Something (reporting threatening behavior) for secondary, Anonymous Reporting System (suicidal/self-injurious behavior) for secondary, and the documentary “Like” (hazards of social media) for some secondary students and parents." Met 6/21/2022 2022 39754990139949 Tracy Independent Study Charter 6 "Tracy Charter administers an annual LCAP survey to parents, students and staff. This survey incudes questions pertaining to the safety and climate and captures a measure of student perceptions of school safety and connectedness. Questions on the survey touch both on physical and emotional safety as well as how connected and comfortable students feel connecting with staff, asking for help and being motivated to learn. CLIMATE- Positive Response Percentages Parents - 95.60% Students -94.19% Staff - 93.75% SAFETY - Positive Response Percentage Parents - 97.87% Students - 92.68% Staff - 90.00% The data indicates that 90% of students feel safe and connected while at school. Tracy Charter offers, and will continue to offer, mental health professional services to provide support for students with social emotional needs. We have had students utilize these services during the 2021-2022 school year. Tracy Charter has hired a full time counselor, starting in April 2022. This will increase our ability to connect with students as our enrollment continues to increase. Additionally, Tracy Charter staff participates in Unconscious Bias Training to promote an equitable and positive climate on campus and virtually for all students. Tracy Charter will continue with monthly safety drills to ensure staff and students know how to respond during an emergency." Met 6/28/2022 2022 39754990000000 Tracy Joint Unified 6 "Tracy Unified School District administers an annual LCAP survey to parents, students and staff. These surveys include questions pertaining to the safety and climate and captures a measure of student perceptions of school safety and connectedness. Questions on the survey touch both on physical and emotional safety as well as how connected and comfortable students feel connecting with staff, asking for help and being motivated to learn. Climate (Percent of participants who agree or strongly agree there is a positive climate): Parent 87.42% Student 79.07% Staff 85.74% 2021-22 Local Performance Indicator Self-Reflection for Tracy Joint USD Page 10 of 10 Safety (Percent of participants who agree or strongly agree school is a safe place to be): Parent 91.98% Student 80.09% Staff 88.82% The data indicates that approximately 80% of students feel safe and connected while at school. TUSD has increased the number of mental health professionals at the school sites to help students with social emotional needs. In addition, TUSD administered a social emotional survey, mySAEBERS, so teachers and administrators are able to monitor students who may need social emotional support or intervention. In addition, through grant funding TUSD plans to increase the number of academic counselors at the K-8 level to monitor and provide outreach to students. TUSD staff will also participate in Unconscious Bias Training to promote an equitable and positive climate on campus for all students. TUSD will continue with monthly safety drills to ensure staff and students know how to respond during an emergency." Met 6/28/2022 2022 54722230000000 Traver Joint Elementary 6 "As a result of surveys that were administered on site and online, the district has found that parents and students were concerned with COVID safety and protocol. They were also concerned about school safety/violence, specifically school shootings. COVID fears revolved around what safety precautions would remain in place, and if there were still going to be rules about coming to school sick. School safety played a bigger role in concerns after many school shootings last year. Social Emotional Well-Being was at the forefront of their thoughts, about anxiety and their children. These concerns triggered many responses: 1. COVID safety and protocol, we were no longer wearing masks and temperature checking at the gate, but students that came to school with symptoms are temperature checked in the office and COVID tested. Students can still wear masks if they wanted to. The concerns regarding social emotional well being were met with the district bringing on the school social worker for an additional day. We know have school counselors on campus for three days a week with an additional intern. The district has also added training for teachers in the social emotional professional development." Not Met 9/13/2022 2022 48705650000000 Travis Unified 6 "Detailed data is available in Board items on 4.12.22 and 6.14.22 available on our website. There are four indicators we want to increase: school connection, caring adults, high expectations, and feeling safe at school. Strengths this year were carding adults and high expectations. Growth areas were feeling safe at school (middle school 72%, high school 75%) and school connection (71% high school). We believe that school shootings have decreased feelings of safety at school, as do interpersonal conflicts where students may not feel social/emotional safety. In response, we are expanding our Social Emotional Learning program and supports as described below. There are three indicators we want to decrease: harassment or bullying, chronic sadness, and suicidal ideation. Strengths this year were low levels of harassment or bullying in high school and alternative education. 33% of elementary students and 20% of middle school students reported harassment or bullying. Most of these problems occur during unstructured time, not during class. In response, we are implementing the Playworks recess program in all elementary schools and have added a part time Teacher on Special Assignment at the middle school to work on school climate and engaging lunchtime activities. Our data on chronic sadness and suicidal ideation matches trends across the nation, where about 40% of post-pandemic youth are experiencing chronic sadness, and 16% of teens experienced suicidal ideation. In response, we are adding Social Emotional Learning curriculum to help students handle feelings and know where to reach out for help, and we have expanded our Social Worker program with interns. Teens will have access to Ripple Effects on their phones where they can easily access information about a variety of relevant topics. All schools are in the process of implementing Wellness Centers where students struggling with their emotions can take a break and reset themselves before returning to class." Met 6/14/2022 2022 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 to them, so they did not want to use that tool.) According to the data from the Student Survey from the 2021-22 school year, 77% of students felt that the academic work was challenging. 87% (down 3%) of students felt that staff usually or always treated them respectfully. 82% (up 12%) of students felt that other students treated them respectfully usually or always. 93% (up 13%) of students reported that they are usually or always learning to be responsible. 80% (up 10%) of students felt always or usually physically safe at school. Staff suspect that many of the behaviors experienced in the classrooms were due to Distance Learning during the COVID-19 pandemic. Teachers spent more time that previous years addressing social and emotional learning. Tree of Life continued to use Move this World social-emotional learning platform for the fourth year in a row. Returning students building their social-emotional learning from the previous year was possibly the reason for an increase the number of students feeling safe and respected. The staff continued to use the DESSA behavior strengths assessment to identify students who need extra support and used the information to choose specific lessons for specific needs. The DESSA was done three times during the 2021-22 school year. The school also used the NWEA MAP Growth Assessment to help pinpoint more accurately where the students' need were academically." Not Met 10/12/2022 2022 45699140135624 Tree of Life International Charter 6 "School Climate Survey: There were 86 Student respondents grades 4th-8th. Students agreed or strongly agreed with all positive climate statements about school with about 70% or more agreement. The highest areas of agreement were with the statements ""I know someone at my school who I could talk to if I have a question or a problem."" and ""Teachers at my school treat students with respect"" (Both 80%) and ""My Teachers give me alot of encouragement."" (83%) and ""I enjoy learning another language, even though it can be hard."" (77%) and ""Learning another language will help me in the future"" (90%). In the question ""What do adults value most at your school?"" Students overwhelming responded ""Students who care about others"" with 61%. The 2nd largest responses was ""Students who do well academically"" with 25%. In questions about family, students very strongly agreed with the statements ""My family wants me to do well in school"" (97%) and ""My parents ask if I've gotten my homework done"" (90%). One factor that may have skewed the results on the survey was the 3 on the 1-5 scale. On some questions we had a very high % of students choosing 3 which is neither agree nor disagree." Met 6/21/2022 2022 35675610000000 Tres Pinos Union Elementary 6 "The Healthy Kids Survey was administered on February 18, 2022." Met Due to our small sample results for the Healthy Kids Survey that was processed with another local rural school so there was an insufficient sample for data interpretation unique to our site. Our school climate has been impacted by our declining enrollment over the last two years. We continue to make efforts to develop programs that will appeal to parents and students such as Lego Robotics which was implemented as in the 2021/22 school year. We also provided a summer school program for four weeks and had positive results with this program. Students were immersed in intense language arts and mathematics instruction. 6/9/2022 2022 12629760115154 Trillium Charter 6 "Trillium teachers hold weekly community meetings with all students and use this format to make group announcements, address staff or student concerns, and recognize students who were observed making positive contributions to their school in front of their peers. We administered the CA Healthy Kids survey to 5th graders in 21-22 and will do so again in 22-23." Not Met 9/28/2022 2022 12630570000000 Trinidad Union Elementary 6 "The Trinidad Union School District annually conducts the CA Healthy Kids Survey for students and parents. Each survey includes a section on school climate. The following are 2021/2022 survey responses regarding school climate: Students 90% of 8th grade students and 79% of 5th grade students reported feeling connected to the school. 88% of parents reported that they were aware or somewhat aware of opportunities to participate. 91% of 8th grade students, 93% of 6th grade students, and 86% of 5th grade students reported that they felt safe at school all or most of the time, 97% to TK-8th grade parents reported that their child feels safe while on campus. Summary: Based on the survey conducted in Fall 2021, Students, Staff, and Parents/Guardians appear to generally feel safe and welcome at our school. Students appear to generally feel comfortable in their interactions with both adults and other students, and confident in the availability of adult support. It is encouraging that such a high percentage of parents viewed this as a safe place for their children." Met 6/21/2022 2022 53765130000000 Trinity Alps Unified 6 "A ""Respect Policy"" is promoted throughout the District. Notices are posted in each classroom discouraging bullying, and encouraging students to help other students they feel may be the target of bullying. Trinity County Office of Education developed a new program called ""Pathways to Success."" This program has made it possible to provide Wellness Liaisons for our school sites. These liaisons are on our campuses on a daily basis, supporting students that suffer with mental health issues. TCOE also provides the District with school psychologists and counselors. These individuals are on our campuses throughout the week providing counseling support The District has done much to address the learning lose due to the pandemic. Summer school has been provided to the students.Tutoring programs are available before and after school. Peer tutors are also available. A new ""Homeroom"" period has been established at THS that allows teachers the opportunity to give struggling students extra help. Students can be sent from their individual homeroom class to another classroom, to receive tutoring from a teacher in a subject they need help in. Weaverville Elementary School utilizes the ""Success For All"" reading program to help their K-5 students learn to read." Met 6/15/2022 2022 53717610000000 Trinity Center Elementary 6 "We learned that overall, families agreed that their students felt safe and connected to their school, that students' social and emotional needs were supported to the best of our abilities, and the school is an inviting place to learn. However, surveyed results did indicate some areas for needed improvement which will be addressed." Met 6/29/2022 2022 53105380000000 Trinity County Office of Education 6 "Local Survey: This survey is every other year next administration will be 22-23 school year. Most recent results below: 1. Data: 40 question student survey, 10 students. Based on school climate, relational health with staff and safety 2. Results: Strengths: Relational health, kids feel cared about and encouraged. Students know what to expect and understand the purpose of education is learning. 40% of students felt like they were bullied and it happened once or twice. 60% were not bullied at all and 16% stated they were bullied 2 to 3 times a month. No students reported being threatened. 33% were bullied by being called mean names about their race or color and 16% were bullied by mean names, comments, or gestures with sexual meaning. The majority of the bullying was done via cell phone or over the internet. Areas of growth: Other students behavior can get in the way of learning, homework expectations are not clear and continuing to learn that it is ok to make mistakes which are an opportunity to learn. 3. Next Steps: Continue to build relationship with all students around their interests and success. Continue to get students to self advocate and use proactive strategies when dealing with disappointment, anger or abandonment feelings. Continue to give students the opportunity to connect with the community, businesses and individuals. Grow relationships with parents so they are an active part of the students growth and next steps. Focus on cyberbullying education efforts and make this a daily discussion item during morning meetings with students." Met 6/22/2022 2022 42691120124255 Trivium Charter 6 "Our school climate survey has consistently provided us feedback on student connectedness, expectations of student achievement, student safety, staff responsiveness, and support for creating academically-strong personalized learning plans. Our schoolwide survey showed that over 70% of our students feel a strong sense of belonging and connectedness at school. This is slightly lower than it was pre-COVID. Although we adapted quickly to COVID guidelines, the online education, masking disagreements, etc. led to a slight lowering in this area. We are conducting team building activities and events at the centers, as well as school-wide, to promote and encourage that connectedness to continue to grow. We are also providing support and curriculum to improve communication skills and listening skills between students." Not Met 10/20/2022 2022 42691120137877 Trivium Charter School Adventure 6 "Our school climate survey has consistently provided us feedback on student connectedness, expectations of student achievement, student safety, staff responsiveness, and support for creating academically-strong personalized learning plans. Our schoolwide survey showed that over 70% of our students feel a strong sense of belonging and connectedness at school. This is slightly lower than it was pre-COVID. Although we adapted quickly to COVID guidelines, the online education, masking disagreements, etc. led to a slight lowering in this area. We are conducting team building activities and events at the centers, as well as school-wide, to promote and encourage that connectedness to continue to grow. We are also providing support and curriculum to improve communication skills and listening skills between students." Not Met 10/20/2022 2022 42691120137885 Trivium Charter School Voyage 6 "Our school climate survey has consistently provided us feedback on student connectedness, expectations of student achievement, student safety, staff responsiveness, and support for creating academically-strong personalized learning plans. Our schoolwide survey showed that over 70% of our students feel a strong sense of belonging and connectedness at school. This is slightly lower than it was pre-COVID. Although we adapted quickly to COVID guidelines, the online education, masking disagreements, etc. led to a slight lowering in this area. We are conducting team building activities and events at the centers, as well as school-wide, to promote and encourage that connectedness to continue to grow. We are also providing support and curriculum to improve communication skills and listening skills between students." Not Met 10/20/2022 2022 36678920000000 Trona Joint Unified 6 "Safety Student Surveys suggested that students felt safe on our campus. Students said that the program ALICE which deals with active shooter training empowered the students. Training videos and a parent portal were sent out to parents and guardians. Our entire school district has been trained in ALICE (an active shooter training program). School Safety also included adding increased security measures to our existing entry systems, doors, hardware, and video surveillance systems. This is an action in the LCAP to continue this program. 86% of students stated that teachers and staff make them feel safe at school. As mentioned above, 81% of parents agreed that TJUSD creates a welcoming environment for all families in the community. 93% of parents stated that staff is available for meeting to discuss progress. 86% of students stated that teachers and staff make them feel safe at school. The data collected via surveys, attendance, suspensions, and complaints have been carefully analyzed and disaggregated. These results reveal areas of strength and need as well as barriers to improving the overall school climate. We are using and continue to implement. Positive Behavior Systems (PBIS) in order to foster a more welcoming and safe experience for our students and stakeholders. Our results have shown significant improvement in school climate, however, there are some challenges that have been addressed; particularly this new trend of vaping in the restroom. as a consequence we installed sensors and hope this will resolve this challenge." Not Met We are training our staff on ALICE (active shooter). 8/31/2022 2022 54722310000000 Tulare City 6 "TCSD students in grades 3rd - 8th were administered the Climate & Culture survey in the Fall of 2021 and the Spring of 2022 to analyze growth throughout the year. Strengths that were indicated on the survey include: support for academic learning (83.70%), knowledge and fairness of discipline and rules (73.63%) and safety. Under the category of safety, 77.86% of students' responses (3rd-8th grade) had an overall rating of 70% favorable. When asked, ""How safe do you feel at school?"" 75% of students responded favorably. Under the category of School Connectedness, 71% of students responded favorably. 74% of students responded that they were happy to be at their school and 75% felt teachers treated them with respect. The survey also identified areas that needed improvement. When asked “do you feel connected to people at school?” (66.46%) and “Do you feel like you’re a part of this school?” (68.20%) scores fell below the 70% mark. Due to COVID-19 and the implementation of social distancing guidelines, there is a strong need for Social and Emotional Learning and getting students back to attending in person school events. In response to the need for continuous improvement, each site will have a S.R.E.T (Student Re-Engagement Team) that will meet monthly to discuss student needs and current data. The team will include sub teams for attendance, academic progress, behavior and Social-Emotional well being. These sub teams are tasked with following up on referrals from staff, students and parents. The team meets regularly to discuss student needs and progress made. The attendance team will focus on making daily attendance calls to stay in contact with families. The Academic team will focus on supporting students in connecting with their teachers and receiving additional tiered supports as indicated by data. For Social Emotional Learning, TCSD has adopted Studies Weekly Wellbeing for K-6 grade students. Character Strong is implemented in grades 7th-8th as well as Leader in me at Alpine Vista. The district will continue our 3rd year of Positive Behavior Intervention Supports (PBIS) implementation with an emphasis on teaching shared behavior expectations." Met 6/28/2022 2022 54105460000000 Tulare County Office of Education 6 "Due to the structure of our schools (TCOE Court School and TCOE Community School), the vast majority of students are only enrolled for one to two semesters and often times for an even shorter period of time. Based on results of the 2020-2021 California Healthy Kids Survey, 59% of students feel safe at school, and 69% state as feeling connected to school. The percentage of students feeling academically motivated is 72%, with 68% stating they provide great effort in completing schoolwork. We are aware of the importance to quickly and to the best of our abilities, assimilate students into our nurturing and safe environments. Some students have experienced traumatic events and lived in very volatile environments, so this is very challenging given the short span of time they are in our program. The schools will continue to provide the necessary supports to ensure best possible outcomes for a positive school culture and environment for all. Many students return to our campuses after having transferred back to their regular school of attendance. TCOE Court and Community Schools experienced personnel who are trained and possess the knowledge and strategies to quickly and positively engage students and families into the schools. Many students share that these schools are the only places they feel cared for and that school personnel challenge and motivate them to achieve. We will continue to invest in greater efforts to build a stronger sense of school connection and safety for our students and families." Met 6/8/2022 2022 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 2022 was 1,981 students. The survey includes specific questions geared at school safety and student connections to school. The survey includes 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 (61%) in our district indicated that they are happy to be at school, with only 9% of the students disagreeing or strongly disagreeing. Over seventy percent of the students feel like they are respected and treated fairly by staff (79%)and by students (75%) while only 4% 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%)and the necessary instructional materials (93%). Based on the survey results, the majority of our students feel safe and welcomed at our schools. One of our challenges includes continuing to create a climate where 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 continues to make it a priority to provide training to our staff on improving connections to students. This includes adding five social workers and providing all of our teachers with mental health training. Our sites have also implemented SEL pyramids of intervention, which are monitored by our SEL team(s). 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 also continue to improve on the implementation of our 4x4 modified rotating schedule, in order to give students more opportunities to take classes that they are interested in." Not Met 9/15/2022 2022 25735930000000 Tulelake Basin Joint Unified 6 "CHKS was administered last year. The results reflected an improvement in the school culture and safety. Overall, participants felt that the school and administration had being improving the bullying and safety on campus. The LEA has implemented PBIS and new administration has brought in a different culture." Not Met 9/28/2022 2022 55105530000000 Tuolumne County Superintendent of Schools 6 "The California Healthy Kids Survey (CHKS) was administered in February, 2022 through the TUPE and LCSSP Grant. The small sample sizes specific to TCSOS makes trend analysis difficult. What we can determine from 2021/22 CHKS results is that there is a continuing concern about substance use: 30% of respondents report current alcohol or drug use, 25% report current binge drinking, and 30% report current vape use. Social and Emotional Health is also a continuing concern: 30% of respondents have considered suicide and 50% of respondents experience chronic sadness/hopelessness. Results from the 2021/22 Staff Survey of CHKS indicate that 86% of staff feel that student depression is a moderate to severe problem, and 100% of staff feel that teachers need additional professional development in supporting students exposed to traumatic life events. Meaning: These survey results underscore the importance of providing mental health resources through our own staffing options – ERMS, counselor/therapists, and other services at the site and embedded in the classroom. The Learning Communities for School Success Program (LCSSP) has been instrumental in providing much needed training and support to students and staff. Full survey results can be found at: https://calschls.org/reports- data/search-lea-reports/ Use: In order to address academic performance issues, students must have additional support to address issues around depression, anxiety, and substance abuse, which is a tool utilized by individuals to escape their feelings of hopelessness. In the TCSOS LCAP, these are addressed by providing licensed mental health providers embedded in the programs to address student and family issues as they arise. In addition, those mental health providers are able to work with staff to help them adjust their thinking and responses to student behavior which can be challenging and perplexing. The data also provides TCSOS leverage in seeking grants to help bring more resources to our county to serve our most at-risk students." Met 6/23/2022 2022 50757390000000 Turlock Unified 6 "Turlock USD administered the California Healthy Kids Survey (grades 5, 7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2020-2021 school year, and administered the California Healthy Kids Survey (grades 7, 9, and 11) in the 2021-2022 school year. Data from the survey(s) provided valuable feedback that support the District's LCAP Goals and District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community. The average response rate was 78% (passive consent) for the past two years. School Connectedness decreased at 9th (10%) and 11 (12%) grades from the previous year. Caring Adult Relationships increased by an average of 4.5% at 11th grade and at our Equity schools. Promotion of Parent Involvement decreased by 8% at grade 9 from the previous year. School Safety had a decrease from the previous year. Experienced any Harassment or Bullying improved by an average of 6% from the previous year. Substance Use (alcohol, marijuana, and vaping) remained relatively the same from the previous year. Social-Emotional decreased by 11% from the previous year. This aligned to both national and state data have shown that adolescent mental health and wellness declined dramatically, especially after the onset of the COVID-19 pandemic. Through the district LCAP stakeholder engagement process, social-emotional support was indicated as a top priority. TUSD hired one elementary counselor for each TK-6 site. The counselors had 1,764 student contacts. Additionally, student support clinicians were expanded to support individual students and groups. As of January 2022, 632 referrals for individual support and 252 group participants were serviced by the clinicians. TUSD expanded training in Positive Behavior Intervention Supports, Restorative Justice, No Bully, and other means of corrections. All schools will implement a systematic monitoring process to identify students who are performing below grade level and/or demonstrating credit deficiency. Early identification will provide more time to determine specific concerns and remedy through academic or social emotional intervention." Met 6/7/2022 2022 30736430000000 Tustin Unified 6 "The LEA annually or bi-annually administers school climate surveys to gather important data and feedback about school climate from student stakeholders. These surveys include the bi-annual California Healthy Kids Survey for 6th-12th graders and the annual CORE SEL Survey for 5th-grade students who received active permission to participate from their parent/guardian. Tustin Unified also administers annual LCAP, Title 1, and EL Needs Assessment Surveys. During the 20-21 school year, 6-12 students reported School Safety to be the area with the healthiest response with a combined 80% of students responding positively on the CHKS. In looking at the CORE SEL Survey in 21-22, the questions that elicited the healthiest responses in this category include, ""Do other kids at school ever tease you about the way you talk?"" and ""Do other kids steal or damage your things, like your clothes or your books?"" A high score in this area indicates in general our campuses are creating a school climate where students feel comfortable and supported. Also, the climate is such that students are behaving respectfully towards each other in the learning environment which indicates the adults are creating systems and protocols within the school day that support student relationships and interactions. The category of self-management also scored high for TUSD students with a combined average score of 71%. This category of questions encompassed things like coming to class prepared, remembering to follow instructions, and staying calm when others bother you. The data shows that conditions created within the learning environment are providing students with opportunities to view themselves positively and successfully at school. This also provides more support for our PBIS programs and supports that help our administrators to build positive campus systems. In TUSD, our students' mental health remains a top priority as we help students continue to adjust to school learning communities after a few years filled with challenges. We plan to be proactive in providing the necessary resources and tools available to our students as they work to rebound in the classroom and in their relationships. We will continue to emphasize and implement our wellness initiatives that continue to support the positive well-being of our students in a variety of ways which will include a curriculum to support student well-being, increased counselors and mental health professionals, increased MTSS systems, and staff professional development." Met 4/25/2022 2022 55724210000000 Twain Harte 6 "The California Healthy Kids Survey was given in the spring of 2022 to our 5th through 7th grade students. We had a 79% participation rate among our 7th grade students while only 61% of our 5th graders took the survey. Key findings from the survey included that very few of our 7th grade students reported that they had used Alcohol or Other Drugs in their lifetime. However, many of our students in these grade level groups have been depressed and/or thought about suicide. This data reinforces the need to continue developing policies and programs to improve mental health support for students We currently have a full time employee to provide structured emotional support for our K-3 students via our Treehouse program. We also have a part time Student Support Specialist that works primarily with our 4-8 students on social/emotional support as well as identifying community resources to support families outside of school. Additionally, for the 2022-23 school year we have hired a full time school psychologist to provide targeted mental health support to identified students." Met 6/29/2022 2022 49709616052302 Twin Hills Charter Middle 6 State standardized testing reports that 73% of students are at or above grade level in ELA. This data is from the spring 2022 SBAC scores. Local data indicate that 64% of students are proficient in reading based on the fall 2022 STAR Renaissance research assessment. State standardized testing reports that 46% of students are at or above grade level in math. This data is from the spring 2022 SBAC scores. Local data indicate that 31% of students are proficient in math based on the fall 2022 STAR Renaissance research assessment. We maintain a high attendance rate and very low chronic absenteeism and a very low suspension rate. The school is known for a safe and caring culture with restorative practices and support for students to learn and grow through mistakes. We successfully navigated distance learning and the hybrid model with strong parent support and student participation. Not Met 10/3/2022 2022 49709610000000 Twin Hills Union Elementary 6 "Discussions with parents at Parent Forums, Education Foundation and ELAC Meetings as well as from the surveys show that overall parents are very satisfied with the academic and enrichment programs available at Apple Blossom School. With regard to school climate, based on most recent Youth Truth Survey, 88% of families reported positive relationships between home and school, 93% experience high level of teachers' care, and 80% on overall positive school culture. On this same survey, 3-5th grade students reported: 78% Positive Relationships with teachers, 82% say they are treated respectfully by adults at school, 89% say they feel cared for by teachers, and Apple Blossom School is between the 75-100th%ile compared to like schools with regard to students' sense of belonging at school (with 55% of these students reporting they very often feel like a real part of their school community.) With respect to families, we expect that these scores will improve as we open our doors to parent engagement, in person meetings (vs Zoom) and increase in school-wide special activities and events. Additionally, we will be using data regarding students' perceptions and experiences at school, to create and expand pro-social programs and interventions that will further enhance overall positive school culture." Met 6/24/2022 2022 29102980126227 Twin Ridges Home Study Charter 6 "According to the California Healthy Kids Parent Survey (CHKS), TRHS has some wonderful successes and some areas that require improvement. For example, 72% of parents that took the CHKS Survey indicated that TRHS promotes parental involvement. TRHS would like to see an increase in that percentage because parental involvement is extremely important to the overall school climate. 24% of respondents indicated that they were concerned about child safety at school for in person learning. This may be due to concerns about COVID but child safety is number one priority at TRHS. Finally, 55% of staff indicated that they need professional development in supporting students exposed to trauma. 14% of parents were concerned about the child’s mental well-being. TRHS is proud to address the physical and mental well-being of each student so this data is important information for further growth. The above results demonstrate that promoting parental involvement is a strength for TRHS. TRHS finds parental involvement extremely important and strives to keep increasing opportunities for parents to be involved at TRHS. Safety concerns are of upmost importance for growth. Student safety is necessary so that each student feels comfortable learning and growing here at TRHS. Student mental well-being is also of upmost importance. Addressing student mental well-being allows growth of the whole child and helps with access to academics. TRHS strives for continuous improvement. In order to address safety concerns, TRHS has hired an aide at the Truckee and Nevada City sites during enrichment. This allows for more student supervision during non-instructional enrichment time as well as providing academic assistance during enrichment instruction. This implementation has been positive and student supervision is apparent. TRHS will also be planning more opportunities for parents to be involved. Additional parent roundtables will be offered for parents to discuss ideas and give input. TRHS will also be providing more chances for parents to come together and discuss homeschooling topics. Finally, the mental well-being of students is a top priority as well. TRHS has hired a school counselor for ½ a day a week to address student mental well-being. TRHS has found that the need exceeds that ½ day a week and therefore the counselor position will be extended to a full day a week." Met 6/16/2022 2022 51714640107318 Twin Rivers Charter 6 "LCAP Survey: 88.7% of TRCS families agreed/strongly agreed that I feel my child is supported by the teachers and school administration. 95.5% of TRCS families agreed/strongly agreed that TRCS provides a positive school climate for students, particularly my child feels safe at TRCS. TRCS continues to refine practices to ensure that our students feel safe and connected to TRCS." Met 6/8/2022 2022 34765050000000 Twin Rivers Unified 6 "Data gather from grades 7-12 from the California Healthy Kids Survey: Perceived School Safety Grade 7 53% Grade 8 56% Grade 9 41% Grade 10 40% Grade 11 42% Grade 12 40% Staff 87% Academic Motivation Grade 7 65% Grade 8 61% Grade 9 57% Grade 10 54% Grade 11 58% Grade 12 57% Staff 69% Caring adult relationships Grade 7 51% Grade 8 55% Grade 9 49% Grade 10 47% Grade 11 52% Grade 12 55% Staff 96% Our data reveals that perceived safety and caring adult relationships have declined in the past year. Academic motivation has also declined, but to a lesser degree. The perception amongst staff members in all three areas. In looking for a trend or disparity, there is nothing drastic enough across different groups to take notice of. What we learn from the data is that both staff and students are feeling less secure in both relationships and their perception of safety in the past year. Given the conditions around COVID-19, violence in schools and communities, we can attribute a part of this data to those elements. However, the data still reveal a need for the district to focus on growing our mental health and social emotional supports, working on pathways to forge relationships, and increasing safety measures. Twin Rivers has implemented many new programs and interventions to strengthen site safety and mental health in our schools. We have provided all elementary schools with full-time counselors, invested in professional development in trauma informed practices, cultural proficiency, and hospitality for all employees. We have utilized tools to monitor social emotional wellness and created partnerships to strengthen our ability to respond to student and staff needs. Twin Rivers believes that Mental Health, Academic Motivation, and Relationships improved together. For academic supports, we have provided access to 24 hour a day tutoring and additional supports during the school day. We have deployed MTSS specialists and learning specialists to improve the success of our 9th grade and secondary students." Met 6/21/2022 2022 49709790000000 Two Rock Union 6 "Two Rock administered the Youth Truth Survey in January 2022. The parents response to connectedness to the school was positive, 34% of the parents responded to the survey. Two Rock would like to see an increase of parent participation to exceed 50% for the 2022-2023 school year." Not Met 9/8/2022 2022 23656150000000 Ukiah Unified 6 "Healthy Kids Survey Results and District Student Survey Ukiah USD administers the California Healthy Kids Survey every other year and administers its own internal student survey to students in grades 6-12. UUSD was not able to administer the Healthy Kids Survey in 2019/20 or 2020/21 and did not complete the UUSD student survey in 2019-2020. The District student survey was administered in 2020-2021 and 2021-2022 but the number of students who took the survey was lower than in previous years. The Healthy Kids Survey was administered in the 2021-2022 school year. Below are results from the 2017-2019 and 2020-2022 Ukiah USD student survey in grades 6-12 with three questions below that are most aligned to the Healthy Kids Survey. The results from the District survey show that there is a slight increase in the percent of students who feel connected to school. The results show that the percent of students who feel safe at school is close to pre-pandemic levels. Ukiah USD continues to invest heavily in and implement PBIS, Alternatives to Suspension Classrooms, Social-Emotional Counselors, and MTSS. During this school year students had high rates of absenteeism and students had difficulty with behaviors as they returned to in-person school. Ukiah USD Student Survey Results I have at least one teacher, counselor or staff member who knows me as a person? 6-12 2021-2022 66% 2020-2021* 65% 2018-2019 57% 2017-2018 54% I feel physically safe at school, including hybrid and/or Distance Learning*? 6-12 2021-2022 60% 2020-2021* 80% 2018-2019 62% 2017-2018 54% I feel emotionally safe at school, including hybrid and/or Distance Learning*? 6-12 2021-2022 55% 2020-2021* 77% 2018-2019 59% 2017-2018 54% Ukiah USD Healthy Kids Survey Results School Connectedness (high) 5th 7th 11th 2021-2022 78% 47% 48% 2018-2019 62% 58% 42% 2016-2017 67% 58% 41% 2014-2015 64% 53% 36% Feels Safe at School 5th 7th 11th 2021-2022 86% 45% 59% 2018-2019 66% 59% 56% 2016-2017 87% 64% 66% 2014-2015 84% 66% 61%" Met 6/15/2022 2022 43697080000000 Union Elementary 6 "Union School District regularly distributes a Climate Survey to students, staff and families. The results from our most recent survey administered in spring 2022 will drive our goals and planning for the 2022-23 school year. Some of the overarching results we will consider are as follows: Strengthen the focus on cultivating a fair and respectful social environment in middle schools. Focus on career and college preparation, connecting class content to the real world, and praising students' effort in schoolwork. Continue to identify the needs of students and provide rigorous, differentiated instruction to meet the needs of all levels of learners. Gather additional information to ensure that our campuses remain bully and harassment free and that when issues arise, they are addressed appropriately As we returned to campus in the fall of 2021, we were happy to bring back programs that were successfully used by sites prior to covid, including: Project Cornerstone, Where Everyone Belongs (WEB), positive behavior incentives, school-wide rallies and events, Smart Start, and Digital Citizenship lessons. While our Social Emotional Learning (SEL) programs were new last year, we will continue to bolster the implementation of these programs for the 2022-23 school year by providing additional curriculum to sites that needed it (ex: Kimochis) and licenses to those sites using Character Strong and Second Step." Not Met "It has always been a goal for our schools to foster a sense of community and belongingness for all students. In the 2020-2021 school year, this became a heightened focus as teachers and students learned to connect predominantly through distance/hybrid learning for a large part of the school year. As we came back to campus during the 2021-22 school year, we knew that building these relationships in person would be as important as ever. In addition to purchasing our Social Emotional Learning (SEL) curriculum for all sites and having our seven TOSAs make supporting SEL implementation a priority, we also continued to update our SEL resources on our district’s Instructional Landing Page, which helped provide teachers and staff with a variety of resources to help encourage student connectedness. As part of our Local Control Accountability Plan (LCAP) Educational Partner input gathering, Learning and Innovation staff went out to middle school classes to seek feedback from our most important clients: our students! They had many wonderful ideas but overarching ideas that stood out in regards to improving school climate included: offering more family events at the middle schools, providing easier access to school counselors, ensuring all students receive SEL lessons, emphasizing mental health awareness, and finding ways for students to share their voice and opinions." 8/15/2022 2022 29664070000000 Union Hill Elementary 6 "The 2021-2022 analysis yielded positive results regarding school connectedness, motivation and relationships at school. The results of the survey are reported to the Board of Trustees once the results are analyzed. The surveys address the ""Big 3"" of school climate: 1. Opportunities for involvement 2. Caring relationships 3. High Expectations OPPORTUNITIS FOR INVOLVEMENT Nearly 75% of students feel connected to Union Hill. 63% of 6th grade students and 67% of 7th grade students are happy to be at school. 87% of 6th grade students and 74% of 7th grade students feel like they belong at Union Hill. CARING RELATIONSHIPS 85% of Middle School student feel that school staff care about them. 73% of 6th grade students report that they are satisfied or very satisfied with their family, friendships and school experience while 63% of 7th grade students feel the same. 58% of students feel that bullying is an issue while 54% feel comfortable to report this behavior. 77% of teachers feel that Union Hill provides bullying prevention and 88% of our teachers teach conflict resolution. The majority of students feel safe at Union Hill with the programs and resources available with 73% of 6th grade students and 84% of 7th grade students. Very few students report any substance abuse. HIGH EXPECTATIONS 75% of students in 6th grade feel that school staff have high expectations while 66% of 7th grade students feel staff have high expectations. 89% of 6th grade students believe that these high expectations are a motivational factor to do better in school while 94% of students feel high expectations equals higher motivation. IDENTIFIED NEED: 30% of Middle School students are struggling with Social-Emotional issues. 20 % of students feel they have a voice. 11% of 6th grade students and 14% of 7th grade students report that no teacher or other adult care about them. As a result of CHKS and additional local data our Local Control Accountability Plan (LCAP) will implement Goal 2 which states: Students will thrive in a safe, healthy, nurturing and supportive educational environment by implementing the following: 1. Strengthen our multi-tiered system of support including a robust Positive Behavioral Interventions and Supports (PBIS) and re-energized Social-Emotional Learning Curriculum for our students. 2. Increase opportunities for involvement which includes our Extended Learning Opportunity Plan that will support both enrichment activities and intervention support for our students. All students have been surveyed to give them a voice in what activities will meet their needs. 3. Continue to Invest in additional hours for our Registered Behavioral Technicians (RBT), an additional Student Support Paraprofessional (SSP). 4. Under LCAP Goal 3 and 4 will provide professional learning and education to staff and parents in a 24/7 web portal. LCAP Goal #2 has supported our school culture and climate and provides direction for our focus areas on culture and climate." Met 6/21/2022 2022 29664076027197 Union Hill Elementary 6 "The 2021-2022 analysis yielded positive results regarding school connectedness, motivation and relationships at school. The results of the survey are reported to the Board of Trustees once the results are analyzed. The surveys address the ""Big 3"" of school climate: 1. Opportunities for involvement 2. Caring relationships 3. High Expectations OPPORTUNITIS FOR INVOLVEMENT Nearly 75% of students feel connected to Union Hill. 63% of 6th grade students and 67% of 7th grade students are happy to be at school. 87% of 6th grade students and 74% of 7th grade students feel like they belong at Union Hill. CARING RELATIONSHIPS 85% of Middle School student feel that school staff care about them. 73% of 6th grade students report that they are satisfied or very satisfied with their family, friendships and school experience while 63% of 7th grade students feel the same. 58% of students feel that bullying is an issue while 54% feel comfortable to report this behavior. 77% of teachers feel that Union Hill provides bullying prevention and 88% of our teachers teach conflict resolution. The majority of students feel safe at Union Hill with the programs and resources available with 73% of 6th grade students and 84% of 7th grade students. Very few students report any substance abuse. HIGH EXPECTATIONS 75% of students in 6th grade feel that school staff have high expectations while 66% of 7th grade students feel staff have high expectations. 89% of 6th grade students believe that these high expectations are a motivational factor to do better in school while 94% of students feel high expectations equals higher motivation. IDENTIFIED NEED: 30% of Middle School students are struggling with Social-Emotional issues. 20 % of students feel they have a voice. 11% of 6th grade students and 14% of 7th grade students report that no teacher or other adult care about them. As a result of CHKS and additional local data our Local Control Accountability Plan (LCAP) will implement Goal 2 which states: Students will thrive in a safe, healthy, nurturing and supportive educational environment by implementing the following: 1. Strengthen our multi-tiered system of support including a robust Positive Behavioral Interventions and Supports (PBIS) and re-energized Social-Emotional Learning Curriculum for our students. 2. Increase opportunities for involvement which includes our Extended Learning Opportunity Plan that will support both enrichment activities and intervention support for our students. All students have been surveyed to give them a voice in what activities will meet their needs. 3. Continue to Invest in additional hours for our Registered Behavioral Technicians (RBT), an additional Student Support Paraprofessional (SSP). 4. Under LCAP Goal 3 and 4 will provide professional learning and education to staff and parents in a 24/7 web portal. LCAP Goal #2 has supported our school culture and climate and provides direction for our focus areas on culture and climate." Met 6/21/2022 2022 12626790111708 Union Street Charter 6 "In 2022, over 92% of respondents on the parent survey agreed or strongly agreed that the school fosters a positive school climate. To maintain this level of parent satisfaction, USC will provide communication opportunities for parents including: school and classroom news (including information about curriculum), publishing a parent handbook, IEP meetings for special education, quality conferences, an up-to-date website, and an open-door policy for the Principal's office. A survey is given to students in grades three through five. In 2022 75% 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. To maintain this level of student satisfaction USC will continue to teach Second Step, offer mindfulness lessons, and conflict management. This has been especially important this year as we returned to on campus learning in 2022." Met 5/18/2022 2022 30103060133959 Unity Middle College High 6 "Most students surveyed strongly agree that Unity MCHS provides a collaborative educational environment that effectively recruits, trains, supports, and retains highly effective teachers and provides all students the basic services and materials needed to participate successfully in a 21st Century educational experience. They also strongly agree that Unity MCHS provides equity and access for all students in all subgroups, utilizing academic rigor through best first instruction and systematic intervention to ensure that all students graduate college and career ready." Met 6/23/2022 2022 10621660114553 University High 6 "DATA: UHS uses a personalized school climate survey to measure many different aspects of health and safety (e.g., bullying, drug and alcohol use, mental health, etc.). 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. MEANING: In disaggregating the data, UHS found the following areas declined when comparing the past two surveys (2022 vs. 2019): • Students pick up after themselves, throw away their trash = -9.17% • Students are rarely, if ever, pressured to use illegal substances by other UHS students = -10.33% • Students feel safe from bullying and sexual harassment since it rarely happens on campus = -8.7% • Does UHS provide enough resources, and counselor and peer support to prevent suicide on our campus? = -7.39% The following areas increased (positive change) when comparing the past two surveys (2022 vs. 2019): • Classrooms are positive places and teachers maintain a positive presence = +8.84% • Various cultures and social groups blend, interrelate, and feel like valid members of the school community = +17.18% • I seldom witness or hear of dishonest behavior, such as cheating, on the part of other students in my classes = +17.25% • Students at UHS try hard to be the best students that they can be = +8.66% USE: From the start of the 2022-23 school year, UHS staff and ASB and Honor Commission students have made a concerted effort to have students throw their trash away and have put extra trash cans out on campus. The campus is a lot cleaner than the previous school year; fewer amounts of trash are seen on campus after lunch. The UHS Counselors have increased their presence in the classrooms and updated their presentations regarding suicide so that students have the important information needed anytime they might need it. Additionally, we have applied for a grant to create a physical calming room, which will allow for students to access any time that they need a time out or need for a calming space due to anxiety, stress, or panic." Not Met "UHS has two goals it uses to measure the climate standard. The school goals are 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 0% for suspension rate 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%. Addtional information about UHS: Students that attend University High tend to be highly motivated students. UHS is a public charter school with a focus on music. All students take music performance classes as well as Musicianship classes. They also take Fresno State college classes as part of their high school curriculum (dual enrollment). By the time they graduate, students have earned 27 units of college credit from Fresno State. The college going rate of our graduates is 90%+ every year. Since we are a small school (<500 students), our students get personalized attention from their teachers and counselor, and most feel positive about their experience at UHS." 9/1/2022 2022 56725536120620 University Preparation Charter School at CSU Channel Islands 6 "On school safety in grades 3-5 : Do you feel safe at school? 2018 - 2.49/3.00, 2019 - 2.65/3.00, 2021 - 2.70/3.00, 2022 - 2.52/2.96 Do you feel safe in the hallways? 2018 - 2.49/3.00, 2019 - 2.51/3.00, 2021 - 2.69/3.00, 2022 - 2.57/3.00 Do you feel safe in the bathrooms? 2018 - 2.25/3.00, 2019 - 2.36/3.00, 2021 - 2.42/3.00, 2022 - 2.15/2.86 Do you feel safe on the playground? 2018 - 2.40/3.00, 2019 - 2.54/3.00, 2021 2.73/3.00, 2022 - 2.48/2.91 Do you feel safe going to school? 2018 - 2.61/3.00, 2019 - 2.61/3.00, 2021 2.77/3.00, 2022 - 2.68/2.91 -5 grade student’s data showed a slight downward trend overall. We are thinking this is related to the pandemic. Does your class stay busy and not waste time? 2018 - 2.11/2.73, 2019 - 2.07/2.73, 2021 - 2.25/2.73, 2022 - 2.00/2.77 Do students behave well in your class? 2018 - 1.99/2.78, 2019 - 2.07/2.78, 2021 - 2.29/2.78, 2022 - 2.03/2.83 Do students in your class treat the teacher with respect? 2018 - 2.24/3.00, 2019 - 2.30/3.00, 2021 - 2.57/3.00, 2022 - 2.39/3.00 Do you feel safe during school 2018 - 2.49/3.00, 2019 - 2.65/3.00, 2021 - 2.70/3.00, 2022 - 2.52/2.96 Does your teacher treat you with respect? 2018 - 2.82/3.00, 2019 - 2.86/3.00, 2021 - 2.91/3.00, 2022 - 2.95/3.00 Is your teacher fair? 2018 - 2.70/3.00, 2019 - 2.81/3.00, 2021 2.82/3.00, 2022 - 2.72/3.00 Does your teacher ask you about your life at home? 2018 - 1.41/2.37, 2019 - 1.55/2.37, 2021 - 1.86/2.37, 2022 - 1.69/2.32 We also collected Data on grades 6-8, but do to the limited space provided we are unable to share it here. If you are interested in seeing this data, please look at our LCAP." Met "The school safety measures came out very strong and are widely above the average of California schools that utilize Youth Truth. It was interesting to note that some of the areas were not as strong as last year. This may be relational to the pandemic. In 20-21 there were generally less than ½ the normal number of students in a classroom or on the playground at a time. There were very strict rules regarding movement around campus, and while students may not have loved all of that they may have felt some sense of safety in all of those measure and small classes. Some students stayed at home the whole year in 20-21 and then came back to fulltime school." 6/29/2022 2022 45701360106013 University Preparatory 6 "During fall of 2021-2022 school year, a climate survey was administered. Data was analyzed from 6th and 11th grade students. Key learnings from the 6th survey are as follows: 97% of the students feel welcome at U-Prep. 96% of the students indicated that they felt safe in all areas on campus. 98% feel that there are clear expectations regarding student behavior and conduct. 95% reported that there is at least one adult at school they could talk to if they needed help with a problem. 6th grade students also reported that Advisory/Tutorial, Friday Office Hours and extra time with their teachers were most often used to be successful. 93% report the campus is clean and well-maintained. Key learnings from the 11th grade survey are as follows: 86% of the students feel welcome at U-Prep. 90% reported feeling safe on campus. 98% reported that there are clear expectations regarding student behavior and conduct. 88% reported that there was at least one adult they could talk to if they needed help with a problem; 11th grade students reported that Office Hours and extra time with their teachers as the top two school-based resources they take advantage of to be successful. 79% of the students report the campus as being clean and well-maintained. Areas of strength include the high percentage of students feeling welcome and safe on campus. It was good to see 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 11th grade students report that the expectations regarding student behavior and conduct are clear. Following survey administration, grade-level results are shared with grade-level teams. At the junior high level, results are further discussed with students. At the high school level, results are shared with the student-staff Challenge Success Executive Board for further discussion and planning." Not Met Additional student engagement among all grade-levels occurred through the WASC Visit during February 2021. Interactions with students across all demographics was collected by the WASC Visiting Team and used to validate the WASC Self-Study. Student involvement in the WASC Focus Groups was also essential to gaining insight throughout development of the school-wide action plan (areas of growth). U-Prep earned the highest level of accreditation. 10/5/2022 2022 43104390113431 University Preparatory Academy Charter 6 "UPA administered the California Healthy Kids Survey (CHKS) last in 2021-2022. 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. SCI scores can range from 100 to 500, with higher scores representing more positive school climates. UPA middle school reported a SCI of 320, and high school was 341. The average SCI score for all middle schools and high schools in California was 300. While both numbers were above average, the middle school experienced a 25-point drop from the previous year whereas high school showed a 69-point increase. The leadership team met as a group to analyze the results of this survey and continued focus groups to improve the area of need, which were opportunities for meaningful participation, perceived school safety, and school connectedness. As a result, we now have automatic locking doors, a fence around our campus, carnival and fun activity days throughout the year, and increased mental health counseling. UPA sent a survey to the student body asking them what their top priorities were in improving the school. After gathering school-wide responses, the ASB organized a four-session focus group consisting of five students from each grade level. The focus group created a list of primary initiatives and secondary initiatives that were presented to the administration. Each member of the admin team was assigned initiatives to complete. The student body felt valued by including them in the decision-making process to improve our community." Not Met 9/29/2022 2022 54105460119602 University Preparatory High 6 "The students at University Preparatory High School completed the California Healthy Kids Survey in Spring 2021.  This survey was administered during the Spring semester in Homeroom.  The overall results show that approximately 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 a continued 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 families to exceed and succeed at UPHS.  Finally, we are always working to help students understand the damage caused by cyberbullying.  Too many students reported being cyber-bullied at least once during the school year.  We have employed a licensed social worker who meets with students once a week. 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 lifelong 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 continue to present lessons increasing student awareness about drugs, alcohol, and tobacco use along with mental health and cyberbullying.  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 6/8/2022 2022 19647330132027 University Preparatory Value High 6 "In the spring of 2022, Value Schools administered a survey to all stakeholders: Parents, Students and Staff. For the student survey, 396 students responded to the survey which is about 83% of the student body. From questions 84, 123, 124, 125, and 126 for students: 58% of the students who responded that they feel they belong to the school 73% of the students who responded feel safe at the school 71% of the students feel the rules a the school are fair for all students 75% of the students feel the staff makes it clear that bullying is not tolerated 82% of the students are aware of counseling services at the school In the survey on question 14, 80% of the parents expressed their child feels safe at school. While we value that 82% of the parents feel their children are safe at school, we would like a higher percentage of students to feel they belong and feel safe at our school. Our hope is that as safety restrictions for COVID 19 are lifted and we have more opportunities for activities, events, and field trips students' sense of belonging and safety will increase as well as their peer relationships and school behavior. Another area of growth noted by the students was options in the taste of food. Our nutrition program vendor is now again providing family style serving options, so we hope these options increase the rating in food." Met 6/24/2022 2022 36750690000000 Upland Unified 6 "At the conclusion of the 2021-2022 school year, Upland Unified School District administered a 28-question school climate survey to students in grades 5-12 at all 14 schools. Students responded to 28 questions that aligned with 3 dimensions: Hope, Engagement, and Well-being. The results were shared with district and site level staff to determine needs and plan the next steps for the 22-23 school year. These results suggest that almost all of our students have a caring adult in their lives. However, when considering student responses on their beliefs about the future, less than half of our respondents report believing they will have accomplished the best possible lives for themselves. And while 88% of respondents report that adults in the school care about them, fewer than 70% indicate that an adult has specifically offered encouragement within the last week. Results by school continue to vary along age/grade lines, with high school favorability responses slightly lower than the responses for junior high and elementary. There is also a disparity in favorable responses between the two junior high campuses, which are situated in geographically and socioeconomically distinct areas. The favorability scores of the elementary scores have slight differences as well and are generally aligned with the differences between the two junior high schools. However, there are several outliers within the elementary favorability data. Some schools that feed into a junior high with lower favorability have higher favorability data than other elementary schools. This suggests that student ratings of Hope, Engagement, and Well-being are not solely explained by the percentage of SED, Foster, or English Learners in a given school. This data will be reviewed next to chronic absenteeism and suspension data to monitor our responses to student behaviors that interfere with learning. Exclusionary discipline practices such as suspension and expulsion literally disconnect students from the school community, which will undoubtedly have an adverse effect on Hope and Engagement. Sites with historically higher rates of suspension do not report higher levels of Hope, Engagement, and Well-being, which should lead us to question the efficacy and the sufficiency of relying on these practices to promote a strong school climate. Our district's focus on Restorative Practices as a means of building community and responding to harm should continue, with reintegration into the school community emerging as a primary focus of responding to student behavior." Met "Our schools continue to strengthen their implementation of positive behavioral intervention and supports (PBIS) as means of proactively creating environments that are conducive to behaviors that allow students to learn. As these practices take root in our schools, we expect to see increases in scores of Hope and Well-being, along with a reduction in Chronic Absenteeism and suspension." 6/28/2022 2022 17769760000000 Upper Lake Unified 6 "ULUSD is focusing on the Student Connectedness from the California Healthy Kids Survey with our goal to build a community family for our staff and students. ULHS reports 59% of students report that they are connected to the school/staff, a slight decline from the previous year. ULMS reports 53% of the students report a positive connection to the school/staff a decline in reported with an adult on campus. ULES fifth grade students report 88% of the students feel a positive connection to the school and adults on campus. ULES had approximately 25% increase in students participating in the survey and, our percentages of students reporting connected to the school community and an adult who cares have increased. Our Middle School and High School students have had a more challenging transition back to on campus instruction and it is reflected in their surveys. Staff will continue to focus on relationships and communication between staff and students through site visits, clubs during school, classroom ambassadors, and staff working across campuses. These are also the elements that ULUSD will continue to ensure that all students have access to an adult on campus who cares and has a purpose to be connected to their school." Met 6/21/2022 2022 26102640124990 Urban Corps of San Diego County Charter 6 "UCCS continues to support students' overall physical and mental health wellness by providing a safe and engaging school environment where students and staff feel respected, valued and important in their roles as members of the UCCS community. UCCS conducts an annual school climate survey that provides the school with a valid measure of perceptions of school safety and connectedness. UCCS understands the importance of fostering a positive school environment where students and staff feel appreciated ( 98% report that they feel as though they are part of the school, 2% report a feeling of “neutral”) . As such, UCCS makes every effort to listen to the needs of their members and makes necessary adjustments as needed (97% of students feel that they had a voice in decision making whereas 3% felt that they “occasionally or sometimes” had a voice) UCCS leverages a trauma-resilience informed approach through a multi-tiered system of supports (MTSS) framework to cultivate safe, healthy, welcoming and affirming learning environments that establish a culture of positive and cooperative behaviors. This is evident in that 94% report feeling “cared for and respected by school staff and only 6% report feeling “unsupported” and 97% report feeling “safe when they are in school” and 2% feeling “unsafe.” During Covid, UCCS recognized the need to increase access to resources within the school and the community. As such, social emotional learning was embedded in each of our core classes to help reduce and manage stress and anxiety.Our partnerships with various community agencies continued throughout the school year. Staff have been key resources and continue to be readily available to provide service referrals as appropriate. Results suggest that the availability of resources and support have proven to be successful and beneficial to the school’s climate. However, UCCS realizes that their area of concern and an area of focus will continue to be in Social Emotional Learning (48% reported to feel depressed or unmotivated “most of the time and 15% reported to be “sometimes” depressed/unmotivated. These feelings are manifested in a drop in student attendance. Next Steps: Identify student needs and provide resources to improve motivation and attendance, develop personal connections with students who are in danger of, or are currently chronically absent, connect with students who are exhibiting attendance concerns or drops in attendance, and continue to provide personalized outreach to students, including; phone calls, in-school meetings and home visits, support students facing additional barriers to daily attendance (coordination of resources) identify the root cause of absenteeism, and low motivation and provide guidance and support to help alleviate the cause." Not Met 12/9/2022 2022 37683380135913 Urban Discovery Academy Charter 6 "STRENGTHS: Students - Not feeling challenged: primary 6%, secondary 14% - School welcomes and accepts people from diverse backgrounds: primary 71% positive, secondary 4% not positive - Students like working with people who are different than them: 69% primary Families - 79% believe students feel safe - 82% believe their children have a sense of belonging - 93% believe we welcome and accept people from diverse backgrounds Personnel - 75% believe kids feel safe in school - 80% report that students respect each other’s differences - 96% believe that we welcome and accept people from other backgrounds - 71% believe students like working with others who are different than them GROWTH AREAS Students - Feel physical safe in school: primary 62%, secondary 57% - Feelings of belonging: primary 33%, secondary 30% - Trusted adult to talk to: primary 50%, secondary 46% Families - Only 50% believe we try to get all families to participate in events - Only 43% believe we have enough space for extracurricular activities Personnel - 64% believe we keep families informed about what is going on at school - 29% believe we encouraged families to be part of school events this year (likely due to COVID) - 67% believe parents/guardians are made to feel welcome at school (likely due to COVID) - 44% believe we need to provide more instructional resources/feedback MEANING Less students feel safe in school than in past years (following COVID). There is a need to ensure student perceptions of safety overall. More students need an adult they feel they trust and can talk to. Students need a renewed sense of belonging. Student activities and relationships will be a key area for focus moving forward. Additional student socio-emotional support and wellness support is needed. Family re-engagement is a priority. We need to further activate parent voices (surveys, advisory groups, overall involvement & volunteer opportunities). There is room for students/parents to feel more connected to our community. Parents have simply not been involved in extracurricular activities/events/classroom activities since before COVID. Additional investment should be made in instructional materials and physical play space for the kids. ACTIONS - Additional academic focus (iReady, instructional coaching). Additional materials for classrooms. - Bring back all core-enrichment coursework for student engagement. - Rebuild advisory Groups (SAC, ELAC) and Parent Network, - Family workshops - Rebuild the ASB (Associated Student Body) and related events. - Bring back regularly calendared schoolwide events, cultural happenings. - Establish Wellness Centers, provide staff to focus on mental health and student/family wellness. Continue crisis counseling. - Continue restorative practices training and related instructional coaching. - Add to physical play spaces for all grade levels. Add equipment/resources for outdoor play and added enrichment. - Rebuild community partnerships to support students" Met 6/22/2022 2022 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 even 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. The disaggregated data shows that students in the 5th and 6th grades in particular struggled both in feelings of academic success and feelings of safety at school. In our general observations, we saw that older students experienced the most struggle in our return to in-person learning. While we originally anticipated that these struggles would be concentrated in younger students, we pivoted our support to our older students, supporting teachers with procedures, systems, and structures for older students. Based on the survey data and our observations of classrooms, we offered different supports to classrooms with older students to support both staff and students. In middle school, we started using Amplify to support Math, Science, and ELA instruction and created a more structured schedule for students that reduced the number of students in any given space and created clearer structures, procedures, and work expectations throughout the day. For some of the upper elementary classrooms, we created similar structures, clarifying and creating systems for work expectations." Met "Additional Comments Moving our new facility in July 2020, where our whole school could once again come together in one location, was a win for our climate and culture. Additionally we have stable leadership and growing retention rates among all staff." 6/23/2022 2022 48705730000000 Vacaville Unified 6 "Our district uses the Healthy Kids Survey and a local survey in alternating years to assess our school climates. This data is utilized to inform our actions, including our third LCAP goal, which is to provide ""a safe and welcome learning environment that encourages the development of the necessary social-emotional competencies to ensure they are life-ready upon graduation. Those competencies include a strong work ethic, resilience, critical thinking / problem solving skills, and empathy."" 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. Summary of California Healthy Kids Survey for the 21-22 School Year Percentage of students in Grades 5, 7, 9 and 11 reporting school connectedness: - 5th grade: 73% - 7th grade: 52% - 9th grade: 53% - 11th grade: 45% Percentage of students in Grades 5, 7, 9 and 11 reporting school as being safe or very safe: 5th grade: 80% 7th grade: 49% 9th grade: 52% 11th grade: 48%" Met 6/16/2022 2022 33752420000000 Val Verde Unified 6 "Val Verde Unified administers a local Climate and Culture survey annually to students in grades 3 through 12. Two of the key indicators report on the student’s positive attitudes toward school connectedness and school safety. We have identified 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 groups of students with the least sense of connectedness are African American, Foster Youth, and Special Education at the elementary and secondary levels. The sense of connectedness for African American students has increased from 71% in 2018 to 77% in 2022 at elementary and from 50% in 2018 to 56% in 2022 at secondary, indicating that actions taken are having an impact. Student groups with the least sense of safety are African American, Foster Youth, and Special Education at the secondary level. There were increases in the sense of safety at both elementary (68% in 2018 to 76% in 2022) and secondary (66% in 2018 to 73% in 2022). This continues to be an area of focus for modifications to current actions and services including the continued implementation of a new social-emotional learning curriculum and bully prevention curriculum at the elementary and middle schools. No significant difference in sense of connectedness or safety was 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. 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 29 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 2017-2018 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." Met 6/21/2022 2022 19650780000000 Valle Lindo Elementary 6 The district administers a local climate survey utilizing California Healthy Kids by WestEd. To access the district reports click on the following link: https://wested.ent.box.com/s/2fclmc28338kje7fyz2et2d7ftgh70bu Met 6/15/2022 2022 05615800000000 Vallecito Union 6 "Through general commentary and survey feedback, parents have expressed their appreciation for the district's provision of basic needs, universally-available meals, medical and health support, mental health services for students. Stakeholders have also repeatedly shared in-person and via surveys (CHKS; district- and site-generated questionnaires) that they are appreciative of the openness of school sites to parent volunteers and school guests. For those students who are in regular attendance at the district's schools, students express a high ranking of connectedness to staff and expressed that they value time and support from teachers and other staff who support them (ESSER survey, 2021). Despite the Dashboard's reflection of a high rate of previous chronic absenteeism in the district, school site principals and other staff have reached out to engage students and families through websites, phone conferences, alternative school options (Independent Studies), and counseling/mental health support. Further surveying of parents, students, and staff will resume this year. Stakeholders also expressed a compelling parallel concern to academic performance - the mental health and wellbeing of students, staff, and families, especially in consideration of previous years' sense of loss, disconnectedness, and isolation resulting from the pandemic. While the district's efforts to provide nutrition, mental health, and medical support to families since March of 2020 were acknowledged, it has been heartily recognized by stakeholders that the social and emotional (and in some cases, medical) impact of the pandemic is still evident in some students', families', and staff members' lives. LCAP Goal # 2 was established to ensure that the district continues to develop and ""provide resources and services to promote student, family, and staff wellbeing."" Specific actions in Goal #2 provide for services and resources related to mental health, physical and nutritional wellness, and life skills for students, and related professional development for staff, supported by LCFF and grant-related funding." Not Met 10/19/2022 2022 37684370000000 Vallecitos Elementary 6 "The school social worker and psychologist play a key role at Vallecitos providing school counseling, social skills, anti-bullying curriculum, and provides parents with resources needed. The school social worker/school psychologist leads the district in Multi-Tiered Systems of Support (MTSS) work for all students and staff. The MTSS Leadership Team meets regularly and provides input for improving school climate and culture. Vallecitos received a grant called the School Climate and Transformation Grant of $250,000 to improve school climate and culture. School Climate surveys are conducted yearly with students, staff, and parents. The average daily attendance rate was 94%. The results from the survey are listed below. 96% of students responded; 5% of parents responded; 100% of teachers responded. Areas surveyed: Teaching and Learning; School Safety; Interpersonal Relationships; Institutional Environment; Parent Involvement. Survey Results for 5th Grade (Elementary): • Students are treated with respect = 3.68 out of 4 • The school wants students to do well = 3.74 out of 4 • There are clear rules at school = 3.76 out of 4 • Overall result = 3.16 Survey Results for 6-8 (Middle School) • Students are treated with respect = 3.58 out of 4 • The school wants students to do well = 3.04 out of 4 • There are clear rules at school = 3.38 out of 4 • Overall result = 3.16 Survey Results for Families • Teaching and Learning = 3.76 out of 4 • School Safety = 3.65 out of 4 • Interpersonal Relationships = 3.62 out of 4 • Institutional Environment = 3.64 out of 4 • Parent Involvement = 3.53 out of 4 • Overall result = 3.53 Survey Results for School Personnel • Staff Connectedness = 3.45 out of 4 • Structure for Learning = 3.64 out of 4 • School Safety = 3.37 out of 4 • Physical Environment = 3.45 out of 4 • Peer/Adult Relations = 3.41 out of 4 • Parent Involvement = 2.32 out of 4 • Overall result = 3.35 Our disaggregated results indicate a higher participation of staff and students completed the survey compared to the 2020-2021 school year." Met 6/28/2022 2022 48705810115469 Vallejo Charter 6 "The Vallejo City Unified School District (VCUSD) administered the California Healthy Kids Survey (CHKS) in the 2020-2021 school year as one measure of school climate. The focus of this submission is for students’ perceived safety at school and students’ school connectedness at grades 5, 7, 9, 11, and Non-Traditional (NT) Schools. Longitudinal data in the areas of school connectedness demonstrate healthy growth at every grade level with three-year gains ranging from 11 percentage points to 37 percentage points. Smaller gains were reported over three years for four of the five grade levels with increases in perceived safety ranging from 4 percentage points to 12 percentage points. One grade level had a 1 percentage point drop. At the same time there have been declines in the numbers of student suspensions and expulsions. In order to continue making progress in this area, programs that promote positive behavior intervention supports, restorative practices, and social emotional learning will remain in place." Met California Healthy Kids Survey Percentage of Students Reporting School Connectedness Most or All of the Time Grade 5 Grade 7 Grade 9 Grade 11 Non-Traditional 2017-2018 33% 35% 21% 18% 33% 2018-2019 63% 28% 29% 24% 26% 2019-2020 65% 50% 42% 36% 49% 2020-2021 70% 47% 42% 36% 49% Percentage of Students Reporting they feel Very Safe or Safe at School Grade 5 Grade 7 Grade 9 Grade 11 Non-Traditional 2017-2018 69% 50% 33% 27% 48% 2018-2019 63% 42% 32% 32% 47% 2019-2020 70% 51% 39% 31% 47% 2020-2021 81% 60% 39% 31% 47% 6/15/2022 2022 48705810000000 Vallejo City Unified 6 "The Vallejo City Unified School District (VCUSD) administered the California Healthy Kids Survey (CHKS) in the 2020-2021 school year as one measure of school climate. The focus of this submission is for students’ perceived safety at school and students’ school connectedness at grades 5, 7, 9, 11, and Non-Traditional (NT) Schools. Longitudinal data in the areas of school connectedness demonstrate healthy growth at every grade level with three-year gains ranging from 11 percentage points to 37 percentage points. Smaller gains were reported over three years for four of the five grade levels with increases in perceived safety ranging from 4 percentage points to 12 percentage points. One grade level had a 1 percentage point drop. At the same time there have been declines in the numbers of student suspensions and expulsions. In order to continue making progress in this area, programs that promote positive behavior intervention supports, restorative practices, and social emotional learning will remain in place." Met California Healthy Kids Survey Percentage of Students Reporting School Connectedness Most or All of the Time Grade 5 Grade 7 Grade 9 Grade 11 Non_Traditional 2017-2018 33% 35% 21% 18% 33% 2018-2019 63% 28% 29% 24% 26% 2019-2020 65% 50% 42% 36% 49% 2020-2021 70% 47% 42% 36% 49% Percentage of Students Reporting they feel Very Safe or Safe at School Grade 5 Grade 7 Grade 9 Grade 11 Non-Traditional 2017-2018 69% 50% 33% 27% 48% 2018-2019 63% 42% 32% 32% 47% 2019-2020 70% 51% 39% 31% 47% 2020-2021 81% 60% 39% 31% 47% 6/15/2022 2022 19647330122754 Valley Charter Elementary 6 "Data: Valley Charter Elementary administered a student survey to 3rd-5th graders this year to understand their perceptions of school climate, school engagement, sense of belonging, and school safety. 70% of our students indicated that they experience a positive school climate, sense of safety, and sense of belonging. VCES’ lowest response was student engagement, with 59% of students indicating a strong sense of engagement. Meaning: We did not experience barriers in the collection of the data. This year VCES used the Panorama survey questions and platform, which allowed us to meaningfully disaggreate data. Use: The biggest area of focus that emerged for us in the data is boosting student engagement. We believe the responses to some extent reflect the unprecedented contest we operated in this year and the challenges of returning to in-person schooling." Met 6/27/2022 2022 19647330122838 Valley Charter Middle 6 "Data: Valley Charter Middle administered a student survey to 6th, 7th and 8th graders to understand their perceptions of school climate, school engagement, sense of belonging, and school safety. The strengths that emerged were positive perceptions of school safety (63% of students) and school rigorous expectations (68%). Needs that emerged were related to student engagement (48%). Meaning: We did not experience barriers in the collection of the data. We used Panorama survey questions and platform, which allows us to meaningfully disaggregate data. Use: The biggest area of focus that emerged for us in the data is boosting student engagement. We believe the responses to some extent reflect the unprecedented context in which we have operated this year. But our instructional model is premised on the idea that teaching and learning in a project-based, constructivist context is the most engaging approach and we will continue to revise our units and practices to ensure optimal student engagement." Met 6/27/2022 2022 19647330137612 Valley International Preparatory High 6 "Basically, as a small school that needs to grow enrollment, the perception of our stakeholders is something we take very seriously, and our community members see us actively striving to make improvements in response to their feedback. We believe this is what helps explain our largely positive perceptual data and feedback. On the whole, what the data reveals is that we have a high school program that is generally well-received by our students and families, with generally medium to high performance. Even in the testing sessions where students have not met growth norms, on the whole, VIP students perform above national means and generally match or out-perform their peers in neighboring public schools. It is difficult to note trends for many of the subgroups, as many of our subgroups are less than thirty students and thus the data is not statistically reliable for making assertions and assumptions. A continued issue and trend with internal testing over the past four years is the issue of growth. We’ve tried a number of different approaches to get students invested in MAP testing, including sending reports home, conferencing on results in advisory, trying to get ELA and Math teachers to more publicly post and discuss class-wide data, but have yet to really get students invested in the process. After our most recent session, we actually surveyed our students and the number one response as to why students are not invested was a variation of “it doesn’t affect my grade in class, so why should I care?” We think adding some incentives to testing and meeting growth norms may help to even out our other approaches and get students more invested. Especially with LAUSD using the criteria of students demonstrating at least one year of growth as part of charter renewal, this gains increased importance in the coming two years. The overall implications of the data is that we have a generally high-performing group of students, but who are not demonstrating the type of growth that we would like to see. The other main implication of the data is that the 1.5 years of distance learning had an impact on students’ literacy, particularly those students who were not with the school prior to the shutdown in March 2020. Students who were in VIP before the pandemic outperformed their peers who joined us from middle school or by transferring from another school." Met 6/8/2022 2022 54105460124057 Valley Life Charter 6 "Valley Life used the Multiple Results Assessment through the Leader in Me to assess the school climate. Scoring guide for MRA: Scoring Guide (Scores are on a 0-100 scale, where 0 is not at all effective and 100 is highly effective. Using the general guidelines below, you can see which measures are strengths and which areas may need improvement) 0-49 Ineffective. Serious and immediate efforts should be made to improve this student/staff/parent outcome. 50-69 Needs Improvement. When determining school improvement plans, this area should be considered a place for further growth and development. 70-79 Satisfactory. While this area still needs to be improved, there is evidence that this measure has some strength that can be built upon in the coming years. 80-89 Effective. This is an area of strength that should be continued to be built up and strengthened so it can be a highly-effective outcome for your school. 90-100 Exemplary. This is an area of strength for your school that should be celebrated and used to help build areas where growth is still needed. Continued growth and building in this area will certainly ensure continued positive outcomes. Student Surveys Completed: 301 Target: 400 Staff Surveys Completed: 65 Target: 100 Family Surveys Completed: 105 Target: 100 The survey format was improved upon for the 2021-2022 School year. 20-21 Scores were ranked as: 90 - 100 Highly Effective 80-89 Effective 70-79 Moderately Effective 50-69 Needs Improvement 0-49 Not effective 2021-2022 Scores were ranked as: 90 - 100 Exemplary 80-89 Effective 70-79 Satisfactory 50-69 Needs Improvement 0-49 Not effective For the 2021-2022 school year, VLCS received ""moderately effective/satisfactory"" overall as a Leader in Me school. VLCS received moderately effective in leadership, culture, and academics, with culture being the highest and Needs improvement for academics. The complete MRA can be found here: https://drive.google.com/file/d/1qaiEBS1RZBIiqsbLfcZc19v5_cpnVuRH/view?usp=sharing Culture - Overall 76 Moderately Effective/Satisfactory Supportive student environment 70 - Satisfactory Supportive Staff Environment 83 - Effective Leadership - Overall 75 Satisfactory Student Leadership 70 Satisfactory Staff Leadership 77 Satisfactory Family and Community Engagement 79 Satisfactory (Not bad considering parents were not able to participate on campus until March due to COVID-19) 2021-22 Local Performance Indicator Self-Reflection for Valley Life Charter School Page 12 of 13 Academics - Overall 69 (Needs Improvement) Empowering Teachers 72 - Satisfactory Empowered Learners 67 - Needs improvement Goal Achievement 69 - Needs Improvement" Met 6/17/2022 2022 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 is administered every two years; it was last administered in the spring of 2020. The 31 students who responded were spread across the grade levels as follows: (K-5= 15; 6-8= 9; 9-12= 7). • On the question of whether students feel welcome, happy, and emotionally safe when they are at VOC, 94% of the students responded “All” or “Most of” the time. 61% said “All” of the time. • On the question of whether students feel the staff treats them with “respect, concern, and friendliness,” 97% said “All of the time” or “most of the time”; 81% said “All of the time” • On the question of whether they have ever felt “bullied, teased, or isolated” by other students, 81% said “Never,” and 16% said “Some of the time.” • On the question of whether they had any friends at VOC, 64% said they had three or more friends. Only two students reported not having a friend at VOC. • On the question of whether they looked forward to on-campus school programs each day, 71% said they find “Most” or “All Programs” interesting and enjoyable. 45% said “All Programs.” • When asked if they would rather be homeschooled through the VOC program or attend a traditional school, 72% said they would “Strongly prefer VOC,” with another 19% saying they “Somewhat” prefer VOC. 3% said they would prefer attending a traditional school." Met 5/12/2022 2022 15101571530492 Valley Oaks Charter 6 "Valley Oaks Charter School (VOCS) promotes an environment that is safe and secure for students and staff, whether the activities are in-person or online. A safe school environment where values of respect and responsibility are emphasized is the educational setting many of the VOCS parents and students desire and what they consider to be a critical part of the educational process. A comprehensive safety plan is reviewed and updated each year to address various emergency situations. VOCS staff members and parents work together to identify any potential hazards and take preventive measures to ensure the safety of all students. VOCS surveyed 4th-12th grade students, parent educators, and staff to establish the level of school connectedness and climate at VOCS. According to the 2022 Annual Survey, 96% reported that VOCS demonstrates caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning, 94% reported feeling connected to VOCS, and 95% felt safe while on a VOCS campus. All of the efforts VOCS continues to make to ensure students, staff, and parents are safe and secure while on campus or online will remain a top priority for the VOCS team. Additionally, VOCS will continue investigating different techniques to help students, parents, and staff feel more connected to VOCS." Met 5/31/2022 2022 39686270129916 Valley View Charter Prep 6 "Annually, Valley View Charter Prep surveys all stakeholders. A majority of the questions in the surveys are directly aligned to the 8 Basic State Priorities including school climate. An additional survey implements a locally designed a social-emotional screener to assess the social- emotional needs of all 7-12th grade students. Data from the surveys and from educational partner 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." Not Met 2022 19647330133694 Valor Academy Elementary 6 "To assess students’ perceptions of school safety and connectedness, the school continued its partnership with xSEL Labs to administer student surveys during each semester of the school year. The following report reveals the data, meaning and use at the school, to analyze and promote student safety and connectedness. DATA The following data represents the percent of favorable responses from students in each topic relating to school culture: Results for School Safety (K-3rd Grade) I feel safe at this school 77% Rules are fair at this school 68% Results for Sense of Belonging Teachers care about me 71% Kids care about me 52% Results for School Safety (4th Grade) I feel safe at this school 72% Rules are fair at this school 58% Results for Sense of Belonging Teachers care about me 79% Kids care about me 41% MEANING The school has identified the following as areas of strength: student feelings of safety, fairness of rules, and caring teachers amongst grades K-3rd. Amongst 4th graders: student feelings of safety, and caring teachers. The school has identified the following as areas of growth:amongst 4th graders that rules are fair, and amongst all students the connection between students, feeling that other students are about them. USE All teachers are trained in Restorative Practices including: Affective Language Training for Conflict Resolution, Non-Violent Communication, and Restorative Circles. Additionally, the school has partnered with the Yale Center for Emotional Intelligence to implement the RULER Curriculum. All teachers utilize a First 19 Days Plan to build connection and relationships with their students, and 100% of teachers create a classroom charter with their students at the beginning of the school year to promote a sense of safety and belonging.This survey included sections for School Safety and Sense of Belonging. Results are shared with the charter network Executive Leadership Team and Bright Star Schools Board Members for data analysis review and strategy. The school has set a goal in their LCAP regarding the percent of students who feel a “sense of belonging,” and set a student culture goal in their School Action Plan. The school leadership meets monthly with charter network employees to set and monitor progress aligned to the student culture goal set forth in the School Action Plan. Additionally, the charter network employs a Director of Restorative Practices to oversee the development and implementation of restorative practices." Met 6/23/2022 2022 19647330127894 Valor Academy High 6 "To assess students’ perceptions of school safety and connectedness, the school continued its partnership with The Panorama Education Group to administer student surveys during each semester of the school year. The following report reveals the data, meaning and use at the school, to analyze and promote strong school culture. DATA The following data represents the percent of favorable responses from students in each topic relating to school culture: Cultural Awareness and Action 66% School Safety 49% Likeliness of Online Bullying 66% Teacher-Student Relationships 48% Teachers are Respectful 82% School Climate 34% Energy of the School 37% Physical Space 37% Fairness of Rules 28% Behavior of Students Impacting Learning 21% Sense of Belonging 33% MEANING The school has identified the following as areas of strength: Cultural awareness and action, low likeliness of online bullying, and teachers are respectful. Students have shared positive aspects of school climate include: activities, events, field trips, office hours, pride meetings, paw praises, brain breaks, and spirit week. The school has identified Sense of Belonging as an area of growth, as well as aspects of School Climate including: the energy of the school, physical space, fairness of rules, and the impact of student behavior on learning. . Students have shared areas of growth for school climate include: increased focus on mental health and check-ins by improving listening, communication and connection. USE The school has Implemented a Student Safety Incident Report System and all students were connected with an adult for a bi-monthly check in. All teachers are trained in Restorative Practices including: Affective Language Training for Conflict Resolution, Non-Violent Communication, and Restorative Circles. All teachers utilize a First 19 Days Plan to build connection and relationships with their students, and 100% of teachers create a classroom charter with their students at the beginning of the school year to promote a sense of safety and belonging. Results are shared with the charter network Executive Leadership Team and Bright Star Schools Board Members for data analysis review and strategy. The school has set a goal in their LCAP regarding the percent of students who feel a “sense of belonging,” and set a student culture goal in their School Action Plan. The school leadership meets monthly with charter network employees to set and monitor progress aligned to the student culture goal set forth in the School Action Plan. Additionally, the charter network employs a Director of Restorative Practices to oversee the development and implementation of restorative practices." Met 6/23/2022 2022 19647330120022 Valor Academy Middle 6 "To assess students’ perceptions of school safety and connectedness, the school continued its partnership with The Panorama Education Group to administer student surveys during each semester of the school year. The following report reveals the data, meaning and use at the school, to analyze and promote strong school culture. DATA The following data represents the percent of favorable responses from students in each topic relating to school culture: Cultural Awareness and Action 80% School Safety 71% People are Disrespectful to One Another 44% Teacher-Student Relationships 72% School Climate 56% Student Behavior Impacts Learning 40% Sense of Belonging 54% Connection to Adults at School 48% Feeling of Mattering to Others 50% MEANING The school has identified the following as areas of strength: cultural awareness and action, school safety, and teacher-student relationships. Students have shared positive aspects of school climate include: festivals, support, clubs, events, field trips, safety, and rewards. The school has identified the following as areas of growth:respect amongst students, the impacts of student behavior on learning, connection to adults at school, and feeling that a student matters.. Students have shared areas of growth for school climate include: additional check-ins, support in looking toward future goals, support with outside of school issues. USE The school has Implemented a Student Safety Incident Report System and all students were connected with an adult for a bi-monthly check in. All teachers are trained in Restorative Practices including: Affective Language Training for Conflict Resolution, Non-Violent Communication, and Restorative Circles. All teachers utilize a First 19 Days Plan to build connection and relationships with their students, and 100% of teachers create a classroom charter with their students at the beginning of the school year to promote a sense of safety and belonging. Results are shared with the charter network Executive Leadership Team and Bright Star Schools Board Members for data analysis review and strategy. The school has set a goal in their LCAP regarding the percent of students who feel a “sense of belonging,” and set a student culture goal in their School Action Plan. The school leadership meets monthly with charter network employees to set and monitor progress aligned to the student culture goal set forth in the School Action Plan. Additionally, the charter network employs a Director of Restorative Practices to oversee the development and implementation of restorative practices." Met 6/23/2022 2022 29768776111371 Vantage Point Charter 6 "School climate and student/staff safety are a high priority at all times. Spring, 2022 90% of students felt supported by VP staff and stated their school was clean, safe, and in good repair, with 100% of students stating they felt safe to ask staff for any kind of support or help needed. Parents reported that 96% felt they were informed of their child's progress regularly, 100% stated they felt as if they are valued as an important part of their child's education, and 100% stated their child felt safe at school. The health, safety, and well-being of our students are our number one priority. We acknowledge students often do not progress academically unless parents have some sort of involvement in their education. Parent involvement is key to the overall success of our program and services." Met 6/14/2022 2022 19647336019715 Vaughn Next Century Learning Center 6 "The School Climate Survey was administered in the 2022 Spring semester to students, parents, and staff. Students in grades 3rd through 12th were invited to complete the 100% online survey with a 78.8% participation rate. The student survey was composed of seven domains with a maximum of 180 points possible. The survey achieved a score of 129.63 points (72.02%), which based on our scoring methodology means that students perceive the school climate as Favorable. Students gave the High-Quality Schooling domain the highest rate (75.4%), while the Participation & Leadership domain received the lowest rate (67.07%). Students recognized the efforts made by the school to establish clear expectations of scholars. Results showed they have a clear understanding of school rules and how they are expected to act to display good behavior. Furthermore, the survey shows students feel the classroom structures allow them the opportunity for them to take part in classroom discussions and activities, showing a sense of trusting and supportive classroom environments. Additionally, students acknowledge they receive clear feedback from teachers in regards to ways they can be more successful in their schoolwork. Although we celebrate the areas in which the school is doing well, it is extremely important for us to analyze and address the areas for growth identified by surveyed students. As we returned to in person instruction we have seen an increase in unwanted behaviors. Students are exhibiting heightened levels of anxiety, frustration, lack of social interaction skills, and disregard of others. The social emotional needs of students are at an all-time high. We have seen all these factors amongst others translate into a lack of strong relationships both amongst students and between students and staff. With that being said, although students recognize they have a clear understanding of the behavior expectations the school has established, the survey results show students do not feel the student body treats adults with respect or each other with kindness. Furthermore, it also brings to light that the spreading of rumors, gossip, or lies online is a problem amongst our students. School leaders at all levels have acted to address some of these concerns. At the elementary level they have begun using community building circles among students and have adopted the use of conflict resolution mats to help support building the skills amongst students to appropriately resolve conflict. At the secondary level schools implemented the ACE program provided by the EduCare Foundation. The program focused on four SEL components: character development, personal management, emotional intelligence, and interpersonal skills. We are confident that as the year progresses and we continue implementing programming to support the needs of our students and providing community building opportunities amongst the school community, we will see these results shift in a positive way." Met 6/29/2022 2022 56105610112417 Ventura Charter School of Arts and Global Education 6 "89% of VCS parents report feeling strongly that VCS maintains a positive school climate. VCS students agree to the following statements: • -94% students agreed that they feel that they belong. • -94% agreed that they feel safe. • -86% agreed that they know how to work out conflicts with their classmates. • -99% agreed that they have friends. • -94% agreed that other students are nice to them. • -95% agreed that their teacher cares about them and listens to their ideas. • -91% agreed that the work they do in class makes them think. • -90% agreed that very good work is expected of them. • -95% agreed that they can get the help they need when they don't understand. • -99% agreed that their teacher is a good teacher. • -79% agreed that they feel comfortable speaking in front of their class. • -94% agreed that there is more than one way to solve most problems. • -94% agreed that they keep trying to do their school work even when it's hard. • -93% agreed that they can persevere through difficult work. • -94% agreed that learning is important. 2022 Local Performance Indicator Self-Reflection for Ventura Charter School of Arts and Global Education Page 12 of 15 • -86% agreed that they feel challenged in their learning. • -88% agreed that they have a Growth Mindset. • -84% agreed that learning is fun. • -84% agreed that they look forward to coming to school. • -89% agreed that they can be honest about thoughts and opinions in Crew. • -77% agreed that Crew helps them track academic progress and set personal goals • -90% agreed that they have opportunities to learn about people who are different from me. A high percentage of students report getting their academic, social, and physical needs met at VCS. CREW is a social-emotional classroom focus time to encourage inclusion, community, and personal academic responsibility." Met 6/16/2022 2022 56105610000000 Ventura County Office of Education 6 "In the 2021-22 school year, VCOE Schools and Programs provided the California Healthy Kids Survey (CHKS) to students in 6th through 12th grade to measure students’ perception of overall school climate on their respective campuses. The results showed that 83% of the students surveyed felt medium to high levels of school connectedness. When students were asked if they experienced a caring relationship with at least one adult on their school campus, 83% of the students reported this as being true. Another question asked students if they felt their teachers had high expectations of them and 88% of students stated that they believed this to be true. The final question pertaining to school climate asked if students felt safe on their school campus. The survey showed that 64% of the students felt safe at school. The CHKS also asks students questions about their emotional wellbeing, specifically there are questions asking if within the last 12 months they have had feelings of chronic sadness and hopelessness. In the 2021-22 survey, 36% of students stated that they had felt chronic sadness, this is down from the 2019-20 survey in which 40% of students reported chronic sadness and up from the 2017-18 survey which showed 29% of students surveyed had feelings of chronic sadness. Another extremely important question on the CHKS asks students if they have considered suicide within the last 12 months. On the 2021-22 survey, 21% of students answered yes to this question which is an increase from that past three administrations of the CHKS. The 2021-22 school year brought along with it many challenges as students and staff were returning to in person learning after eighteen months of distance learning due to the pandemic. Although the CHKS is just one way school staff and administration gather data on student needs, the data provided is extremely helpful for school staff and administrators to provide support and specialized programs to help create a safe, both physically and emotionally, space for students to engage in learning. In response to the identified needs of the students, increased social-emotional supports were added on our school campuses in the form of Social-Emotional Specialists, social-emotional learning/curriculum, Behavioral Support Specialists, wellness centers and spaces, increased counseling services for students, professional learning for staff in the areas of safety, trauma informed care, and social-emotional learning. All these services and programs will be continued into the 2022-23 school year to continue to address the identified social emotional needs of our students. The VCOE team is committed to continuing to create safe, welcoming, and engaging learning environments that focus on the needs of all students." Met 6/27/2022 2022 56726520000000 Ventura Unified 6 "1. Student responses on Chks indicate that the bathroom is the location on campuses where last school year’s 6th, 7th, 9th, and 11th grade students feel the least safe. 30% of seventh grade students strongly disagreed/disagreed that students feel safe at their schools during lunch. 30% of sixth graders, 38% of seventh graders, 38% of ninth graders, 49% of eleventh graders, and 44% of students in alternative education, felt so sad or hopeless almost every day for two weeks or more. Within the bullying section, 6th and 7th grade student survey responses indicate physical aggression is of significance. 44% of sixth graders and 37% of seventh graders have been shoved, slapped, hit, or kicked by someone who wasn’t just kidding around, one or more times. The percent of students that did not get help from a professional adult at school when they needed to talk about their feelings was higher than those that were helped. In 11th grade, 42% did not get help, and 24% did. 2. This data implies that efforts to increase safety in student bathrooms on middle school and high school campuses would significantly help students feel safer at schools. Lunch time safety is also an area of need at middle school campuses. One way to improve safety is to increase staff supervision around bathrooms and on the campus during lunch. 3.VUSD has increased campus supervision at all sites, increased counseling at all elementary sites, maintained counseling levels at all secondary sites despite declining enrollment, added Wellness Centers at two additional high school campuses (total of three campuses), continuing with training of teachers with Second Step SEL curriculum at secondary sites, continuing with Hatching Results Counseling consulting to improve and streamline counseling services" Met 6/28/2022 2022 39103973930476 Venture Academy 6 "In the Spring of the 2021-22 school year, Venture Academy conducted student surveys on the perceptions of school climate, safety, and connectedness with high school students grades 9 -12. A Student to School Climate Survey was sent out via the schools SIS messaging system to all high school students. The school received responses to the survey that were similar to the results of the 2021-22 school year with slight differencs in the percentages. The questions used a 5 point Likert scale method with the following possible responses; Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree. Students responded to multiple questions revolving around three key areas, school safety, overall connectedness and overall access to school support and resources. In reviewing the data from the survey, several key learnings became apparent. The first key finding was a reinforcement of the believe that Venture Academy continues to provide an overall safe environment for students to learn. Of the student responses to the survey question regarding the statement: ""I felt safe at school"", 73.5% students responded with Strongly Agree and Agree, with 18% percent responding with Neutral. Majority of direct short answer responses were positive and encouraging of the school and staffs response to safety protocols being implemented in regards to COVID. Some areas of safety concern were noted, these specifically were in regards to traffic for start and dismissal times. The school is constantly re-evaluating ingress and egress patterns for student pick up and drop off. Another key finding was in the area of communication. Student responses to the survey demonstrated that 48% of respondents felt that they were able to communicate with teachers, but almost 30% of students responded with a neutral response. With such a large percentage of students responding neutral, Venture Academy recognizes the need to improve communication not only from teachers to students, but the from the school across the board to families and students. Venture Academy has take action and begun implementation of the SchoolMessenger application which integrates with the newly implemented PowerSchool SIS system. This improved messaging system offers multiple forms of communication going home to parents including both digital and voice messaging, as well as automatic translation into multiple languages as identified as the home language by the family. This newly implemented communication program, along with coaching and support provided by school administration will hopefully provide an adequate solution to the identified finding. The final key finding resulting from survey responses was in regards to Venture Academy and how well access to resources and support for mental and emotional health were being provided by the school. Survey results demonstrated that only 40% of VAFS 9 -12 graders strongly agreed or agreed that they had access to resources for mental and emotional health, with 35% were neutral." Met 6/21/2022 2022 30664230131417 Vibrant Minds Charter 6 "DATA We extended beyond the requirements of Priority 6 by obtaining data from scholars, parents, and staff. This was accomplished during the spring of 2022 after a year of in-person instruction. The results were not based on a typical school year due to the aftermath of the COVID-19 pandemic. Absenteeism for scholars and staff was extremely high due to COVID-19 and requirements for isolation and quarantines. Scholar data collected in two formats. All TK-6 scholars completed information in four quadrants with the questions: • What do you like about Vibrant Minds Charter School? • What would you like to change about Vibrant Minds Charter School? • What is an idea you would like us to do at Vibrant Minds Charter School? • What are your strengths as a person? Also, Grade 3-6 scholars completed the “PBIS School Climate Survey: Elementary.” Parent data was collected using a school-developed survey with the input of the School Site Council (SSC) and VMCS Board. The survey had 35 items with rating choices of “Mostly True,” “Sometimes True,” “Mostly False,” and “Not Applicable.” There were also 15 open-ended questions. The consistency of using this survey has permitted year-to-year comparative analysis. The last school year, 156 parents completed the survey that was delivered electronically via ParentSquare. The classified staff survey included 15 questions with the responses of “Mostly True,” “Sometimes True,” “Mostly False,” and “Not Applicable,” as well as four open-ended questions. The certificated staff survey 15 open-ended questions and an invitation for “Freestyle Thoughts.” MEANING From the scholar surveys, the primary patterns included the following: • The scholars wanted more play space. Our current facility is limited in terms of space, and some areas that were accessible to our scholars in the past from an adjacent organization are no longer available. • They did not like the provided school meals. This is a difficult area to address that seems to be an ongoing issue, regardless of which vendor we use. • They did not always feel that they were doing well in school. This may be due to academic gaps caused by the distance learning implemented during the COVID-19 pandemic. • They did not believe the other scholars behaved so the teachers could teach. This counters what was observed by the site administrators. USE • We are currently seeking improved facilities. It is hoped that our school will be re-located for the 2023-2024 school year. • We will work with the current vendor to see if there can be more scholar choice when it comes to meals. • Teachers will provide more academic growth data to the scholars, which will include iReady data in English-language arts and mathematics. Our scholars need to celebrate their own growth. • Many scholars returned with reduced self-regulation skills. This school year we will continue to implement the Zones of Regulation curriculum, as well as providing additional individual and small group counseling." Met "At the elementary school level, parents often provide more nuanced information based upon their scholars’ perspective of the school, as well as their own. Therefore, the Parent Survey was also a strong measure of what parents and their scholars believed to be the strengths and challenges of Vibrant Minds Charter School (VMCS) and its school climate. The areas of concern on the parents’ surveys included the following based on the criteria of less than 80% with an “Almost Always True” rating. • Appropriate rules and consequences for scholar behavior. • The level of respect scholars show to each other and adults. • The quantity and quality of homework. • More opportunities for classroom visitations. • More opportunities for parents to help make decisions. • More opportunities for parent workshops. • More opportunities for parents to get to know each other Each of these areas has been discussed with the staff, and approaches to strengthening these areas have been developed. In some cases, VMCS needs to better inform the parents of our PBIS Program, as well as our School-Wide Behavioral Support Plan. It is important to note that in the 2021-2022 school year, there were limited opportunities due to COVID-19 concerns to provide parents access to the classrooms, coordinate volunteerism, and offer workshops." 6/8/2022 2022 36679180000000 Victor Elementary 6 "1. VESD students in grades 3-6 take a survey to measure their Social Emotional safety and school connectedness three times per year (September, January, May). 85.1% of our students are reported as low risk in 2021-22. Our desired outcome is 95% at this level. VESD students in grades 2-6 also take an annual survey. Results on the question, ""I feel safe at school"" reflect 85.36% of students agreed with this statement. 2. Areas of growth include more visibility of school staff to promote a safe environment, ensuring students have targeted structures in place to learn self-management and coping skills, and continue building the capacity of staff to increase students social emotional well being. 3. VESD is using the results and analysis of our data in this area to strengthen capacity and reflection for leadership at the site levels with a monthly focus on SEL at management meetings. Each site has been provided with additional noon duty supervisors to sites to increase monitoring and support. Each VESD school site has a psychologist to work with individual and small groups of students as needed to increase awareness on strategies for self regulation and conflict resolution." Met 6/21/2022 2022 36679340000000 Victor Valley Union High 6 "VVUHSD uses Panorama Education’s CORE Climate Survey to gather feedback from students, staff, and families. In Spring 2022, 3893 students out of 11,000 students enrolled responded to the climate survey. The first topic, Climate of Support for Academic Learning, had a 73% favorable response (Strongly Agree/Agree), down from 79% in the prior year. There was a decrease in the students’ belief the district staff work toward providing an environment that encourages and motivates them to achieve academically. Safety had a 69% favorable response, a decrease from 77% the prior year. This demonstrates that while most students feel physically and emotionally safe in our schools, the district needs to continue to work on this. The third topic, Knowledge and Fairness of Discipline, Rules, and Norms had a 75% favorable response, down from 82%. The fourth topic, Sense of Belonging, had a 52% favorable response, down from 55%. The fifth topic, Teacher-Student Relationships, showed a 43% favorable response, decreased from 53%. The topic of Valuing ELA and Math revealed a decrease from 80% favorable to 75%. Analysis of the results of the Panorama Survey show that they are fluctuating between administrations of the surveys. The previous survey was given in November 2020 and 47% of students participated. Data from the most current survey shows that 35% of students participated, and the district experienced slight decreases in all topics. There are areas of strength including Knowledge and Fairness of Discipline, Rules, and Norms and valuing ELA and Math. This reflects the renewed focus on Multi-Tiered Systems of Support. The district created and is in the process of rolling out a Guide for Instructional Direction which drives all the work of the district in the areas of teaching and learning. The district continues to support staff with professional learning on the implementation of tiered systems and Positive Behavior Intervention Supports. In addition to encouraging more participation from the students, another area of growth is feeling safe on campus. In an effort to increase visibility and supervision, the district has hired additional campus security officers for each school site. The district is training students and staff on active response to intruders on campus. Further, the district continues to provide support for school safety as evidenced by LCAP making significant revisions to the district goals. LCAP revised goal 3 states “VVUHSD will provide an equity-centered, safe learning environment that supports a positive school climate with family engagement, student and staff success, and parent involvement. “" Met The slight decline in student safety continues as noted above could be due to the pandemic and the shifts in the learning environment from virtual to in person for all students. The district will continue to address equity and access through professional development during our summer professional development days with teachers as well as equity training for all staff through the work of the Equity Task Force. 6/29/2022 2022 43693930106005 Village 6 "Survey Administration and Measurement: In 2021.2022, CUSD administered a Student Engagement Survey to students in grades 3-8. The statements below were used to measure student perception of school climate across CUSD campuses using a five-point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree): I feel safe at my school School rules are fair My school is clean Students are nice to each other at my school I like going to my school each day CUSD will use the baseline results from the Student Engagement Survey to determine desired outcome for Top Box scores (percent of students reporting 5 'Strongly Agree') in 2022.2023, with a goal of achieving an Overall Mean of 4.5 for questions by 2023.2024. Winter 2022 Survey Results: The Overall Mean (average) and Top Box scores for each of the selected questions are reported below. Overall Mean and Top Box by Question (January - February 2022) I feel safe at my school: 3.8; 27.44% School rules are fair: 3.68; 23.36% My school is clean: 3.21; 11.39% Students are nice to each other at my school: 3.20; 12.36% I like going to my school each day: 3.63; 29.97% Number of Responses: 2641 “I feel safe at my school” was the highest rated, with four schools with a Mean of 4.0 or higher, and five schools with a Mean of 3.8 to 3.9. Ratings were lower for, “My school is clean” and, “Students are nice to each other at my school” with no schools reporting a Mean of 4 or higher. Generally, elementary school ratings were higher than those from 6-8 and K-8 sites. Decisions, Actions, and Next Steps: Student Engagement Survey data was shared with site administrators in March 2022, and schools reviewed results and discussed next steps. In April 2022, CUSD results were shared with staff as part of the Superintendent’s share out on themes from the staff, community, and student surveys. In this session, staff had the opportunity to provide input on how to address opportunities for improvement. In 2021.2022, CUSD professional development for schools and staff focused on Multi-Tiered Systems of Support (MTSS) and Tier 1 interventions with an emphasis on Social-Emotional well-being, including trainings on Insights to Behavior, Zones of Regulation, Character Strong, 4Cs, and Behavior Bootcamp. For 2022.2023, schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on student kindness and peer interaction, and each school has developed a Fall plan that includes school-wide strategies for Social Emotional Learning. We continue to fund a Behavior Specialist to support all schools." Met 6/23/2022 2022 19647330129866 Village Charter Academy 6 "Based on student surveys evaluating school climate the school scored an overall average of 84%, meeting Local Indicator 6. The areas of greatest strength were having access to technology, feeling safe at school, and does if the school principals expects students to follow the rules. They also indicated that they know what to do in emergencies. 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 knowing who they can talk to if something is bothering them. Next year we are going to review the survey questions to ensure they provide the big picture of how the students feel about school and review previous results to understand where students may need support." Met 6/18/2022 2022 49708966052070 Village Elementary Charter 6 "After reviewing the Youth Truth Survey, the following metrics were identified as areas of improvement: one for students and one for families. These metrics are now being used in our LCAP goal #2: Students of all cultural and racial backgrounds will indicate feeling more a part of their school community on the Youth Truth Survey. The School-Wide result will indicate 2 percentage points more students reporting as “Yes, very often they feel a part of their school community.” (with an increase in 5% by 23-24 school year) Families will indicate more “Agree” and “Strongly Agree” responses to “My school respects people of different races and ethnicities” on the Youth Truth Survey. The School-Wide result will indicate 2 percentage points more responses in the “Agree/Strongly Agree” responses on the statement that “My school respects people of different: Races or ethnicities”. As action steps we are including: Positive Behavior Interventions and Support training and processes, Site Equity and Inclusion Teams, increased mental health supports on our school sites" Met 6/21/2022 2022 15638340000000 Vineland Elementary 6 "The Vineland School District utilizes the California Healthy Kids Survey as a measure of School Climate. The survey was conducted district-wide during the 2021-2022 school year for 5th and 7th grade students. Fifth grade data indicates strength areas of Caring Adults, Anti Bullying Climate, Students Treated with Repect, High Expectations in School, Rule Clarity, and and Feel Safe at School. Seventh Grade data indicates strength in High Expectation from Adults in School, and Academic Mootivation. School connectedness, perceived school safety, and meaningful participation have been district focus areas through strategic planning. CHKS data has not shown a consistent pattern over the COVID years however site observations and referrals indicate social-emotional stress and challenges have increased as it relates to the perception of school safety, connectedness, and meaningful participation. VSD has added many activities to deal with the challenges of school connectedness. The Athletic Program has been expanded to the 3rd grade, allowing more students to experience school activities such as cheerleading, track and softball. School involvement also includes more activities/clubs such as Video Broadcasting, ASB, Weight Lifting, College and Career Readiness, Home Economics, PBIS incentives, Comprehensive Music Program, and Field Trips. This year VSD also hired two At Risk Safety Coordinators for each school site to ensure students safety, connectedness, and attendance. Cameras have been installed throughout both school sites to ensure student visabilty and safety across the campus. Cameras will also be installed on all of our buses to ensure school safety while being transported to and from school, and also all extra curricular activities. The continued implementation of PBIS, Positive Behavioral Intervention and Supports, will reduce bullying behavior by teaching students to identify and respond effectively to the bullying and harmful behavior. This school wide approach for ANTI Bullying will be implemented and sustained throughout the year with ""Black Out Bullying"" observed by the student body every Friday in which students wear shirts supporting the ANTI-Bullying theme." Not Met "VSD will continue to focus on growth in regards to school climate.by regularly analyzing data is Kern Integrated Data Systems, school attendance, and school suspension/expulsion." 9/12/2022 2022 36750510138107 Virtual Preparatory Academy at Lucerne 6 "During the 21-22 school year, a survey sent to parents/guardians across all grade levels provided their satisfaction with teachers and academic experience. Feedback was received from 50.1% of families, most of which stated a high rating of their teacher and classroom experience and support. Based on parent feedback, the school began implementing lead teacher representation per grade level bands to further engage with students in-depth for student feedback related to their academic achievement needs. Moving forward, and based on identified needs, student surveys will be conducted each semester to continue implementing actions needed based on student feedback." Met 6/29/2022 2022 54722560109751 Visalia Charter Independent Study 6 "Visalia Charter Independent Study administers an annual survey to all students in grades 9-12 to provide feedback to the school on curriculum and instruction, assessment, and school climate and culture. Question #5 (I am treated fairly by staff) and #7 (I feel safe and secure on the school campus) were used to measure the students' perception of school safety and connectedness. According to the 2021-22 survey, 98% of students felt staff treated students fairly, which is a 1% decrease from the previous year. 98% of students feel safe and secure while on campus, which is a 1% increase from the previous year. Each year, VCIS makes student and staff safety a priority. The safety plan is reviewed, updated, and practiced each year to ensure everyone is familiar with expectations and understands their role in an emergency situation. An active shooter drill is scheduled and practiced at least twice a year as well as yearly fire and earthquake drills. The safety plan is developed each summer and presented to all staff members at the first staff meeting of the year for reminders, updates, and expectations. The plan is also presented to the School Site Council to give parents and students the ability to have input and decision-making with the plan. The processes that we have implemented at the school site are yielding the results we were looking for. Staff and students feel safer on campus and staff reports feeling more confident each year as we consistently practice drills and evacuation procedures." Met 6/28/2022 2022 54722560120659 Visalia Technical Early College 6 "Due to its small size, Visalia Technical Early College High School is able to work on and address school culture, belongingness, diversity and cultural awareness in a more personal way. Many students and families choose VTEC because they feel as if they will not get lost in the shuffle of a large comprehensive high school with 2000 plus students. This not mean students always feel connected to everyone around them, but they do seem to find comfort on the site. In reviewing data from last year, VTEC’s DEI score was a 3.55, close to the high end of the yellow tier. The site was only 0.45 away from making the jump to the green tier. In the three sub categories VTEC again was on the top half of the yellow tier or in the green tier. In the area of Diversity and Inclusion, VTEC scored a 4.16 which placed them in the green tier. In Cultural Awareness and Action the score was 3.15, on the top end of the yellow tier. In the area of Sense of Belonging the score was 3.32 again on the top end of the yellow tier. These scores were collected during the middle of the COVID Pandemic. Students were only attending school half the day in a hybrid model, with a number of student utilizing Zoom to simulcast into classes. VTEC High School continue to work on Diversity, Engagement and Inclusion. The site has focused most of the homeroom time on Social Emotional Learning. The site in cooperation with Visalia Unified uses the IMAGO online platform to teach bi-monthly lessons on SEL topics. The Leadership class holds school spirit activities twice a semester to build school spirit and engagement. VTEC, under the direction of VUSD underwent Cultural Proficiency training last year and will be implementing cultural awareness activities on campus throughout this school year. The site has also recognized the need, due to the pandemic and long-term isolation of many students, to hire a full-time counselor for the site. This person will have a PPS credential and will focus on the social emotional needs of the student population in partnership with the other district assets. The counselor will also support the academic development of students and assist with scheduling and changes in throughout the year. VTEC is optimistic about the outcomes of this Falls School Climate Survey. The site is hoping to see an incremental increase in all three areas and the overall score. The enhancement and expansion of ASB activities and the development of the school Culture Club have been positive steps for VTEC. These groups allow staff and students an opportunity to voice concerns and share the ""feel"" on campus. This activity in conjunction with the expansion of ASB activities on campus has lead to improved, positive culture on campus." Met "The results of the CoVitality survey helped guide the work on school culture by the VTEC administration. VTEC, because of its size, has a unique culture. Attitudes and behaviors spread quickly because of its small size. A positive ""feel"" on campus can spread quickly and in turn, a negative ""feel"" spreads to students quickly. To help support school culture and atmosphere VTEC sent ASB officers to California Activities Directors Association training and conference during the summer of 2019. The training gave students and staff the tools to help enhance school culture. ASB has been active with new, exciting activities and events that include all students and boost culture. VTEC also developed a school ""Culture Club"" to give students an outlet to share concerns and then help build solutions with staff and students. VTEC also invest CLAP funding to provide a Behavior Intervention Technician to help serve all students and address the social emotional needs of the campus. The BIT is utilizes outside resources for counseling and restorative practices. The BIT maintains a case load of students as well as works with students who are in crisis" 6/28/2022 2022 54722560000000 Visalia Unified 6 "83.9% of the students completing the survey feel their teachers care about them 80.47% feel they are part of the school 58.49% regularly participate in extra-curricular activities Based on this information, the district has a focus effort in creating opportunities for students to become more engaged at school. Elementary levels are developing more sports, visual and performing arts, and other programs to help students be engaged before and after school. The district has hired an athletic director and a Visual and Performance Arts Director to help in developing programs for middle and high school students. The district continues to support Tier ll meetings and interventions to better meet the students by funding school social workers, school counselors, and school psychologists." Met 6/28/2022 2022 34674473430717 Visions In Education 6 "There are several measures used at Visions In Education to determine school climate. One measure 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 are measured, school connectedness and safety. Each of these components were addressed in the 2022 LCAP survey. School Connectedness- The 2022 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 educational options 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 96.0% 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 2020 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). This was significantly impacted by the COVID - 19 pandemic. Survey results showed that for 90.0% of students and parents, Visions was perceived as a safe place for students to attend. As a school of choice, program enrollment is also a measure of school climate. The school is in a constant state of continuous improvement. The school utilizes multiple surveys to monitor service and performance. The school regularly gathers information through its advisory boards, social media feeds and parent emails as data to reflect on practice. The goals of the school's LCAP plan are based upon broad community feedback. Under each goal ,several actions and services are implemented to improve student achievement and school climate for all students." Met "Visions continues to explore strong engagement with the community we serve to ensure that the climate is one in which individuals feel safe, valued, and respected. Visions has revised the the 2021-24 LCAP with a goal that targets specific ways to address school climate in a strategic way. Due to COVID 19, the school learned that digital safety as well as safety in face to face settings are critical areas of focus. Furthermore, additional departments have been created such as a comprehensive counseling program, equity and student engagement department, professional learning and innovation department, as well as a CTE department to enhance and increase the overall school climate of our students and community." 6/23/2022 2022 42693440000000 Vista del Mar Union 6 "Due to the smaller size of enrollment at Vista de Las Cruces School, the District was informed by staff at West Ed that California Healthy Kids Survey results could not be tallied. Therefore, the District participated in the Turn Around For Children Survey. Students in grades 3 through 5 completed this survey. Selected results are as follows: 94% of students reported ""I've been in a good mood."" and ""I've been active."" as often or all of the time. 83% of students reported ""I've been eating healthy foods."" as often or all of the time. 82% of students reported ""I've been interested in daily activities."" as often or all of the time. 76% of students reported ""I've been feeling cared about by others."" and ""I've been getting enough sleep."" as often or all of the time." Not Met "Survey feedback showed that that the LEA can provide for healthier foods through the daily lunch program and structure the master schedule for expanding interest for daily activities. Further, how students feel about being cared about by others is of major concern which evolved to further expand morning meetings as a whole school assembly followed by morning meetings within classroom across all grade levels and ongoing special events for children. These meetings supports citizenship skills and character development . Throughout the day, students are reinforced for demonstrating these qualities. At Vista, our students are individuals, not data points. The District has created a home cooked nutritious lunch program that includes fruits, vegetables and healthy foods for daily intake. Healthy eating habits are more likely to stay with our students if they learn them as children. Nutritious foods helps our students grow, and are essential for a student's mental and physical development. Vista students love the outdoors. The importance of regular physical activity becomes a part of life-long learning and the development of a healthy lifestyle. Vista has identified physical fitness and healthy nutrition as one of its three primary goals for the school year." 9/8/2022 2022 36677360136937 Vista Norte Public Charter 6 "In the spring of 2022, the local school survey questions were 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: * 100% of the students reported that they felt safe * 98% reported that they felt connected to an adult at the school 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 our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 100% reported that they felt safe, and 100% reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals." Met 6/3/2022 2022 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 are outlined in the 2021-2024 LCAP and have used various forms of data and feedback to assess progress. Results from the school wide survey that 3rd through 12th grade students responded to include: • 94% of students report that Vista Oaks is supportive and an inviting place for students to learn. • 91% of students report that adults at the school treat all students with respect. • 87% of students report that their teachers work hard to help me with my school work. • 96% of students report that they plan to graduate from high school. • 83% of students report feeling safe on campus. • 84% of students report that they felt like they learned a normal amount this year in school, even with the pandemic. Based on our climate survey results, Vista Oaks will continue to provide a warm and welcoming school environment where students feel safe to grow and learn. Advisors and teachers will foster strong relationships with their students and families where communication and meeting the needs of all students in emphasized. Social emotional learning is also an area of focus. 42% of students report that they would like more resources on stress and anxiety with social skills as the next area of focus. The school will continue to provide our students with more access to mental health professionals through two school psychologist interns. Vista Oaks will also continue the development of social emotional learning resources that are readily available for students, parents, and staff. Professional development opportunities will be provided to equip staff in the various areas of social emotional learning and mental health. Vista Oaks has made college and career readiness a priority based on survey results and input meetings. 27% of high school students reported that they were not enrolled in a class that is part of their career path. The school has increased the number of electives available for high school students. Foundations of Success is added for the 2022-2023 school year and various courses, including CTE courses, are available through Edgenuity and other online platforms. 20% of students also stated that they have not worked on developing their 5 Year Plan. Thus, professional development and allotted time will be provided to staff to continue the full implementation of this resource. In the 2021-2022 school year, academic counselors maintained time allotted to provide one-on-one guidance, which was well-received by students, families and staff. Academic counselors coordinated 10 events and provided 5 hours per week of time set aside for academic counseling. Vista Oaks continues to provide a CTE pathway that was articulated with Delta College. Students had the opportunity to take Delta College's Introduction to Criminal Justice onsite." Met 6/6/2022 2022 56105610109900 Vista Real Charter High 6 "In the spring of 2022, the local school survey questions were 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: * 100% of the students reported that they felt safe * 99% reported that they felt connected to an adult at the school 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 our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma, so we were concerned for our faculty during the pandemic. During the school year, 100% reported that they felt safe, and 100% reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals." Met 6/6/2022 2022 37771560137323 Vista Springs Charter 6 "In 2021-22, as part of the 2022 LCAP Educational Partner Survey, all students were asked to complete 25 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). 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 where students follow rules and are treated fairly. Students in grades 3-12 were surveyed. On average, students responded positively to 56% of the questions, responded neutrally/I don't know to 29% of the questions, and responded negatively to 14% of the questions, indicating an overall positive perception of the school’s climate with room for growth and targeted efforts. The two statements with the highest ratings were: “I get along with people who are different than me,” (83% of students responded ""yes"" and “I think my teachers tell me if I did a good job"" (79% of students responded ""yes""). The two statements with the highest negative ratings were: “I think this school has helped me learn about colleges” (32% of students responded ""no""), and “I have seen problems between people who look different,” (34% of students responded ""yes"" - there may have been some confusion because this was the only question where a negative response was ""yes""). These and more detailed results were reported to departmental leadership during the LCAP process in June 2022. The school plans to include a segment of the CHKS again in the 2022-23 school year, meeting the State Priority 6 requirements. In response to the results, and in an effort of continuous improvement, the school plans to further develop and increase social-emotional learning lessons for students, including an available database of SEL lessons and activities, curated by counselors and available to all teachers. School leaders also expanded the Mental Health Services Department, increasing the number of school counselors and psychologists." Met 6/9/2022 2022 37684520000000 Vista Unified 6 "Survey results from the 2021 California Healthy Kids Survey revealed that 64% of students in grade seven, 69% of students in grade nine, and 69% of students in grade eleven perceive school as very safe or safe. This data demonstrates an increase in students' perception of feeling safe when compared with results from the 2019 California Healthy Kids Survey that showed 58% of students in grade seven, 64% of students in grade nine, and 54% of students in grade eleven perceived school as very safe or safe. For students in grade five, 2021 results revealed that 82% of students felt safe at school, an increase in results when compared with data from the 2019 survey that showed 77% of students felt safe at school. Survey results on student perceptions of school connectedness revealed that 63% of students in grade seven and 59% of students in grade eleven felt connected to their school. This data demonstrates an increase in students’ perception of feeling connected to school when compared with results from the 2019 California Healthy Kids Survey that showed 61% of students in grade seven and 55% of students in grade eleven felt connected to their school. For students in grade nine, 60% of students felt connected to school revealing a decrease in students’ perception of feeling connected when compared with 2019 results showing 62% of students felt connected to school. For students in grade 5, 2021 results report that 74% of students felt connected to school, an increase in results when compared with data from the 2019 survey that showed 73% of students felt connected to school. Disaggregated results were not available; however, the data does show that student perceptions of school safety and school connectedness have increased from 2019 to 2021. These are positive results when considering that students, parents and families, and staff were required to navigate an educational environment that was dramatically impacted from the effects of the COVID-19 pandemic. Actions that the district plans to implement include increasing the number of noon duty assistants at our elementary schools and campus assistants at our secondary schools. An increase in staff will help supervise students during lunch and recess in order to support a safe environment. We plan to improve student safety by providing transportation services for students at elementary and middle schools living 1.5 miles and 2.0 miles, respectively, from school sites. Specific actions are also planned for the district wide scale-up of a positive behavior intervention system and a multi tiered system of support (MTSS) program to support students' sense of school connectedness and perceptions of safety. Additionally, the district will continue to provide health and social-emotional support to students with health professionals, counselors, learning support teachers, assistant principals, and other support personnel." Met 6/23/2022 2022 39686760139907 Voices College Bound Language Academy at Stockton 6 "In 2021-22, Voices Stockton opened for its second operational year with grades TK-2nd. Due to the age of the students, we administered the Panorama Post Family-School relationships survey where data showed 75% of parents/ guardians responded favorably in regards to the school safety on campus. Additionally, 91% of parents/ guardians responded favorably to school climate overall, referring to the perceptions of the overall social learning climate of the school." Met 6/21/2022 2022 43694500113662 Voices College-Bound Language Academy 6 "In the 2021-22 school year, Voices Franklin McKinley administered the Panorama Post student support and environment survey. Based on that survey, 54% of students in grades 4th-5th and 39% of students 6th-8th grade responded favorably to having a sense of belonging on campus. In addition, the Panorama Post Family-School relationships survey data showed 73% of parents/ guardians responded favorably in regards to the school safety on campus. Given this data, Voices added a goal to the 22-23 LCAP, of maintaining and engaging, positive, and school culture and environment for students and families so they participate fully in student learning and school community." Met 6/21/2022 2022 43104390131748 Voices College-Bound Language Academy at Morgan Hill 6 "In the 2021-22 school year, Voices Morgan Hill administered the Panorama Post student support and environment survey. Based on that survey, 63% of students grade 4th-5th and 38% of students grades 6th-7th responded favorably to having a sense of belonging on campus. In addition, the Panorama Post Family-School relationships survey data showed 81% of parents/ guardians responded favorably in regards to the school safety on campus. Given this data, Voices added a goal to the 22-23 LCAP, of maintaining and engaging, positive, and school culture and environment for students and families so they participate fully in student learning and school community." Met 6/21/2022 2022 43104390132530 Voices College-Bound Language Academy at Mt. Pleasant 6 "In the 2021-22 school year, Voices Mount Pleasant administered the Panorama Post student support and environment survey. Based on that survey, 49% of students grade 4th-5th and 32% of students grades 6th-7th responded favorably to having a sense of belonging on campus. In addition, the Panorama Post Family-School relationships survey data showed 68% of parents/ guardians responded favorably in regards to the school safety on campus. Given this data, Voices added a goal to the 22-23 LCAP, of maintaining and engaging, positive, and school culture and environment for students and families so they participate fully in student learning and school community." Met 6/21/2022 2022 07617960136903 Voices College-Bound Language Academy at West Contra Costa County 6 "In the 2021-22 school year, Voices West Contra Costa administered the Panorama Post student support and environment survey. Based on that survey, 67% of students in 4th grade responded favorably to having a sense of belonging on campus. In addition, the Panorama Post Family-School relationships survey data showed 92% of parents/ guardians responded favorably in regards to the school safety on campus. Given this data, Voices added a goal to the 22-23 LCAP, of maintaining and engaging, positive, and school culture and environment for students and families so they participate fully in student learning and school community." Met 6/21/2022 2022 19647330137521 Vox Collegiate of Los Angeles 6 90% of students believe their classrooms are safe. 90% of students believe their teachers care about them. 90% of students believe that they belong at Vox. Not Met 9/22/2022 2022 10767781030774 W.E.B. DuBois Public Charter 6 "When asked in the student survey, 44.87% of students responded that they strongly agree with the statement that they felt safe at school. Another 42.31% percent agreed with the statement. Students also rated highly the question that the school supports diverse opinions, values, and cultures. 43.59% of students strongly agreed with that statement. Another 48.72% agreed with the same statement. One area of where improvement is needed is that 23% students reported that they disagreed or strongly disagreed with the statement that students felt comfortable with going to school staff to solve a problem. Teachers and staff are being provided with additional professional development in Social-Emotional Learning.." Not Met 2022 11101160124909 Walden Academy 6 "The most recent California Healthy Kids Survey indicates students feel safe, engaged and connected to adults at school. Parents surveyed still have concerns about their child regarding COVID but indicate they feel the campus is a safe place for their child and parents feel connected. Parents feel they are actively encouraged to be a partner in the education of their child. In addition, parents feel their opinions are actively sought when the school has decisions to make." Not Met 9/26/2022 2022 19647330100750 Wallis Annenberg High 6 "Wallis Annenberg High School administered a student survey to students in grades 9-12 with a 15% participation rate. Top areas of strength from students and staff: - Students receive academic counseling services and support they need to enroll in the appropriate courses - The school provides social-emotional support for students and staff including wellness sessions, check-ins, 1:1 time, yoga, mentors, etc. - The school provides workshops, tutoring, and mentoring supports for students - The school provides workshops, tutoring, and mentoring supports for students - A teacher on campus helps me set goals and evaluate my progress. - There is an adult whom I trust and can go to for help with a school/academic problem Areas of growth from students and staff: - The school should work to increase student engagement - The school should work to increase parent involvement - The school should effectively address attendance and absenteeism - The school use more student and family input to improve instruction" Met 6/23/2022 2022 07618120000000 Walnut Creek Elementary 6 "WCSD administered the California Healthy Kids Survey (CHKS) in November 2021 to 5th and 7th-grade students. Additionally, the Student Youth Truth Survey (SYTS) was administered to all middle school students in May 2022. Based on student responses the key learnings from the survey results are as follows: a. CHKS: 93% of 5th-grade students and 69% of 7th-grade students report feeling safe at school. b. CHKS: 84% of 5th-grade students and 71% of 7th-grade students gave a “high” rating for school connectedness. c. SYTS: 54% of middle school students report enjoying coming to school most of the time. (2% higher than reported by typical schools surveyed in CA) d. SYTS: 66% report feeling that most adults in the school treat students with respect. (1% lower than reported by typical schools surveyed in CA) WCSD will continue to implement a comprehensive Wellness Program in the 2022-23 school year. This plan is also a district focus in the 2021- 24 LCAP in order to ensure all WCSD schools are environments filled with safety and belonging so that all students have the opportunity to thrive." Met 6/6/2022 2022 19734600000000 Walnut Valley Unified 6 "The Walnut Valley Unified School District administered the spring 2021 Local SEL/Climate Survey to students across the district. Results serve to measure the district’s progress on state Priority six, School Climate. The spring 2021 Local SEL/Climate Survey demonstrates the following indicators: 95% of students agree or strongly agree that schools are safe. 93% of students agree or strongly agree that schools promote safe, respectful, equitable, and inclusive learning for all students. 86% of students agree or strongly agree that schools support the social and emotional well-being of students. 89% of students agree or strongly agree that students receive support and help from counselors. 80% of students indicate they can go to an adult at their school if they needed help right now. 79% of teachers indicate it is very important for students to develop social and emotional skills to succeed in school and life. 83% of teachers and school staff are concerned about students' social-emotional well-being. 96% of parents agree or strongly agree that schools are safe. 91% of parents agree or strongly agree that schools support the social-emotional well-being of all students. 91% of parents agree or strongly agree that schools value and use parent feedback to provide safe, respectful, equitable, and inclusive learning environments for all students. 89% of parents agree or strongly agree that their student finds a balance between academics and social and emotional wellness. The high percentage of positive feedback from students, teachers, and parents on the spring 2021 local SEL/Climate survey validates the ongoing, intentional work on safety and wellness. It demonstrates the invitation to foster voice from educational partners and shows that intentional efforts should be made by WVUSD to build the capacity of teachers who would benefit from an enhanced understanding of how social and emotional skills contribute to life-long success. Data gleaned from the survey also indicates that intentional efforts should be made to help students identify and feel comfortable going to adults on campus if they need immediate help. Some challenges that need to be addressed post-COVID-19 Pandemic include the reintroduction of staff and available resources to students who spent more than one year learning from home during Distance Learning. With the addition of full-time counselors at every elementary school and wellness centers at all secondary schools, Walnut Valley Unified has prioritized social and emotional learning. Focus groups, restorative practices, and self-regulation tools have helped students take ownership of their emotions and enhance peer relationships. School counselors have incorporated social circles to help students re-establish and reconnect with peers and self-regulate emotions. WVUSD has updated data to show that the social and emotional needs of students should continue to be an area of focus at all levels." Met 6/15/2022 2022 37754160000000 Warner Unified 6 "Data: Is provided from our MTSS parent survey and MTSS student survey, as well as our LCAP input meeting, LCAP parent survey, and LCAP staff survey. Meaning: The surveys gave us a good sense that the school district is doing well and parents and students were happy with the progress that has been made. The overall challenge that was brought forth was the need for increased mental health and social-emotional learning. There were some requests for better communication among some families. Use: Warner Unified will make a concentrated effort to improve district office and teachers' communications in the future. We will also be increasing our mental health programs on campus." Not Met 9/13/2022 2022 15638420000000 Wasco Union Elementary 6 "The District administers the California Healthy Kids Survey (CHKS) as a local climate survey annually that provides valid measurable perceptions of school safety and connectedness. The survey results are presented to all Educational Partners and the local governing board during the public hearing of the California School Dashboard. The District administers CHKS to students in 5th and 7th-grade district-wide. DATA: The key learnings from the survey results are as follows: 21% of Middle School students are displaying social-emotional distress 32% of Middle School students are experiencing chronic sadness/hopelessness 53% of Middle School students perceive school as very safe or safe 55% of Middle School students are connected to the school 76% of Elementary students feel safe on way to and from school 67% of Elementary students perceive school as very safe or safe 69% of Elementary students are connected to the school MEANING: Areas of strength in the district include a high level of connectedness and safety district-wide. Challenges include a high need for social-emotional distress, sadness, and hopelessness. It is important to note the invalidity of this report section is caused by students spending a year at home during full-distance learning and returning to in-person instruction with health restrictions and limited socialization. USE: Based on the CHKS and other Educational Partners feedback results, the district will implement a Multi-Tiered Systems of Support (MTSS) initiative. During the 2022-2023 school year, the District will be in an exploration year with the implementation of MTSS. In addition, the District has committed to hiring additional Social-Emotional Learning staff using ESSER funding. The District plans to see a positive impact on student's mental health and wellness." Met "DATA: 2022 Student Perception of School Climate – 5th and 7th Grade (Student response options: Strongly Disagree, Disagree, Neither Disagree nor Agree, Agree and Strongly Agree) 1. I feel like I am part of this school. 7th Grade - 45% agreed/strongly agreed 5th Grade - 67% agreed/strongly agreed 2. The teachers at this school treat me fairly. 7th Grade - 57% agreed/strongly agreed 5th Grade - 86% agreed/strongly agreed 3. I feel safe in my school. 7th Grade - 54% agreed/strongly agreed 5th Grade - 67% agreed/strongly agreed 4. I try hard at work because I am interested in my work. 7th Grade - 43% agreed/strongly agreed 5th Grade - 46% agreed/strongly agreed 5. At my school, there is a teacher or some other adult who really cares about me. 7th Grade - 55% report this as pretty much true or very much true 5th Grade - 71% report this as pretty much true or very much true" 6/28/2022 2022 15638590000000 Wasco Union High 6 "DATA: The key learning from the annual administration of the California Healthy Kids Survey (CHKS) and the local Student Equity Survey is that the majority of students have generally positive responses to school, their teachers, their peers, and the climate of their school campus. In some cases, the positive survey responses were very strong, while other areas of the survey were mildly positive but indicated there is room for improvement. MEANING: The analysis of this data indicates the great majority of students (about 90% or more) feel safe, connected, and engaged in school while about 10% do not. Additionally, nearly the same percentages hold true for truancy; about 72% of 9th Grade students and 55% of 11th Grade students have not cut class in the last 12 months and an additional 14% from both grade levels have only cut class 1-2 times in the last 12 months. While some of the percentages improve from Grade 9 to Grade 11 (Feeling Safe), others are about the same (Academic Motivation) or slightly decline from Grade 9 to Grade 11 (School Connectedness). 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 and believes that these tools have helped to keep attendance rates high. The District also continues to promote a positive learning environment by maintaining a relevant curriculum, a broad course of study, and high quality instructional strategies in all classrooms." Met 6/9/2022 2022 10625130000000 Washington Colony Elementary 6 "During the 2020-21 School Year, Washington Colony administered the California Healthy Kids Survey to 5th grade and 6-8 grade students in order to provide a valid measure of perceptions of school safety and connectedness. Due to the COVID-19 Pandemic period responses were taking into account based on the perception the 5-day Distance Learning instruction, Hybrid/Blended Models of In-person Cohorts participation and virtual participation of students. During the 2016-17 results of the survey, it showed 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. Therefore, Washington Colony School Climate Index Score is at 314. Due to COVID-19 this year 2020-21 the School Climate was not reported by the California Survey System CalSCHLS. Therefore, during 2016-17 in relation to the State Percentile, Washington Colony is at 63 State Percentile and at 87 percentile in similar schools. Washington Colony will continue to 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 2020-21 COVID-19 Pandemic School Year, Washington Colony administered the California Healthy Kids Survey to 5th and 6th – 8th 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 64% of the students feel safe at school Most and All of the time for a positive school climate environment; a 63% of the students feel School Connectedness All the time and 71% of the students feel academically motivated All of the time. The average results of the 6th – 8th grade survey showed that 65.5% of the students feel safe at school Most and All of the time for a positive school climate environment; a 59% of the students feel School Connectedness All the time and 60.5% of the students feel academically motivated All of the time. The Positive Behavior Interventions & Supports (PBIS) program has been implemented for the past five 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 including an All-4-Youth behavioral health services clinician on site provided by FCSS. Moreover, the district has maintained Parent Liaison in order to provide systems of support, to increase communication to all families by targeting Chronic Absenteeism and increase student attendance. In addition, as reflected in the LCAP 2022 Goal 2 Action 2.8.; during this school year 2021-22 the district hired a new K-8 School Counselor that will assist students and families focusing on mental and behavioral health services; identify and address barriers to learning; train staff to recognize student needs and guide staff, to support SEL." Met 6/28/2022 2022 57726940135939 Washington Middle College High 6 "When presented to the WUSD School Board, WMCHS had yet to receive the healthy kids survey and relied heavily on Performance Fact who facilitated the entire district's strategic plan development for student data in this area. The 4Lens Analysis of Student Data is the first step of Performance Fact’s Data Summit TM methodology. The second step of the Data Summit TM is evidence-based examination of the effectiveness of teaching practices, leadership practices and organizational practices, because they are the precursors to student learning. This Section summarizes the results of online surveys offered to students in Grades 3-12. The students' participation was voluntary and confidential. The surveys were conducted in October-November 2021. The student's responses were compiled and analyzed by the Performance Fact team. A total of 3,327 students completed the survey, representing more than half of eligible survey respondents in Grades 3-12. Of this total: • 971 were Elementary School respondents • 1,190 were Middle School respondents • 1,166 were High School respondents The Performance Fact survey focused on disparities between grade levels, gender, and race within areas such as student engagement, major problems at school, Inclusion, and school climate. What the survey revealed in terms of areas of growth was that as students get older they indicate that they care less about one another. For example, 56% of elementary students indicate students treat each other with respect. Whereas the number drops to 21% by the time students are in high school. In addition, as they get older students are less happy about going to class. Students in grades 9-12 are particularly less happy to be at school than elementary students as the range decreases from 61% in elementary to 35%. Specifically at WMCHS, the 11th grade class reported the most feelings of detachment. Some areas of strength included Adults in the school being supportive of students regarding culture, race, LBGTQ+, and physical disabilities. Another area of strength was that teachers have high expectations of students, and WMCHS student suspensions have remained at zero for the last two years. There was a slight discrepancy in survey results between gender and race perceptions of school climate, but the school’s small sample size makes generalization difficult." Met "Some of the strategies being developed by district staff to improve school climate are as follows: • District wide focus on Restorative Justice/Practices for at risk students. • WUSD’s work with Improve Your Tomorrow, otherwise known as IYT was to help young men of color get to and through college. Currently IYT mentors students at RCHS, Yolo, and RB. IYT’s intentional integration of practices, content, intervention, and support services promote the mental, emotional, and spiritual well-being of young men of color. As WMCHS enrollment grows, participation in these district programs will as well. • Creating Plans for implementation of Wellness Centers at all WUSD schools that serve our general community • Building the capacity of our staff through professional development including the addition of a Coordinator for social emotional learning, and Coordinator for Restorative Justice and Equity at the district level. • WMCHS has also allocated funding in the 2022-23 LCAP to support the addition of a full time Family Liaison and a full time Outreach Specialist. • WUSD will recruit diverse teacher talent committed to working in the district providing service to our students over several years. Ongoing Multiple Tired Systems of Support for students" 6/23/2022 2022 57726940000000 Washington Unified 6 "The Healthy Kids Survey was administered in Spring of 2022 and survey results were not available when information was presented to the WUSD School Board. The data presented is from student data gathered by Performance Fact who facilitated the district's strategic plan development. This Section summarizes the results of online surveys offered to students in Grades 3-12. The students' participation was voluntary and confidential. The surveys were conducted in October-November 2021. The student's responses were compiled and analyzed by the Performance Fact team. A total of 3,327 students completed the survey, representing more than half of eligible survey respondents in Grades 3-12. Of this total: • 971 were Elementary School respondents • 1,190 were Middle School respondents • 1,166 were High School respondents The Performance Fact survey focused on disparities between grade levels, gender, and race with in areas such as student engagement, major problems at school, Inclusion, and school climate. What the survey revealed in terms of areas of growth was that as students get older they indicate that they care less about one another. For example, 56% of elementary students indicate students treat each other with respect. Whereas the number drops to 21% by the time students are in high school. In addition, as they get older students are less happy about going to class. Students in grades 9-12 are particularly less happy to be at school, than elementary students as the range decreases from 61% in elementary to 35%. In addition, students that did not indicate male or female as gender had far lower perceptions of school climate and all other categories across the board. Lastly, although not part of the survey, our discipline data has indicated an increase in student suspensions over previous years prior to COVID highlighting the importance of social emotional support and restorative justice for students. For example, in the 2018/19 school year the percentage of WUSD students suspended at least once was 4%. In the 2021/22 school year that percentage rose to approximately 4.6% Some areas of strength included Adults in the school being supportive of students regarding culture, race, LBGTQ+, and physical disabilities. Another area of strength was that teachers have high expectations of students. There was very little discrepancy in survey results between gender, however there were differences in race perceptions of school climate. For example black students indicate far lower perception of school climate and relationships than other races, while Asian students indicated the highest level of stress at schools amongst other races." Met "Some of the strategies being developed by district staff to improve school climate are as follows: • Green Light Go Mentoring program focusing on Restorative Justice/Practices for at risk students • Improve Your Tomorrow, otherwise known as IYT was to help young men of color get to and through college. Currently IYT mentors students at RCHS, Yolo, and RB. IYT’s intentional integration of practices, content, intervention, and support services promote the mental, emotional, and spiritual well-being of young men of color. • Saturday Restorative Practice Mentoring sessions focusing on “restorative justice” programs instead encourage students to reflect on their transgressions and their root causes. • Use Playworks strategies to support our sites to help create a safe environment for students on the playgrounds during unstructured times. • Creating Plans for implementation of Wellness Centers at all WUSD schools that serve our general community. • Building the capacity of our staff through professional development including the addition of a Coordinator for social emotional learning, and Coordinator for Restorative Justice and Equity. • WUSD will recruit diverse teacher talent committed to working in the district providing service to our students over several years. • Hiring additional Outreach and social workers to add support. • Ongoing Multiple Tiered Systems of Support for students." 6/23/2022 2022 10767780000000 Washington Unified 6 "Washington Unified administers an annual student survey to all students in grade 3-12. In the 2021-22 school year, 1,471 students responded to the survey, ensuring representation from each school site within the district. According to the survey, 78% of students in grades 3-12 reported feeling safe in school. In addition to feeling safe at school, 94% of students who responded feel that teachers want them to be successful. The numbers reported are students coming back on campus post COVID-19 distance learning. With that being said, Washington Unified maintains strong and effective relationships with our students. Students feel welcome, safe, and know that their teachers care for them. Overall, Washington Unified is working towards adopting an SEL curriculum to ensure we maintain and bolster our efforts in this area." Met 6/21/2022 2022 50755720000000 Waterford Unified 6 "Data 2020-21 School connectedness: 6th (69%); 7th (48%); 9th (48%); 11th (57%) 2018-19 School Connectedness: 5th (96%); 7th (89%); 9th (92%); 11th (82%) 2020-21 Feel safe at school: 6th (81%); 7th (67%); 9th (67%); 11th (63%) 2018-19 Feel Safe at school: 5th (81%); 7th (64%); 9th (61%); (56%) Meaning Distance learning and impacts of the pandemic on students’ families and homes took a big toll on our students’ feeling of connectedness with school. Opportunities are great in this area as most students’ return to school took place after the survey and we joyfully anticipate students return to in person instruction in the fall. Students’ sense of safety was constant or increased at all levels. Use The “connectedness” and “feel safe” data informed goals and actions in the 2021-24 LCAP. Goal 3 actions include mental health supports, increased counseling services, student enrichment activities, attendance monitoring and incentives, and a focus on school to home communication." Met "In addition to the CHKS survey, the district utilizes the California State Accountability Dashboard as well as local data to analyze progress in student attendance, discipline, suspension and expulsion rates. These data are shared with stakeholder groups to elicit guidance on LCAP actions. The district supports all schools, and particularly our Comprehensive School Improvement (CSI) school (Sentinel High School) in understanding the role these data play in gauging school climate and their relationship with CSI criteria. Sentinel High’s eligibility for CSI is based on a previous year’s rather than current year’s data." 6/9/2022 2022 19647336114912 Watts Learning Center 6 "Watts Learning Center Charter School administered the Panorama student school experience survey to a total of 168 students in grades 3-5, which focused on the following 5 Topics: School belonging, school climate, school engagement, school mindset, and student teacher-student relationships. The following reflect the favorable responses (percentages): - School Belonging: 69% (How much student feel that they are valued members of the school community - School Climate: 62% (Perceptions of the overall social and learning climate of the school) - School Engagement: 30% (How attentive and invested students are in school) - School Mindset: 58% (Perceptions of whether students have the potential to change those factors that are central to their performance in school) - School Teacher-Student Relationships: 78% (How strong the social connection is between teachers and students within and beyond the school)" Met 6/22/2022 2022 19647330120527 Watts Learning Center Charter Middle 6 "Watts Learning Center Charter Middle School administered the Panorama student school experience survey to a total of 354 students in grades 6-8, which focused on the following Social-emotional learning: student supports and environment. The following percentages reflect favorable responses: - Learning Recovery: 44% - Readiness for Learning: 53% - School Climate: 26% (Perceptions of the overall social and learning climate of the school) - School Safety: 55% (Perceptions of student physical and psychological safety at school) - Sense of Belonging: 50% (How much student feel that they are valued members of the school community - Teacher-Student Relationships: 59% (How strong the social connection is between teachers and students within and beyond the school) - Valuing of ELA: 65% (how much students feel that ELA is interesting, important, and useful) - Valuing of Math: 75% (How much students feel that math is interesting, important, and useful) - Valuing of School: 78% (How much students feel that school is interesting, important, and useful) - Valuing of Science: 64% (How much students feel that science is interesting, important, and useful) - Valuing of Social Studies: 63% (How much students feel that social studies is interesting, important, and useful)" Met 6/22/2022 2022 49709950000000 Waugh Elementary 6 "The Waugh School District prides itself on establishing a positive school climate which fosters student success. In a May 2022 parent/guardian survey, more than 95% of respondents believe that their child “enjoys a positive, safe, secure, and secure learning environment. 100% of teachers in a similar May 2022 survey also agreed that students “enjoy a positive, safe, and secure learning environment. In a May 2022 meeting with both Corona Creek and Meadow Student Councils, the students agreed that the climate of both campuses was largely positive. The District’s low suspension rate (1.1% in 2021/2022 school year), and no student expulsions in many years, reflects the safe environment which has been established. The District continues to implement the Second Step social/emotional learning curriculum. Both schools have adopted the Positive Behavior Interventions and Supports (PBIS) framework for both emphasizing the school-wide behavioral expectations as well as focused behavioral support planning for individual students. Incentive based reward systems, including award assemblies which focus on character traits, are part of programming at both schools. Other programs which support a positive climate include the District’s school counseling program, regular emergency drills connected to the safety plan, and modern facilities that are very well kept, as evidenced by a recent 100% score on the Facilities Inspection Tool, or FIT." Met 6/16/2022 2022 54722640000000 Waukena Joint Union Elementary 6 "The Waukena Elementary School District utilizes local parent, staff, and student surveys as the principle school climate indicator to evaluate the climate for learning at our school. 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. All educational partners report that Waukena School provides a safe, welcoming school climate for teaching and learning." Met 6/20/2022 2022 24658620000000 Weaver Union 6 "Our District participates in the California Healthy Kid Survey (CHKS) for 5th and 7th grade students as well as the Staff Survey. The District also surveys the parents and families on an annual basis. Results of these surveys indicate a strong sense of positive school climate at all three sites. The CHKS results indicate that 70% of 5th Grade students feel ""connected"" and 77% feel ""safe"". The CHKS results for 7th grade increased to 50% feeling ""connected"" and 46% feeling ""safe"". This positive trend is supported by the CHKS Staff Survey which indicates that 62% of our staff feel that schools are ""supportive and inviting"" and 60% feel that schools are a ""safe place for kids"". *these percentages are for those who ""strongly agree"". The overwhelming majority of responses were either ""agree"" or ""strongly agree"". Our Parent survey confirms this with 90% of parents supporting ""school connectedness"" and 85% of parents feeling that our schools are ""safe for students.""" Met Even with these positive numbers the District is increasing staffing in the areas of student safety and support. 6/29/2022 2022 07617960000000 West Contra Costa Unified 6 "During prior years. WCCUSD used a climate survey to schieve the results below. Moving forward WCCUSD has changed platforms and will be suing the California Healthy Kids Survey. Data available Fall 2022. WCCUSD uses a variety of survey measures to guage student perceptions in terms of Engagement, Academic Rigor, Relationships, Instructional Methods, Belonging & Peer Collaboration, Culture, and College & Career Readiness. For each survey area, the district received a rating and a percentile. Data from the most recently administered survey which included a total of 6,868 elementary school students (79% response rate) who took the survey and rated their schools in the following categories: Engagement (2.81 rating/13th percentile), Academic Rigor (2.47 rating/27th percentile), Instructional Methods (2.53 rating/23rd percentile), Relationships (2.65 rating/20th percentile), and Culture (2.10 rating/26th percentile). A total of 3,066 middle school students (82% response rate) took the survey and rated their schools in the following categories: Engagement (3.22 rating/8th percentile), Academic Rigor (3.59 rating/12th percentile), Relationships (3.11 rating/7th percentile), Belonging and Peer Collaboration (3.26 rating/24th percentile), and Culture (3.07 rating/25th percentile)." Met 6/29/2022 2022 19650940000000 West Covina Unified 6 "The West Covina Unified School District administered its annual local climate survey in the spring of 2022 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 2022, 80% of 2nd-12th grade students surveyed reported feeling safe at school and 89% 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 feeling welcomed at the school. Teachers were also surveyed with the local climate survey, and 92% reported feeling safe at school and 93% reported feelings of connectedness to their schools. There was a slight decrease in students feeling safe at school compared to the previous year in part to an overwhelming majority of students returning to in-person learning during the 2021-2022 school year. Worries of being exposed to and/or contracting COVID contributed to students feeling less safe in school. 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; mental health awareness and support clubs; and implementation of programs to strengthen students’ connectedness to others by enhancing healthy bonds with teachers and staff and establishing collaborative agreements of acceptable and positive behavior." Met 6/28/2022 2022 49710010000000 West Side Union Elementary 6 "DATA: Youth Truth Data was administered January 2022 as part of a countywide pilot program. 99 elementary students were surveyed. School connectedness related student survey data was the overall categories of ""Belonging"" and ""Relationships"". -Belonging Summary Data: 66% (11% better than the county average). -Relationships Summary Data: 89% (47% better than the county average) -""Do you like attending your class"" 62% (10% better than the county average) School Safety related student survey data was the question ""Do you feel safe during school?"" -79% (14% better than the county average). MEANING: This data provides us with a baseline moving forward to determine how our efforts during the 2022-2023 will impact student connectedness and school safety. Overall we scored much higher than county, other Youth Truth Schools, and small sized school. This is very impressive considering students completed this survey during a spike in COVID and continued uncertainty. USES: Based on this data and educational partner engagement we will continue with LCAP Goal 2: Positive, Engaging School Environments and the following related actions: Positive Behavioral Interventions and Supports, Second Step, Mindfulness, Mental Health Services, Surveys, Attendance Strategies, Build school culture, Professional Development (Social-emotional), Translation Services, Unduplicated Student Engagement Events, Facilities in Good Repair, English Learner Family Engagement Events" Met 6/21/2022 2022 49706070000000 West Sonoma County Union High 6 "WSCUHSD has administered the Youth Truth survey for the past consecutive 6 years. During the implementation phase, we administered only the student portion of this survey for the first 3 years. In year 4 we administered this survey for students and staff. We continued to strengthen opportunities for data collection and self reflection by including the parent survey in years 5 and 6. We now have a practice of including families, staff, and students in our annual Youth Truth Surveys annually. 21-22 Youth Truth data indicates that when students are enrolled in programs such as CTE and EL, students report higher levels of engagement. Our key indicators for areas of growth will be engagement and college and career readiness. In addition, the District is focusing on student engagement through a variety of actions in the LCAP to address this metric. 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." Not Met 11/16/2022 2022 33670820120675 Western Center Academy 6 "Western Center Academy gives an annual LCAP survey to both parents and students. The questions ask about our progress on our annual LCAP goals as well as general thoughts about the school overall. We analyze these items looking for items that have increased or decreased or those that are below our goal. Our results have showed us that we are making strong progress on meeting our LCAP goals. We are not perfect and we do receive some free-response feedback on things that we might be able to change. For every item, our favorability rating is over 80% with the vast majority in the 90s. An example of something that has changed as a result of these surveys is the way we do before and after-school tutoring and clubs. With the new start and end times in California, our parents were very worried about drop off and pick up and what their children would be doing in the extra gap time that they might be here before their parents could pick them up. So, we created an entire schedule of daily activities that students may participate in before and after school, including tutoring that was modified based upon feedback from our surveys. Our parents also noted that some of our students are struggling a bit with our accelerated mathematics curriculum. So, our math teachers have spent 2 years converting over to Standards Based Grading and Mastery Based Learning." Met 5/31/2022 2022 31669510000000 Western Placer Unified 6 "The California Healthy Kids Survey (CHKS) was administered in February 2022. The prior administration of the CHKS took place in February 2020, three weeks prior to the COVID-19 pandemic shutting down the nation. With 2020 CHKS data that reflects our students’ experiences before COVID, and 2022 CHKS data collected two years into the pandemic, WPUSD has solid, concrete data that compares our students’ pre-COVID mindsets to their COVID-impacted mindsets. According to our 2022 CHKS, high school students’ perceived sense of school safety dropped from 61% (2020) to 46% (2022), which equates to a 15% decrease. Similarly, at our middle schools, the perceived sense of school safety dropped from 71% (2020) to 57% (2022), which equates to a 14% decrease. Unfortunately, our 2022 CHKS data also shows that 8% of middle school students and 14% of traditional high school students feel less connected to their schools than they did in 2020. Additionally, there was a 12% decrease among secondary students (grades 6-12) who feel they have an adult on campus who really cares about them. WPUSD recognizes that students are not feeling as safe. In response, WPUSD has begun working in collaboration with the Central California Intelligence Center (CCIC). CCIC performs vulnerability assessments of school sites and works to improve the physical safety of schools. In the 2021-2022 school year, CCIC conducted vulnerability assessments at 3 school sites: LHS, TBHS, and TBMS. In 2022-2023 we will continue with GEMS and our elementary school sites. Our district continues to hone its work with 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. Close to 200 staff members have participated in a four-day Youth Development Institute and 15 staff have become trainers of youth development. Schools have worked diligently to improve safety and relationships with and for students. Five elementary schools and one middle school are implementing Positive Behavioral Interventions and Support (PBIS) initiatives at their school sites. All six sites achieved Tier 2 status prior to the COVID-19 pandemic; however, all but one reverted to Tier 1 status during COVID. We plan to implement refresher training in the 2022-2023 school year, in addition to bringing more sites on board. Refocusing on the components of PBIS will allow schools to re-establish structures and procedures that positively impact school culture. Based on parent feedback, WPUSD will also continue its focus on mental health, piloting some classroom-based curricula that focuses on building skills in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. We will also utilize a screener in grades 6-12 to proactively identify students in need of support prior to them being in crisis." Met "We have three full-time School Resource Officers who assist with issues related to attendance, school safety, and tobacco use (vaping); one officer’s main role is to address the increase in vaping at our secondary schools. We are also continuing our partnership with Wellness Together to provide intensive one-on-one services for some students." 6/21/2022 2022 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 6, 7, 9, and 11 in the winter of 2022. Results serve to measure the organization’s progress on state Priority Six, School Climate. This data is telling us that a majority of students in grades 6, 7, 9, and 11 feel safe at school. Grade 9 showed an increase in their perception of feeling safe this year. Students who reported feeling a high level of connectedness with the school increased this year in grades 6, 7, and 9. There was a slight decrease of 1% in grade 11. The COVID-19 pandemic has impacted students across the country. We are not surprised at the decrease in the level of feeling of connectedness at some grade levels. As our schools return to normalcy in the coming year, we expect the level of connectedness and feeling of safety to improve as students will be allowed to interact with their teachers and peers in many of the ways that were restricted over the past two years." Met 6/13/2022 2022 34752830108860 Westlake Charter 6 "Westlake Charter School 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 Meeting. Classrooms in 9-10 grade participate in Restorative Justice circles through 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 student surveys from each of the designated grade spans to gather data on areas in need of improvement on campus. The PBIS team has used multiple sources of data to drive a continuous improvement cycle for our K-9 school. In the 2021-22 school year our students were asked how connected they felt to the school. 73% of students indicated that they did not need help with fitting into school. 65% of students said that they like coming to school and feel connected to an adult on campus." Not Met 9/8/2022 2022 30667460000000 Westminster 6 "Westminster School District administered the Healthy Kids Survey during the 2021-2022 school year. Some of the key learning from the 2021-2022 administration includes: 69% of students report School Connectedness 75% of students report Caring Relationships 88% of students report High Expectations 56% of students report Meaningful Participation 80% of students report Social Emotional Learning Supports 90% of students report Home High Expectations 85% of students report Parent Involvement in Schooling Some of the areas of strength include having high expectations from students and parents. Some of the areas to improve on is school connectedness and building caring relationships. Our primary barrier last school year was the continued attendance obstacles due the pandemic. Although Westminster School District developed a robust independent study program, student attendance was inconsistent throughout the year. In response to the survey results, we are increasing our efforts to provide additional parent engagement opportunities as well as opportunities to increase school connectedness through our PBIS programs. These actions are being developed and implemented at this time and we will conduct our data review at the end of each trimester." Met 6/9/2022 2022 13632300000000 Westmorland Union Elementary 6 "The WUED Student Climate survey collected 159 students surveys of which 50.9% were male and 49.1% were female students. A total of 67.3% of students shared feeling close to people at school some or most of the time. About 64 -65% of students reported feeling happy and involved in school all or most of the time. About 80 - 85% of students feel safe attending school and walking to and from school all or most of the time. About 75 - 78% of students feel they are treated fairly by administration and staff all or most of the time. About 77% of students feel they are cared for all or most of the time. Students reported enjoying PE, breakfast, sports and being with their friends. Students also reported they would like an indoor gym, the dress code changed and more restrooms." Met 6/28/2022 2022 10625470000000 Westside Elementary 6 All 90% of students surveyed reported that school is safe and connectedness LI 90% of students surveyed reported that school is safe and connectedness EL 90% of students surveyed reported that school is safe and connectedness Met "All 100% of students have access to instruction in state standards, music instruction, and participation in sports and field trips. LI 100% of students have access to instruction in state standards, music instruction, and participation in sports and field trips. EL 100% of students have access to instruction in state standards, music instruction, and participation in sports and field trips." 6/21/2022 2022 19651020000000 Westside Union Elementary 6 "The California Healthy Kids Survey (CHKS) is administered annually, including during the 2021-22 year. Participation rates this year were: 39% of 5th and 6th grade students; 72% of 7th and 8th grade students; 70% of staff; and 8% of parents. Key Findings: -Increase of students experience chronic sadness - 36% of 7th graders (35% prior year); -Increase of students experiencing social and emotional distress - 29% of 7th graders (25% prior year); -Increase of students who have considered suicide - 15% of 7th graders (12% prior year); -Decrease of students who are optimistic - 49% of 7th graders (59% prior year); -Decrease of students feeling connected to school - 53% of 5th graders (69% prior year); 62% of 8th graders (54.5% prior year); -Decrease of students who felt there are caring adults at school - 51% of 5th graders (65% prior year) and 53% of 8th graders (63% prior year); -74% of 5th graders reported feeling safe at school, whereas only 54% of 8th graders reported feeling safe at school; -42% of elementary school staff members reported school is a safe place for students with only 29% of middle school staff reported this; -In 2020, 49% of middle school parents reported that school has adults that really care about students, whereas only 29% reported the same in 2022; -In 2020, 44% of middle school parents reported that school promotes respect of all cultural beliefs and practices, whereas only 28% reported the same in 2022. Meaning: There is a significant need to address school connectedness, social emotional needs, feelings of safety, and inequitable barriers. Actions the District has or will undertake this year: -Counseling staff will continue to build multi-tiered systems of support based on the American School Counseling Association (ASCA) model; -Addition of an additional counselor to each middle school and addition of one half-time intern counselor to the elementary school with the highest percentage of low-income students; -Continued implementation of Campus Climate Assistants (CCAs) at each school site to support the counseling program with a focus on inclusion, team building, and interpersonal skills in both small groups and on the playground; -Implementation of increased contracted behaviorist staff across the District; Implementation of a co-located social worker at the two schools with the highest percentage of low-income students; -Development and implementation of an attendance liaison program; Focus on building social emotional competencies through a social-emotional learning curriculum and Leadership Development Through Physical Education (LDTPE) program for 4th-6th grades, including staff training; -Tier III Crisis paraprofessionals to work closely with, and at the direction of, the behaviorist at school sites; -Professional development for certificated and classified staff" Met 6/21/2022 2022 18642040000000 Westwood Unified 6 "Overall, our students feel supported by WUSD teachers and staff. The data appears to show a strength in students' feelings of connectivity to both their school and one another. In addition, it shows that our continuous work in positive school culture is having a positive impact on our school's atmosphere enhancing and supporting the connectiveness piece. The areas of growth continue to be the feelings of safety. This is a challenge that we will be further investigating to reduce in the future." Not Met 9/29/2022 2022 58727510000000 Wheatland 6 "The LEA 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 LEA 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 Dashboard" Not Met 9/8/2022 2022 58727690000000 Wheatland Union High 6 "A MTSS structure has been put in place to address culture and climate and ensure students have a safe learning environment. Tier 1 Services: Suicide Prevention, Suicide Prevention follow up, restorative circles, healthy habits, Drop In counseling, training for Signs of Suicide, Emotional Intelligence, and Restorative Circles for staff and parents, beginning implementation of PBIS, developed student needs assessments and other relevant data analysis. Tier 2 Services: Small group therapy, student study team meetings, school attendance review team, re-entry from suspension, recruitment and parenting support. Tier 3 Services: Individual therapy, Family Therapy Sessions, Parenting support/collateral sessions, Home visits, Support to Homeless Youth (resources, therapy, family support, etc.), Support to Foster Youth (therapy, resource family support, case management, CFTs, etc.), Suicide risk assessments (including related parenting support), Safety plans and Re-Entry from Hospitalization/5150, Crisis management for students, Case management with County Mental Health, CMH therapists, hospitals, Yuba County Office of Education, local schools, etc., Behavior support, Support to students on an IEP, Participation on multiple local MDTs for Homeless Youth, Foster Youth, and students with mental health needs. Academic Technician (Family Engagement emphasis) hired and provides: Independent study support to families and students; Follow up with families and students on returning to school resources; Communication with teachers; Requesting Student Study Team or other interventions; Providing reception and first level (informal and brief) risk assessment as students enter the counseling center." Met 6/28/2022 2022 49708966052047 Whited Elementary Charter 6 "After reviewing the Youth Truth Survey, the following metrics were identified as areas of improvement: one for students and one for families. These metrics are now being used in our LCAP goal #2: Students of all cultural and racial backgrounds will indicate feeling more a part of their school community on the Youth Truth Survey. The District-Wide result will indicate 2 percentage points more students reporting as “Yes, very often they feel a part of their school community.” (with an increase in 5% by 23-24 school year) Families will indicate more “Agree” and “Strongly Agree” responses to “My school respects people of different races and ethnicities” on the Youth Truth Survey. The District-Wide result will indicate 2 percentage points more responses in the “Agree/Strongly Agree” responses on the statement that “My school respects people of different: Races or ethnicities”. As action steps we are including: Positive Behavior Interventions and Support training and processes, Site Equity and Inclusion Teams, increased mental health supports on our school sites" Met 6/21/2022 2022 50710430107136 Whitmore Charter High 6 "The California Healthy Kids Survey is given every year to students in grades 9 and 11. Data related to each of these metrics are reported in the Local Control Accountability Plan. An area of growth for Whitmore Charter High School is disaggregation and analysis of student survey results broken down by different student groups. Summary of student survey results include: * Caring adults in school: 71% * High expectations: 82% * Meaningful participation in school: 31% * School Connectedness: 73% * Academic motivation: 63% Very few metrics showed improvement from the previous school year, which indicates that district and school staff should pay particular attention to all areas measured by the CHKS. A very low percentage of respondents indicated that they have meaningful participation in school. Continued COVID restrictions and reduced attendance due to quarantines did not allow students to participate in many activities for much of the year. The decrease in COVID restrictions and improved attendance during the last part of the year has resulted in more opportunity to participate." Met 6/23/2022 2022 50710430107128 Whitmore Charter School of Art & Technology 6 "The California Healthy Kids Survey is given every year to students in grades 4, 6, and 7. Data related to each of these metrics is reported in the Local Control Accountability Plan. An area of growth for Whitmore Charter School of Arts and Technology is disaggregation and analysis of student survey results broken down by different student groups. Summary of student survey results include: * Caring adults in school: 64% * High expectations: 70% * Meaningful participation in school: 41% * School Connectedness: 77% * Academic motivation: 79% Very few metrics showed improvement from the previous school year, which indicates that district and school staff should pay particular attention to all areas measured by the CHKS. Very low percentages of respondents indicated that they have meaningful participation in school. Continued COVID restrictions and reduced attendance due to quarantines did not allow students to participate in many activities for much of the year. The decrease in COVID restrictions and improved attendance during the last part of the year has resulted in more opportunity to participate. While most students do feel that high expectations exist for them, the percentage of students who agree with that statement declined from the previous year." Met 6/23/2022 2022 19651100000000 Whittier City Elementary 6 "Data: Upon reflecting on the data, there is a moderate percentage of students that feel safe at school. However, as long as there are students that do not feel safe our goal will be to continue to put systems and supports in place so that more students feel safe while at school. An example of the support will be providing students with access to school counselors in middle school and social workers at our elementary schools. We strongly believe our commitment to PBIS has provided students with positive reinforcements for behavior which can be attributed to students feeling safe at school. In addition, we will continue to provide training for teachers, support staff, and office staff on strategies to engage and connect with students and families. The District strives to see a higher percentage of students feeling connected to their school. Therefore, we will explore additional avenues to be able to connect with every student, this is especially true in middle school when students are more likely to stray 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. Meaning: Analysis of the survey demonstrates that over 80% of students are satisfied with the educational experience provided at each school site. The data is disaggregated by school site and overall District data. Overall, the data reveals that students want more opportunities for extracurricular activities and access to small group instruction or tutoring. The data also reveals strengths in the overall climate, 83% of students report feeling respected by students at their school site and 90% of students feel they are liked and respected by adults at their school site. Another notable strength is the fact that 80% of students feel like they are valued members of the school. An area of growth identified was 77% of students looking forward to coming to school. Dashboard data reports an Orange Status with chronic absenteeism. The recent pandemic caused attendance rates to decline due to quarantine mandates. However, increasing and improving student attendance continues to be an area of focus. Schools will provide incentives and programs to engage students which will help increase the percentage of students looking forward to coming to school. Use: The District will continue to implement a Positive Behavior Intervention & Support approach at all school sites. Each school has an established Tier I and Tier II PBIS Team that meets on a monthly basis to discuss areas of strength and need when implementing PBIS. This practice has demonstrated success in sustaining the implementation of PBIS at each school site and improving the quality of implementation. The District provided teachers with The Second Step curriculum for elementary and middle schools to develop social-emotional competence and support teaching strategies to improve the well-being of all students." Met 6/21/2022 2022 19651280000000 Whittier Union High 6 "WUHSD administers the Staff Morale Survey and the Student Opinion Survey annually on a rotating basis. During the preceding two years we administered various pandemic-related surveys rather than either of these two surveys and decided to administer the Staff Morale Survey this year, and we will administer the Student Opinion Survey during the 2022-23 school year. Accordingly, the district was concerned about the social-emotional status of our students given the negative effects of the pandemic. As a result, we decided to Administer a Social-Emotional Learning Survey (SEL) using the Panorama program. Once we analyzed the data we decided to share the information with our teachers and administrators during summer learning with a focus on what they can do to support students. We decided to focus on the Five Core Competencies, which include Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making. These core competencies are grounded in relationships and build on the grit of students (perseverance, focus, taking multiple attempts, duration of the pursuit, and staying on task) in the context of the classroom. We also asked teachers to consider what strategies they already use in the classroom to support the SEL of students and we asked them to share best practices because 94% of teachers said that students do better in school when teachers integrate SEL into the classroom. One focus area for improvement is to continue to support students and families as they recover from the academic and social-emotional effects of the pandemic, and we will use the data from the Panorama Survey and our professional learning to accomplish this next year. Additionally, as mentioned above, WUHSD will administer the Student Opinion Survey during the 2022-23 school year and we will continue to analyze the data next year and beyond." Met 6/28/2022 2022 19646340101667 Wilder's Preparatory Academy Charter 6 The LEA administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness. It was completed during the 2020-2021 academic year; therefore it was not administered during the 2021-2022 school year. Not Met "During the 2022 - 2023 academic year, the school will administer a local climate survey capturing the perceptions of school safety and connectedness within 3rd and 5th grade. Data analysis will include a report of the overall score for all students and student groups. The school will include a summary of the data collected that reflects an analysis of a subset of specific items on a local survey and additional data collection tools that are particularly relevant to school conditions and climate." 10/5/2022 2022 19646340116822 Wilder's Preparatory Academy Charter Middle 6 The LEA administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness. It was completed during the 2020-2021 academic year; therefore it was not administered during the 2021-2022 school year. Not Met "During the 2022 - 2023 academic year, the school will administer a local climate survey capturing the perceptions of school safety and connectedness within 6th and 8th grade. Data analysis will include a report of the overall score for all students and student groups. The school will include a summary of the data collected that reflects an analysis of a subset of specific items on a local survey and additional data collection tools that are particularly relevant to school conditions and climate." 10/5/2022 2022 04614240123810 Wildflower Open Classroom 6 "Wildflower administered several school climate surveys during the 2021-2022 school year. The results of the surveys were collected and reported to the Board of Directors at a regularly scheduled board meeting. The results of the surveys were utilized to create school goals and inform our Local Control Accountability Plan. Results for the Spring 2022 Parents Survey • Participation Rate: 63% • Overall Favorability Rating: 87% • Emotional Safety Favorability Rating: 93% • Instructional Environment Favorability Rating: 91% • Interpersonal Relationships Favorability Rating: 90% • Sense of Safely Favorability Rating: 89% • Physical Safety Favorability Rating: 87% • Governance & Administration Favorability Rating: 85% • Physical Environment Favorability Rating: 84% • Knowledge of Discipline, Rules & Norm Favorability Rating: 84% • Mental Health Favorability Rating: 81% • Climate of Support for Academic Learning Favorability Rating: 76%" Met 6/13/2022 2022 11101161130103 William Finch 6 "The annual LCAP survey is administered along with the California Healthy Kids Survey. This local data provided information that new families are less engaged that families and students who have maintained prolonged enrollment at the school. Communication with administration, translation services, additional academic support for English Language Learners and emergent readers were also identified as opportunities for growth. Expansion of staff supporting the needs of English Language Learners, emergent readers and translation services was approved during the fall semester of 2022. Communication tools will be reviewed and evaluated for effectiveness with new families to identify causal factors of observable low engagement in comparison to families maintaining prolonged enrollment." Not Met 10/18/2022 2022 19651360000000 William S. Hart Union High 6 "The Survey Participants • 2,591 8th grade students completed the survey, which is 85% of the 8th grade class • 2,607 10th grade students completed the survey, which is 73% of the 10th grade class The Survey Results Student Perception of School Safety 8th Grade 10th Grade If I did not feel safe at my school I would tell and adult 61% 63% At my school, there is a teacher or other adult who I believe 87% 74% cares about my well-being and success If a student tells an adult on campus that someone is bullying 92% 91% the adult will do something to help (yes/I don’t know) Student Perception of Their Connectedness to School I feel close to other students at this school 76% 64% This school year I participated in school sponsored events/activities 62% 76% I am glad to be back on a school campus for in person learning 86% 82% (moderately/very/extremely)" Met 6/15/2022 2022 06616220000000 Williams Unified 6 "California Healthy Kids Survey was administered to students in Fall of 2021. The following results are from the students in grades 5, 7, 9 & 11 in the Fall of 2021. This survey is given to students every other year. The results in the areas of school safety and connectedness are as follows: 67% 5th graders on the CHKS feel they are part of the school all or most of the time 47% 7th graders on the CHKS agree or strongly agree that they feel they are part of the school 44 % 9th graders on the CHKS agree or strongly agree that they feel they are part of the school 40% 11th graders on the CHKS agree or strongly agree that they feel they are part of the school 70% 5th graders on the CHKS feel safe at school all or most of the time 38% 7th graders on the CHKS agree or strongly agree that they feel safe at school 42% 9th graders on the CHKS agree or strongly agree that they feel safe at school 49% 11th graders on the CHKS agree or strongly agree that they feel safe at school" Not Met "In terms of both connectedness and feeling safe at school, percentages are not where we would like them to be. Knowing that last fall, when this was taken, was the first time in a little over two years that students were fully back on campus makes it appear that the return to school was a major adjustment for all. There were also major changes in the leadership at the site and district level which is another adjustment that had to be made. 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. School sites will each be working on strategies to improve climate. A Wellness Center is now on campus for students and staff to access. Satchel Pulse is a diagnostic assessment on well-being that all students will take twice a year with a tool box for staff and family to access in supporting the wellness of all students. We have reinstituted Peace Builders TK-3; Character Counts 4-6; and PBIS 7-12 grades. Increases in supervision have been made at schools as well to work toward students feeling safe at school. Some of these safety measures include: security cameras, implementing a visitor check-in system, implementing an out of classroom monitoring system at the secondary level so there are fewer students out during class, and additional student supervision aides out during breaks and lunches. The complete Healthy Kids Survey results can be found on the District Website." 11/18/2022 2022 23656232330363 Willits Charter 6 "We did not do a climate survey last year that covered the areas of student safety and connectedness. With the different and ever-changing learning environments, safety and connectedness would not be achieved as well as opportunity would provide in a normal school year. All areas of safety and connectedness will need to be reviewed and a new plan of action will be created with involvement from all members of the learning community." Not Met 9/13/2022 2022 23656230125658 Willits Elementary Charter 6 "Students in grades 3, 4, and 5 took a survey about school climate. In some telling categories, students responded positively: 82% happy to be at school most of the time 81% feel they are part of the school 62% feel motivated to learn 87% feel they are treated fairly most of the time 91% feel they are not asked about their ideas for what they want to learn most of the time 73% feel they can solve school problems most of the time 91%feel grownups listen to them most of the time 87% feel they are treated with respect These results are improvement over last year's responses, except for whether students feel they are asked about their ideas. This is an area for improvement. In addition, this year, both grade 4 and 5 were trained in SLED (Students Leading EDucation) and have developed small groups focused on different projects. The classes have had fundraising to support their ideas. They have tackled bullying, vandalism, created field trips, gotten a class pet, and have improved the campus. This new project involves all grade 4 and 5 students in being leaders. In the past, there was a student council with limited participation. The excitement and buzz created when students plan things is exciting and we are happy we could extend that to more students acquiring leadership capabilities and starting projects that affect the school community. One more data point:There have been 3 referrals to the office due to behavior. One out-of-school suspension due to punching. The other 2 behaviors were dealt with through talking and establishing a plan with the student to not continue the behavior (inappropriate grabbing; inappropriate language). Percent of students sent to office: 2% Percent of students suspended: 0.7% The staff have been trained in Conscious Discipline and in Restorative Justice, and we are using these to create a positive school climate. We can see that we still have to work on student voice but that we have a strong community and a lot of support in place for students' emotional needs." Not Met 9/13/2022 2022 23656230000000 Willits Unified 6 "A survey was administered to our parents, students, and staff. In addition to the district's survey, the California Healthy Kids Survey has been administered to 5th, 7th, 9th, and 11th grade students in the district annually. The 2022 Local Performance Indicator Self-Reflection for Willits Unified School District Page 11 of 11 results of the surveys indicate school to home communication could be better, that school rules could be applied more consistently, and that the district buildings and grounds could be maintained better. Staff indicated that behavioral interventions and supports could be enhanced, that staff collaboration time should be increased, and that they would like to be more of a part of the decision making process. Our students indicated that they would like students to treat each other better at school. All groups feel that students have access to adequate technology to support instruction. Parents and staff report a benefit to the district's music and visual arts programs. WUSD will increase communication through the use of an additional bilingual parent liaison. We are also working on a facilities master plan to improve our buildings and grounds. We will also continue to address social and emotional learning in addition to the core curriculum in place." Met 6/21/2022 2022 47704900000000 Willow Creek Elementary 6 "DATA: The 2021 CHKS data shows that students gave School Engagements and Supports high marks as “agree” or “strongly agree” when it came to school connectedness, caring adult relationship, and high expectations. Students also perceived school as safe or very safe 65% at the time of the survey. When it came to any form of harassment or bullying, although the number was still low in the 20% range. MEANING: Strength: Students reported that the school has high expectations of their students and that teachers want their students to do their best. More than half of students felt their teachers thought they would be a success. Overall, students gave high marks “agree” or ""strongly agree” when it came to feeling good or satisfied about school, their teachers, being safe, and being close to the people at the school. Growth: Facilities upkeep received a satisfactory according to students in 2021. 65% of students indicated that facilities were in good shape however compared to the 2020 CHKS where 57% agreed Willow Creek is clean and tidy, this is an increase of 8%. Another data point to analyze is the 63% in Academic Motivation. This data point dropped 8% compared to 2021 which was 71% “agree” or “strongly agree” that they were academically motivated. While students reported they understood their teachers and the school has high expectations for them, 60% of the respondents indicated school was boring and they felt there was no meaningful engagement in the classroom. Approximately 85% of students want to do well in classes and want to learn the content, but they indicated they wanted the material to be more engaging. In regards to participation in activities at school, students were somewhat mixed on their involvement. Some were not involved at all whereas many were very much involved." Not Met 9/22/2022 2022 35675790000000 Willow Grove Union Elementary 6 "Because of the small size of the Willow Grove community, paper surveys are not as effective as the parent meetings in which the staff and families are able to engage in two-way communication. The administrator also plans formal one on one meetings with students throughout the year. The results of these meetings and discussion with the School Board show that a primary concern at Willow Grove is the safety of the facility. New fencing is being discussed as well as a locked gate in which a staff member can remotely unlock to allow school entry and to prevent unauthorized vehicle access onto school property. This is the main facility improvement planned for the 2022-2023 school year. enrollment of fewer than twenty students enrolled, disaggregated results are not collected through the Dashboard. Rather, data collection reflects the population of our single school as a whole. Hiring an intervention specialist and part time Instructional Aide as well as increasing the school year to 189 days has played a significant role in addressing the learning loss experienced by students during the pandemic. According to Local Control Indicators using the STAR 360 scores, 92% of students increased their scores in ELA with a range of 13 to 158 improvement according to the Scaled Points. In math, 95% of students increased their scores with a range of 1 to 114 improvement according to the Scaled Points. 69% of students are scoring at or above grade level in ELA while 88% are scoring at or above grade level in math. This shows that the interventions in place are making a significant impact on the academic performance of our students." Not Met 7/19/2022 2022 11626610000000 Willows Unified 6 "According to the results of the California Healthy Kids Survey 2019-2020 and the LCAP Survey 2020-2021, students generally perceive school as a very safe or safe place (70% at the elementary school level; 53% at the intermediate school level; and 60% at the high school level). Only 7% of the students in WUSD experienced violence and victimization, while 1% of student behavior infractions were related to weapon possession on school property. Over 53% of WUSD students feel connected to teachers and schools. An area of growth, according to the Student LCAP Surveys is related to food services. Students would like to see better food served during the day. Additionally, students would like more electives at the secondary level. Willows Unified School District is currently working on improving the meals served in our district as we qualify for Community Eligibility Provision (CEP). Contingent upon funding and available personnel, Willows Unified School District will investigate opportunities to provide more electives at the secondary level." Met "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. In addition, Willows High School works with University of California, Davis, to employ a full time advisor to aide and support students in preparation for academic studies after school. This advisor has begun working with this group since middle school and will continue to work with the same cohort group until graduation. The district continues to seek an assigned School Resource Officer who will work closely with administrators in an effort to create a safer environment for both students and staff. 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. The District has seen a decline in suspension rates." 6/23/2022 2022 49710190000000 Wilmar Union Elementary 6 "YOUTHTRUTH EXECUTIVE SUMMARY Students in grades 3-6 at Wilson School were surveyed in January 2022 about their perceptions of their school in terms of Engagement, Academic Challenge, Instructional Methods, Culture, Belonging, and Relationships. In addition, students provided feedback about Project-Based Learning and Emotional and Mental Health. In order to put student feedback into context, this report compares Wilson School students' ratings to the ratings from students at 765 other elementary schools across the country. Compared to other participating elementary schools, Wilson School's highest-rated themes were: Culture and Engagement Compared to other participating elementary schools, Wilson School's lowest-rated themes were: Instructional Methods and Academic Challenge Compared to other participating elementary schools, Wilson School's highest-rated question within the key themes was: Do you learn a lot in your class? (which is in the Academic Challenge theme) Compared to other participating elementary schools, Wilson School's lowest-rated question within the key themes was: Does the work you do for class make you really think? (which is in the Academic Challenge theme) Respondents also provided feedback about Project-Based Learning. For example, 20% of respondents responded positively to the question: Does what you learn in school help you think about what you want to do when you grow up? Respondents also provided feedback about Emotional and Mental Health. For example, 59% of respondents responded positively to the question: When I'm feeling upset, there is an adult outside of school I can talk to. The staff at Wilson School is receptive to student feedback. As a result of the survey, plans to implement tenets of Proficiency-Based Education are being developed. PBE will support our efforts to ensure students have ownership of their learning, are accountable for their learning, and parents have a clear understanding of where their child is in their academic journey and have the ability to support their child." Met 6/29/2022 2022 49753580000000 Windsor Unified 6 "Data: In the 21-22 Youth Truth Survey 74% of elementary school families, 64% of middle school families, and 58% of high school families agreed or strongly agreed that their school is a safe place to learn. 65% of students agreed or strongly agreed that their teachers' expectations make them want to do their best. 52% of elementary families, 51% of middle school families, and 49% of high school families agreed or strongly agreed that they are included in planning school activities. Meaning: Students and their families feel that they are provided opportunities for input, are included in planning activities, and are encouraged to work hard and excel academically. However, the district needs to focus on providing a more meaningful role in the decision-making process at each school site in order to better empower all stakeholders to make a difference at their sites. Use: The district is providing professional development for all district and site administrators on organizational excellence and multi-tiered systems of support. These learnings will be passed on to site leadership teams, who will outreach to their families and students in order to develop more robust communication, and exchange of ideas." Met 6/30/2022 2022 51714560000000 Winship-Robbins 6 "Data: Based on survey results from students in grades 3-8 the following are key learnings and what W-RESD learned. - 85% of students believe the school provides all books and supplies that are needed to learn while at school. - 90% of students believe they receive regular encouragement from the adults at school to work hard and do their best. - 79% of students look forward to coming to school everyday. - 93% of students feel safe at school sometimes or always. - 52% of students do not believe students bully other students often at school whereas, 20% believe it occurs sometimes. When answering the question, “My teacher contacts my parents when I am struggling with my schoolwork”, 29% said yes, 21% said sometimes, 24 % answered no and 26% said I am not sure. - 87% of students feel their school is clean and safe. - 93% of students feel they are able to do their homework in a timely manner and without assistance all or most of the time. - 97% of students have never felt pressure to use illegal drugs or alcohol at school. - 73% of students feel comfortable asking their teacher for help whereas, 21% said maybe. Meaning: Based on the student survey results W-RESD’s strengths are providing books and supplies, giving regular encouragement to students, students believe the school is clean and safe, providing students with homework that they can finish in a timely manner and without assistance and they have never felt pressure to use illegal drugs or alcohol at school. Areas that we need to improve are student engagement so that students want to come to school, bully prevention, and teacher communication with students. Use: W-RESD will review teacher communication methods such as the form of communication, the frequency of communication and what should be communicated to parents. Teachers will be provided with an updated communication policy and professional development in the art of communicating with parents/guardians and students. Through staff meetings, parent meetings, and surveys we will collect and analyze the data to determine if there has been improved and determine what our next steps are." Met 6/15/2022 2022 57727020000000 Winters Joint Unified 6 "Winters JUSD also recognizes that safe and welcoming environments for learning enhance student connectedness and academic achievement. In the coming year, Winters schools will implement a variety of supplemental supports and strategies to address students social emotional, mental health, and behavioral needs. Traditionally, the Winters Joint Unified School District administers the California Healthy Kids Survey (CHKS) annually to students in grades 5, 7, 9, and 11. In the 2021-2022 school year, the District expanded this practice and surveyed students in grades 5 through 12, implementing both the core questions and the Mental Health Supports module. This decision was made in order to gather additional information about student wellness during the pandemic recovery. Staff and parents are also surveyed. Data related to perceptions of school safety and connectedness is summarized below: 5th Grade Students (55 Respondents): 80% feel connected to school; 93% feel safe at school 7th Grade Students (100 Respondents): 61% feel connected to school; 69% feel safe at school 9th Grade Students (88 Respondents): 65% feel connected to school; 74% feel safe at school 11th Grade Students (75 Respondents): 57% feel connected to school; 73% fee safe at school Staff (62 Respondents): 52% feel school is a safe place for staff; 48% feel school is a safe place for students Parents (81 Respondents): 30% feel school is a safe place for my child These results illustrate that additional efforts to enhance students' perceptions of school connectedness and safety are needed. Further, staff and parents perceptions about safety demonstrate improving climate is a priority. In response, the District has taken the following actions to promote continuous improvement: All schools have initiated or developed a Positive Behavior Interventions and Supports (PBIS) program and will receive additional training in 2022-23. Social Emotional Learning Curriculum has been adopted in grades K-6 and supplemental SEL programs have been implemented in grades 7-12. The CARE Solace mental health coordination platform has been purchased by the District and is available to students, staff, and families. The PASS universal screener will be implemented in 2022-23 to proactively identify students who would benefit from Tier II and III wellness services. Counseling support is available at each school site and, in partnership with local non-profit RISE, three mental health clinicians have been hired. Additional health care staff have been hired to address the health and safety challenges of the COVID-19 pandemic." Met 6/23/2022 2022 24658700000000 Winton 6 "Winton School District (WSD) 5th graders and 7th graders were administered the California Healthy Kids Survey (CHKS) in the Spring of 2022. The 5th grade students were administered the Elementary Core Module with a target sample size of 210 students and there was a response rate of 54%. The 7th grade students were administered the Secondary Core Module with a target sample size of 189 students and there was a response rate of 69%. The CHKS indicated an overall result for the School Connectedness Questions. 76% of the 5th graders who took the survey reported ""Yes, or most of the time"" or ""Yes, all of the time"" on the School Connectedness Questions. 46% of the 7th graders who took the survey ""Agree"" or "" Strongly Agree"" on the School Connectedness Questions. Both the questions/statements asked the students if they 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 5 questions/statements, the 5th graders had the lowest percentage of 60% (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 of 51% (strongly agree and agree combined) when they responded to the statement, ""I feel close to people at this school."". On the 5th grade survey, highest percentage on this set of question is 86% (Yes, all of the time and Yes, most of the time combined) when asked, ""Do teachers treat students fairly at 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?”, 34% of the 7th graders perceived the school as very safe or safe, 57% felt neither safe nor unsafe, and only 9% felt unsafe and very unsafe. When the 5th graders were asked, “Do you feel safe at school?”, 81% of the 5th graders indicated that they feel safe most and all of the time and 3% never feeling safe. The strength of WSD is the academic motivation. This is highest key indicator of School Climate for School Engagement and Supports for both the 5th and 7th graders. The data reveals that 57% of the 7th graders ""agree/strongly agree"" and 84% of the 5th graders reported ""yes, most of the time"", or ""yes, all of the time"". WSD will continue its work with the academics. The 5th grade students will finish all their class assignments, try even harder when they get a bad grade, keep working on schoolwork until they get it right, and keep doing the classwork even when it's really hard. The 7th grade students will try hard to make sure they are good at their schoolwork, interested in their work, understand new things when doing their schoolwork, and do better in their schoolwork. WSD will continue to improve its work ensuring that students feel safe and connected to the school." Met 6/16/2022 2022 19768690000000 Wiseburn Unified 6 "Annual student survey indicators provide data related to school climate. Due to the pandemic that impacted inperson schooling in 2020-21, there were several indicators for which the California Healthy Kids Survey (CHKS) did not collect data. For this reason, 2019-20 data and 2021-22 data will be used for comparison as both offer comparable data and were completed in an in-person school environment. In 2021-22 the CHKS results indicate 86% of 5th-grade students marked feeling safe at school all or most of the time (an 8% increase from 2019-20). In addition, 2021-22 CHKS results indicate that 88% of 5th graders (1% increase) and 77% of 7th graders (9% decrease) reported that adults on campus had high expectations for them. Finally, 2021-22 CHKS results indicate 69% of 7th-grade students marked high or moderate in the area of school connectedness (10% decrease from 2019-20). Both indicators reflect students' sense of belonging at their schools. A review of suspension data taken from the California DataQuest Dashboard reflects a suspension rate in 2018-19 of 1.1%, a suspension rate of 1.0% in 2019-2020, and a suspension rate of 0.1% in 2020-21. Continued focus on positive behavior intervention support programs, parent involvement, and a comprehensive counseling support program at all sites is still warranted to promote a safe and positive school climate for students and staff." Met 6/23/2022 2022 19647330135632 WISH Academy High 6 "School Climate is vitally important to WISH Academy especially as we reacclimate ourselves to the world post-pandemic. We use a variety of methods to gauge community satisfaction levels, student and family connectedness, and the social-emotional wellness and resiliency of our community. In addition to the bi-annual California Healthy Kids Survey, each week our own Owl Proud survey is sent to the entire community through our schoolwide newsletter. The data from these surveys have consistently indicated that WISH students feel like their curriculum is engaging and meaningful, the teachers are invested in them, and they feel free from bullying. Through the Owl Proud surveys, students indicated that they want more opportunities for student choice and voice to be heard. WISH now has a robust ASB Class. This course is not only open to elected representatives of our student body, but to all students inspired to be active members in implementing a positive and inclusive school environment and creating traditions that define our school culture. Advisory Class – All Academy students participate in advisory class 4 times each week This course offers opportunities for students to share their voice with a dedicated adult champion available to support their socio-emotional needs. WISH has continued to infuse more social and emotional support 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 Academy has also introduced this year the Student Chill Zone. This comfortable lounge located just outside our counselor's offices is an area where students can find a quiet place to de-stress knowing that caring adults are nearby. The WISH Academy LINK Crew is a peer-mentoring program to aid freshmen during the critical transition year into high 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. Our LINK leaders make themselves available to freshmen to provide mentorship throughout the year." Not Met 2022 15101570119669 Wonderful College Prep Academy 6 "Wonderful College Prep Academy provided a series of climate surveys in the 2021-2022 to establish a baseline for school climate in a post-COVID environment and after returning from distance learning. WCPA staff utilized survey results to provide feedback for the school in the strategic planning process. At the Academy, there were surveys given to families, staff, 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 staff took different surveys). Over 85% of families shared they felt the campus was safe for students. Families at the Academy also reported that their students feelings matter to their teachers, the academy celebrates the success of students and teaches students to positively embrace diversity (82%) are most satisfied with WCPA's effectiveness in preparing students for a strong foundation for their future college and/or careers (80%). Families cited the following as growth areas: sharing academic progress to support my child and child has opportunities to share opinions. Families also wanted more opportunities for engagement at WCPA. Students cited the following as areas of strength: I have a teacher or other adult from school who I can count on to help me, no matter what (85%), I feel safe at school and students feel supported both at home and at school (87%). Students stated areas of growth in self efficacy and expectations on academic rigor especially after a year on distance learning. 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 additional Assistant Principals (total of two per grade band) for a total of six across the school to focus on academics and culture at the school; 2. Restructured the Student Supports offerings and hired Student Support Specialists, Social Workers, Counselors, and School Psychologists to ensure there are schoolwide interventions; 3. Hired a Senior Manager of Family and Community Programs to continue to expand 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. We invested in a parent communication tool to facilitate stronger relationships and correspondence between parents and staff. 6. 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. The Academy will be surveying students during the 2022-2023 to obtain updated student climate information." Met 6/30/2022 2022 15101570135467 Wonderful College Prep Academy - Lost Hills 6 "Wonderful College Prep Academy – Lost Hills provided a series of climate surveys in the 2021-2022 to establish a baseline for school climate in a post-COVID environment and after returning from distance learning. WCPA staff utilized survey results to provide feedback for the school in the strategic planning process. At the Academy, there were surveys given to families, staff, 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 staff took different surveys). Over 85% of families shared they felt the campus was safe for students. Families at the Academy also reported that their students feelings matter to their teachers, the academy celebrates the success of students and teaches students to positively embrace diversity (82%) are most satisfied with WCPA's effectiveness in preparing students for a strong foundation for their future college and/or careers (80%). Families cited the following as growth areas: sharing academic progress to support my child and child has opportunities to share opinions. Families also wanted more opportunities for engagement at WCPA. Students cited the following as areas of strength: I have a teacher or other adult from school who I can count on to help me, no matter what (85%), I feel safe at school and students feel supported both at home and at school (87%). Students stated areas of growth in self efficacy and expectations on academic rigor especially after a year on distance learning. 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 an Assistant Superintendent of Rural Schools to add an additional administrator across the grade bands to focus on academics and culture at the school; 2. Restructured the Student Supports offerings and hired a Student Support Specialist to ensure there are schoolwide interventions; 3. Hired a Senior Manager of Family and Community Programs to continue to expand 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. We invested in a parent communication tool to facilitate stronger relationships and correspondence between parents and staff. 6. 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. The Academy will be surveying students during the 2022-2023 to obtain updated student climate information." Met 6/30/2022 2022 54767940000000 Woodlake Unified 6 "The California Healthy Kids Survey (CHKS) was administered to students in grades 7, 9, and 11. The LCAP includes metrics and tracks students' perceptions on the responses in this survey on 3 areas; (1) Feel safe at school, (2) Feel there is an adult that cares about them at school and (3) Feel they are part of the school. The most recent survey was administered in the spring of 2022 and indicated that 58% of students agreed or strongly agreed to “I feel safe at school”, 47% of students agreed or strongly agreed they “Feel there is an adult that cares about them at school”, and 46% of students agreed or strongly agreed they “Feel like they are part of the school”. The results from the CHKS have enabled the district to take specific actions to improve the perceptions of safety. Monthly District Safety Committee Meetings are held with the Chief of the Woodlake Police Department. This safety committee helps address safety concerns and establish common safety procedures. For lockdown and active intruder procedures, Woodlake Unified employs the A.L.I.C.E. (Alert, Lockdown, Inform, Counter, Evacuate) protocol. Each adult in the District is trained and receives annual online refresher on A.L.I.C.E. along with regular practice drills that involve Woodlake PD. The district will continue to work on improving the sense of school connectedness and school climate that promotes respect for all. The target percent of students’ perception on the 3 areas (1) Feel safe at school, (2) Feel there is an adult that cares about them at school and (3) Feel they are part of the school by 2023-24 are 92%, 90% and 89% respectively. Positive Behavior Interventions and Supports (PBIS) has been established in grades K-8 and alternative education. The high school employs a Juvenile Diversion Program as alternate means of discipline. Save Our Students (SOS), which focuses on creating positive social-emotional outcomes and school connectedness, is implemented in grades 7-12. To support student success and social-emotional well-being, 4 district social workers and 2 academic counselors are provided by the LCAP. One academic counselor supports middle school and a second shares their time with the comprehensive high school and alternative education program. One social worker supports alternative education and one social worker is assigned to support one of three grade spans (K-5, 6-8, and 9-12). In 2021-22, Social-emotional lessons were expanded to include all grade levels TK-12. Additional actions that are planned to be implemented include (1) WeTip, a school and community wide reporting system, that will assist in empowering the entire school community to anonymously report incidents of violence, bullying or other emergency, (2) increasing assemblies and guest presentations and (3) peer support programs such as tutorials led by students." Met 6/8/2022 2022 57727100000000 Woodland Joint Unified 6 "The district uses the California Healthy Kids Survey as its local climate survey, and it was most recently administered in spring 2022. Of the data reported by the CHKS, the district primarily focuses on two key indicators: (1) the percent of students who perceive the school as safe or very safe, and (2) the percent of students reporting agree or strongly agree for school connectedness. When we compare the results from 2021 to 2022, we see a decline at all levels on both indicators. On the first key indicator, the percent of students who perceive the school as safe or very safe, 5th graders were at 73%, which was a decline from 87% in 2021. 7th graders were 53%, a decline from 78% in 2021, and 9th graders were at 40%, a decline from 71% in 2021. 11th graders were 44%, a decline from 61% in 2021. Alternative programs were at 59%, a decline from 71% in 2021. On the second key indicator, the percent of students who agree or strongly agree for school connectedness, 5th graders were at 70% a decline from 77% in 2021. 7th graders were at 59%, a decline from 66% in 2021, and 9th graders were at 46%, a decline from 62% in 2021. 11th graders were at 43%, a decline from 58% in 2021, and alternative programs were at 58%, a decline from 66% in 2021. The district attributes some of the decline in CHKS indicators to the lasting effects of the pandemic. While the 2021-22 school year was conducted fully in person, and students did not experience school closures during that year, as in the previous two years, there were still behavioral and social-emotional impacts that contributed to the decline in school connectedness. Some of the reasons include the safety measures that needed to be in place. These include, closing campus to parents and families for the first seven months of the school year, holding meetings and events such as Back to School Night at all schools virtually. Due to Covid-19 quarantine restrictions, absences for both students and teachers were significant throughout the school year. For all of these reasons, and due to the fact that the pandemic restrictions are easing, the district expects to see improvements in the CHKS key indicators this year. The district continues to support school climate through implementation of wellness teams, including social workers, as well as training for teachers and staff on positive behavior interventions and supports." Met 6/16/2022 2022 49709530105866 Woodland Star Charter 6 "Through our LCAP Annual survey WSCS collects responses from one grade to represent K-5th and one grade to represent 6th-8th. Both classes are asked the same question and survey questions remain constant between school years to track progress and trends. 1. Generally the students feel confident both socially and academically. Students reflect that they generally feel safe and supported by staff and faculty. Student responses indicate they feel more confident in ELA than mathematics but a strong majority feel that they are gaining the academic skills to be successful in high school. From the 6th-8th grade span survey, 88% indicated that they feel confident in their peer group and 92% feel physically safe. 2. NA 3. Following the school closures between March 2019 and April 2020, student social emotional development and academic progress has been a significant concern and is being addressed and monitored. WSCS will continue to monitor student confidence in both of these arenas/" Not Met 9/21/2022 2022 54722980000000 Woodville Union Elementary 6 "The Woodville Union School District administered Student Wellness Survey (based on the CORE Survey) in the spring of 2022 to grades 4-8. An analysis of the survey's indicators is as follows: (1) Self-Efficacy (Very High Performance) - Students believe they can earn strong grades in class and meet learning goals set by their teachers. Some students reported limited confidence in being able to learn the hardest topic in class. (2) Growth Mindset (Very High Performance)- Student responses indicate their belief that their abilities can grow with effort, and that they are capable of learning anything. Some students may need reminding that this applies to all subjects at school, even if they are not ""naturally"" good at the subject. (3) Self-Management (Very High Performance) - Students report coming to class prepared and they also remember and follow directions. Some students may benefit from learning strategies for paying attention when there are distractions. (4) Social Awareness (High Performance) - Students indicate a belief that they listen carefully to the viewpoints of others and that they complement the accomplishments of others very often. Some student responses indicated needing further support in describing their feelings. (5) Culture and Climate (Very High Performance)- Overall, students report positive experiences at their schools. Students report that their belongings are respected and safe. They report limited experiences with teasing about their physical appearance and that they are physically safe at school. Students experience support for academic learning via adults' encouragement to work hard and assistance with schoolwork when needed from teachers. Some students may benefit from more clarity about school rules. Each school site reviews the results of this survey and incorporates specific goals into school site plans annually. In addition, school counselors review this data to inform their support to students and teachers." Not Met 10/11/2022 2022 49710356052377 Wright Charter 6 "California Healthy Kids Survey was administered during the 2021-2022 school year. It was administered to all 5th grade students, and an accompanying staff survey on school climate was given to all teachers in the district. According to the 2021-22 California Healthy Kids Survey, 78% of 5th grade students reported feeling safe at school most or all of the time, which was a decline from 87% the last time it was administered in 2020. 69% of students reported feeling connected most or all of the time, which was a decrease from 76% in 2020. 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 response to the results, the LEA is taking actions to improve feelings of emotional and physical safety, and school connectedness. School counselors work with students on relationship building and problem solving. Restorative practices are being implemented, as well as the Toolbox social-emotional learning curriculum. Staff received training on how to respond to students so that they feel heard. Training on trauma informed instruction was offered, and will continue. Counselors are being utilized to support parents with strategies to support their children at home, as well as with community resources." Met 6/23/2022 2022 49710350000000 Wright Elementary 6 "California Healthy Kids Survey was administered during the 2021-2022 school year. It was administered to all 5th grade students, and an accompanying staff survey on school climate was given to all teachers in the district. According to the 2021-22 California Healthy Kids Survey, 78% of 5th grade students reported feeling safe at school most or all of the time, which was a decline from 87% the last time it was administered in 2020. 69% of students reported feeling connected most or all of the time, which was a decrease from 76% in 2020. 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 response to the results, the LEA is taking actions to improve feelings of emotional and physical safety, and school connectedness. School counselors work with students on relationship building and problem solving. Restorative practices are being implemented, as well as the Toolbox social-emotional learning curriculum. Staff received training on how to respond to students so that they feel heard. Training on trauma informed instruction was offered, and will continue. Counselors are being utilized to support parents with strategies to support their children at home, as well as with community resources." Met 6/23/2022 2022 57105790000000 Yolo County Office of Education 6 "The California Healthy Kids Survey (CHKS) was administered in the 2020-2021 school year. The CHKS, which was developed by the California Department of Education and WestEd, is a reliable and valid instrument. The School Environment Scales Follow: Students feel that there are: • Caring adults in school: 75% • High expectations: 88% • Meaningful participation: 45% • School connectedness: 75% • Academic motivation 85% • Promotion of parent involvement in school: 60% Key learnings: There is a definite culture of family and engagement on our campus. This is cultivated by a community of caring adults that support the development of our students. The staff is focusing on building meaningful participation and academic rigor and relevance through a commitment to project-based learning rooted in the fullservice community school model. We hope to see this make movement on the meaningful participation indicator with a 10-15% growth in the next two years. With the lifting of COVID restrictions, we hope to see an uptick in parent involvement through engagement events. We expect to see a 3-5% increase year over year as the engagement 529 2021-22 Local Performance Indicator Self-Reflection for Yolo County Office of Education Page 10 of 13 events are revitalized." Met 6/28/2022 2022 20764140000000 Yosemite Unified 6 "We must continue to develop systems, encourage adaptive and generative learning, while providing opportunities for our students to access curriculum within our schools. School leaders must challenge the status quo and evaluate instructional practices that are not data driven present in our high schools today. Developing school-wide systems will provide a wider scope of focus to illicit equitable change within schools. Capacity building from the district office centered instruction, support services and professional development is an area of growth. Teachers have received minimal professional development during the school year to support instructional scaffolding and curriculum frameworks. We have worked to start building collaborative work within departments to align strategies, focused goals, formative assessments, and measurable impact on student outcomes Capacity is an approach, not a program. The current vision is to move toward a more inclusive instructional teaching model for our English language learner students in high schools. Shifting the responsibility of teaching every type of student to every teacher is the direction we must move within our schools to better support our learners. Teachers must embrace every student as their own and be responsible for their instruction. This vison of wholistic reform in schools will not be effective if we do not work with teacher programs that have produced underprepared teachers in urban schools that continue to have staffing concerns year after year. Successful shifts to a more inclusive model within some departments is a strong example of this vision. Having a shared leadership among staff members will support the change in the cultural beliefs and stereotypes of English language learners and special education students" Met 6/13/2022 2022 10625470135103 Yosemite Valley Charter 6 "Yosemite Valley Charter surveys students three times a year, and 97% of the students surveyed feel that Yosemite Valley Charter works with their parents/guardians to help them do their best in school. We have students that hold offices on our school site council who provide input regarding school climate. Because YVC is a non-classroom-based program, our students learning environment occurs in their homes." Not Met 9/8/2022 2022 20651850129015 Yosemite-Wawona Elementary Charter 6 "Students are surveyed annually on the learning climate at the school. These results indicate that students feel very safe at school, that they consistently feel cared for by the adults at the school, that bullying or other misbehavior is addressed fairly for all students and that they enjoy being at school and engaging in the learning activities there. School suspensions are non-existent as staff works to assist students in working through behavioral issues and conflicts before they rise to the level of a suspension." Met 6/21/2022 2022 14101400117994 YouthBuild Charter School of California 6 "As per our annual calculations of positive transition data, YCSC had over 60% percent of all students experiencing a positive transition. Positive transitions are those that are primarily graduation, transfer, or grade level changes. This number was slightly lower than in years past due to the Covid-19 pandemic." Not Met 9/12/2022 2022 01100170124172 Yu Ming Charter 6 "PARTICIPATION RATE: Yu Ming Charter School administered the Panorama Student Survey, an evidence-based student survey in order to measure various aspects of student experiences, including student perceptions of school safety and connectedness that also serves as a universal screener for social-emotional learning. SURVEY FINDINGS: A total of 189 students in Grades 3-5, and 114 students in grades 6-8 participated. The following are the percentage in favorable results by topic area: Grades 3-5: - 80% Climate of Support for Academic Learning - 66% Growth Mindset (Student perceptions of whether they have the potential to change those factors that are central to their performance in school) - 81% Knowledge & Fairness of Discipline, Rules & Norms - 61% Safety - 55% Self-Efficacy (How much students believe they can succeed in achieving academic outcomes) - 69% Self-Management (How well student manage their emotions, thoughts and behaviors in different situations) - 71% Sense of Belonging (school connectedness) - 61% Social Awareness (How well students consider the perspectives of others and empathize with them) Grade 6-8: - 80% Climate of Support for Academic Learning - 69% Growth Mindset (Student perceptions of whether they have the potential to change those factors that are central to their performance in school) - 79% Knowledge & Fairness of Discipline, Rules & Norms - 66% Safety - 69% Self-Efficacy (How much students believe they can succeed in achieving academic outcomes) - 70% Self-Management (How well student manage their emotions, thoughts and behaviors in different situations) - 77% Sense of Belonging (school connectedness) - 65% Social Awareness (How well students consider the perspectives of others and empathize with them)" Met 6/27/2022 2022 51714645130125 Yuba City Charter 6 "Every other year, YCCS conducts a school-wide survey of parents, teachers, and students. The data overwhelmingly demonstrate 85 to 95% satisfaction from surveyed parents from all grade levels and subgroups with regard to safety, the educational process, educational content, opportunities for students, special education, student services, academic and social progress and performance, and school-wide practices and protocols. YCCS continues to support and encourage parent participation in the Parent Advisory Committee, board meetings, and school activities and events. Parent participation in student performances, Math/ELA nights and classroom activities increases every year. It remains a challenge to attract the numbers of parents we would like to see involved in the PAC. We are constantly working to encourage parent participation and to elicit the information we need from parents through multiple methods of communication." Not Met 9/7/2022 2022 51714640000000 Yuba City Unified 6 "YCUSD surveys students, school staff, and parents annually to capture the quality of school culture and climate around the following themes: • School Connectedness and Sense of Belonging • Climate of Support for Academic Learning • Knowledge and Fairness of Discipline, Rules, and Norms • Safety The primary districtwide initiative designed to improve school culture and climate is Positive Behavioral Interventions and Supports (PBIS), which YCUSD monitors and evaluates annually. Most recently, PBIS implementation increased overall for the district in 2021-22, and increased program implementation was found to be associated with improved student outcomes like off-campus suspensions, however the overall number of suspensions has increased since our closure for distance learning. . In 2022-23, district efforts will focus on sustaining full implementation of the first tier of PBIS at sites and transitioning to the next tier of training and implementation. Another key districtwide initiative targeted at improving school culture and climate for students is promoting educational equity. The district adopted a strategic plan that promotes safety, connectedness, and equity throughout all aspects of schools. And in an effort to accelerate progress, YCUSD revised its plan by increasing funds for enhanced efforts in mental health / social emotional support services and tutoring. In 2019-20 a new management level position for Student Engagement was created and filled to implement, monitor, and assess student/family and equity efforts. We anticipate this role will support our progress this coming year." Met 6/14/2022 2022 58105875830112 Yuba County Career Preparatory Charter 6 "At the end of the 21/22 school year YCCPCS administered the following anonymous polls: ""Student Voice for 22-23"", ""Parent/Guardian 22-23 Planning Poll"", and ""Staff and Other 2022-2023 Planning Poll"" regarding our new supports and services designed to support/engage our students, increase family engagement, and grow our MTSS and other needs of each group. YCCPCS is in a continuous cycle of improvement using data and input from all educational partners. Based off the responses from these polls and other metrics in our LCAP, there were interventions and supports we discontinued and others we strengthened and revised. We did see positive results as evidenced by our increase in student retention and increase in credit completion, our new orientation and enrollment process, student success, assignment sheets, Academic Advisor, and Family Support Specialist. All of these supports have strengthened our students connection to YCCPCS. In the 21/22 school year we did not administer the California Healthy Kids Survey, YCCPCS will administer this survey during the 22/23 school year and we will do YCCPCS polls with all of our educational partners." Not Met 9/6/2022 2022 58105870000000 Yuba County Office of Education 6 "A significant percentage of students do feel connected at school despite their demonstrated behavioral challenges. We will continue to implement our PBIS program with fidelity to ensure students are making academic, behavioral, and socio emotional growth." Met 6/15/2022 2022 29102980114322 Yuba River Charter 6 "Through surveys, Board of Directors and Parent Council Meetings, and Community Forums throughout the 2020-2021 School year, we have consistently heard concerns about student behaviors and the social emotional needs of the students we are serving. We must leverage all of our funding streams at the highest levels possible to support our teachers and staff to be prepared and trained to address these unprecedented challenges that the teachers and staff are facing. Together, trainings in core healing Waldorf Curriculum Content and best practices, training with multi-tired responses and behavioral interventions, and work in Social Emotional Learning strategies form an improved foundation for receiving and addressing the increasing needs of our students. Through interactive community forums in August, December, and May 21-22, and November and May surveys in 21-22, our parents and staff have expressed increasing levels of challenge and need for growth in the following aspects of the school and program: 1) increased behavioral needs of students 2) increased personnel and supports for behavioral needs of students 3) increased concerns about the general well being of students in the school, especially the social and emotional learning development of all students 4) an increasing need for our educational partners to be supported in becoming more involved in the school through additional community meetings and forums, expanding avenues for direct involvement in volunteering, governance, and Parent Council and Ed Foundation, etc. 5) with over fully 1/3 (over 110 new) new students and families in our school in 18 20-21 and 22-23 SYs, there is an increasing call from our educational partners to be supported in understanding the school's Waldorf methods and pedagogy and how families can be better and more fully informed through parent education opportunities and events. As a consequence of input from our educational partners, we assigned additional personnel to support students in all grades classrooms, especially our Low Income Pupils, Foster Youth, English Language Learners and Re-designated Fluent English Proficient Students, in academic and behavioral interventions and supports, through both push-in and pull-out systems. In the upcoming 2022-2023 school year we will be focusing increased services supporting foster youth, English learners, and low-income students through increased training and professional development of new teachers, assistants, tutors, behavioral para-professionals, etc. to more effectively serve these students in the classroom, and in corollary supports outside of the classroom, and to increase direct mentoring of these new personnel supporting their application of professional development and training experiences, and best practices in every classroom." Met 6/8/2022 2022 36679590000000 Yucaipa-Calimesa Joint Unified 6 "YCJUSD administered the California Healthy Kids Survey (CHKS) at all schools to students in grades 5, 7, 9, and 11. Grades 7, 9, and 11 received the CHKS Core Module and grade 5 received the Core Module with the Tobacco Use Prevention Education (TUPE) supplement. Survey results indicated little change in all areas from the administration of the same survey during the 2019-2020 school year. A pattern across all areas: school environment and connectedness, social emotional health, perceived safety at school, and alcohol and other drugs, was a percentage of responses in the middle (3 on 5-point scale, 2-3 on a 4-point scale). Survey data on meaningful student participation indicated lower scores than other areas. Negative indicators were reported at a higher rate among students in alternative high schools. The themes emerging from analysis of the data are the needs for more equitable opportunities for students, and student voice in particular." Met 6/21/2022 2022